{"id":396,"date":"2014-04-18T07:00:40","date_gmt":"2014-04-18T07:00:40","guid":{"rendered":"http:\/\/blog.rsed.org\/?p=293"},"modified":"2017-12-17T05:39:02","modified_gmt":"2017-12-17T05:39:02","slug":"supporting-students-learning-disability-or-not","status":"publish","type":"post","link":"https:\/\/www.rocketshipschools.org\/es\/latest-news\/blog\/supporting-students-learning-disability-or-not\/","title":{"rendered":"Apoyar a los estudiantes, con o sin dificultades de aprendizaje"},"content":{"rendered":"
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\"No te preocupes por eso hasta que realmente califique para los servicios de Educaci\u00f3n Especial.\"<\/em><\/p>\n

Era una maestra nueva y estaba ansiosa por salir al campo, ensuciarme las manos y apoyar a los estudiantes que m\u00e1s lo necesitaban. Sab\u00eda que las leyes de educaci\u00f3n especial pod\u00edan ser bastante complicadas, pero pens\u00e9 que estaba lo suficientemente informada como para estar preparada para la resistencia que enfrentar\u00eda. No ten\u00eda idea de que la resistencia vendr\u00eda de mi propio personal, de mi propio distrito. \"No te preocupes por eso hasta que realmente califique para los servicios de Educaci\u00f3n Especial.\"<\/em><\/p>\n

Aqu\u00ed estaba yo, en medio de una reuni\u00f3n preliminar, con una estudiante que potencialmente se unir\u00eda a mi lista de casos. Me preocupaba brindarle el apoyo adecuado. No ten\u00eda idea de qui\u00e9n era. Solo sab\u00eda que estaba teniendo dificultades en el aula de educaci\u00f3n general.<\/p>\n

Sent\u00ed que ten\u00eda poco tiempo. El plan de evaluaci\u00f3n estaba firmado y ten\u00edamos 60 d\u00edas para terminar nuestras pruebas y celebrar la reuni\u00f3n del PEI. Mientras tanto, quer\u00eda conocer a esta estudiante. Quer\u00eda saber m\u00e1s que su nombre y apellido. \u00bfC\u00f3mo podr\u00eda sugerir apoyos y adaptaciones para ella sin conocer las razones de sus dificultades en el aula?<\/p>\n

\"No te preocupes por eso hasta que realmente califique para los servicios de Educaci\u00f3n Especial.\"<\/em><\/p>\n

Estas palabras todav\u00eda me molestan hasta el d\u00eda de hoy. Era como si nuestro personal me estuviera diciendo que ella no importaba hasta que estuviera en mi lista de casos. Como si no mereciera los apoyos o las intervenciones porque no ten\u00edamos pruebas de que tuviera una discapacidad de aprendizaje. Como si una elegibilidad de \"Discapacidad Espec\u00edfica de Aprendizaje\" fuera la \u00daNICA manera en que esta pobre estudiante obtendr\u00eda lo que necesitaba.<\/p>\n

Hagamos todo lo posible mientras determinamos si ella realmente califica para los servicios de Educaci\u00f3n Especial.<\/em><\/strong><\/p>\n

Hoy trabajo en Rocketship Brilliant Minds. La mentalidad de nuestra escuela, nuestra red, es que debemos apoyar a todos los estudiantes, tengan o no alguna discapacidad de aprendizaje. Aunque nuestra red sea relativamente nueva, nuestro modelo RTI (Respuesta a la Intervenci\u00f3n) es uno de los mejores que he visto.<\/p>\n

Una visi\u00f3n general de un modelo t\u00edpico de RTI se ve as\u00ed:<\/h3>\n

El equipo expresa su preocupaci\u00f3n por un estudiante que no est\u00e1 progresando en el aula de educaci\u00f3n general.<\/p>\n

2. El equipo traslada al estudiante al Nivel 2, lo que significa que se le brindan m\u00e1s apoyos (tutor\u00edas despu\u00e9s de la escuela, instrucci\u00f3n en grupos peque\u00f1os, etc.).<\/p>\n

3. El estudiante puede responder al Nivel 2. Si el estudiante NO responde al Nivel 2, se le coloca en intervenciones de Nivel 3, que son m\u00e1s intensivas e individualizadas.<\/p>\n

4. Si los datos muestran que el estudiante no est\u00e1 respondiendo a la Nivel 3, el equipo determina conjuntamente si una evaluaci\u00f3n para servicios de Educaci\u00f3n Especial es el siguiente paso para el estudiante.<\/p>\n

