SCHOOL GUIDANCE PLAN

GROUP 3

- Belén Amilibia

- Daniel Muñoz

- Andrea González

- Ana Rodríguez

INTRODUCTION

FRAMEWORK

TO DEFINE THE PRINCIPLES OF THE TUTORING AND GUIDANCE EDUCATIONAL PROJECT.

FOR THE DEVELOPMENT OF THE CURRICULUM PROJECT OF DIFFERENT STAGES OF EDUCATION

STAGES ORGANIZED IN RELATION TO:

ORGANIZATION OF THE ACTION TUTORIAL AND EDUCATIONAL GUIDANCE PLAN

ESTABLISH STRATEGIES FOR ORIENTATION AND TUTORIAL ACTION

TIMES AND SPECIFIC INSTRUMENTS

TYPE OF INFORMATION TO PARENTS, TEACHERS AND STUDENTS

COORDINATION OF THOSE INVOLVED IN THE GUIDANCE

INCORPORATION OF MODELS TO FACILITATE THE TASKS OF GUIDANCE AND TUTORING

ANNUAL GENERAL PROGRAMME (P.G.A.)

DETERMINE OBJETIVES ACTIONS TIMES

EACH ACADEMIC YEAR

ACCORDING TO THE PRIORITIES ESBLISHED BY THE TEACHING TEAM

OBJECTIVES

DEVELOPMENTAL TRANSITIONS

TO FACILITATE POSITIVE TRANSITIONS FOR STUDENTS ENTERING AND LEAVING THE SCHOOL

TO PROVIDE A BROADER VISION OF OPPORTUNITIES FOR STUDENTS

TO DEVELOP AND MAINTAIN STUDENTS RECORD WHICH REFLECT AN ACCURATE AND COMPLETE PICTURE OF EACH STUDENT

TO CREATE APPROPRIATE EDUCATIONAL ALTERNATIVES FOR STUDENTS AND HELP STUDENTS ACCESS NECESSARY SERVICES

TO HELP NEW STUDENTS ADAPT TO THE SCHOOL

COMMUNICATION AND COMMUNITY SUPPORT

TO FACILITATE EFFECTIVE COMMUNICATION BETWEEN HOME AND SCHOOL TO MONITOR STUDENT PROGRESS AND SUPPORT STUDENT SUCCESS

TO ESTABLISH EFFECTIVE COMMUNITY RELATIONSHIPS TO HELP SUPPORT STUDENTS AND FAMILIES

ACADEMIC, SOCIAL AND EMOTIONAL DEVELOPMENT

TO PROVIDE CRISIS INTERVENTION AS NEEDED

TO HELP STUDENTS PLAN FOR THEIR FUTURES AND OBTAIN GOALS

TO PROVIDE FOR THE SOCIAL, EMOTIONAL AND ACADEMIC NEEDS OF STUDENTS

TO HELP STUDENTS COPE WITH STRESSFUL SITUATIONS AND COLLABORATE ON PROBLEM SOLVING WITH STAFF, STUDENTS AND PARENTS

MONITORING AND REVIEW

SPECIFIC OBJECTIVES TO EACH CYCLE OF PRIMARY

MATERIALS HUMAN RESOURCES

A COUNSELOR A FULL-TIME PT TEACHER ALL THE TUTORIALS

MATERIAL RESOURCES SPECIAL EDUCATION CLASSROOM FIVE COMPUTERS IN THIS CLASSROOM,

FOUR WITH INTERNET CONNECTION SPECIFIC SOFTWARE BIBLIOGRAPHY

ATTENTION TO DIVERSITY ACTIONS TO RESPOND TO SEVERAL

SITUATIONS THAT MIGHT PRESENT STUDENTS

CONSIDER:

ASPECTS OF PERSONAL DIFFICULTIES

POSSIBILITY OF PROVIDING OPPORTUNITIES ENLARGEMENT OF KNOWLEDGE

OBJECTIVES:

GETTING A QUALITY EDUCATIONAL ATTENTION ABOUT THE STUDENTS NEEDS

MEET IN A PERSONALIZED WAY THE STUDENTS WITH SPECIFIC EDUCATIONAL NEEDS ACCORDING TO THEIR CIRCUMSTANCES AND NEEDS

ADVISE THE EDUCATIONAL EQUIPMENT TO ADAPT THE CURRICULUM

GUIDE TEACHERS TO ASSES AND RECOVER ACTIVITIES COLLABORATE WITH THEM IN THE PREVENTION AND DETECTION OF EDUCATIONAL DIFFICULTIES

