Generalitat de CatalunyaDepartament d’Educació

Learning together to live togetherAction plan 2008-2015

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Contents1. Introduction......................................................................................................................... 32. Inclusiveeducation:educationforeverybody,schoolforall........................................ 63. Principles.ThegeneralframeworkoftheActionPlan“LearningTogether

toLiveTogether”................................................................................................................. 94. Pupilswiththegreatestspecificneedsforsupportinthecontextofinclusive

education............................................................................................................................ 115. Conditionsandcriteriatoprogresstowardeducationforallandtofacilitate

thedevelopmentofinclusiveschools............................................................................. 136. Enteringsocietyandtheworkplace:thetransitiontoadultlife................................. 277. Thecollaborationoffamiliesandprofessionals............................................................ 298. Trainingforinclusiveeducation...................................................................................... 329. AdministrationofthePlan.............................................................................................. 3610.Resourcesandservicesmap............................................................................................ 3811.Calendar............................................................................................................................ 4112.Budget................................................................................................................................ 4413.Bibliography...................................................................................................................... 46Appendix.Resourcesandservicesmap............................................................................... 50

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1.IntroductionToensurethatqualityeducationisavailabletoallstudents,independentlyofthecon-ditions inwhich they liveandof theirpersonalcharacteristics,has inrecentdecadesbecomeoneofthechiefobjectivesoftheirteachersandfamilies,andtheinstitutionsandindividualswhoareconcernedwitheducation.

Thisgreataim,whichinrecentyearshasbecomeknownaseducation for all orschool for all (BoothandAinscow,2004;Giné,2001;UNESCO,1994;Stainback,1999)thesedaysgoesbeyondthedesire,firstexpressedmanyyearsago,ofincludingchildrenfor-merlyexcludedfromtheeducationsystem.

To advance towards inclusive education, progressing towards true schools for all,callsfortheinvolvementofthewholeoftheeducationalcommunity—thestudents,theteachersandthefamilies,aswellastheadministratorsconcerned—inasinglegoal:toprocurethat,progressively,allchildrenenjoytherighttogotoschoolintheirneigh-bourhoodorvillage,withoutthiscompromisingtheequally importantrightofrecei-vinganeducationthatissuitedtotheirparticularneeds.

In recent history, various pronouncements of international organisations, such asUNESCOortheOCDE,pointinthisdirection.Inthisrespect,theSalamancaDecla-rationof1994(UNESCO,1994),adocumentapprovedbyacclamationbyrepresenta-tivesof92governmentsand25internationalorganisations,whichhasbecomeanim-portantreferentforeducational innovationandforeducationpolicies,recommendedthat“thosewithspecialeducationalneedsmusthaveaccess toregularschoolswhichshouldaccommodatethemwithinachild-centredpedagogycapableofmeetingtheseneeds”,alsoassertingthat“regularschoolswiththisinclusiveorientationarethemosteffectivemeansofcombatingdiscriminatoryattitudes,creatingwelcomingcommuni-ties,buildinganinclusivesocietyandachievingeducationforall”,andobservingthatsuchschoolscan“provideaneffectiveeducation to themajorityof childrenand im-provetheefficiencyandultimatelythecost-effectivenessoftheentireeducationsystem”.

A year later, the International Classification of Functioning, Disability and Health(ICF),approvedatthe54thWorldHealthAssemblyon22May2001,gaveanimpetustothenewcultureofdisabilitywithtwobasicpropositions:

1.Theconsiderationofdisabilityasauniversalhumanphenomenon,andnotasadiffe-rentiatingtraitofaminorityofsocietyforwhomspecialpoliciesarerequired.

2.Theunderstandingofdiversityas theoutcomeofacomplex interactionbetweenaperson’sstateofhealth,personalfactorsandtheirsurroundings,inwhichaninterven-tiononanyofthesemaymodifytheothers,theirbeingelementsofacomplexsystem.

More recently, the Convention on the Rights of Persons with Disabilities, ratified bythe majority of UN member states on 30 March 2007, also recognizes the rights ofchildrenandyoungpeoplewithdisabilitiestoenjoythebenefitsofaninclusiveeduca-tionsystem,withaccesstocompulsoryeducationunderthesameconditionsasothermembersof the community,without exclusionby reasonof theirdisability,butwith

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theadjustmentsandsupportneededtobolstertheiracademic,personalandsocialde-velopmenttothemaximum.

Legislative initiatives in this and neighbouring countries have also adopted this approachand are also taken into account in this Action Plan: the National Special EducationPlan(PNEE)of1978;theCircularof4September1981,whichlaysdowncriteriainthefieldofspecialeducation inCatalonia;Decree117/84,of17April,concening theor-ganisationofspecialeducationforintegrationintothemainstreameducationsystem;the Organic Law for the General Organisation of the Education System (LOGSE,1990)andtheprovisionsthatimplementit;theOrganicLawonEducation(2006);theMasterPlanforSpecialEducation(2003);andtheNationalEducationPact(2006).

ThenewCatalanEducationLaw(LEC)stresses,initspreamble,theneedtoadaptedu-cationalactivitytomeetthediverseneedsofstudentsandtoachievegreaterequalityofopportunity.Moreover,thepreliminaryparagraphincludesasoneofthefundamentalprinciplesoftheCatalaneducationsystem“socialcohesionandinclusiveeducationasthebasisofschoolforall”.Subsequently,theclausesoftheactassertthateducationalattentionforallstudentsisgovernedbytheprincipleofinclusion,andtheydefinecri-teria foreducationalorganisation thatmust facilitateeducationalattention toall stu-dents,particularly thosewhomightencountermorebarriers to learningandpartici-pation, deriving from their personal disabilities. It also provides that special schoolsmaydevelopservicesandprogrammes tosupport theeducationofdisabledstudentsinmainstreamschools.

Quiteapartfromtheseimportantdocuments,itwouldbeamistakenottotakeaccountalsoof twoother sources thathaveundoubtedlycontributed topointing theway to-wardsschool for all:ontheonehandtheeducationalpracticesthathavealreadybeendevelopedinthisdirection,bothinmainstreamschoolsandinspecialeducation;andon theother, theresearch thathasbeenundertakenon this issue.These twoare im-portantresourceswhenitcomestodeployingthisPlanandsketchingouttheshapeofthefuture.

Inconcordwitheverythingwehavejustoutlined,theintentionisforthisAction Plan “Learning Together to Live Together” to become part of the set of policies alreadybeing implemented by the Department of Education to promote quality education for all,placingspecialemphasis,at thepresent time,onenhancingdisabledanddis-advantagedpupils’accesstoinclusiveeducationasoneofthebasicpillarsofthequalityoftheCatalaneducationsystem.AsStainback(1999)stressed,“Wehopethatsoonwewillbeabletospeaksimplyofgivingaqualityeducationtoallstudents.Yetstilltherearestudentswhoareexcludedfromnormalschoolandcommunitylife”.

Furthermore, the Action Plan will promote the development and implementation ofgoodpracticeintheeducationsystemasawhole,andchannelproposalstowardstheimplementationofthelegalrequirements,training,organisationanduseofresourcesandtheevaluationandreviewoftheprogressmade.

TheActionPlan“LearningTogether toLiveTogether” is, therefore,aspecific instru-mentinthehandsofthewholeoftheeducationalcommunityfortheattainmentofthefollowinggoals:

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——Advancetowardtheinclusiveschoolingofallpupilsinmainstreamschools.

——Promotemethodologiesthatfavourparticipationbyallpupils inthemainstreamschoolenvironment.

—— Optimise support resources for the education of disabled pupils in the mains-treamschoolenvironment.

——Enhanceinterdepartmentalcoordinationinpursuitofintegratedattentionfordis-abledpupilswhiletheyareatschoolandduringtheirtransitiontoadultlife.

——Define themapof resourcesandservices for theeducationofdisabledpupils inCatalonia.

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2.Inclusive education: education for everybody, school for allConsideringthedifferentwaysofdefininginclusiveeducationthatcurrentlyexist,wecouldagreethat,ingeneral,ithasbeenconsideredthatinclusion,oreducationforall,hastodowiththecapacityofeducationalsystemstoprovideeffective,qualityeduca-tionforallpupilsandtheirintentionofprovidingitinnormal,sharedenvironments.

Moreover,asseveralauthorshaveobserved(Ainscow,2001andGiné,2008),differenttraditionscanbe identified: thatwhich is associatedwithattention for studentswithdisabilities; that which is associated with groups in danger of marginalisation; thatwhich focusesprimarilyonthe improvementofschool forallpupils;andthatwhichunderstandsinclusionasaprinciplefortheunderstandingofeducationandsociety.

Thesetraditionshaveledsomecountriestoplacetheemphasisonthereformofspe-cialeducation,whileothersplaceitonmodificationsinmainstreameducation(Ains-cow,2005b;Giné,2005;Marchesi,2001;EuropeanAgencyforDevelopmentinSpecialNeedsEducation,2007).

Here in our country, changes began with reforms in special education, but evolvedprogressively, some time afterwards, toward an orientation in which—as Marchesi(1999) has noted—the improvement of the system as a whole has come to be consi-dered essential. Thus, the LOGSE and Catalan Government decrees 75/1992 and299/1997nolongerspeakofintegration,butregarddiversityasacharacteristicofthesystemasawhole.

Stainback (2001, in a succinct phrase that has been abundantly quoted, defined in-clusiveeducationas“aprocess thatoffersall children,withoutdisctinctionofability,raceoranyotherdifference,theopportunitytocontinuebeingamemberofanordi-nary class and to learn from his or her companions, and together with them, in theclassroom”. She thus emphasises the belonging of any pupil to a community, and atthesametimestressestheinteractiveandsharednatureofallclassroomlearning.

Similarly, the experienceof schools thathave implementedpractices tomakeeduca-tionforallavailable,aswellashisownresearch,ledAinscow(2005)toemphasisethefollowingpoints:

——Inclusion is an on-going process to find better, ever more suitable, ways to res-pond to diversity. He deals with the fact of living with difference and learning tolearn from difference. From this point of view, difference becomes a positive factorandastimulustolearningforchildrenandadults.

——Inclusionisconcernedwith—andpaysspecialattentionto—theidentification and elimination of barriers to learning and participation thatpupilsmayencounter.Itisaquestionofusingtheinformationacquiredfromobservingeducationalpoliciesandpracticestostimulatecreativityandtheresolutionofdifficulties.

—— Inclusion seeks the presence, participation and success of all pupils. The ideaofpresence includestheplacewherethepupillearns,preferablyinsettingsthatareas

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normalaspossible;participation referstothequalityoftheexperienceofthepupilsintheschool,andhenceincludesboththeircollaborativeexperienceandtheopinionoftheclass;whilesuccess referstotheresultobtainedbypupilsinlearningactivitiesasawholeandnotjustintestsandexaminations.

—— Inclusion also particularly focuses on those groups of pupils who are at risk of greater marginalisation, of exclusion, or of not reaching appropriate levels of achievement. This implies special responsibility for administrators for such groupsofpupils, aswell as theirneed to specificallymonitor thepresence, participation andsuccessjustreferredto.

InthisActionPlan“LearningTogethertoLiveTogether”,wheninclusion isreferredto,it isnot inthesenseofreturning (reintegrating)anyone,butofavoidingever leavingthemoutofmainstreamschool life. It isnotaquestionofbringing inthosewhoareexcluded,butofbuildingasystemabletomeettheneedsofeveryone.

Similarly, it is understood that working from the point of view of school for all alsomeans moving from the idea of assisting only pupils with disabilities to the idea ofprovidingthenecessarysupportforanypupil,accordingtotheirneeds,withtheaimoffacilitatingtheparticipationofallintheclass’sgroupactivities.

Aninclusiveschool,asproposedbyPorter(2001),isoneinwhichpupilswithspecialeducationalneedsorwithdisabilitiesgotothesameclassastheircompanionsofthesameage,thesameclasstheywouldgotoiftheyhadnodisability.

Thus, inclusive education is a process that begins with the recognition of the diffe-rences there are between the pupils, with respect, and the building of teaching andlearningprocessesonthebasisofthesedifferences,reducingbarrierstolearningandto participation by all pupils, not just those with disabilities or special educationalneeds(Booth,T.andAinscow,M.,2004).

Inaninclusiveschool,asPujolàs(2005)hasstressed, therearenoordinarypupilsorspecial pupils, but just pupils, with no adjective, each with their own characteristicsand needs; diversity is understood as the natural state of affairs, and hence all thesedifferenceare takenintoaccountsothatallpupils,whoarediverse, learntothebestoftheirpossibilities.Inthiscontext,pupilswithdisabilitiesparticipateasmuchastheycan ingeneralactivitiesand in the lifeof theschool,aswellas in teachingand lear-ningactivitiesintheordinaryclassroom.

From this perspective, this Action Plan assumes the point of view adopted by Index for Inclusion (Booth,T.andAinscow,M.,2004)whenitpausestoconsiderthreeinter-connecteddimensionsintheimprovementofschooleducation:creatinginclusivecul-tures,generatinginclusivepoliciesanddevelopinginclusivepractices.

Forany improvement inschools tobeconsolidatedontheroadtowardeffectiveandinclusiveeducationforallpupils,allthreedimensionsmustbedeveloped.

Furthermore,asthesametextunderlines, itmustbeborneinmindthat“schoolcul-tures”arekey for the implementationof improvementsand to the stimulationof,orhindranceto,teachingandlearning.

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Schoolcultureismadeupofthebasicbeliefsandconvictionsoftheteachingstaffandof the educational community in relation to the teaching and learning of the pupilsand to the functioning of the school. Beyond a school’s teaching and learning sys-tems, school culture also includes aspects such as the rules that affect the educatio-nal community, information and communication systems, the relations between theteaching staff and the pupils or between the teaching staff and the families, or othervalues shared by the membersof the community (Huguet, 2006; Marchesi and Mar-tin,2000).

InthisregardweonceagaincoincidewithIndex for Inclusion whenitisassertedthatitisthroughprogressininclusiveschoolculturesthattheteachersandnewpupilscandevelopandmaintainchangesinpoliciesandpractices.

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3.Principles. The general framework of the Action Plan “Learning Together to Live Together”On the road towards the school for all, the aims and the measures it is proposed toimplementintheActionPlan“LearningTogethertoLiveTogether”arebasedonthefollowingprincipleswhichdefinethegeneralapproachthatunderliesthePlan:

——Inclusion. Theprincipleofinclusionaffirmsthatschoolsmustbeopentoallpu-pilswithoutdiscriminationnorexclusion,consideringallpupilstobemembersofthecommunitybyright.

Fromthisprincipletherefollowsthewilltoadvance,progressivelyandinsofaraspossi-ble,towardstheeducationofallpupilsinmainstreamschools,encouragingthefullestandmostactiveparticipationpossibleofeveryoneinschoolactivities.

—— Normalisation. Educational attention for pupils with special educational needs(SEN),arisingfromtheirpersonaldisabilities,severelearningdifficultiesorotherdiffi-culties, isprovided, tothegreatestpossibleextent,usingtheordinaryresourcesavai-lable for all pupils and in ordinary contexts and environments, thus facilitating theparticipationofpupilswithspecialeducationalneeds inactivities togetherwiththeircompanions.

Interventionwithspecificsupportandresourcesiscarriedoutbybringingthespecificsupportorresourcetothepupils(totheirclassroom,schoolorzone,etc.)ratherthantheotherwayround.

——Equality of opportunities for learning and participation. Theeducationsystemmustofferallpupilsthepossibilityofparticipatinginmainstreamactivities,andeve-ryonewhomostneedsthemshouldhavethesupportandformsofattentiontheyre-quireinordertosharetheseactivitiesandattainthelearninggoalslaiddownforeachstagetothegreatestpossibleextent.

The education provided in schools must promote participation in the community ofwhich the pupils form part and respond to the individual educational needs of eachpupil.

Education needs to be personalised for all pupils, but more specific measures andattentionneedtobeappliedtopupilswithspecialeducationalneeds.

Personalisededucationimpliestherecognitionofdifferentrhythmsoflearningandofdifferenttypesofparticipation,notnecessarily,oronly,individualattention;rather,itisaquestionof lookingat thepupiland theenvironment inamorepersonalised light,allowing better identification of the learning barriers the pupils are facing, deciding,whennecessary,ontheapplicationofindividualplansandactivatingtheorganisatio-nalresourcesforimprovingattention.

