Adaptation of educational content for students with special educational needs (SEN)

Aula_SMART Course

Adaptation of educational content for students with special educational needs (SEN)

Name: Adaptation of educational content for students with special educational needs (SEN)
Brand: Aula_SMART
Availability: InStock

Course of Inclusive Education and Universal Design for Learning (UDA) of 50 hours aimed at teachers. Learn to address diversity, eliminate barriers to learning and apply UDL, ICT and assistive technology to create more accessible, flexible and inclusive classrooms.

€0,00

Free registration for the teacher and 100% subsidized through Fundae for private and subsidized centers, as long as you are in the General Social Security Regime, RD 694/2017, of July 3. (Sign up through your center)

Course included in the Learn_TIC Aid Program. Each teacher who completes at least 100 hours of training from the catalog of courses assigned to the program will receive a donation of a laptop, iPad, Chromebook or other ICT equipment. (Valid for all teachers in private, subsidized and public centers)

Qualification: Aula_SMART
Duration: 40 hours
Modality: Online
Location: Campus AULA_Interactiva
Cost: No cost for the Center or the Teacher. RD 694/2017, of July 3
FUNDAE: 100% rebateable

FA_S Donation: Laptop, iPad, Chromebook or ICT equipment every 100 hours of training

Sign up through your center (*)

Sign up (**)

(*) No cost to the center or the teacher according to RD 694/2017, of July 3.
(**) For students who are not going to take the course through their center

Adaptation of educational content for students with special educational needs (SEN)

Goals

The course “Adaptation of educational content for students with special educational needs (SEN)”, lasting 40 hours, aims to provide teachers with the knowledge, strategies and resources necessary to adapt the curriculum, content, methodologies, materials and evaluation to the specific needs of the students, promoting an inclusive, accessible and personalized education.

Upon completion of the course, the participant will be able to:

- Understand the fundamentals of curricular adaptation and differentiate its different levels, types and purposes.
- Know the regulatory framework related to inclusive education, attention to diversity and special educational needs.
- Apply the principles of Universal Design for Learning (UDL) in the planning and development of inclusive learning situations.
- Identify barriers to learning and participation (BAP) and establish facilitators that promote inclusion.
- Detect the educational needs of students through inclusive diagnostic evaluation processes.
- Analyze competencies, objectives, contents and evaluation criteria to determine which curricular elements need to be adapted.
- Determine the level of curricular competence (NCC) and use it as a reference to plan learning.
- Identify specific needs for educational support (NEAE) and develop individual profiles that facilitate a personalized educational intervention.
- Differentiate between access, methodological, curricular, significant and non-significant adaptations, selecting the most appropriate in each situation.
- Design and develop individual curricular adaptations (ACI) taking into account the characteristics and needs of the students.
- Adapt objectives, contents, activities, materials, resources and evaluation criteria.
- Prepare worksheets, guides, teaching materials and accessible resources adapted to different student profiles.
- Apply inclusive methodological strategies such as cooperative learning, project-based learning, gamification and learning stations.
- Incorporate accessible technological and ICT resources, such as screen readers, educational applications and support software.
- Know and use augmentative and alternative communication systems (AAC) when the needs of the students require it.
- Design multisensory, accessible and personalized experiences and materials.
- Apply inclusive evaluation procedures, using different instruments, formats, times and criteria.
- Use observation, portfolio, self-assessment and co-assessment as tools to assess individual progress.
- Continuously monitor learning and provide formative and adapted feedback.
- Improve communication and coordination with families and with the rest of the professionals involved in educational care.
- Prepare a complete proposal for curricular adaptation applicable to real classroom situations.

Adaptation of educational content for students with special educational needs (SEN)

What prepares you

This course prepares you to respond in a practical, planned and inclusive way to the diversity present in the classroom, adapting educational content to the characteristics, abilities, rhythms and needs of students with special educational needs.

You will learn to identify what barriers can hinder learning and make decisions about what to adapt, how to do it and how to evaluate the results, combining curricular adaptations, inclusive methodologies, Universal Design for Learning (UDL), technological resources and accessible materials.

The training will allow you to design individualized curricular adaptations, adapted worksheets and activities, multisensory materials, methodological strategies and flexible evaluation procedures, applying them to different educational areas and situations.

In addition, you will be prepared to use support resources such as accessible ICT and augmentative and alternative communication systems, as well as to carry out individualized monitoring of student progress and coordinate intervention with families and other professionals.

Ultimately, you will acquire tools to transform the curriculum into a more accessible, flexible and personalized proposal, offering each student real opportunities for participation and learning within an inclusive classroom.

Adaptation of educational content for students with special educational needs (SEN)

Who is it addressed

This course is especially aimed at teachers and education professionals who wish to improve their ability to address diversity and adapt teaching-learning processes to students with special educational needs.

