There are many voices and fingers that, in recent years, have pointed out the role of Special Education. This week, one more year, the VI National Congress of Special Education in space CaixaForum of Madrid. On the table, the challenges faced by the specialty and the opportunities it can offer in the current context.
The search, promotion and defense of personal autonomy of the students of the special has been raised as one of its clearest and most notable hallmarks.
Thus, under a large expert umbrella and those responsible for innovative educational projects to address the importance of autonomy, inclusion and the redefinition of models in the field of special education has been discussed during this sixth edition of the National Congress. The round table, titled “Educational experiences in school environments” and moderated by Jose Manuel Morenomedical director of the University of Navarra Clinicthere is a space for constructive and revealing dialogue about the current needs and strategies in the education of people with disabilities.
Nicolas Sanchezpedagogue of Mary Coredemptrix Schoolhas presented the “Plan to promote personal autonomy in a special education center”, highlighting the relevance of promoting independence from childhood and throughout life. “Personal autonomy is, at least, as important as mathematicsif not more,” Sánchez stressed.
The development of independence not only improves the quality of life, but also directly influences the self-esteem of students. “It is essential give them confidence that they can achieve it”Sanchez commented. At their core, the activities are designed to promote autonomy from a young age, integrating play into daily routines and working on areas such as sphincter control, eating and cell phone use. “We adapt to your specific needs, only in this way can you move forward“, he assured, also highlighting the need for family involvement in the process, despite the fact that “many families find it difficult, due to the pace of life or because they do not value the importance of personal autonomy.”
The intervention of Inmaculada Garridodirector of Immaculate Conception School of Grenadehas started with an activation dynamic for attendees. “Before we begin, let’s all stand up, clench our fists and tap our feet until 10,” he proposed, encouraging the public to participate, since his presentation was the last before the lunch break, after a long morning session.
Garrido, for his part, has presented the transformation of its center towards an innovative model of Specialized Reference and Support Center (CeRA)an initiative that arises as a result of the Organic Law of Modification of the LOE (LOMLOE) and the threat of closures of special education centers. “We were tired of the fact that, depending on who calls the congresses, one or the other is good,” he stated. “We decided listen to those involvedto everyone.”
Thus, in Granada they summoned 37 teachers and specialists from ordinary education and special education to think of a inclusive and label-free modelin which “inclusion is not just opening the door, but making it feel like the space is for everyone.”
He CeRA approach It is based on eight strategic areas, such as innovation and team cultureand promotes inclusive activities both inside and outside the center. “If we want inclusion, we must think about breaking down walls and putting aside personal egos,” he concluded, emphasizing the importance of teamwork in lthe school cloisters to take inclusion beyond the walls of educational centers.
The interventions of Sanchez and Garridoas highlighted by Dr. Moreno, moderator of the table, has reflected andhe commitment of special education in Spain to autonomy and real inclusionmaking it clear that, with models based on collaboration and constant support, it is possible to build an inclusive, innovative and effective educational environment for all students.