Beyondtheschoolenvironmentperse,thepupils’participationincomplementaryand

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extracurricular activities in the surrounding community should be promoted, whileseeking to eliminate the barriers that might impede this, and creating the means tofacilitateit.

—— Education close at hand. The education system must guarantee the right of allpupilstoreceiveeducationclosetowheretheyliveanddetermineefficientcriteriaforthe zoning and coordination of general and specific educational services in order toenhancechildren’seducationthroughmoreintegratedattention.

—— Participation and co-responsibility. The participation of the different segmentsoftheeducationalcommunity(students,teachersandfamilies)andtheinvolvementofthe communityat large, eachwith their respective responsibilities, arevital elementstopavethewayfortheeducationalandsocialinclusionofpersonswithdisabilities.Thefamiliesofthechildrenaffectedmusttakepartindecision-makingontheirchildren’sschoolingandthedevelopmentoftheireducationalprocess.

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4.Pupils with the greatest specific needs for support in the context of inclusive education

4.1. From pupils’ special educational needs to the barriers to learning and participation that may arise in the environmentInthelate1970s,theWarnockreport(1978)introducedtheconceptofspecial educatio-nal needs, whichbroughtaboutamajorreappraisaloftheeducationandschoolingofpersonswithpersonaldisabilitiesorpupilsat riskdue toexceptional socialcircums-tances.

Tospeakofspecial educational needsallowedattentiontobedivertedfromanypossibledeficits or limitations of each specific pupil and to focus above all on the conditionsrequiredfortheireducation,whetherintermsofspecialmeasuresorthemodificationofcurriculumsorthespecialresourcesthatneededtobeprovided.Thus,the individual description of the handicap or other diagnostic label of each specific pupilbegan to lose weight andinsteadgreater attention began to be paid to the learning conditions the environment needed to provide.Specialeducationalneedsreferred to thecom-plementary support or resources some children needed. They were known as special becausetheywerenotcommontoallpupilsandtheywerecomplementary becausetheywereadditionaltothoseprovidedforallpupils.

Fromthisperspectiveitseemedevidentthatstudentswiththesamecategoryof“dis-ability”, according to the traditional diagnostic standards, might have different edu-cationalneeds,dependingonthe family, schoolorsocialenvironment inwhichtheyfoundthemselves,and—whichisevenmoreremarkable—thismaysignificantlychangethe“special”natureof theeducationalneeds identified.Thus,apupilwhorequiresacertaintypeofsupportinoneschoolmightneedsomethingelseinthenexttownorintheschoolroundthecorner.

More recently the concept has been introduced ofbarriers to learning and participa-tion (Ainscow, M., 2001; Booth, T. and Ainscow, M., 2004; Stainback, S. and Stain-back,W.,1999),andthisconcepthasclarifiedandemphasisedtheimportanceofcon-textindeterminingtheresultingdegreesofdifficultyfacedbystudents.It isnotonlytheneedsderivingfromthepupil’spersonaldisabilitiesthatcount,butratheritisthebarriersthattheenvironmentputsinthewayofeachperson’spossibilitiestolearnthatcometotheforeasbeingparticularlyrelevant.

Inthesamevein,Porter(1990)observeshowthemostsignificantdifferencesbetweenatraditionalapproachtospecialeducationandaninclusiveapproachoriginateinthefact that the former is focused on the pupil—being based above all on prescriptivediagnosticsandplacingspecialemphasisontheroleofindividualisedprogrammes—while the latterprioritisesand focuseson theclassgroup,andconsiders the typesofmeasures and resources that need to be implemented or provided in the school orclassroom,inorderthebettertoresolvethedifficultiesanyparticularstudentmayface.

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4.2. The Action Plan and pupils with disabilitiesInspiteoftheinsistenceonthefactthatattentiontodiversityandtheinclusiveschoolapproachaffectsall thepupilsandtheeducationalcommunityasawhole, thesedayspupils with disabilities require special consideration for two reasons: firstly becausethey are still excluded from mainstream schools; and secondly, their full incorpora-tionrequirescertainchangesforwhichspecificstructuralmeasuresneedtobetaken.

Consequently, theActionPlan,aswell as focusingongeneralaspects thatareessen-tialinorderforschoolstoadvancetowardeducationforall,alsospecificallyconsidersthedefinitionofmeasurestofacilitatetheincorporationofpupilswithdisabilitiesintomainstreamschools,withtheaimofprovidingidealconditionsforqualityeducationandgoodinter-personalrelationsbetweenallpupils.

4.3. Support and support resourcesWhenitcomestodefiningthesupportsneededtoputinclusiveeducationintopractice,theobservationsbyStainback(2001)arerelevantwhenshestressesthattheprovisionofeffectivesupportdepends,inpart,onwhatwedecideshouldbeexpectedfromthissupport.Inthecaseoftheinclusiveclassroom,thefollowingtworesults,atleast,seemdesirable:

——thatallpupilsaresuccessfulincurricularandsocialactivities;

—— that the teaching staff genuinely feel they are being supported in their efforts topromotethesuccessofpupilsintheirparticipationineducationalactivityandintheirpositiveinterdependencewiththeclassgroup.

From this perspective, support may take many different forms, the only importantconditionbeingthatitbeeffectivefortheattainmentofthedesiredobjective.

AlsoIndex for Inclusion(BoothandAinscow,2004)offersanewperspectiveofsupportwhen it is defined as “all those activities which increase the capacity of schools to respond to diversity”, asserting, furthermore, that individual support is only one ofvarious possible forms of support that may improve student’s’ learning. Thus, class-room programming to facilitate the diversification of activities, or agreeing on crite-riathatallowfordifferentformsofparticipationandassessment,wouldalsoqualifyassupport.

In thiscontext,wheredowe includesupport resources? In thiscasewearespeakingof the provision of tangible material (such as adapted computer keyboards, specialchairsordesks, specialclassmaterial, etc.)orof teacher participation (two teachersperclass,doublingupofgroups,etc.),orofparticipation by other professional staff (speechtherapists,physiotherapists,auxiliaries,etc.)whohelptheteacherintheclassgroup.Belowwewilldeal specificallywithwaysoforganisingsupportresources inashared,effectiveoperationtoimproveinclusion.

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5.Conditions and criteria to progress toward education for all and to facilitate the development of inclusive schoolsGoodpracticeinthebuildingoftheschoolforall, theexperimentsoninclusionthathavebeenstartedinvariousschools,theexperienceofschoolswithSESUresourcesorwithSEUsandtheobservationsofteacherswithregardtoallthis,aswellastheconclu-sionsreachedbyvariousresearchers(Ainscow,2001;Giné,2001;Huguet,2006;Porterand Stone, 2001; UNESCO, 1995); all these have made clear some of the conditionsthatallowpracticeinschoolstobeimprovedinordertoprovideeffectiveeducationforall.Theyincludeavarietyofwaysoforganisation,strategiesandresources,whicheachschooloreducationalzonemustadapttoitsparticularsituationandcharacteristics.

Asweshall seebelow,aboveandbeyondtheprovisionof thenecessaryservicesandresources, the changes that will make possible the improvement of education for allimplyachange in students’ learningexpectations, the recognitionof thepossibilitiesoflearningfromoneanotherandtheinteractiveworkofprofessionalstaffinordertorespondadequatelytostudents’needs.

Inwhatfollowswereviewaseriesofcriteriathatmustbeconsideredfromtheperspec-tiveofinclusiveeducation.

5.1. School organisation and teaching and learning strategiesItisforheadteachersandtheirseniorstafftoimplementmeasurestoadvancetowardtheinclusionofallpupils.Theymust,therefore,promotetheevolutionofinstitutionalapproaches and school structures to facilitate the elimination of physical, cultural,attitudinal,curricular,methodologicalandorganisationalbarriersthatimpedetheac-quisitionoflearningbystudents.

Ascanbeseenintheschoolsthathavealreadyimplementedthispractice,thisappro-achmustinvolvetheteachingstaffandtheeducationalcommunityasawhole,sothat,starting from existing practices and understanding, they actively participate in theprocessof introducing themodifications favourable to inclusiveeducationwhicharecollectively implemented in the school. The consolidation of teaching teams aroundsharedschoolprojectshasprovedtobeanecessaryconditionforthisapproachtobepossible.

In this process it is useful to consider those educational resources, ways of doingthingsandstrategies thathaveprovedeffective inattempts to facilitateeducation forall.TheEuropeanAgencyfortheDevelopmentofSpecialEducation(2003),aswellasotherreportsandresearch(Ainscow,2001;CSE,2008;DuranandVidal,2004;Giné,2001;Giné,2005;Huguet,2006;Parrilla,2005;Puigdellivol,1998;Pujolàs,2005b;Por-ter,2001;Ruiz,2008;Stainback,2001)havedescribedfactorsthatareeffectiveforin-clusiveeducation,notableamongwhicharethefollowing:

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For schools, the following have proved effective and positive:

—— Schools’ equipping themselves with a flexible structure, able to adapt to thecharacteristics and needs of the students and the teaching staff, and an internalorganisationthatstrengthenscollaborationbetweenteachersintermsbothofplanningandworkintheclassroom.Thattheyagreeoncriteriaforthedistributionofsupportteacher attention, professional support staff and the resources and mechanisms forcoordination that facilitate flexible adaptation to the diverse needs of different classgroupsandoftheschool;

——The facilitation of collaborative teaching. Thetaskofteachingisfacilitatedwhentheteachingstaffdoitcollaboratively,withregardtoboththeinternalrelationsoftheteamandtothesupportandassessmentavailabletotheschool.Hence,itisnecessaryanduseful tomakecooperativeworkbetweenthe teachingstaff thehabitual tool forcreatingknowledge,and todevelopnew initiatives thatenablea response to thestu-dents’needs. In schoolorganisation,considerationmustbegiven to thisneed in thedesign of the teaching staff ’s personal and collective timetables, thus paving the wayforinitiativesforshared teaching (twoteachersperclass,supportandaccompanimentfromtimetotime,etc.)andforcoordination,jointprogrammesandsharedreview;

—— Schools’ providing themselves with organs and structures that facilitate the development of an inclusive orientation,suchasaCommitteeonAttentiontoDiver-sity (CAD) and (in many schools) a Social Committee also. The coordination of thespecific action and support implemented in schools, as well as a distribution of theteaching staff that is particularly suited to the diversity of the school population, arekey factors if progress is to be made towards inclusive education. The Committeeon Attention to Diversity (CAD) is a powerful tool available to schools to this end,as experience in schools has demonstrated in recent years (Bassedas, 2005; Huguet2006). The CAD takes responsibility for stimulating and implementing measures tomovetowardsinclusionandtomanageresources.TheSocialCommittee,meanwhile,createdinmanyschoolsinrecentyears,hasenabledmoreefficientidentificationandresolutionofbarrierstoeducationfacedbystudentswithlearningdifficultiesderivingfromsocialandfamilyfactors,forwhichanetworkedresponseisessential;

——For schools thathave specific resources available (SESU,SEU,groupingsof chil-drenwithhearingdifficulties,etc.), thecoordinationoftheirworkwithotherspecia-lisedresourcesandthatoftheteachingstaffasawhole,withintheframeworkoftheattentiontodiversityplandesignedbytheschool.Theeffectivenessoftheseresourcesisamplifiedwhentheybecomepartof themechanismforattentiontodiversitywiththewholeoftheteachingstaffbehindthem;

—— Agreement in the school on shared criteria and a variety of ways of assessing students,enablingcoherencewithintheteachingteamandclearcommunicationwiththepupilsandtheirfamiliesonthelearningprogressofeachpupil;useofavarietyofmeansandresourcestoassesstheabilitiesofdifferentpupils,accordingtothegoalsset;diversificationof thewaysof informingthepupilsandtheir familiesof theresultsofassessment;

——Formingclassgroupswitha mixed composition of students.Mixedgroupingandpersonalised focusare twocomplementarystrategies thathaveproved tobeeffectiveandnecessary.Adiversityofstudentsintheclassroommakesitusefulandnecessary

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toofferalternativeroutestolearningandatthesametimeenablespersonalisedteacherattention,exemplaryrole-modellingandpeercooperation.

As for dealing with diversity in the classroom, good practice in schools has demons-trated the utility and effectiveness of:

—— Facilitating group work within the class and promoting cooperative learning. Educationalexperiencewithadiversityofstudentsinthesameclasshasrevealedthatwhenpupilsworktogetherandhelponeanotherinlearningactivities,allpupilsreapthebenefit,thankstomutual learningthatpromotescooperation.Aboveandbeyonditspositivecontributionintermsofthevalueofdialogue,socialharmonyandsolida-rity,cooperativeworkhasprovedtobenefitabilitiesrelatedtoplanning,themanage-mentoflearning,theuseoflanguageandthecontrastofcriteriaofallcooperatingpu-pils(DuranandBlanch,2008;Pujolàs,2008;Serra,2008);

——Takingstepstowardthepracticeofparticipative resolution of relational problems and conflicts. Cooperativeconflict-resolutionstrategies,andthemediationresourcesdevelopedinschoolswiththeactive involvementofteachingstaffandstudents,haveproved particularly positive for pupils with social or behavioural difficulties. The es-tablishmentofclearrules forbehaviour,coherent treatmentby thewholeschoolandthe acceptance of individual and collective commitment by the pupils have also allprovedtobeeffective;

—— The development of ways of class programming that pay regard to the diversecomposition of a class group, and which provide for different levels of participationandeducationalresponse.Multilevellearninghasprovedtobeaneffectiveapproachtorespondtothediverseneedsofthestudentsthatmakeupthegroup.Inthisapproach,onthebasisofpickingoutthekeyideasofeachunit,waysofpresentationandactivitydevelopmentaredevisedthatallowfordifferentroles,goalsandpacesof learning,aswellasavarietyofwaysofassessment(Ruiz,2008;SchulzandTurnbull,1984);

—— Deciding on individualised (or personalised) plans which, taking as a starting-pointthebarrierstolearningandparticipationthatpupilsface,definethekeyaspectson which attention must be focused in order for certain skills to be acquired. Suchplans make sense in the context of inclusive education when they are explicitly re-lated to classroom programming and take account, furthermore, of how to promotestudentparticipationinthevariousactivities;

——Thedevelopmentofways of working and other measures that facilitate attention to diversity in the classroom.Amongstthedifferentwaysofcopingwithdiversityinthe classroom with an inclusive orientation for all pupils, the following have provedparticularlyeffective:

•sharedteachingbytwoteachersintheclassroom, •grouplearning, •theuseofspecialisedsupportintheclassroom, •groupworkand/orworkshopswithintheclass, •workingininter-classgroupsand/orworkshops, •specificworkshopsonoralorwrittenexpressioninsmallgroups, •workinginsmallgroupswithintheclass.

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5.2. The psychoeducational assessment of pupilsThesocialnatureoflearninganddevelopmentdescribedbyVigotsky,whichhasbeenamply confirmed by subsequent research and development (Bronfenbrenner, 1987;Bruner,1977;Rogoff,1993;Schaffer,1977),aswellasthepre-eminentroleofbarrierstolearningandparticipation(BoothandAinscow,2004),towhichwereferthroughoutthis document, lead to an approach to psychoeducational assessment that is no lon-germainlyorexclusivelycentredontheindividual,butinsteadconsidersitessentialtotakeaccountalsoofthelearninganddevelopmentenvironmentandtheinterventionstrategiesemployed.

Thus, itseemsclearthat ifpupils’developmentandlearningis infunctionoftheex-periencesandopportunitiesthatareachievedininteractionwithadultsandpeers,theprocessofidentifyingthesepupils’specificeducationalneedsandpotentialmusttakeaccountof thevariables thataffect teachingandlearningandnotmerelyeachpupil’sindividualcharacteristics.

Understoodinthissense,psychoeducationalassessmentmustaimtoproviderelevantinformationtosteerpupils’education.Asanumberofworkshavestressedandveri-fied(BonalsandSanchez-Cano,2007;Giné,2001b;Huguet,2006;MonereoandSolé,1999;Sanchez-CanoandBonals,2005) thisassessmentmustbeaprocess sharedbe-tween professional staff and the families, to obtain and analyse relevant informationaboutthedifferentfactorsthataffecttheprocessofdevelopmentandlearning.

This is information that must prove useful to identify pupils’ educational needs andpotential,particularlywithregardtothosewithdifficultiesinpersonaldevelopmentorwhohave,foravarietyofreasons,severedifficultiesinacquiringtheskillscalledforbythesyllabus,inordertofacilitatedecision-makingwithregardtothecurriculumandthetypesofmeasuresneededforeachpupilattheschool,inordertobolsterprogressinpersonaldevelopmentandmaximiseparticipationinthecommunity.