Una descripci\u00f3n general del Modelo RTI de Rocketship:<\/h3>\n

Nuestra red ha integrado los \"D\u00edas de Datos\" en el calendario escolar, los cuales permiten a los maestros analizar las evaluaciones de los estudiantes y determinar si los alumnos est\u00e1n logrando un crecimiento adecuado durante cada ciclo de datos.<\/p>\n

2. Los maestros, los administradores escolares y el equipo de ISE (Educaci\u00f3n Especial Integrada) revisan al un pu\u00f1ado de estudiantes que no est\u00e1n mostrando el crecimiento suficiente. A partir de ah\u00ed, hablamos sobre los apoyos apropiados que podemos brindar a los estudiantes EN el aula y luego c\u00f3mo podemos brindarles intervenciones moderadas durante su bloque de Laboratorio de Computaci\u00f3n. Esto asegura que los estudiantes no pierdan ning\u00fan minuto de instrucci\u00f3n.<\/p>\n

\"Maestros<\/a>

Maestros usando datos de Aimsweb para seguir el progreso de los estudiantes en metas de RTI.<\/p><\/div>\n

3. Los tutores utilizan el sistema de evaluaci\u00f3n AIMSweb para monitorear el progreso de sus estudiantes cada dos semanas. El equipo (maestros de grado, maestro de educaci\u00f3n especial, administrador y tutor) se re\u00fane durante el tiempo de planificaci\u00f3n de nivel de grado SEMANALMENTE para discutir el progreso de los estudiantes evaluando los datos de AIMSweb y los datos de evaluaci\u00f3n formativa.<\/p>\n

4. Cuando el estudiante alcanza su meta, se le da de alta del Nivel 2. Si, despu\u00e9s de 6-8 semanas, los datos muestran que el estudiante contin\u00faa teniendo dificultades INCLUSO CON los apoyos adicionales, el equipo programa una reuni\u00f3n del Equipo de \u00c9xito Estudiantil (tambi\u00e9n conocido como SST).<\/p>\n

5. Se lleva a cabo la reuni\u00f3n SST (con los padres) donde se comparten datos, se abordan preocupaciones y el equipo discute la opci\u00f3n de trasladar al estudiante a una intervenci\u00f3n de Nivel 3. Las intervenciones de Nivel 3 son m\u00e1s individualizadas, se re\u00fanen con mayor frecuencia y generalmente son con el maestro de ISE (Educaci\u00f3n Especial Integrada).<\/p>\n

6. Los estudiantes en el Nivel 3 contin\u00faan siendo monitoreados usando AIMSweb. Sin embargo, dado que la frecuencia de las intervenciones aumenta, se les monitorea el progreso semanalmente.<\/p>\n

7. El equipo se re\u00fane nuevamente despu\u00e9s de 6-8 semanas de la reuni\u00f3n inicial del SST para determinar si el estudiante debe continuar en el Nivel 3 o si ser\u00e1 necesaria una evaluaci\u00f3n.<\/p>\n

Durante mi corto tiempo aqu\u00ed en Rocketship Brilliant Minds, he podido ver la cantidad significativa de crecimiento que nuestros estudiantes logran en cada ciclo. Los maestros de aula dise\u00f1an su instrucci\u00f3n y sus grupos peque\u00f1os bas\u00e1ndose en los resultados de las evaluaciones, colaboran con los tutores para asegurar que las intervenciones se enfoquen en un \u00e1rea espec\u00edfica de necesidad y establecen metas y altas expectativas para cada Rocketeer. Como resultado, menos estudiantes terminan en educaci\u00f3n especial... y cuando lo hacen, estamos preparados para apoyar plenamente sus necesidades de aprendizaje \u00fanicas. Estoy orgulloso de ser miembro de esta familia, la familia que brinda a todos sus hijos el apoyo que necesitan para tener \u00e9xito.<\/p>\n

—<\/p>\n

Siga a Divya en Twitter<\/a><\/span><\/em><\/p>\n

Divya es Especialista en Educaci\u00f3n Especial Integrada en Rocketship Brilliant Minds. Antes de unirse al equipo de Rocketship, ense\u00f1\u00f3 en Los \u00c1ngeles y luego en Cupertino. Cuando Divya no est\u00e1 con sus alumnos, le gusta leer, correr y cocinar. Los fines de semana, Divya trabaja para cumplir su objetivo de ir de excursi\u00f3n a cualquier lugar posible del \u00c1rea de la Bah\u00eda.\u00a0<\/span><\/em><\/p>","protected":false},"excerpt":{"rendered":"

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