It is especially useful for Early Childhood Education, Primary Education and Secondary Education teachers, as well as for support teachers, specialists, counselors and other professionals who intervene in inclusive educational contexts.

It is also indicated for professionals who want to acquire practical strategies to adapt content, activities, materials, methodologies and evaluation systems, apply the principles of Universal Design for Learning (UDL) and use technological and accessibility resources that facilitate the participation of all students.

It is especially recommended training for those seeking to move from the general principles of inclusion to their concrete application in the day-to-day classroom.

Adaptation of educational content for students with special educational needs (SEN)

Methodology

Adaptation of educational content for students with special educational needs (SEN)

Syllabus

Download the agenda in .pdf format

Topic 1

Fundamentals of curricular adaptation in inclusive contexts
 Concept of curricular adaptation: levels and types.
 Nature and purpose of curricular adaptations.
 Levels of curricular adaptation.
 Criteria for effective curricular adaptation.
 Process of developing and applying a curricular adaptation.
 Legal and regulatory framework on inclusive education and attention to diversity.
 International basis: rights and obligations.
 Regulatory principles applicable to curricular adaptation.
 Regulatory implications for the teacher.
 State and regional regulatory framework.
 Principles of Universal Design for Learning (UDA).
 Theoretical foundation of DUA.
 Principles of DUA.
 DUA and curricular adaptations.
 Application of Universal Design for Learning in teaching practice.
 The role of the teacher as a mediator of inclusive learning.
 Key functions of the inclusive teacher.
 Necessary professional skills.
 Ethical and professional dimension of the inclusive teacher.
 Inclusive education and teacher well-being: a bidirectional relationship.
 Barriers and facilitators to learning and participation (BAP).
 Key facilitators.
 Relationship between BAP and curricular adaptations.

Topic 2

Identification of needs and analysis of the curriculum
 Diagnostic evaluation and detection of SEN.
 Theoretical foundations of inclusive diagnostic evaluation.
 Phases and methods of diagnostic evaluation.
 Detection of special educational needs (SEN).
 Analysis of competencies, objectives and curricular contents.
 The curriculum as a flexible frame of reference.
 Vertical analysis: curricular sequencing.
 Horizontal analysis: coherence and connection.
 Curricular decision making.
 Determination of the level of curricular competence.
 Concept and scope of the NCC.
 Methodology for determining the NCC.
 Determination of the Zone of Proximal Development (ZPD).
 Prioritization and sequencing of learning.
 Concept of curricular prioritization.
 Sequencing of adapted learning.
 Inclusion of own content.
 Identification of specific educational support needs (NEAE).
 Expanded concept of NEAE.
 NEAE identification process.
 Specific support to the NEAE.
 Preparation of the individual student profile.
 Summary of the evaluation: the individual profile.
 Structure of the individual profile.
 Direct involvement in curricular adaptation.

Topic 3

Design and planning of content adaptations
 Types of adaptations.
 Adaptations of access to the curriculum.
 Methodological adaptations.
 Curricular adaptations.
 Relationship between access, methodological and curricular adaptations.
 Universal Design for Learning and its relationship with adaptations.
 Significant and non-significant adaptations: differences and examples.
 Non-significant adaptations (ANS).
 Significant adaptations (SA).
 Decision principles between ANS and AS.
 Practical cases.
 Procedure to develop an individual curricular adaptation (ACI).
 Participation of the teaching team in the ACI.
 Quality indicators of an individualized curricular adaptation.
 Adjustment of objectives, contents and evaluation criteria.
 Setting objectives.
 Content adjustment.
 Relationship between adaptations and formative evaluation.
 Design of adapted teaching materials and resources.
 Criteria for adapted materials.
 Resources adapted for different needs.
 Practical cases of content adaptation in different areas: language, mathematics and science.
 Preparation of adapted guides or sheets.
 Elements of an adapted sheet.
 Quality criteria for an adapted sheet.
 Importance of worksheets in inclusive education.
 Strategies to personalize and diversify adapted tokens.

Topic 11

SOCIAL RISK GROUPS IN CHILDHOOD.

Adaptation of educational content for students with special educational needs (SEN)

Do you have any questions about this course?

You can send us your consultation by filling out this form or in the following ways:

- Through the phone (+34) 951 411 800
- Through email

comunicacion@fundacionaulasmart.org

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Do you have any questions?

You can also send us your consultation in the following ways:

- Through the phone (+34) 951 411 800
- Through email

comunicacion@fundacionaulasmart.org

AULA_SMART ® Foundation

C/ Palma del Río, 19 - Melior Building, 29004, Málaga
Telephone: +34 951 411 800
E-mail: comunicacion@fundacionaulasmart.org
Website: www.fundacionaulasMart.org