Inconsequence, reportsonassessmentandpsychoeducationalorientation,aswell asschools’agreementsonresourcesandsupport,musthavethesamegoalsandbepoin-tedinthisdirection.

Theresultsoftheassessmentandthereportsderivingfromthemmustservetosteerthepsychoeducationalinterventionsofteachingstaffandfamilies.

Assessmentandorientationforpupils’educationmustbeupdatedfromtimetotime,generallyatthebeginningofeachstageandparticularlywhenthereisarequestortheneedforit.

5.3. The schooling of children with disabilitiesSchools,whetherprivateorpublicly-funded,mustfollowthegeneralcriterionofedu-catingallchildreninthemostnormal,ordinaryenvironmentpossible.Asforchildrenwithpersonaldisabilities,accountmustbetakenonapersonalisedbasisofthesupporttheymayrequireandoftheconditionsintheschool.

This personalised approach means that account must be taken, above and beyondthegeneralcriteriathathavebeenestablished,ofspecificvariablesaffectingthechild

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concerned,suchasthesituationandprioritiesofthepupil’sfamily,theaccessibilityofthenearestschoolandtheconditionswithinit.

Thus,althoughinformationaboutchildren’spersonaldisabilities,ortheextentoftheirautonomy, contribute to guiding the decision as to where they will be educated, thisinformationmustnotbeconsideredinanabsoluteordecontextualisedmanner.

Tohelpmeetthespecialeducationalneedsofpupilsinallschools,the education sys-tem has general and specific resources and services:zonaleducationalservices(ZES),special education teachers, therapeutic education teachers, speech and hearing tea-chers, educational psychologists, resource centres for students with hearing impair-ment(ERCHI),resourcecentresforstudentswithvisualimpairment(ERVI),supportservicesforstudentswithmotordisabilityandsupportservicesforstudentswithde-velopmentalandbehaviouraldisorders,inadditiontotheothermeasurestoattendtodiversitythataredevelopedinschools.

Depending on these general conditions and the characteristics of the various educa-tionallevels,pupils’schoolingmustconsiderthefollowingcriteria:

Nursery education (0-3 years)Early attention for children with personal disabilities may in many cases be greatlyhelpedat thenursery stage. It is for this reason that adviceandattention to familiesandearlyattentiontotheinfant(withinterventionbytheCentreforChildren’sDeve-lopmentandEarlyCare(CCDEC)whennecessary)mustbecoordinatedfromtheveryfirststages,withnurseryattendancewhenthefamilyconsidersthistobeappropriate.Throughoutthisprocesscoordinatedprofessionalattentionisneededforboththein-fantandthefamily.

Thus,atthisstage:

—— children should be accommodated in mainstream nurseries that have places forchildrenwithspecialeducationalneeds;

——nurserieswithdisabledchildrenhaverecoursetoadvicefromthePEOTandthesupportofthedistrictCCDEC.Theycanalsoreceivesupportfromthespecialschools;

——thePEOTisresponsibleforthecoordinationofinterventionbyprofessionalsupportstaffandtheorientationofsubsequentschooling.

Infant (age 3-6), primary (3-12) and secondary (12-16)Inthisperiod:

—— with the normal resources and the specific educational services, students withsufficient autonomy and adequate social behaviour (such as those with visual or au-ditory impairment, motor disability, those who are autonomous or partially depen-dentandthosewithslight tomoderate intellectualdisability)willattendmainstreamschools;

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——tofacilitatetheattendanceofpupilswithalackofautonomy(dependentpersonswithmotor impairment, severe intellectualdisability, generaldevelopmentalor severebehavioural disorders) in the mainstream school environment, schools are providedwith special education support units (SESU), with speech and hearing teachers andother specialists, as personal resources additional to the resources already present inschoolsandtothedifferentsortsofinclusiveorganisationdevelopeduptonowinva-riousschools;

——thespecialschoolswilleducatethosechildrenforwhomthisisdeterminedtobethebestoptionafterassessmentoftheireducationalneedsandsupportrequirements,sharing activities with a mainstream school whenever possible. The special schoolsmustcollaboratewiththeZESwithrespectbothtotheeducationofdisabledchildrenandtoadviceandsupportformainstreamschoolsinthezone,oncepupilshavebeenenrolled.

Post-compulsory educationOnce compulsory education is completed, whenever possible the inclusive educationof students with specific support needs and/or personal disabilities should continuein mainstream educational settings, promoting their participation in general courses(higher-secondaryeducationandtrainingcourses)sothattheywillbeabletoleadanactivelifewiththehighestpossibledegreeofautonomyandequalityofopportunity.

Theindividualisedplansspecifiedinthenewregulationsforhigher-secondaryeduca-tionandtheflexibilityofthenewstructureoftrainingcoursesarekeyfactorsforpro-gresstobemadeinthisdirection.

Furthermore, the Initial Professional Qualification Programmes (IPQPs) can helpyoung people with personal disabilities to start a personal and professional careeraccordingtotheirinterestsandabilities,andtheirlaunchintotheworldofwork.IPQPsthatareaddressedtodisabledstudentsmust includemodulesonpersonalandsocialautonomyandassistanceinjobplacement.

Also,disabledyoungpeoplemustbeabletofollowadiversifiedsyllabustoensuretheyhavetheessentialtrainingfortransitiontoadultlife.

Stepsmustbetakentomaketheireducationalcareersassimilaraspossibletothoseofotherstudentswhohavebeeneducatedtogetherwiththeminthecompulsorystagesofeducation,aswellasprocuringthecontinuityof inclusiveconditionsinthecentrewherepost-compulsorycoursesaregiven,withasufficientlydiverseandappropriatelyadaptedrangeofcourses.

Inallcasesitisimportantthattheguidancegiventothesestudentstakesaglobalviewoftheirlifeproject.

5.4. Personal support resourcesDefiningasanobjectivethatschoolscatertotheeducationalneedsofallpupilsmeansthatsomeofthewaysthingshavebeendoneuntilnowwillhavetobereassessed.Some-timesthismayalsomeantheprogressivemodificationof theorganisationofspecific

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resourcesatpresentavailabletoschools,aswellastomovetowardsamoreprecisede-finitionofnewneeds.

In this regard, and as described elsewhere in this Plan, the effectiveness of personalsupportresourcesisgreatlyincreasedwhentheyformpartofapackageofsupportac-tions,suchasthosementionedaboveinconnectionwithmultileveleducation,coope-rativeworkbetweenpupilsordifferentwaysofgroupingthem.

The various professionals who make up what we call personal support resources takeon a variety of tasks and in some cases require specific training and skills, but theyhaveincommontheultimategoalofreducingbarriersto learningandparticipation,andhencealsothesharedaimofenhancingtheefficacyofteachingincontextswhichare as normal and participative as possible. Their function makes sense when theyactinacoordinated,complementaryway.Thegrouptutor,thesupportteachingstaff,supplementary activities, professional specialists, and teachers in the reception classallhavecertainaimsandaprogrammeincommonwithregardtoaparticularpupilorclassgroup.

The specialised personal support resources that are available to a school include support teaching staff (special education teachers; therapeutic education teachers,educationalpsychologistsat secondary level, andreceptionclass teachersandspeechandhearingteachersatbothlevels),auxiliary support staff (infanteducationspecia-lists,monitorstoassisttheautonomyofdisabledstudents,SEeducators,SEauxiliariesandsocialintegrationstaff)andeducational services specialists, suchasspeechthe-rapistsandphysiotherapists.Eachmemberofthepersonalsupportresourcesstaffmustcollaboratewiththeteachingstafftoattendtothespecificneedsofthepupilsineachschool,withregardtomobilityproblems,lackofautonomy,languageorcommunica-tiondifficulties,relationalorbehaviouraldifficultiesorseverelearningdifficulties.Thissupportmustbecarriedoutwhereverpossibleandmustadapttothegoalsandtothetasksunderwayinthemainstreamclassroom.

Also,dependingon thepresence ina schoolof studentswith specificmajor supportneeds, itmayalsohavea special education supportunit (SESU)or support teachingstaff for the grouping of deaf children. A SESU is a personal support resource thatcomplements others available to a school and is focused particularly toward facilita-ting participation and learning by students with a lack of autonomy deriving frommotordisability,severeintellectualdisabilitiesorseveredevelopmentalorbehaviouraldisordersinthemainstreamschoolenvironment.ThecurrentspecialeducationunitsassignedtomainstreamschoolsaretobecomeSESUsintheseschools.

Inanyevent,allpupilsataschool,independentlyoftheirsupportneeds,mustformpartof an ordinary class group, and the various resources must be organised to facilitatetheirparticipation inordinaryactivitiesand tohelpandsupport students facedwithlearningdifficulties,aboveallinnormalsettings.

Theheadteacherandseniorstaff,theschool’sCADand,onthebasisoftheirproposals,thewholeoftheteachingstaff,mustassumedifferentlevelsofresponsibilityaccordingto current guidelines and rules, for the modifications and support organised by theschooltomeetstudents’educationalneeds.

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Schoolsalsohaveavailable to themtheadviceof theeducational servicesandof thespecialschoolsinthedistrict.

When using and organising the personal support resources that are available to theschool, account must always be taken of the criteria discussed above on cooperativeworkbetweenthestudentsandotherformsofsupport,sothattheycomplementoneanother.

Furthermore,specialiststaff(specialeducationteachers,therapeuticeducationteachers...)shouldprioritisetheirattentiontodisabledstudentsandsupportinterventionsinthemainstreamclassroom,inviewofhowveryeffectivethispracticehasprovedtobeforthe students as a whole, and they should reserve their activities outside the generalclassroomforspecificactivitiesforwhichtheirpresenceisessential.

Thedangermustalwaysbeavoidedofallowingapersonalsupportresourcetobecomea barrier to participation, as a result of generating excessive dependence on the partof the student, or of not having sufficiently combined individual attention with thataddressedtothegroupasawhole.

5.5. Special schoolsThecurrentstateofoureducationsystem,asisthecasealsowiththoseofmostofourneighbours,obligesus toconsider thespecial schoolsasanassetandaresource thatneeds to be progressively transformed to adapt to the inclusive education approachwhichisproposedinthisPlan.

Variousdiscussionsof this topic (APPS,2007;Carbonellet al.,2007;FontandGiné,2007) have stressed the importance of valuing the expertise, the fund of knowledge,theprofessionalteamsandtheresourcesthespecialschoolshaveaccumulated,inor-der toreinvest theseassets in thedevelopmentof inclusiveeducation.AsFarrellandAinscow(2002)haveobserved,thedirectionandfutureofthespecialschoolsis inti-matelyboundupwith“makingspecialeducationmoreinclusive”.

InCatalonia,legislationasearlyasDecree299/1997providedforcooperationbetweenmainstreamschoolsandspecialschools,withregardbothtothemobilityofstaffandtosharededucationorexchangeofexperienceandeducationalresources.Beforeandafterthislegalprovision,ourcountryhasundertakenseveralpioneeringexperimentsthathelpconfirmherethesuccessfulexperimentscarriedoutbyothercountriesinthisregard(Ainscow2001).Theseexperimentsallowustostatethatmakingspecialeduca-tionmoreinclusivemeansunderstandingitasapackageofspecialisedaid,resourcesandsupportattheserviceofstudentswithspecialneedsofeducationalsupport,prio-ritising intervention in mainstream school environments. Thus, the existing specialschoolsmustevolvetoenablethemtoperformadoublefunctionfocusedontheedu-cationalinclusionofallpupils:

——Firstly,theeducationofpupilswithmajoreducationalsupportneeds.Inthiscase,educational attention must prioritise the functionality of what is learnt and promotetheautonomyandsocialhabitsthatfacilitatestudents’participationinthecommuni-tyandtheirsurroundings,insofaraspossibleinmainstreamschoolenvironments.

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This function implies that a special school should act as a facilitator for pupils’ pre-sence, participation, learning and success, particularly in the case of those studentswiththemostneedforspecialisedsupportinnormalenvironments.

Thepossibilitiesshouldalwaysbeconsideredofcombinedschoolattendanceandpar-ticipation in activities in mainstream schools, depending on the student’s specific si-tuation,aswellasofmaintainingcollaborativerelationswithcommunityservicesandinstitutionsinthezonetofacilitateeveryone’sparticipationinthecommunity.

—— Secondly, they must become reference centres and providers of services and support programmes for educational inclusion.

The specialised knowledge, experience and resources available to the existing specialschools on the teaching and learning of students with the greatest need of educatio-nal support, means they can become important support resources for student inclu-sioninsituationsrangingfromwaysofapproachingsituationsofdifficultyorconflictfacedbythestudent,toreception,orientationandsupportforfamilies.

Atanyevent,asresearchandgoodpracticehasshown,inclusiveeducationnecessarilyinvolvescooperationbetweendifferentprofessionals, throughwhichtutors inmains-treamschoolsandspecialschoolteachingstaffexchangetheirexperiences.

This creative and innovative collaboration shares the experience, educational tradi-tions and teaching techniques already found in mainstream schools and specialschools and, above and beyond simply adding them together, generates new ways ofdoingthingsthataretheoutcomeofsharedthoughtandpractice.

Thespecial schools, whetherpublicorprivateschoolsreceivingsupport frompublicfunds, actingincoordinationwitheducationalservices,mustbecomeoutreach special schools forthemainstreamschoolsinthezone,inordertoprovidespecificresources,collaboratewiththeadaptationofmaterialsandthedevelopmentofinterventionstrate-giesforstudents’educationalinclusion.

Furthermore,thespecialschools, withtheauthorisationoftheDepartmentofEduca-tion and in coordination with the zonal and specific education services, may act asproviders of specific services and programmes to support educational inclusion, inmatterssuchasthefollowing:

•Stimulationoflanguageandalternativecommunication. • Multisensorial stimulation and mobility adaptations in the classroom environ-

ment. •Emotionalbalanceandself-control. •Functionalskills(mobility,eating,hygiene...). •Orientationofmethodologicalandorganisationalstrategies,adaptationofmate-

rialsandteachingresources. •Specificsupportforstudentsinexceptionalsituations. •Contributionstoorinformationaboutspecificteachingmaterials. •Supportforjobplacement.

Toenhance inclusiveness inagivenarea,projectsmayalsobeconsidered forunionsbetweenspecialschoolsandmainstreamschoolspromotedbytheschoolsthemselves.

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5.6. Education services and specific support programmesBecause of their role in encouraging good educational practice and in providingsupportforschoolstomeettheneedsofallpupils,particularlythosewithspecialedu-cationalneeds,theeducationserviceshaveaveryimportantparttoplayontheroadtowardsinclusiveeducation.

Inharmonywithearlieradviceon thecontributionofeducationservices toprogresstowardinclusiveeducation(CSE,2008),weoutlinebelowanumberoffieldstowhichtheycancontribute:

—— Advice to and collaboration with schools to progress toward the inclusive treatment of all pupils throughparticipationwhennecessaryintheschools’structure(courses, teaching teams, staff meetings, departments...), particularly in the CADs.Cooperation with the head teacher and teaching staff to make specific proposals forimprovementsandcontributetoputtingthemintopractice.

——Assessing, with the cooperation of the teaching staff, the needs and potential of SEN students, consideringhowtodealwiththebarrierstolearningandparticipationthe student faces in the environment. Collaboration in tracking their progress andlearningthroughouttheirtimeatschool.

——Initiateandparticipateinproposals to update, review and improve the teaching staff ’s professional practice,promotingandcoordinating,whennecessary, seminarsonmethodology,inordertohelpschoolsadvancetowardsinclusiveeducation.

——Cooperatetobring together and share good practice on educational inclusion.Facilitatetheadoptionofmeasurestoimproveschools,asdecidedonafterconsidera-tionofgoodpracticeswithteachingstaff.

—— Facilitate the inclusion of methodological and didactic proposals in training activitiesthattakeplaceintheeducationalzone,whichtakeaccountofdiversityandpromoteinclusivenessintheclassroom.

——Contributetoraising awareness of educational inclusion in the whole commu-nity, organising(orcooperatingwith)informativeeventsinthezone,andencouragingparticipation by, and the active involvement of, disabled young people and adults orthoseatriskofsocialexclusion,inlocalsocialevents.

——Offer advice, support and orientation to teaching staff toenhancelearningandparticipationbyallpupilsinthemainstreamenvironment.

