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education system

Sometimes it's hard to explain my position on the entire system of educational support and education in Spain. Everyone is looking in my words that I did not recognize that my child is struggling, which is very unrealistic. What I think is that my son has difficulties can be overcome, trust in their ability to overcome its limitations. I have the conviction that all children can and should learn and have the right to receive education to enable them to develop their full potential and as a PR NO I convinced the classification of students-as in capable and incapable as an element justifying the students take class-as separated from their peers-as, in school hours, in order to better learning (when referring to children who are able or unable, do not talk about children, as having SD, there are many children who are I apply this practice.) In my view there are two fundamental and scientifically proven:
1) The development of cognitive processes is linked to interactions with the sociocultural environment.
2) Possible changes in the context of cognitive development.

Now for a second I would like not to think in Anderson and in any child with DS, because I will not talk about Anderson or children with DS.

One day a week I teach after-school support and today I would like to reflect on some examples.

Subject A: Girl, 7 years without a disability. The counselor of the center support refers to the program because "no smoking study", has suspended several subjects and writing level is not capable of separating the words (primary objective of the course). On Thursday came with a 10 on the subject of knowledge medium. The examination consisted of writing the definition of various terms, I hang the answers:

1. What is a community?

The town is a cluster of buildings, streets and squares where people live.

2. Defines the city

The city is a large town where many people

3. Villa

defines

The villa is a place where people live

median

4. Define

village The village is a small town where few people live.

(these definitions were traced from the textbook).

congratulate him after seeing that the next item was to expand terms (province, autonomous communities ...), I did some questions.

- Subject To where do you live?

Answer: ........

"But that's the street, my question is what kind of town?

Answer: In a village

- Do you really live in a village name?

A. Teis (Teis is the name of the neighborhood)

- Teis is not a village is an area where is located the street where you live. Think recalls the definitions of test: city, town, village.

Answer: in a village.

- No, you live in a city what do you call?

A. Teis. "But

baby, do not tell me you know you live in Vigo, in certain classes that you talked about the city of Vigo, Baiona Villas as of your villages.

-Answer: No, we read among all the definitions and then the teacher said that the review came just two pages.

(took a ten but did not understand anything)

B

SUBJECT: Child, is in the same class as above, diagnosed with PDD with a large deficit of attention. Has curriculum adaptation, is working with the books of first grade while his teammates go with the second. Will repeat the year. Support classes consisted of classes and carry out the first, had to leave this method because the child had been very badly, crying uncontrollably. Classes currently exercising basic math and literacy, while their classmates work other subjects and themes.

One of the goals that I sent her tutor is to learn the concept of "unity" and "ten." When you ask the child what is a ten? repeated like a parrot: "10 units." I tried to do the exercises described his textbook, as an example I put some:

1) 39 How many tens do you have?

2) 28

D =? U =?

Then I discovered I did not understand the concept of quantity, which identified only up to 22 numbers. I closed the book and together we thought we were going to do. create a project "Supermarket of mates." We rode our exhibitors of milk, eggs, chocolate, Nutella, to open next week fruteria section. We play to buy tens and units of products. My subject B, known as 2 tens. Too bad this game or another is not organized in its class with their peers and benefit from all the work to expand the content and find useful things.

other hand, I have to add that according to his teacher, my subject B, reads very well but has trouble writing. I can assure you it is easy to see that it reads well but does not understand what he reads.

Subject C: Child, 3 of primary studies, I'm trying to figure out which classes support. The child brings very many duties, like all who are referred to these classes that you can sum specific exercises to regular duties. This child has discovered the trick of the book, each topic is the subject matter, to post the 2 worksheets. My subject C has been found that the important part of reading is written in red, so I never read anything but take the exercises and controlled exercise 1 is the top of the first sheet and the issue that is asked what is written in red. In short just all the duties but has not released anything clean. The problem serious is that it has so many duties following his method takes an average of three hours daily. My question is when you play?, What time will lie ?.... Subject

D and E: Two girls in grades 4 and 5 of primary (they are of the same age but one of them repeats 4 º). The biggest problem I have is that they are girls who lack physical space, both are members of very large families, one of them share a room with her four sisters. On the other hand, no one bet on them not even themselves believe that the role of women in this world is not studying. The first evening we were together, one said: "I'm going to have children at 21 years" to which the other replied: "Anda animal, with 21 years you are an old, will be 18". A suspended academic odd, but actually more confident in their environment in their abilities come to wherever they wanted. Subject

F: young newcomer from Cuba, arrives mid-year, has a magnificent performance, a good adaptation to the center, its colleagues and the environment and has a good level of education, except in Galician and English (in Cuba begin studying the language 12 years). Solution: repeat a year despite being in the first year of the cycle. Yet another adaptation process. I have to highlight this young man has a very high level in mathematics and language. My question is needed to repeat the first year of the cycle?. Subject

G: Male, 5 th grade, is basically the same case as the previous one coming from Brazil and its adaptation to the environment is not good. He was also forced to repeat immediately upon arrival to our country. Here also fails confidence in her environment, so it is a clear example of academic failure. H

Subject: Female, 5 th grade, comes from a family where everyone is academic and professional people, your brothers are good students. His parents spent a lot of money to prevent school failure, is professor of English, mathematics and other sciences, professor of support for other duties. All of this support Classes are isolated individuals where they work on school textbooks. Ie after school doubles the same activities and work the same way. Had to leave the sport at which it would not have spare time. The guiding center communicates to parents who will repeat the year, who knows that happens and somehow blame them on the situation of his daughter because he thinks that is neglected by them. No one offers solutions more than to repeat the course and tuition.

I would like to read this post to realize that my view is an inclusive school, where together we can try to learn respecting the peculiarities of each student and if someone needs support sel right place is in the classroom and in response to a problem, not widespread. The support can not be general protocols of action must be taken into account the individual. On the other hand, the materials used to work with students remain from when I was studying and it's been more than 20 years, from those appeared computers, internet, digital whiteboards or wii. The worst thing is that most people live in the belief that support systems are somewhat related to the disability, the rate of school failure in Spain is very high and children with disabilities are a tiny percentage. The only possible solution to our archaic system to a student who fails to repeat course or curriculum adaptation when perhaps the answer is contrary to curricular expansion, for example, if the objective knowledge of the class is to know the city where you live, perhaps to understand the concept of the city must expand the curriculum and from the street, the block, the neighborhood .... to reach the city, to go from what they know they do not know.

I think it is our duty to provide all human beings the right to education, our children have the right to terminate their studies, to have opportunities to learn and especially developing logic. We must not forget that the stage of schooling of our children is very long and will full of ups and downs, which we are to avoid the bad times become failures and dropouts.