ADVICE TO INDIVIDUAL TEACHERS, TEAMS AND DEPARTMENTS DIDACTIC EDUCATION

FACILITATE THE INTEGRATION OF STUDENTS WITH SPECIAL EDUCATION NEEDS

PROMOTE THE USE OF COMPUTERS

CRITERIA

STUDENTS WITH SPECIF EDUCATIONAL NEEDS WILL ASSIST TO THE SPECIAL EDUCATION CLASSROOM

THOSE WHO DO NOT ASSIST TO THIS CLASS WILL BE IN THEIR ORDINARY GROUP WITH CURRICULAR ADAPTAATIONS

THERAPEUTIC PEDAGOGY’S TEACHERS WILL HELP THESE STUDENTS TO ATTEND THEIR REINFORCEMENT

ACTIONS

HELP EDUCATIONAL TEAMS TO IDENTIFY STUDENTS WITH SPECIFIC EDUCATIONAL NEEDS

MAKE PSYCHOEDUCATIONAL EVALUATION TO MEASURE CURRICULAR COMPETENCES

ADVISE ON THE DESIGN OF ELEMENTS OF THE CENTER PROJECT, SPECIALLY IN THE CURRICULUM PROJECT, IN RELATION TO MEASURES

DEVELOP GENERAL ASPECTS OF THE BASE PROGRAMME OF CURRICULUM DIVERSIFICATION. ISSUE WITH SPECIFIC TUTORIALS

ADVISE EDUCATIONAL TEAMS IN THE PREPARATION OF CURRICULUM ADAPTATIONS

DEVELOP, APPLY AND EVALUATE SPECIFIC SUPPORT PROGRAMMES AND SPECIALIZED EDUCATIONAL ATTENTION

PARTICIPATE IN THE EVALUATION PROCESS AND THE PROMOTION DECISION. ASSIST IN FILLING ACADEMIC DOSSIER AND THE EVALUATION REPORT

PARTICIPATE IN THE ADVICE AND GUIDANCE TO THE FAMILIES OF STUDENTS WITH SPECIFIC EDUCATIONAL NEEDS

DEVELOP AND ADAPT MATERIAL TO EDUCATIONAL ATTENTION IN SPECIAL EDUCATION CLASSROOM. PROVIDE TEACHERS GUIDANCE FOR THE ADAPTATION OF CURRICULUM MATERIAL AND IT SUPPORT

TUTORIAL WORK AND RESPONSE TO CONFLICT

RESOLUTION MAIN OBJECTIVE: TO PREPARE FOR LIFE

CONSIDERATIONS: OPERATION OF A GROUP RESPONDS TO

INTERRELATIONSHIP GOOD CLIMATE

RISK FACTORS ASSOCIATED WITH FAMILY AND PERSONAL CHARACTERISTICS

EMOTIONAL PRESSURE DEVELOPMENT OF RESILIENCE

OBJECTIVES:

IMPROVE UNDERSTANDING OF EMOTIONS

IDENTIFY EMOTIONS

PREVENT ADVERSE EFFECTS OF NEGATIVE EMOTIONS

GENERATE EMOTIONAL STRENGTH IN CHILDREN SINCE THEY ARE SMALL CREATE RESILIENCE STEP BY STEP

CRITERIA FOR DISTRIBUTING STUDENTS

PUT STUDENTS INTO SMALL GROUPS FACILITATE COMMUNICATION

TAKE INTO ACCOUNT PERSONAL CHARACTERISTICS

ESTABLISH KEY PERFORMANCE STANDARDS

DETERMINE COLLECTIVE EXPLANATIONS TIMES, JOB SHARING AND WORK FOR INDIVIDUAL REFLECTION

RELATED TO METHODOLOGY:

CHILD STAR OF THEIS OWN LEARNING

KNOW WHAT LEVEL THE STUDENT HAS CURRICULUM DEVELOPMENT

NEVER USE THE TEXTBOOK AS THE MAIN TEACHING RESOURCE

SOCIALIZATION AND TRAINING IN LIVING-ALL METHOD

FACTORS MAY FAVOUR A GOOD LIVING

THE PLANNING OF A SERIES OF STRATEGIES AND ACTIVITIES TO EDUCATE AND DEVELOP EMPATHY

PLANNING STRATEGIES AND ACTIVITIES TO IMPROVE SELF-ESTEEM SELF CONFIDENCE

THE UTILIZATION OF RESOURCES FOR A SUITABLE RESOLUTION OF CONFLICTS

CONCLUSION

RELATIONS BETWEEN THE TEACHERS AFFECTS THE EDUCATIONAL AIMS OF THE SCHOOL

THE TEACHERS ARE THE MIRROR IN WHICH THE PUPIL LOOK

GREAT PART OF THE CLIMATE OF INTERPERSONAL RELATIONS OF THE SCHOOL COMES FROM PROFESSIONAL RELATIONS BETWEEN ADULTS