——Facilitate and participate in networking bylocalprofessionalsworkingindiffe-rentfields(education,health,socialservices,etc.)tomonitorandsupportstudentsandtheirfamilies.

—— Advise families on matters arising from the education of their children and ontheirparticipationinfamily,schoolandcommunitylife.

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Educationservicesmaybezonalorspecific:

—— Zonal education services (ZES) provide psychoeducational evaluation and tea-chingresourcessupportservicesforschoolsintheirzone.Theyincludethepsychoedu-cationalevaluationandorientationteam(PEOT),theteachingresourcescentre(TRC)andthelanguage,interculturalityandsocialcohesionteam(LISCT).

——Specific education services (SES) areservicestosupportteachingactivityinschoolswiththeaimofadaptingeducationalactivityfordisabledstudentsorthosewithseveredevelopmentalorbehaviouraldisorders.

The SESs perform a specific evaluation of the educational needs of pupils connectedwith their speciality, provide specific support in the form of resources and teachingmaterialsandcarryouteducationalsupportactionsforteachingstaff,studentsandfa-milies.

Thespecificeducationservicesareasfollows:

——ERCHI (educationalresourcescentreforhearingimpairment).Theseprovideser-vices to support the education of students with hearing impairment or communica-tionandlanguagedisorders.

——SESMD (specificeducationservicesformotordisability).Theseprovideservicestosupporttheeducationofstudentswithmotordisability.

——SEGDBD (specificeducationserviceforgeneraliseddevelopmentalandbehaviou-raldisorders).Provides support for studentswithgeneraliseddevelopmentalandbe-haviouraldisorders.

——ERVI (educational resourcecentre forvisual impairment).Providessupport ser-vicesfortheeducationofstudentswithvisualimpairment.

Inaddition,theDepartmentofEducationwillcallonspecialschools,incoordinationwiththeeducationservices,tocarryoutspecific support programmes fortheinclu-siveeducationofdisabledstudents inmainstreamschools in thezone,providingad-viceforteachingstaff,supportinadaptingmaterialsand,whennecessary,directatten-tionforstudentswithspecialeducationalneedsderivingfromdisablement,generaliseddevelopmentaldisordersorseverebehaviouraldisorders.

5.7. NetworkingStudents in general, and most particularly those who are more vulnerable for socialreasons,becauseoftheirhealthorbecauseoftheirpersonaldisabilities,needagreateror lesser degree of intervention by professional staff working in the social, health,employmentorleisurespheres.

Overcoming the barriers to learning and participation, the fundamental goal ofinclusiveeducation,oftenrequirestheinterventionofprofessionalsinmorethanoneofthesefields,aboveandbeyondthatofprofessionalsfromtheeducationalcommunity.

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When such a variety of aspects are in play, to share goals and to move forward in acoherentwayisasindispensableasitiscomplex.

Variousauthors(AbrilandUbieto,2008;Bassedas,2005;Huguet,2005)havediscussednetworkingandhaveofferedexperiencesandobservationsthathaveenabledasteptobetakenaboveandbeyondmerecoordinationbetweendifferentprofessionals,inpur-suitofacomplementary,incrementalaction,thefruitofcollaboration.

Theirobservationsstressthattheviewofasingleprofessionalisnotenough,inmanycases, to help students and their families to overcome these barriers to learning andparticipation, in order to follow the best possible path of learning and development.When it comes to identifying thedifficultiesandstrongpointsofapersonand theirenvironmentanddrawingupaplanfor interventionandmonitoring, it is fromcon-versation amongst professionals that a shared view and a collaborative line of workcanemerge.

Networkingmeans, at least, that theprofessionals involved share thisneed for colla-borativeaction,andthattheydefineaminimalsharedplan,withacollectivecommit-menttomonitoringit.

Thefirstexpressionofnetworkingshouldbeincollaborativeactionbytheprofessionalstaffwhointerveneinschools(tutorialteachingstaff,supportteachingstaff,educatio-nalpsychologyconsultants,etc.)anditshouldextend,whennecessary,intothethreefields mentioned earlier: health, social, leisure. Networking by the various professio-nalstaffwillbeenhancedbytheeducationservices.

Inorder fornetworking tobepossible, enough timeand suitable structuresmustbeavailable.OccasionssuchasmeetingsoftheCADortheSocialCommitteeareidealforthisimportantfunction,withthecooperationoftheeducationservices.Ideasonhowtocooperatewithotherservicesorhowtomeettheneedsofeachzoneandeachsitua-tionmayalsoarisefromsuchmeetings.

5.8. Involving the communityResearch into inclusive education has made plain the vital importance of the role ofthecommunityforthesuccessofinclusion.

Firstofall,stresshasbeenlaidontheroleoftheschoolitselfasacommunitywhichismovinginacertaindirectiontofacilitateeducationforalltoagreaterorlesserdegree.Ithasalsobeenobservedthatthepupilsthemselvesarethefirstresourceforinclusionwhen theschool isorganised topromotecooperationbetweenpeersorwhen itpro-motesinitiativessuchasgroupworkinwhichstudentslearnfromoneanother.

Butthecommunitygoeswellbeyondtheschool.Familiesandsocialagentscanhaveaveryimportantroletoplayinenhancingtheacademicsuccessofallstudents,parti-cularlywhenschoolsworkinharmonywiththerestofthecommunityandwhenthecooperationthat isrequiredofparentshasadirectbearingontheirchildren’seduca-tion.

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This broader concept of the learning community further strengthens the school’spossibilities of inclusiveness and the success of all pupils. Community involvementinschools,whether intheformofmixedcommitteesorvolunteerwork(byfamilies,other members of the community, higher-education students, teaching staff, etc.)enhances the schools’ harmonising role and significantly improves learning, incor-poratingwaysofdoingthingssuchasinteractivegroupsandpromotingtheinclusionofallstudentsinthesameactivities.

Inparallelwiththis,stepsmustbetakentofurtherparticipationbystudentswithspe-cialeducationalneedsinactivitiesinthesurroundingcommunity,takingadvantageoftheavailableculturaland leisure resourceswhichmaycontribute todeveloping theirpotential, improvingtheirqualityof lifeandmakingtheirpresence ingeneralactivi-tiessomethingnormal.

5.9. Interdepartmental coordinationIndividuals with disabilities often require support that goes beyond the school envi-ronment, necessitating coordination between institutions to ensure the effectivenessofservicesandthatmajormeasuresarecomplementarytooneanother.

TothisenditisessentialforthedepartmentsofEducation,HealthandSocialActionandCitizenshiptodrawupbetweenthemanintegratedplantoattendtotheneedsofindividualswithdisabilities.

CoordinationisalsoessentialbetweentheDepartmentofEducationandtheDepart-ment of Employment to advance towards the integrated planning of training pro-grammesforpeoplewithdisabilities,withdueregardfortheirprospectsforjobplace-ment.

Itisalsoimportanttocoordinatethecriteriaofthevariousprofessionalstaffwhoad-viseandguidefamiliestoensurecoherencethroughouttheprocess.

5.10. Students’ own views about their educationProgressingtowardinclusiveeducationalsomeanslisteningtothestudents’opinionsaboutschoolforall.Students,whethertheyhavedisabilitiesornot,shouldbeabletoexpresstheirviewsonthepositiveaspectsandthelimitationstheyperceive;onlythuscanwaystrulybefoundtoresolvethedifficulties.Stepsmustbetakentofill thegapthathasbeenrevealedinthisregardbyresearchintotheopinionsofyoungpeoplewithpersonaldisabilitiesandtheirclassmatesaftertheyhavecompletedschool(AndersonandClarke,citedbyMarchesi,2001b).

Accountmustbetakeninthisrespectofyoungpeople’sthoughtsabouttheneedtobeinformedaboutdifferentaspectsoftheirpersonaldisabilitiesorspecificwaysofdea-lingwiththem.

Itisalsoimportanttopromotetheirsocializationandformationofrelationships,inor-dertoavoidthesenseofisolationtheymayfeel,particularlywhentheyreachadoles-cence.

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Appropriate steps must also be taken to prepare students for independence or theassumptionofresponsibilityforcommonplaceaspectsofdailylife.

Each person’s disability situation is unique, and so the rigid application of generaleducationalcriteriamustbeavoided, lest itcausedissatisfactionon thepartof thosewhohavenothadtheopportunitytohavetheirvoiceheard.Wemustlistentotheviewsof students with disabilities, be sensitive to them and understand them, seeking tomaketheadjustmentsthatmaybeneededineachparticularsituation.

Furthermore,weshouldcontinuetodiversifythespecificwaysofprovidingeducationfor students with personal disabilities, making the general criteria discussed so farcompatiblewithother,morespecificones,inordertofacilitatetheprocessoflearningandsocialisation.

Adolescents and young people with disabilities who attend the various schools havealsofromtimetotimeexpressedtheirdesiretomaketheirattendanceatmainstreamschools—whichallowsthemtobewithandlearnwithdifferentclassmates—compatiblewiththeopportunityofperiodicallymeetingotheradolescentsandyoungpeoplewhosharewiththemexpectationsforthefutureandinterestsrelatedtotheirpersonaldisa-personaldisa-bilities.

Thedevelopmentofinclusiveeducationmustalsobesensitivetothedesiresandaspi-rationsofadolescentsandyoungpeoplewithdisabilities,tryingoutavarietyofformsofsocialandcommunityparticipationtoenhancetheirqualityoflife.

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6.Entering society and the workplace: the transition to adult lifeAttheendof theperiodofschoolattendance, transitiontoadult life forpeoplewithpersonaldisabilitiescallsforspecialattentionifthegoalsofparticipationandlearningforallthathavebeenpursuedthroughouttheirinclusiveeducationaretobeachieved.

Experience with students with major needs for educational support deriving fromdisabilitymakeitclearthatattentionmustbepaidtopreparationforaccesstoajobandthe transition toadult life,before their timeat school isover.Hence,experienceandopportunitiesforworkandinthecommunityshouldbeprovidedforthembeforetheyleaveschool.Aplanfortransitiontoadultlife(FontandGiné,2007)shouldhavetwogoals:

——Forstudentstoidentifytheirabilitiesforlearninganddevelopmentbeforeleavingschoolsoastoimprovetheirautonomyandfunctionality.

——To identify the servicesandsupportneeded tohelp themobtainaproper job,asuitableplace to liveandtheopportunity tocontinuedevelopingpersonalandsocialskills,aswellasgivingthemtheopportunitytoformrelationshipsandfriendships.

Withtheseaimsinview,personalised life projects canbedrawnupasabackgroundtothedevelopmentofskillsfortransitiontoadultlife,bearinginmindtheconditionsandpossibilitiesineachareaandtheneedsandpossibilitiesofeachindividual,inor-dertoreaffirmpersonalautonomyandsocialskillsaswellaswork-relatedskills.

Hence,at theendof theperiodofcompulsoryeducation it is indispensable tobeginguidingstudentsinthisregard,andtothisendpersonaliseditinerariesmustbedevisedthataresuitedtotheyoungpeople’sabilitiesandinterestsandtotheirpossibilitiesinsocietyandatwork.

Inthedevelopmentofpersonalisedlifeprojectsthefollowinghaveanimportantroletoplay:

—— the community work carried out in connection with inclusive education in thezone,aswellasthesolidityofthenetworkingthathastakenplaceonsocialandwork-relatedquestionsandtheprospectsforfuturejobplacementandparticipationwithinthecommunity;

——participationbythefamiliesofyoungpeoplewithdisabilitiesandothersclosetothem.Collaborationbetweenthefamiliesandtheprofessionalstaffwhoadvisethem,andthesupporttheseareabletoprovide,areessentialthroughouttheprocess.

Tofacilitatethisprocess, theDepartmentofEducation, incoordinationwiththeDe-partmentofEmployment,will:

——promotethe involvementandparticipationofcompanies intheprocessesoffin-dinginitialemploymentandthedevelopmentofavarietyofoptions,suchassheltered

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employment, work teams, supported employment, self-employment and other formsofworkactivity;

——encouragecompaniestoofferworkexperienceforschool-leaverswithdisabilitiesunder the same terms as the others and procure that the IPQPs (Initial ProfessionalQualificationProgrammes)ineachzonearecoherentwiththeavailabilityofjobs;

——plantheavailabilityofprofessionaltrainingtotakeaccountofthepossibilitiesofcompaniesintheareaaswellastheinterests,abilitiesandskillsofpeoplewithperso-naldisabilities.

Peoplewithpersonaldisabilitiesveryoftenneedinstrumentstosupportthemiftheyare to enter the world of work with equal opportunities. Supported employmentis a system that provides a package of aids and measures to accompany people withdisabilities as they seek work, start their job and hold it in an ordinary company. Itsuitsall thoseindividualswhoneedcontinualaccompanimentorsupervisionastheybeginworksothattheycansuccessfullydoarealjobinthelongterm.Oneofthekeyfiguresinthisprocessisthejob placement officer,whowillofferassistancetoworkerswithdisabilitiesandwhocoordinatesallrelatedissues.

Furthermore, theDepartmentofEducation, incoordinationwith theDepartmentofSocialAction and Citizenship,willpromote the measuresneeded to facilitate transi-tion to adult life for people with disabilities under the best possible conditions, andhencethetransitionfromattentionintheschoolenvironmenttoattentiononadailybasis(atpresentoccupationalcentresandspecialisedattentioncentres).

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7.The collaboration of families and professionalsIt isgenerallyagreedthatthefamilyenvironmenthasakeyroleforthedevelopmentandeducationoftheindividual,andthisisevenmoresointhecaseofstudentswithspecialeducationalneedsinviewofthegreaterdependencethatoftenconditionstheirdevelopmentandtheiraccesstolearningandparticipation.

HereintheActionPlan“LearningTogethertoLiveTogether”, wewishtogiveapro-minentplace to thecooperationbetween the familyand the schoolandbetween thefamilyandprofessionalstaffwhichissonecessaryinordertodealwithbarrierstolear-ningandparticipation.

Formanyyears,thoseworkinginthefieldsofhealthandeducationtendedtothinkoftheroleof the familiesofstudentswithspecialeducationalneedsmoreasan instru-mentalonethanasacollaborativeone:theyoftensoughtthecooperationofparentstotakepartinprogrammestostimulatetheirchildren,programmesdrawnupbyspecia-lists invariousaspectsofeducationorbyenablers.Progressively, staff in theCentresforChildren’sDevelopmentandEarlyCare(CCDECs),schoolsandtheeducationser-vices have evolved toward a more global, interactive approach, in which the familiesbegintoplayamorerelevantandactiverole.

Asvariousstudiesandresearchhavestressed(Almirall,2007;Giné,2003;Leal,1999;Planas,2003;Paniagua,1999),tomoveforwardwithinclusiveeducationitisessential:

•toimprovecommunicationbetweenprofessionalstaffandfamilies, •toimproveavenuesofparticipationbyparentsindecision-making, • toputgreateremphasisontheworkofprofessionalstaffto inform,supportand

advisethefamiliesofSENstudents.

7.1. From the family with problems to the family with needs and a part to playInrecentyearstheideathatfamilieswithachildwithdisabilitieshadtohaveproblemsordifficultiesthatwerecharacteristicoftheirsituationhasgraduallybeenleftbehindin favour of a view in which they are considered normal families in exceptional cir-cumstances(SeligmanandDarling,2007).

Theabandonmentofthis“pathologising”approachbecamepossiblewhenfamiliesbe-gantobeanalysedintheirspecificenvironmentandaspeoplewithcertainresourcesavailable, whether within the family itself or in their immediate setting. This changeof perspective means that families are no longer thought of in terms of deficits andproblems, but rather as having needs and possibilities, and also allows the differencesbetween the characteristics of different families to be envisioned and attention to bepaidtohowtheirsituationevolves.

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7.2. Collaboration between families and professionalsImprovingavenuesforparents’participationindecision-makingandintheprocessofeducatingtheirchildreninvolvesacommitmenttoprogresstowardamodelinwhichprofessional staff and families collaborate, and in which each party recognises theother’smutually-necessaryknowledgeandexpertise.

Thismodelisbasedonrecognitionbyprofessionalstaffoftheknowledgetheparentshaveabouttheirchild.Parentsareseenasprotagonistsintheadaptiveprocessandinthe response to their child’s needs, and a balance is sought between participation byfamiliesandprofessionals.

Theprofessionalscancontribute information,offeroptions,openupalternativesandhelpinterpretinformation,situationsandreactions.

Thisapproachmeansthatprofessionals,aboveandbeyondtheirtechnicalexpertiseasteachersoradvisersinacertainfield,needtohavetheabilitytorelateandaparticular-lyempathicattitudetoenablethemtocontrolandleadthiscollaboration.

7.3. Information, support and advice for familiesThegrowingpresenceofstudentswithdisabilitiesinmainstreamschools,asproposedbyeducationalinclusion,mustbeaccompaniedbytheimplementationoforganisatio-nalmeasuresandtrainingforthestaffthatwillenableadequatecommunicationwithstudents’ families.Furthermore,provisionmustbemade toensure theavailabilityofwhatever specific information, support and advice the families may need (Almirall,2007;Giné,2003;Paniagua,1999)onspecificaspectsrelatedtotheirparticularneeds.

In general terms, the schools and education services should pay special attention toaspectssuchasthefollowingwithregardtoinformationandadvice:

—— Provide information and clarification on aspects of students’ progress and onfunctionalaspectsconnectedwithdisability.

——Cooperatewiththefamilyonstudents’schoolingandtheadoptionofmeasurestofacilitatetheireducationalandsocialinclusion.

——Provide information,and/orwaysofobtaining it,on technical resourcesandso-cialassistance.

——Adviseonstrategiesandwaysofdoing things that facilitate thecontrolofbeha-viourandthesettingoflimitsfortheirchild.

——Facilitatecontactwithassociationsoffamiliesorotherorganisationsthatmaybeasourceofmutualassistance.

Asforfamilies’emotionalsupportneeds,schoolsandeducationservicesmustprioritise:

——Appropriatetreatmentwhendisabilityisdiagnosedandassistancetofaceuptothefeelingsthismayarousewithinthefamily.

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——Help for families incomprehending thedisability,providinganaccurateviewofthedifficultiesfacedbyapersonwithdisabilitiesaswellastheirpotential.

——Helpforfamiliestofindtheirownresourcestocope.

—— Support and advice in the situations of particular difficulty that occur in thecourseof lifeandschool (starting school, change in stageofeducationor the schoolattended,changesinastudent’scapacityforautonomy,pubertyandtheonsetofado-lescence,etc.).

—— Support in the event of a communication block between the parents and theirchildwithdisability.

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8.Training for inclusive educationToputthisActionPlan“LearningTogethertoLiveTogether”intoeffectaspecifictrai-ningprogrammeisnecessaryforallteachingstaff,headteachers,professionalstaffintheeducationservicesandsupportpersonnel(educatorsandmonitors).Eventhoughthe Framework Plan for Continuing Training 2005-2010 already provides for educa-tional inclusionasapriority topic for training,on thebasisof thisActionPlanase-riesofspecificmeasureswillbetakenthatwilltakeaccountofinclusioninclassroomsandschools,atthesametimesettingitinabroadersocialandcommunitycontext.

Tomovefirmly towardeducational inclusion it isnecessary,at theoutset, toprovideclass teachers,otherspecialists inschools,professionalstaff in theeducationservicesand head teachers and senior teaching staff with an orientation and with strategiesthatsmooththeirtaskinanormalclassroomorschoolsetting.

According to the Framework Plan for Continuing Training 2005-2010, the trainingplanforinclusiveeducationwillcombinetrainingintheschoolandinthelocaleduca-tionalzone(soastofacilitatetheexchangeofexperiencesandtheoptimisationofre-sources)withother,moregeneral,measuresaddressedtoallprofessionalstaff.

8.1. The objectives of trainingTheobjectivesoftrainingforinclusiveeducationareevidentfromtheveryconceptandought to impregnateall informativeandtrainingactions thatderive fromtheActionPlan.

——Tosharetheideathatunderlieseducationalinclusion:therecognitionthatallstu-dentscanlearnandthattheyshoulddosoinanordinarysocialandeducationalcon-text,inequalityofrightsanddutiesandwithoutbarriers.

—— To move forward with the practice of inclusion as a set of actions in the class-room, the school and the surrounding area, aimed at combating inequality and pro-moting the educational success of all pupils, placing special emphasis on the groupswhicharetraditionallymostvulnerable,amongstwhomarestudentswithdisabilities.

——Tocontributetoperceivingtheprocesstowardsinclusiveeducationasoneoftrans-formation that requires commitment and which will bring with it improvement foreveryone,emphasisingthefactthatequalityandqualityofeducationarenotonlynotcontradictory,butreinforceoneanother.

——Tosensitisetheeducationalcommunityaboutinclusion,sothatitisperceivedassomethingpositivethatbenefitseveryoneandcontributestocreatingmorejust,morecohesivecommunities.

——Toshareinclusivepracticesasameanstoachievebothbasictransverseskillsandthosespecifictoeacharea.

——Topoolanddisseminatethestrategiesandresourcesneededbyallthoseinvolved,

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sothattheycanofferallpupilstheopportunitytolearnandparticipateinthecontextoftheclassroom,theschoolandtheordinaryenvironment.

—— To give teaching staff the tools and strategies they need to enter into inclusivepracticeswithenoughconfidenceforpositive,collaborativedynamicstobegeneratedintheclassroomandintheschool.

8.2. The initial training of teaching staffInitial teacher training at university must include the theoretical underpinnings ofeducationalinclusionasanoptionthatpromoteslearningandtheoveralldevelopmentofthestudent.

Furthermore,thistrainingmuststressthecontentonstrategiesandwaysofprogram-mingactivitiesthatfacilitateinclusiveeducationinschoolsandinclassrooms.

In specialised training, carried out at postgraduate and master’s level, priority mustbegiventoenablinggraduatestoprovidesupportandassessmentonmethodsandre-sourcesthatenhanceeducationalattentiontoallstudentsinmainstreamenvironments.

8.3. Continuing training of teaching staffThebackboneofthistrainingisthatgivenin-schoolorinthelocaleducationalzone.

——In-school training isjustifiedbytheimportanceofthejointworkoftheprofessio-nal staff who work there to facilitateprocessesof inclusion. This training necessarilyinvolvesadiscussioncentredontheschool’sbeliefs,policiesandeducationalpractice.It must cover the organisational and structural measures that must be taken in theschooltofacilitateinclusion;ananalysisandarecognitionofthemostsuitableclass-room methodology; a discussion of the strategies for collaboration between the tea-ching staff involved in teaching the same group (tutorial teachers, specialist teachersandsupportteachers)topromoteaninclusivedynamic,andoftheconsequentdecisionson the role of specialists in schools (special education teachers, speech and hearingteachers,therapeuticeducationteachers,educators,educationalpsychologists,etc.).

The leadership of the head teacher and the senior staff and the presence of externaladvisors are essential for the optimum development of training in the school. Thisproposal, furthermore, is coherent with the new Catalan Education Law, which pro-posesagreaterdegreeofautonomyforschools.

——Asfortraining in the local area (educationalzoneortrainingplanzone),trainingmustensurethatinclusivegoodpracticeisknownandshared,itmustpromotecoope-rativenetworkingbetweentheschools,includingthespecialschools,andprovidespe-cifictrainingforcertainspecialists.Initially,trainingactionswillbeorganiseddirectedatallthedifferentstaffinvolvedinordertoraisetheirawarenessandencouragewor-kingtogether,andsubsequentlytherewillbemorefocusedtrainingforspecificgroupsofstaff,accordingtotheirneeds.Inparallelwiththisandasageneralrule,discussionwillbestimulatedontheteachingandlearningmethodologiesthataremostpropitiousforinclusionwithrespecttoalltypesofdidacticactivity.

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This proposal is also fully coherent with the desire of the Department of Education,manifestedintheEducationLaw,tomanageeducationonalocalbasis,asisthecaseoftheeducationalzones.

Itisthereforeincumbentonthezonedirector,inconjunctionwiththeeducationser-vicesandtheschools’inspectorate,totakechargeofthiszonaltraining.

—— The centralised training provided by the Department of Education, directed atheadteachers,seniorteachersandtheteachersofparticularsegmentsofthecurricu-lum,willincludetransversalguidelinesandmethodologiestofacilitatetheimplemen-tationofinclusiveeducation.

——Specific training willfocusonmoredetailedaspectsoftheeducationalneedsandpotentialofthosewithdifferentdisabilities.Thistrainingwillbedirectedprimarilyatspecialised teaching staff and the teaching staff at schools which have students withdisabilities.

8.4. The basic content of trainingThecontentof trainingwillbeadapted to thevarious typesof school, the localzoneconcernedandthestaffandtheirrequirements,butwillbasicallycoverthefollowingtopics:

——Generalaspects:

•Theunderpinningsofinclusiveeducation.Conceptandmodelsofinclusion. •Knowledgeanduseof thematerial:Índex per a la inclusió: guia per a l’avaluació

i la millora de l’inclusive education (IC-UB 2005), to draw up and implement animprovementplanfortheschool.

•Collaborativeworkwithsupportteachingstaffandotherspecialists. •Waysoforganisingsupportforandattentiontodiversityintheschool. •Universaldesignoflearning. •Theevaluationof inclusivecontexts: identifying thebarriers to learning,partici-

pationandsuccessforallpupils. •Involvingfamiliesandthesurroundingareatopromoteinclusivepractices. •Optimisingresources.

——Methodologyandeducationalattention:

•Waysoforganisingtheschoolandtheclassroomthatarefavourabletoeducatio-nalinclusion.

• Classroom management strategies to optimise learning and participation for allpupils: strategies for the self-regulation of learning, cooperative work, multilevelteaching,etc.

•Adaptationoftextbooksandteachingmaterial. •Formsandstrategiesofadaptationfordifferentsubjectareas. •Useoftechnologicalresources. •Workingwithmethodologiesbasedonreflectivepractice.

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8.5. Specific actionsTrainingfor inclusiveeducationisdirectedatallprofessionalstaffinschoolsandtheeducationservices;itwilltakeplaceindifferentsettings:centralised,byregion,bylocaleducationalzone,inschoolsoronanindividualbasison-line.

Teachingstaffthushaveaccesstogeneralisedtrainingtosupporttheprocessoftrans-formationintheschoolandtheclassroom,withtheaimofachievingtheparticipationofallpupilsinmainstreamenvironments,buttheywillalsohaveattheirdisposalspe-cifictrainingondifferenttypesofdisabilityandspecificstrategiesandresourcestode-ploy.

Attheregionallevel,coordinationseminarswillbeorganisedtocovercooperationbe-tweenthestaffinspecialschools,thoseinmainstreamschoolswithspecialeducationsupportunits,andtheeducationservices.

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9.Administration of the PlanMany experts and professionals have participated in the drafting of the DepartmentofEducation’sActionPlan, and togetherwith them,prioritieshavebeenestablished,togetherwithcriteriaandproposalsforbringingitsmeasuresandaimsintolinewithrealeducationalneeds.ThePlantakesaccountoftheirsuggestionsandcontributions.

Variouscommitteeshavebeenestablishedtoimplementtheprocess:

Technical committeesAtechnicalcommitteewasestablishedin2007.Representativesofthevariousdirecto-ratesgeneraloftheDepartmentofEducationsitonthiscommittee.

Thetechnicalcommitteesitsfortnightlytoanalyseproposalsandactionsandtoiden-tifythewaysforward.

Territorial committeesWithin each of the territorial services a specific committee has been established topromote thePlanandtodetermine themapofresourcesandservices inanongoingmanner. Those responsible for the planning units, school inspection and the educa-tionservicessitonthesecommitteestoanalysetheprojectionsandexistingresourcesand,onthebasisofstatisticaldataregardingthepopulationofeachzone,theyproposehowresourcesandservicesbedistributed,andprogrammesimplemented,withsightsseton2015.

Theterritorialcommitteesmeetregularly,atleastonceeverythreemonths,topushfor-wardtheplanningforresourcesandtocoordinateactionsassociatedwiththeimple-mentationofthePlan.

Inordertocoordinatetheactionsofthevariousterritorialareas, themeetingsoftheterritorialcommitteesareattendedbymembersofstafffromtheDirectorateGeneralforAttentiontotheEducationalCommunity.

Group of expertsTheDepartmentofEducation isassisted through thecollaborationofagroupofex-perts consisting of university teaching staff, members of school management teams,the education service’s staff, school inspectors, representatives of the Departments ofHealth, Employment, Social Action and Citizenship, representatives of organisationsconcerned with people with disabilities and members of the Directorate General forInnovationandtheDirectorateGeneralforAttentiontotheEducationalCommunity.Thegroupofexpertsconsidersproposalsandcriteria,tracksthePlan’simplementationanddecidesonindicatorstoevaluatethatimplementation.

Teacher-training experts committeeAspecificcommitteewasestablishedtodesignaneducational inclusionteacher-trai-ningprogramme.Sittingonthiscommitteewereuniversityteachingstaff,expertson

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inclusiveeducation;membersoftheDirectorateGeneralforInnovationandmembersoftheDirectorateGeneralforAttentiontotheEducationalCommunity.

Thecommitteedealtwithdeeperissuesregardingtheaims,contentandformoftrai-ningtoenableteachingstaffwithresourcesandstrategiesregardingallpupils’schoolworkwithintheordinaryclassroomandschoolsetting.

Interdepartmental coordinationTheDepartmentofEducationhasbegun toholdcoordination sessionswith theDe-partmentsofHealth,Employment,SocialActionandCitizenshipthebettertocoordi-nateactionsinwhichthevariousdepartmentsinterveneandtomakeprogressinthedesignofaplanforintegratedattentionforpupilswithdisabilities.

Astudyhasbeensetup,inthisregard,aboutschoolpupils’healthneeds,andintotheincorporationofstafffromtheDepartmentofEducationduringthemonthswhenjobplacementisbeingsoughtforpeoplewithdisabilities.

Furthermore,duringthe2007-2008academicyear,presentationsessionsbytheschoolsinspectorateandtheeducationservicesaboutthefundamentalsofthePlanwereheldateachoftheterritorialservicesinordertobetterpromoteitsimplementation.

ThefundamentalsofthePlanwerealsopresentedtoheadteachersatpublicly-fundedspecialeducationschoolsandtothecentraleducationdirectors’boardsforinfant,pri-maryandsecondaryeducation.

Duringthe2008-2009academicyear,variousworkingsessionswereheldwiththeFe-deracióCatalanaProPersonesambDiscapacitatIntel·lectual-APPS(CatalanFedera-tiononbehalfofPeoplewithIntellectualDisabilities),withtheunionrepresentativesofprivateschoolsreceivingsupportfrompublicfunds,andwiththerepresentativesoflocalauthoritiesthathavemunicipalspecialschools.

InSeptember2008anagreementwassignedwith theemployers’association forpri-vate,specialeducationschoolsreceivingsupportfrompublicfundsaboutthemodifi-cationofaccordsconcerningspecialschoolsderivingfromtheimplementationofthePlan.

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10.Resources and services map

10.1. Drafting processAlltheagentsinvolvedparticipatedinthedraftingoftheresourcesandservicesmapforsupportforpupilswithdisabilities,namely:theterritorialservices,schoolinspec-tors,schoolheadteachersandproprietors,thestaffoftheeducationservices,associa-tions of those affected, municipal representatives, representatives of the employers’associationforprivate,specialeducationschoolsreceivingsupportfrompublicfunds,andtheunionsintheprivatespecialeducationsector.

Tobeginwith, theDirectorateGeneral forAttentionto theEducationalCommunity,together with the Schools’ Inspectorate and the territorial services, made a first esti-mateoftheneedsofpupilswithdisabilitiesbyterritorialareaandonthebasisofge-neraldataaboutthedistributionofpeoplewithdisabilitiesthroughoutCataloniaandtheresourcesrequiredtoattendtothoseneeds.

Thisestimatewasassessedwiththeplanningunitsandtheterritorialservicesschools’inspectorateinordertoputthisinformationinthecontextoftherealsituationineachterritory and to determine the schooling needs of pupils with disabilities, the needsforspecificresourcesandtheredistributionofresources.

ThevariousproposalswereanalysedwiththeTechnicalCommitteetoevaluateviabi-lity.

The territorial committees analysed the Plan’s predictions and the existing servicesandresourcesand,onthebasisofthestatisticaldataonpopulationforeachzone,de-terminedtheproposeddistributionofservicesandresourceswithaviewtowardstheyear2015.

Furthermore, the territorial committeesheld talkswith thedirectorsandproprietorsof special schools in their territorial area to determine the current situation and thepredictionsforthefutureconcerninginclusiveeducation,bothwithregardtoschoo-lingforpupilsandtheprovisionofprogrammesandsupportservicesformainstreamschools.

Theinformationobtainedhasmadeitpossibletodrawupamapofresourcesandser-vicesforeachoftheterritorialservices,inlinewiththevariousterritories’needs.

Throughoutthewholeprocess,theDirectorateGeneralforAttentiontotheEducationalCommunityhasconsultedwiththeheadsandteachingstaffatspecialschoolstoofferguidanceinadaptingtothenewframework.

10.2. Presentation of dataTheservicesandresourcesmap,includedasanappendixtothisPlan,isorganisedbyterritorialservice.

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Toshowthe impactof theActionPlanforeachterritorialservice(TS) thereare twotables,thefirstwithdataatthestartoftheActionPlan(2008)andthesecondwiththedataregardingtheplansfor2015.

Thevarioustablecolumnscontainspecificmapdata,organisedinvarioussections:

Territorial zones (1stand2ndcolumns)Each territorial service has been organised into different zones, bearing in mind thegeographical distribution and current organisation of the education services, and oftheSchools’Inspectorate.Thezonescorrespondingtoeachterritorialserviceareenu-meratedinthefirstcolumnofeachtable.Thesecondcolumnliststhemunicipaldis-trictsorcountiesincludedineachofthezones.

Units in special schools (3rdcolumn)Ineachofthetwotablesforeveryterritorialservicearelistedtheexistingunits(2008)and those planned (2015) for schooling in special schools, both for basic education(infant,primaryandcompulsorysecondaryeducation)andforpost-compulsoryedu-cation (Initial Professional Qualification Programmes-IPQPs, and curriculum diver-sificationprogrammesfortransitiontoadultlife)foreachofthezones.

Support units (SESUs and deaf pupils’ groupings) in mainstream schools (4th co-lumn)Both the SESUs and the deaf pupils’ groupings support resources are specific provi-sionsof resources,added to thosealreadyexisting in schools, soas tocontribute to-wards theparticipationand learningofpupils thatrequiremoreeducational supporttoaccessknowledgeandparticipateinthecurriculum.ThefourthcolumninthetablesforeachterritorialserviceliststhedataaboutresourcesexistingatthestartofthePlan(2008),andthoseplannedfortheendofthePlan(2015).

School support staff (5thcolumn)Thefifthcolumnliststhestaffatmainstreamschoolswhocollaborateintheeducationalattentiongiven topupilswithdisabilities: special education teachers (SETs) in infantandprimaryschools,therapeuticeducationteachers(TETs),andpsychologistsandedu-cationalistsworkinginsecondaryeducation,speechandhearingteachers(SHTs)andsupportmonitorsforstudentautonomy.

Outreach special schools (6thcolumn)These are special schools that, in collaboration with the education services, providesupportformainstreamschoolsinthezonewithregardtostrategies,andtheadapta-tionofteachingmaterialsandeducationalresourcesfortheinclusiveeducationofstu-dentswithdisabilities.Thesixthcolumnofthetablecontainsthedataforeachzone.

External services and programmes (7thcolumn)The seventh column contains information about the zones’ educational services andspecificservicesandprogrammes.Theservicesandprogrammesareasfollows:

Zonal education services

ZES (zonaleducationservices).Includesthepsychoeducationalevaluationandorien-

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tationteam(PEOT),theteachingresourcescentre(TRC)andthelanguage,intercultu-ralityandsocialcohesionteam(LISCT).

Specific education services

ERCHI (educationalresourcescentreforstudentswithhearingimpairment)

SESMD (specificeducationservicesforstudentswithmotordisability)

SEGDBD (specific education services for generalised developmental and behaviourdisorders)

ERVI (educationalresourcecentreforvisualimpairment)

Specific support programmes

SSP (specificsupportprogrammes)

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11.Calendar

11.1. Promoting the PlanDuring the period 2008-2015 the Department of Education will continue to benefitfromthecollaborationofexpertsandprofessionalsinitsdrivetodefine,promoteandtracktheactionsundertakenasthePlanisprogressivelyimplemented.

Thetechnicalcommittee,theterritorialcommittees,thegroupofexperts,andcoordi-nation with the Departments of Health, Employment, Social Action and Citizenshipwillallbemaintained.

TogetherwiththeSchools’Inspectorate,educationalservicesandschools,stilldeeperconsiderationwillbegiventotheanalysisanddefinitionofactionsthatcontributeto-wardsprogressineducationalinclusion.

Work will also continue with the Federació Catalana Pro Persones amb Discapaci-tat - APPS(CatalanFederationonbehalfofPeoplewithDisabilities), theproprietorsandunionsofprivateschoolsreceivingsupportfrompublicfunds,andwithmunicipalauthorities,inordertoprogressivelyadaptthespecialschoolstothenewframework.

11.2. Teacher trainingDuringthefirstandsecondquarterofeachacademicyearspecifictrainingwillbepro-videdforteachingstaffwhoseschoolshavesupportunitsforspecialeducation.

Duringthe2009-2010academicyearateacher-trainingpilotschemefortheeducationalinclusionprogrammewascarriedoutand,during the2010-2011academicyear, thiswillbeappliedbroadlythroughouttheterritoryandaddressedtotheteachingstaffinaschoolorwithinaneducationalzone.

As part of the annual provision of teacher-training schemes for educational zones itisplannedtoholdcoordinationseminarsforspecialeducationteachersandeducatio-nalpsychologistsinsecondaryeducation,therapeuticeducationteachingstaff,specialschoolteachersandSESUteachersandstaff.

Additionally,on-linecourseswillbeprovidedannuallyonmattersconcerningeduca-tionalinclusion.

11.3. Services and resourcesInplanningtheservicesandresourcesmapfortheinclusiveeducationofpeoplewithdisabilities,considerationwasgiventoprogressivelyoptimisingthecurrentresourcesofspecialschoolssoastofurthertheinclusiveeducationofstudentswithdisabilitiesinmainstreamschoolenvironments.

Havinganalysed thecurrent situation,andhavingconsidered theexpectedresourcesavailable,thefollowingdistributionisplanned:

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2008 2015

Basic education units in special schools 840 606

Support units (SESU/groupings of deaf people) in mainstream schools 284 518

Post-compulsory education units (in special schools and mainstream schools)

109 194

Outreach special schools 2 50

Specialised services and programmes 98 110

Duringtheperiod2008-2015,theagreementwillbeappliedthathasbeensignedwiththeemployers’associationforprivate,specialeducationschoolsreceivingsupportfrompublicfundsonthemodificationoftheeducationalaccordswiththesespecialschoolsthat derive from the implementation of the Plan. These schools will continue to beguidedtowardstheiradaptationtothenewframeworkresultingfromtheimplementa-tionofthePlan.Similarly,theaccordswithmunicipalitiesthatareproprietorsofspe-cialeducationschoolswillbebroughtuptodateinaccordancewiththeprovisionsofthePlan.

Through continuing teacher training and the continuing coordination of the Plan’simplementation throughout the various territorial services and respective zones, theDepartmentofEducationwill facilitate thepoolinganddisseminationofgoodprac-ofEducationwill facilitate thepoolinganddisseminationofgoodprac-Educationwill facilitate thepoolinganddisseminationofgoodprac-will facilitate thepoolinganddisseminationofgoodprac-ticeamongstteachingstaff,asthisisdevelopedwithinthevariousschools,tofurthertheprogressbeingmadeineducationalinclusionandinnewwaysofeducatingandofmanagingresourcessoastobetterpromotethegeneralisedadoptionofinclusiveprac-ticesandtheprogressiveimplementationofthePlan.

11.4. Other support elementsTheDepartmentofEducationwillissueadviceforparentstoprovideguidanceabouttheeducationoftheirchildren.

Additionally,anon-linebankofteachingmaterialswillmadeavailableforteacherstofacilitate access to examples of activities and educational proposals developed by thevariousschoolswithstudentswithdisabilities.

11.5. Tracking and evaluationFromthestart,whenthePlanwasbeingdrafted,therehavebeenvariousexercisesintrackingandevaluation,anditisforeseenthattheseactionswillcontinuethroughouttheperiodinwhichthePlanisimplemented.

Duringthe2007-2008academicyearafirstassessmentwasmadeofthekindsofstu-dentreceivingthesupportofSESUresources,aswellasofthedegreeofparticipationofthesestudentswithinthemainstreamschoolsetting.

Duringthe2008-2009academicyearanewanalysiswasmadeofthekindofstudentsattendedtobythestaffof theseunitsandof thedegreeofparticipationof thesestu-dentswithinthemainstreamschoolsetting.Thistime,theanalysispaidgreateratten-

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tiontotheevaluationsmade,insessionsheldwithstaffandfamilies,abouttheimpactoftheSESUonschoolmanagement,theteachingandlearningprocesses,andthere-sultsofstudents’learningandsocialisation.

ThroughouttheimplementationofthePlanitwillbetheresponsibilityoftheSchools’Inspectorate, within the framework of its functions, to supervise this process, andthisshouldbenefitcollaborationbetweenmainstreamandspecialschoolswithregardto students’ inclusive education, as well as the supervision of the adaptation of theschoolingbeingreceivedandtheoptimisationofresources.Similarly,itwillbefortheSchools’ Inspectorate toevaluate the inclusiveeducationalpracticesand their contri-bution to students’ educational and social development. The educational services,throughtheCommitteeonAttentiontoDiversity,willcollaboratewiththeschoolsinevaluatingtheprocessesofeducationalinclusion.

TheDepartmentofEducationwill,togetherwiththegroupofexperts,considertheac-DepartmentofEducationwill,togetherwiththegroupofexperts,considertheac-ofEducationwill,togetherwiththegroupofexperts,considertheac-Educationwill,togetherwiththegroupofexperts,considertheac-will,togetherwiththegroupofexperts,considertheac-tionsundertakenasthePlandevelops,alongwiththeevaluationindicatorsforinclu-siveeducation,inaccordancewiththeHigherEvaluationCouncilofCatalonia.

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12.BudgetTheimplementationoftheActionPlan“LearningTogethertoLiveTogether”necessari-lyimpliesoutlay,mainlyintwolargespheres:ononehand,onsupportstaff,andontheotherhand,onteachertraining.

12.1. Support staffIntheservicesandresourcesmapincludedinthePlantheforeseenresourcesaredes-cribed, by territorial area, for the schooling of students with serious barriers to lear-ningandparticipation;theconversionandoptimisationofspecialschools’resources;andtheforeseenresourcesinmainstreamschools.

Inthebudgetaryestimate,andwithregardtothevariousstagesofeducation,thefollo-wingshouldbeborneinmind:

——Duringthefirstphaseofinfanteducationitisplannedtoassignsupportresources,greaterthanthoseestimatedasageneralrule,tothosenurseryschoolsthathaveapro-jectfortheschoolingofchildrenwithdisabilities.Formunicipallyorprivately-ownednurseryschools thissupportwillbe included in thefinancial supportperstudent,asdetailed in therespectiveaccordsandgrantawards for theschoolingof infants fromtheagesof0to3yearsofage.Furthermore,theeducationservices’actionswillbeex-tendedtothosenurseryschoolsthatimplementsuchprojects.Theforeseenoutlayforsuchactionsis€1,320,000p.a.,oncethePlanhasbeenimplemented.

——Withregardtothesecondphaseofinfanteducationandthestagesofcompulsoryeducation (3-16 years of age), the progressive transformation of the units at specialschoolsintosupportunitresourcesforspecialeducationinmainstreamschools(SESU)should be borne in mind, together with the concomitant increase in staff levels, andthecomplementaryimplementationofspecificsupportprogrammesforinclusiveedu-cationbyspecialschools’teachingstaff.

Increasedstaffinglevelsonaccountoftheseactionsimplyanoutlayof€8,533,170p.a.,oncethePlanisimplemented.

—— In post-compulsory education, consideration must be given to both the supportgivenforinclusiveeducationforsecondary-schoolstudents,studentsontrainingcour-sesandInitialProfessionalQualificationProgrammes(IPQP)andtothespecificIPQPsdesignedtopromotethejobplacementofsuchstudents.Aprogressiveoutlayofupto€5,150,000p.a.isforeseenbythetimetheimplementationofthePlaniscompleted.

——Withregardtotheeducationservices,itisforeseen,ononehand,thattherewillbean increase in the staffing levelsof thepsychoeducational evaluationandorientationteams(PEOT),andontheotherhand,thegeneralisedspreadthroughoutalltheterri-tories of specific education services for students with motor disability (SESMD) andspecificeducationservicesforstudentswithgeneraliseddevelopmentalandbehaviou-raldisorders(SEGDBD),withaglobaloutlayof€4,320,000p.a.,oncethePlanhasbeenimplemented.

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12.2. TrainingWithregardtostafftraining,considerationmustbegiven,bothgenerallyandasspeci-fied in the Plan, to the seminars and working groups included in the zone’s trainingplans; stafftrainingatspecialeducationalservicesunits (SESU); theon-line, specific,in-depthtraining;andthetrainingofnon-teachingstaff.

Furthermore,fortheimplementationofthePlanitisforeseenthattherewillbeaspe-cific training programme addressed to the teachers and education services staff as awhole, and specific training modules for inclusive education on training courses forheadteachersandseniorstaff,bothattheprimaryandsecondarylevelsofeducation.

Theglobaloutlayforeseenfortheseactionsis€1,576,200.

Considerationmustalsobegiventoactionsregardinginclusiveeducationundertakenatuniversitiesduringinitialteachertraining.

Foreseen budget summary

Item Cost

Support staff

• First phase of nursery education (0-3) e1,320,000

• Second phase of nursery education and compulsory education (3-16) e8,533,170

• Post-compulsory education (higher-secondary education, training courses and Initial Professional Qualification Programmes (IPQP) e5,150,000

• Education services (PEOT, SESMD and SEGDBD) e4,320,000

Annual total once the plan is implemented e19,323,170

Training 2008/2015 e1,576,200

The availability of budgetary resources for the implementation of the Plan is subjecttothe implementationof theEducationLawofCatalonia,articles81.4and205.10ofwhichspecificallycontainprovisionswhichmaketheapplicationofthePlanpossible.

46

13.Bibliography——Abril,T.;Ubieto J.R. (2008). “Interxarxes:unaexperiènciade treball enxarxaal districte d’Horta-Guinardó”. Àmbits de psicopedagogia, 22, pp. 25-30. Barcelona:ACPEAP.

—— Ainscow, M; Hopkins, D.; Southworth, G.; West, M. (2001). Hacia escuelas eficaces para todos.Madrid:Narcea.

——Ainscow,M.(2004).Desarrollo de escuelas inclusivas. Ideas, propuestas y experien-cias para mejorar las instituciones escolares. Madrid:Narcea.

——Ainscow(2005a).Actas del Congreso sobre Escuela Vasca Inclusiva.

——Ainscow,M.(2005b).La mejora de la escuela inclusiva. Cuadernos de Pedagogía.349,pp.78-83.

——Almirall,R.(2007).“Líniesbàsiquesperaprogramesd’assessoramentisuportafamíliesambfillsifillessords”.Àmbits de psicopedagogia 19,pp.40-49.

——APPS,FederacióCatalanaProPersonesambRetardMental(2007).Educació espe-cial i canvi. Cap a un sistema inclusiu i respectuós amb la diversitat. Barcelona:APPS.

——Bassedas,E. (2005).La col·laboració de professionals a l’entorn de l’alumnat amb discapacitat. Un camí cap a l’escola inclusiva.

——Bassedas,E. (2007).“Lacolaboraciónentreprofesionalesyel trabajoenred” inJ.BonalsandM.Sánchez-Cano,Manual de asesoramiento psicopedagógico.Barcelona:Graó.

——Bonals,J.;Sánchez-Cano,M.(2007).Manual de asesoramiento psicopedagógico.Barcelona:Graó.

——Booth,T.andAinscow,M.(2004).Índex per a la inclusion. Guía per a l’avaluació i millora de l’educació inclusiva.Barcelona:ICE-UB.

—— Carbonell, E., Capellas, N., Creuheras, M., Escudero, G. and Milian, M.(2007).“Transformaciód’uncentred’educacióespecialencentreproveïdorderecursospera la inclusióeducativad’alumnatambgrausbarreresa l’aprenentatge i lapartici-pació”.CEEASPASIM-20anysd’unprocés.Àmbits de psicopedagogia,21,pp.37-43.Barcelona:ACPEAP.

——CoordinaciódeServeisEducatius(2008).Suports i recursos per a la inclusió.(Documentd’orientacionsperalsprofessionalsdelsEAP).Barcelona:DireccióGenerald’Innovació.GeneralitatdeCatalunya.

——Duran,D.,Blanch,S.(2008).L’aprenentatgecooperatiucomaestratègiainstruc-tivaperalainclusió.Suports, 12(1)Vic:Eumo-UniversitatdeVic.

47

——Duran,D.andVidal,V. (2004).Tutoría entre iguales: de la teoria a la práctica.Barcelona:Graó.

—— European Agency for Development in Special Needs Education (2003).Educación inclusiva y prácticas en el aula.<www.european-agency.org>.

—— European Agency for Development in Special Needs Education (2007).Evaluación e inclusión educativa. <www.european-agency.org>.

——Farrell,P.andAinscow,M.(2002).Making Special Education Inclusive.

——Font,J.,Giné,C.(2007).Los centros de educación especial inJ.BonalsandM.Sán-chez-Cano,Manual de asesoramiento psicopedagógico.Barcelona:Graó.

——Giné,C.(2001a).Inclusión y sistema educativo. IIICongreso“Laatenciónaladi-versidadenelsistemaeducativo”.UniversidaddeSalamanca:INICO.

——Giné,C.(2001b).La evaluación psicopedagógica inJ.PalaciosyA.Marchesi(Eds.).Desarrollo psicológico y educación.Madrid:Alianza.

——Giné,C.[coord.](2003).Trastorns del desenvolupament i necessitats educatives es-pecials. Barcelona:UniversitatObertadeCatalunya.

——Giné,C. (2005). “Aportacionsa la comprensióconstrucció imantenimentd’unaescolaperatots”,Àmbits de psicopedagogia, 15, pp. 10-13.Barcelona:ACPEAP.

——Giné,C.(2008).“Assessorament psicopedagògic i educació inclusiva”, lectureattheconference“EAPl’AssessoramentPsicopedagògicenunaEscolaperaTothom”.Bella-terra.

——Huguet,T.(2005).“Evaluaciónpsicopedagógicadelalumnadoytrabajoenred”inM.Sánchez-CanoandJ.Bonals,La evaluación psicopedagògica. Barcelona:Graó.

——Huguet,T.(2006).Aprender juntos en el aula: una propuesta inclusiva. Barcelona:Graó.

——Leal,L.(1999).A family centered approach to people with mental retardation.Wa-shington:AARR.

——Marchesi,A.(2001).“Dellenguajedeladiferenciaalasescuelasinclusivas”inA.Marchesi,C.CollandJ.Palacios[ed.].Desarrollo psicológico y educación.Trastornos del desarrollo y necesidades educativas especiales.Madrid:Alianza.

——Marchesi,A.(2001b).“Laprácticadelasescuelasinclusivas”inA.Marchesi,C.CollandJ.Palacios[ed.].Desarrollo psicológico y educación.Trastornos del desarrollo y necesidades educativas especiales.Madrid:Alianza.

——Marchesi,A.,Martín,E.(2000).Calidad de la enseñanza en tiempos de cambio. Madrid:Alianza.

48

—— Monereo, C.; Solé, I. (1999). El asesoramiento psicopedagógico: una perspectiva profesional y constructivista.Madrid:Alianza.

——Paniagua,G.(1999).“Lasfamiliasdelosniñosconnecesidadeseducativasespe-ciales”inA.Marchesi,C.CollandJ.Palacios[ed.].Desarrollo psicológico y educación.Trastornos del desarrollo y necesidades educativas especiales.Madrid:Alianza.

——Porter,G.L.(2001).Elementscríticsperaescolesinclusives.Suports, 5(1),pp.94-107.

——Porter,G.L.andStone,J.A.(2001).“Les6estratègiesclauperalsuportdelain-clusióal’escolaialaclasse”,Suports, 5(2),Vic:Eumo-UniversitatdeVic.

——Puigdellivol,I.(1997).La educación espacial en la escuela integrada. Una pers-pectiva desde la diversidad. Barcelona:Graó.

——Pujolàs,P.(2005).Aprendre junts alumnes diferents.Vic:Eumo.

——Pujolàs,P.(2005b).“El cómo, el porqué y el para qué del aprendizaje cooperativo”. Cuadernos de Pedagogía,345,pp.51-54.

—— Pujolàs, P. (2008). “Cooperar per aprendre i aprendre a cooperar: el treball enequipscooperatiuscomarecursicomacontingut”.Suports,12(1).Vic:Eumo-Univer-sitatdeVic.

——Ruíz,R.(2008).Plans múltiples i personalitzats per a l’aula inclusiva. Vic:Eumo.

——Sánchez-Cano,M.;Bonals,J.(2005).La evaluación psicopedagògica. Barcelona:Graó.

——Seligman,M.andDarling,R.B.(2007).Ordinary Families, Special Children: A Systems Approach to Childhood Disability.NewYork:GuilfordPress.

——Serra,T.(2008).“Fentiparlantambelsaltresaprenem”.Àmbits de psicopedagogia, 24, 24-28.Barcelona:ACPEAP.

——Stainback,S.andStainback,W.[ed.](1999).Aulas inclusivas. Madrid:Narcea.

——Stainback,S.(2001).“Laeducacióinclusiva:definició,contextimotius”.Suports, 5(1),pp.18-25.

——UNESCO(1994).Declaración de Salamanca y marco de acción para las necesida-des educativas especiales.UNESCO-MinisteriodeEducaciónyCienciadeEspaña.”

——UNESCO(1995).Las necesidades especiales en el aula. Conjunto de materiales para la formación de profesores.París:UNESCO(citedbyGiné,2001).

——Warnock,M.(1978).Special Educational Needs. Report of the committee of enquiry into the education of handicapped children and young people.London:HMSO.

49

Laws and regulations referred to

——ThePlanacionald’educacióespecial(PNEE)(NationalSpecialEducationPlan)of1978

——Circularof4September1981whichlaysdowncriteriainthefieldofspecialedu-cation

——Decret117/84,de17d’abril,sobre l’ordenacióde l’educacióespecialpera lasevaintegracióenelsistemaeducatiuordinari(Decree117/84,of17April,concerningtheorganisation of special education for integration into the mainstream education sys-tem)

——Lleid’ordenaciógeneraldelsistemaeducatiu(LOGSE)(OrganicLawfortheGe-neralOrganisationoftheEducationSystem),1990

——Decret299/1997, sobre l’atencióeducativaa l’alumnatambnecessitatseducativesespecials(Decree299/1997,concerningeducationalattentiontostudentswithspecialeducationalneeds)

——Pladirectord’educacióespecial(masterplanforspecialeducation),2003

——Lleiorgànicadel’educació(LOE)(organiclawoneducation),2006

——PacteNacionalperl’Educació(nationaleducationpact),2006

——Lleid’educaciódeCatalunya(LEC)(LawoneducationinCatalonia),2009

50

AppendixResources and services map

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Zo

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Terr

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Uni

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Pro

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ents

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ono

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55

Terr

itori

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in M

ares

me-

Vallè

s O

rien

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Uni

ts in

sp

ecia

l sch

oo

ls a

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upp

ort

uni

ts in

mai

nstr

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sch

oo

lsYe

ar 2

008

Zo

nes

Terr

itori

al a

reas

Uni

ts in

sp

ecia

l sch

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Sup

po

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SU

) +

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m

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Pro

fess

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l sup

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rt

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f in

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T (s

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(PE

OT

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RC

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S (E

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2Va

llès

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Bas

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ZE

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ang

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pec

ific

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56

Terr

itori

al s

ervi

ces

in M

ares

me-

Vallè

s O

rien

tal

Uni

ts in

sp

ecia

l sch

oo

ls a

nd s

upp

ort

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ts in

mai

nstr

eam

sch

oo

lsFo

reca

st fo

r 201

5

Zo

nes

Terr

itori

al a

reas

Uni

ts in

sp

ecia

l sch

oo

ls

Sup

po

rt u

nits

(SE

SU

) +

gro

upin

gs

of d

eaf

stud

ents

in m

ains

trea

m

scho

ols

Pro

fess

iona

l sup

po

rt

staf

f in

the

scho

ol

Out

reac

h sp

ecia

l sc

hoo

lsE

xter

nal s

ervi

ces

and

p

rog

ram

mes

1M

ares

me

33 B

asic

ed

ucat

ion

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ost

-co

mp

ulso

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d.

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asic

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ion

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-co

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d.

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ET

(pri

mar

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T (s

eco

ndar

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ucat

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l p

sych

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oni

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aix

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esm

e1

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Mar

esm

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S (P

EO

T/L

ISC

T/

TR

C)

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ES

(ER

CH

I/S

ES

MD

/S

EG

DB

D/E

RV

I)•

SS

P

2Va

llès

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l32

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ic e

duc

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st-c

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pul

sory

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.21

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ic e

duc

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n2

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st-c

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pul

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.1

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elo

ni1

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llet

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ial e

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n te

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rap

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c ed

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pee

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pp

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cen

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pec

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57

Terr

itori

al s

ervi

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in C

atal

unya

Cen

tral

Uni

ts in

sp

ecia

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oo

ls a

nd s

upp

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uni

ts in

mai

nstr

eam

sch

oo

lsYe

ar 2

008

Zo

nes

Terr

itori

al a

reas

Uni

ts in

sp

ecia

l sch

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ls

Sup

po

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nits

(SE

SU

) +

gro

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of d

eaf

stud

ents

in m

ains

trea

m

scho

ols

Pro

fess

iona

l sup

po

rt

staf

f in

the

scho

ol

Out

reac

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ecia

l sc

hoo

lsE

xter

nal s

ervi

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and

p

rog

ram

mes

1A

noia

8 B

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SH

T•

Ed

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cho

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ists

• S

upp

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nito

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ES

(PE

OT

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SE

S (E

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ER

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ages

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lso

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aste

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rane

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13 B

asic

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asic

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3O

sona

10 B

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erg

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à4

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duc

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ial e

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ono

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Out

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oo

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pp

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cho

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ZE

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ona

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luat

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and

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SC

T: L

ang

uag

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terc

ultu

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chin

g r

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s ce

ntre

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pec

ific

educ

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HI:

Ed

ucat

iona

l res

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stud

ents

wit

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arin

g im

pai

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r co

mm

unic

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dis

ord

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ER

VI:

Ed

ucat

iona

l res

our

ces

cent

re f

or

stud

ents

wit

h vi

sual

imp

airm

ent

58

Terr

itori

al s

ervi

ces

in C

atal

unya

Cen

tral

Uni

ts in

sp

ecia

l sch

oo

ls a

nd s

upp

ort

uni

ts in

mai

nstr

eam

sch

oo

lsFo

reca

st fo

r 201

5

Zo

nes

Terr

itori

al a

reas

Uni

ts in

sp

ecia

l sch

oo

ls

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po

rt u

nits

(SE

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) +

gro

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gs

of d

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stud

ents

in m

ains

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m

scho

ols

Pro

fess

iona

l sup

po

rt

staf

f in

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scho

ol

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reac

h sp

ecia

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hoo

lsE

xter

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ervi

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and

p

rog

ram

mes

1A

noia

6 B

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ed

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ost

-co

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d.

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noia

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OT

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S (E

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SE

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GD

BD

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• S

SP

2B

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1 O

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gue

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and

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n te

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SE

S: S

pec

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RC

HI:

Ed

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cent

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stud

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arin

g im

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rmen

t o

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n an

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SM

D: S

pec

ific

educ

atio

n se

rvic

es f

or

stud

ents

wit

h m

oto

r d

isab

iliti

esS

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D: S

pec

ific

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ener

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RV

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duc

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fo

r st

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visu

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pai

rmen

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59

Terr

itori

al s

ervi

ces

in B

aix

Llo

bre

gat

Uni

ts in

sp

ecia

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oo

ls a

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upp

ort

uni

ts in

mai

nstr

eam

sch

oo

lsYe

ar 2

008

Zo

nes

Terr

itori

al a

reas

Uni

ts in

sp

ecia

l sch

oo

lsS

upp

ort

uni

ts (S

ES

U) +

g

roup

ing

s o

f dea

f stu

den

ts

in m

ains

trea

m s

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Pro

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l sup

po

rt

staf

f in

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scho

ol

Out

reac

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ecia

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oo

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nal s

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d p

rog

ram

mes

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ollb

ató

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saE

spar

reg

uera

Ab

rera

San

t E

stev

e S

esro

vire

sM

arto

rell

Cas

tellv

í de

Ro

sane

s

11 B

asic

ed

ucat

ion

1 B

asic

ed

ucat

ion

• S

ET

(pri

mar

y)•

TE

T (s

eco

ndar

y)•

SH

T•

Ed

ucat

iona

l psy

cho

log

ists

• S

upp

ort

mo

nito

rs

• Z

ES

(PE

OT

/LIS

CT

/TR

C)

• S

ES

(ER

CH

I/S

ES

MD

/E

RV

I)

2C

orn

ellà

Esp

lug

ues

Mo

lins

de

Rei

El P

apio

l S

ant

Feliu

de

Llo

bre

gat

San

t Jo

an D

esp

íS

ant

Just

Des

vern

32 B

asic

ed

ucat

ion

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ost

-co

mp

ulso

ry e

d.

12 B

asic

ed

ucat

ion

3C

erve

llóC

orb

era

de

Llo

bre

gat

La P

alm

a d

e C

erve

llóP

alle

jàS

ant

And

reu

de

la B

arca

San

t B

oi d

e Ll

ob

reg

atS

ant

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enç

del

s H

ort

sS

anta

Co

lom

a d

e C

erve

llóTo

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les

de

Llo

bre

gat

Valli

rana

30 B

asic

ed

ucat

ion

9 B

asic

ed

ucat

ion

4B

egue

sC

aste

lldef

els

Gav

àE

l Pra

t d

e Ll

ob

reg

atS

ant

Clim

ent

de

Llo

bre

gat

Vila

dec

ans

14 B

asic

ed

ucat

ion

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ost

-co

mp

ulso

ry e

d.

18 B

asic

ed

ucat

ion

SE

T: S

pec

ial e

duc

atio

n te

ache

rT

ET:

The

rap

euti

c ed

ucat

ion

teac

her

SH

T: S

pee

ch a

nd h

eari

ng t

each

erS

upp

ort

mo

nito

rs: a

uxili

arie

s to

sup

po

rt s

tud

ents

’ aut

ono

my

Out

reac

h sp

ecia

l sch

oo

l: su

pp

ort

cen

tre

for

incl

usiv

e ed

ucat

ion

in m

ains

trea

m s

cho

ols

in t

he z

one

ZE

S: Z

ona

l ed

ucat

iona

l ser

vice

sP

EO

T: P

sych

oed

ucat

iona

l eva

luat

ion

and

ori

enta

tio

n te

amLI

SC

T: L

ang

uag

e, in

terc

ultu

ralit

y an

d s

oci

al c

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sio

n te

amT

RC

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chin

g r

eso

urce

s ce

ntre

SE

S: S

pec

ific

educ

atio

n se

rvic

esE

RC

HI:

Ed

ucat

iona

l res

our

ces

cent

re f

or

stud

ents

wit

h he

arin

g im

pai

rmen

t o

r co

mm

unic

atio

n an

d

lang

uag

e d

iso

rder

sS

ES

MD

: Sp

ecifi

c ed

ucat

ion

serv

ices

fo

r st

uden

ts w

ith

mo

tor

dis

abili

ties

ER

VI:

Ed

ucat

iona

l res

our

ces

cent

re f

or

stud

ents

wit

h vi

sual

imp

airm

ent

60

Terr

itori

al s

ervi

ces

in B

aix

Llo

bre

gat

Uni

ts in

sp

ecia

l sch

oo

ls a

nd s

upp

ort

uni

ts in

mai

nstr

eam

sch

oo

lsFo

reca

st fo

r 201

5

Zo

nes

Terr

itori

al a

reas

Uni

ts in

sp

ecia

l sch

oo

lsS

upp

ort

uni

ts (S

ES

U) +

g

roup

ing

s o

f dea

f stu

den

ts

in m

ains

trea

m s

cho

ols

Pro

fess

iona

l sup

po

rt

staf

f in

the

scho

ol

Out

reac

h sp

ecia

l sch

oo

lsE

xter

nal s

ervi

ces

an

d p

rog

ram

mes

1C

ollb

ató

Ole

saE

spar

reg

uera

Ab

rera

San

t E

stev

e S

esro

vire

sM

arto

rell

Cas

tellv

í de

Ro

sane

s

10 B

asic

ed

ucat

ion

1 P

ost

-co

mp

ulso

ry e

d.

6 B

asic

ed

ucat

ion

1 P

ost

-co

mp

ulso

ry e

d.

• S

ET

(pri

mar

y)•

TE

T (s

eco

ndar

y)•

SH

T•

Ed

ucat

iona

l psy

cho

log

ists

• S

upp

ort

mo

nito

rs

1 B

aix

Llo

bre

gat

No

rd•

ZE

S (P

EO

T/L

ISC

T/T

RC

)•

SE

S (E

RC

HI/

SE

SM

D/

SE

GD

BD

/ER

VI)

• S

SP

2C

orn

ellà

Esp

lug

ues

de

Llo

bre

gat

Mo

lins

de

Rei

El P

apio

l S

ant

Feliu

de

Llo

bre

gat

San

t Jo

an D

esp

íS

ant

Just

Des

vern

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asic

ed

ucat

ion

10 P

ost

-co

mp

ulso

ry e

d.

20 B

asic

ed

ucat

ion

1 C

orn

ellà

1 E

sque

rra

Llo

bre

gat

3C

erve

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orb

era

de

Llo

bre

gat

La P

alm

a d

e C

erve

llóP

alle

jàS

ant

And

reu

de

la B

arca

San

t B

oi d

e Ll

ob

reg

atS

ant

Vic

enç

del

s H

ort

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anta

Co

lom

a d

e C

erve

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les

de

Llo

bre

gat

Valli

rana

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asic

ed

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ion

3 P

ost

-co

mp

ulso

ry e

d.

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asic

ed

ucat

ion

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ost

-co

mp

ulso

ry e

d.

1 S

ant

Bo

i1

Dre

ta L

lob

reg

at

4B

egue

sC

aste

lldef

els

Gav

àE

l Pra

t d

e Ll

ob

reg

atS

ant

Clim

ent

de

Llo

bre

gat

Vila

dec

ans

14 B

asic

ed

ucat

ion

2 P

ost

-co

mp

ulso

ry e

d.

21 B

asic

ed

ucat

ion

2 P

ost

-co

mp

ulso

ry e

d.

1 M

arin

a

SE

T: S

pec

ial e

duc

atio

n te

ache

rT

ET:

The

rap

euti

c ed

ucat

ion

teac

her

SH

T: S

pee

ch a

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eari

ng t

each

erS

upp

ort

mo

nito

rs: a

uxili

arie

s to

sup

po

rt s

tud

ents

’ aut

ono

my

Out

reac

h sp

ecia

l sch

oo

l: su

pp

ort

cen

tre

for

incl

usiv

e ed

ucat

ion

in m

ains

trea

m s

cho

ols

in t

he z

one

ZE

S: Z

ona

l ed

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iona

l ser

vice

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EO

T: P

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iona

l eva

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ion

and

ori

enta

tio

n te

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SC

T: L

ang

uag

e, in

terc

ultu

ralit

y an

d s

oci

al c

ohe

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n te

amT

RC

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chin

g r

eso

urce

s ce

ntre

SE

S: S

pec

ific

educ

atio

n se

rvic

esE

RC

HI:

Ed

ucat

iona

l res

our

ces

cent

re f

or

stud

ents

wit

h he

arin

g im

pai

rmen

t o

r co

mm

unic

atio

n an

d

lang

uag

e d

iso

rder

sS

ES

MD

: Sp

ecifi

c ed

ucat

ion

serv

ices

fo

r st

uden

ts w

ith

mo

tor

dis

abili

ties

SE

GD

BD

: Sp

ecifi

c ed

ucat

ion

serv

ices

fo

r st

uden

ts w

ith

gen

eral

ised

dev

elo

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enta

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avio

ural

d

iso

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RV

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duc

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nal r

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r st

uden

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visu

al im

pai

rmen

t

SS

P: S

pec

ific

sup

po

rt p

rog

ram

mes

61

Terr

itori

al s

ervi

ces

in V

allè

s O

ccid

enta

lU

nits

in s

pec

ial s

cho

ols

and

sup

po

rt u

nits

in m

ains

trea

m s

cho

ols

Year

200

8

Zo

nes

Terr

itori

al a

reas

Uni

ts in

sp

ecia

l sch

oo

lsS

upp

ort

uni

ts (S

ES

U) +

g

roup

ing

s o

f dea

f stu

den

ts

in m

ains

trea

m s

cho

ols

Pro

fess

iona

l sup

po

rt

staf

f in

the

scho

ol

Out

reac

h sp

ecia

l sc

hoo

lsE

xter

nal s

ervi

ces

an

d p

rog

ram

mes

1C

aste

llar

del

Val

lès

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au-S

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à i P

leg

aman

sP

olin

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ant

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renç

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all

Sen

tmen

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abad

ell

San

t Q

uirz

e d

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allè

s

31 B

asic

ed

ucat

ion

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ost

-co

mp

ulso

ry e

d.

12 B

asic

ed

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ion

• S

ET

(pri

mar

y)•

TE

T (s

eco

ndar

y)•

SH

T•

Ed

ucat

iona

l psy

cho

log

ists

• S

upp

ort

mo

nito

rs

• Z

ES

(PE

OT

/LIS

CT

/TR

C)

• S

ES

(ER

CH

I/S

EG

DB

D/

ER

VI)

2C

aste

llbis

bal

Rub

íTe

rras

saM

atad

eper

aR

ellin

ars

Ulla

stre

llVa

cari

sses

Vila

dec

aval

ls

47 B

asic

ed

ucat

ion

6 P

ost

-co

mp

ulso

ry e

d.

13 B

asic

ed

ucat

ion

3B

adia

del

Val

lès

Bar

ber

à d

el V

allè

sC

erd

anyo

la d

el V

allè

sM

ont

cad

a i R

eixa

cR

ipo

llet

San

ta P

erp

ètua

de

la

Mo

go

da

San

t C

ugat

del

Val

lès

26 B

asic

ed

ucat

ion

9 P

ost

-co

mp

ulso

ry e

d.

13 B

asic

ed

ucat

ion

SE

T: S

pec

ial e

duc

atio

n te

ache

rT

ET:

The

rap

euti

c ed

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ion

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her

SH

T: S

pee

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eari

ng t

each

erS

upp

ort

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nito

rs: a

uxili

arie

s to

sup

po

rt s

tud

ents

’ aut

ono

my

Out

reac

h sp

ecia

l sch

oo

l: su

pp

ort

cen

tre

for

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usiv

e ed

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ion

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ains

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m s

cho

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one

ZE

S: Z

ona

l ed

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iona

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vice

sP

EO

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sych

oed

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iona

l eva

luat

ion

and

ori

enta

tio

n te

amLI

SC

T: L

ang

uag

e, in

terc

ultu

ralit

y an

d s

oci

al c

ohe

sio

n te

amT

RC

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chin

g r

eso

urce

s ce

ntre

SE

S: S

pec

ific

educ

atio

n se

rvic

esE

RC

HI:

Ed

ucat

iona

l res

our

ces

cent

re f

or

stud

ents

wit

h he

arin

g im

pai

rmen

t o

r co

mm

unic

atio

n an

d

lang

uag

e d

iso

rder

sS

EG

DB

D: S

pec

ific

educ

atio

n se

rvic

es f

or

stud

ents

wit

h g

ener

alis

ed d

evel

op

men

tal a

nd b

ehav

iour

al

dis

ord

ers

ER

VI:

Ed

ucat

iona

l res

our

ces

cent

re f

or

stud

ents

wit

h vi

sual

imp

airm

ent

62

Terr

itori

al s

ervi

ces

in V

allè

s O

ccid

enta

lU

nits

in s

pec

ial s

cho

ols

and

sup

po

rt u

nits

in m

ains

trea

m s

cho

ols

Fore

cast

for 2

015

Zo

nes

Terr

itori

al a

reas

Uni

ts in

sp

ecia

l sch

oo

lsS

upp

ort

uni

ts (S

ES

U) +

g

roup

ing

s o

f dea

f stu

den

ts

in m

ains

trea

m s

cho

ols

Pro

fess

iona

l sup

po

rt

staf

f in

the

scho

ol

Out

reac

h sp

ecia

l sch

oo

lsE

xter

nal s

ervi

ces

an

d p

rog

ram

mes

1C

aste

llar

del

Val

lès

Pal

au-S

olit

à i P

leg

aman

sP

olin

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ant

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renç

Sav

all

Sen

tmen

atS

abad

ell

San

t Q

uirz

e d

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allè

s

27 B

asic

ed

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ion

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ost

-co

mp

ulso

ry e

d.

21 B

asic

ed

ucat

ion

3 P

ost

-co

mp

ulso

ry e

d.

• S

ET

(pri

mar

y)•

TE

T (s

eco

ndar

y)•

SH

T•

Ed

ucat

iona

l psy

cho

log

ists

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upp

ort

mo

nito

rs

1 Va

llès

Occ

iden

tal E

st•

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S (P

EO

T/L

ISC

T/T

RC

)•

SE

S (E

RC

HI/

SE

SM

D/

SE

GD

BD

/ER

VI)

• S

SP

2C

aste

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bal

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rras

saM

atad

eper

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ellin

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Ulla

stre

llVa

cari

sses

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dec

aval

ls

38 B

asic

ed

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ion

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ost

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ulso

ry e

d.

22 B

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ed

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ulso

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tal O

est

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adia

del

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lès

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ber

à d

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allè

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erd

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allè

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ont

cad

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ta P

erp

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la

Mo

go

da

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t C

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lès

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asic

ed

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ion

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ulso

ry e

d.

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ost

-co

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ulso

ry e

d.

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llès

Occ

iden

tal S

ud1

San

t C

ugat

del

Val

lès

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T: S

pec

ial e

duc

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n te

ache

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ET:

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rap

euti

c ed

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ion

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her

SH

T: S

pee

ch a

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eari

ng t

each

erS

upp

ort

mo

nito

rs: a

uxili

arie

s to

sup

po

rt s

tud

ents

’ aut

ono

my

Out

reac

h sp

ecia

l sch

oo

l: su

pp

ort

cen

tre

for

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e ed

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ion

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ains

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cho

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one

ZE

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ona

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iona

l ser

vice

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EO

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iona

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and

ori

enta

tio

n te

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SC

T: L

ang

uag

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oci

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ntre

SE

S: S

pec

ific

educ

atio

n se

rvic

esE

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HI:

Ed

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our

ces

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re f

or

stud

ents

wit

h he

arin

g im

pai

rmen

t o

r co

mm

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n an

d

lang

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iso

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ES

MD

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serv

ices

fo

r st

uden

ts w

ith

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tor

dis

abili

ties

SE

GD

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ecifi

c ed

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ion

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ices

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r st

uden

ts w

ith

gen

eral

ised

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elo

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enta

l and

b

ehav

iour

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iso

rder

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RV

I: E

duc

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nal r

eso

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s ce

ntre

fo

r st

uden

ts w

ith

visu

al im

pai

rmen

t

SS

P: S

pec

ific

sup

po

rt p

rog

ram

mes

63

Terr

itori

al s

ervi

ces

in G

iro

naU

nits

in s

pec

ial s

cho

ols

and

sup

po

rt u

nits

in m

ains

trea

m s

cho

ols

Year

200

8

Zo

nes

Terr

itori

al a

reas

Uni

ts in

sp

ecia

l sch

oo

ls

Sup

po

rt u

nits

(SE

SU

) +

gro

upin

gs

of d

eaf

stud

ents

in m

ains

trea

m

scho

ols

Pro

fess

iona

l sup

po

rt

staf

f in

the

scho

ol

Out

reac

h sp

ecia

l sc

hoo

lsE

xter

nal s

ervi

ces

and

p

rog

ram

mes

1A

lt E

mp

ord

àB

aix

Em

po

rdà

26 B

asic

ed

ucat

ion

2 P

ost

-co

mp

ulso

ry e

d.

7 B

asic

ed

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ion

• S

ET

(pri

mar

y)•

TE

T (s

eco

ndar

y)•

SH

T•

Ed

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l p

sych

olo

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ts•

Sup

po

rt m

oni

tors

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(PE

OT

/LIS

CT

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RC

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RC

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SE

EM

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EG

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D/E

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e l’E

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anya

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T: S

pec

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n te

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The

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S: S

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ents

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pec

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tal a

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RV

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duc

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Terr

itori

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iro

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nits

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pec

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cho

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po

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ains

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m s

cho

ols

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cast

for 2

015

Zo

nes

Terr

itori

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reas

Uni

ts in

sp

ecia

l sch

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po

rt u

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SU

) +

gro

upin

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of d

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stud

ents

in m

ains

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m

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ols

Pro

fess

iona

l sup

po

rt

staf

f in

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scho

ol

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reac

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ecia

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hoo

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xter

nal s

ervi

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rog

ram

mes

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lt E

mp

ord

àB

aix

Em

po

rdà

17 B

asic

ed

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ion

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ulso

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ET

(pri

mar

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T (s

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SH

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S (P

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CH

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DB

D/E

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P

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de

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va

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pec

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Terr

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cho

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Year

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Zo

nes

Terr

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reas

Uni

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ang

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pec

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Ed

ucat

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our

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or

stud

ents

wit

h he

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mm

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ord

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SM

D: S

pec

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educ

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stud

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RV

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duc

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pai

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66

Terr

itori

al s

ervi

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in L

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nits

in s

pec

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cho

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and

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po

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in m

ains

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m s

cho

ols

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cast

for 2

015

Zo

nes

Terr

itori

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reas

Uni

ts in

sp

ecia

l sch

oo

ls

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po

rt u

nits

(SE

SU

) +

gro

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gs

of d

eaf

stud

ents

in m

ains

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m

scho

ols

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fess

iona

l sup

po

rt

staf

f in

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scho

ol

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ecia

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hoo

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nal s

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ET

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T (s

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SH

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po

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ES

(PE

OT

/LIS

CT

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RC

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S (E

RC

HI/

SE

EM

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ET

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SP

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ache

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rap

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her

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pee

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ents

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ono

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pp

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cen

tre

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ains

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one

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ang

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ultu

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RC

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chin

g r

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ntre

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S: S

pec

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educ

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RC

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Ed

ucat

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our

ces

cent

re f

or

stud

ents

wit

h he

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g im

pai

rmen

t o

r co

mm

unic

atio

n an

d la

ngua

ge

dis

ord

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SM

D: S

pec

ific

educ

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n se

rvic

es f

or

stud

ents

wit

h m

oto

r d

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iliti

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EG

DB

D: S

pec

ific

educ

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n se

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stud

ents

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ener

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ed d

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men

tal a

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ehav

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sE

RV

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duc

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ntre

fo

r st

uden

ts w

ith

visu

al im

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rmen

t

SS

P: S

pec

ific

sup

po

rt p

rog

ram

mes

67

Terr

itori

al s

ervi

ces

in T

arra

go

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nits

in s

pec

ial s

cho

ols

and

sup

po

rt u

nits

in m

ains

trea

m s

cho

ols

Year

200

8

Zo

nes

Terr

itori

al a

reas

Uni

ts in

sp

ecia

l sch

oo

ls

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po

rt u

nits

(SE

SU

) +

gro

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stud

ents

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ains

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m

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ols

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rt

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f in

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scho

ol

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reac

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hoo

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nal s

ervi

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ened

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ET

(pri

mar

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T (s

eco

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SH

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po

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RC

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RC

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ER

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s28

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ic e

duc

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st-c

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and

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ang

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RC

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s ce

ntre

SE

S: S

pec

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educ

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n se

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RC

HI:

Ed

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our

ces

cent

re f

or

stud

ents

wit

h he

arin

g im

pai

rmen

t o

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mm

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n an

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ord

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ER

VI:

Ed

ucat

iona

l res

our

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cent

re f

or

stud

ents

wit

h vi

sual

imp

airm

ent

68

Terr

itori

al s

ervi

ces

in T

arra

go

naU

nits

in s

pec

ial s

cho

ols

and

sup

po

rt u

nits

in m

ains

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m s

cho

ols

Fore

cast

for 2

015

Zo

nes

Terr

itori

al a

reas

Uni

ts in

sp

ecia

l sch

oo

ls

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po

rt u

nits

(SE

SU

) +

gro

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gs

of d

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stud

ents

in m

ains

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m

scho

ols

Pro

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iona

l sup

po

rt

staf

f in

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scho

ol

Out

reac

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l sc

hoo

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nal s

ervi

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and

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ram

mes

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ened

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ET

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T (s

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RC

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SP

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69

Terr

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