{"id":8648,"date":"2017-08-07T14:33:26","date_gmt":"2017-08-07T21:33:26","guid":{"rendered":"http:\/\/blog.rsed.org\/?p=8648"},"modified":"2018-08-31T21:23:21","modified_gmt":"2018-08-31T21:23:21","slug":"he-thought-he-hated-school-heres-how-we-turned-it-around-for-a-kid-with-special-needs","status":"publish","type":"post","link":"https:\/\/www.rocketshipschools.org\/es\/latest-news\/blog\/he-thought-he-hated-school-heres-how-we-turned-it-around-for-a-kid-with-special-needs\/","title":{"rendered":"\u00c9l pens\u00f3 que odiaba la escuela. Aqu\u00ed le mostramos c\u00f3mo lo cambiamos para un ni\u00f1o con necesidades especiales."},"content":{"rendered":"<p>*Esta publicaci\u00f3n apareci\u00f3 originalmente en\u00a0<a href=\"http:\/\/educationpost.org\/he-thought-he-hated-school-heres-how-we-turned-it-around-for-a-kid-with-special-needs\/\" target=\"_blank\" rel=\"noopener\">Publicaci\u00f3n Educativa<\/a>.<\/p>\n<p>\"No voy a ir a esa escuela. Ni siquiera me gusta la escuela\", me grit\u00f3 Chase. Subiendo y bajando por un tobog\u00e1n, sosteniendo un palo gigante dos pies m\u00e1s alto que \u00e9l, ese casi ni\u00f1o de k\u00ednder con calcetines blancos altos hasta la rodilla, pantalones cortos de ba\u00f1o azules y una camiseta naranja ne\u00f3n ya me estaba dando una carrera por mi dinero, y la escuela a\u00fan no hab\u00eda comenzado. Era julio de 2016 y estaba haciendo mi visita a domicilio a la familia de Chase en el sureste de D.C. antes de que Chase comenzara en\u00a0<a href=\"http:\/\/www.rsed.org\/riseacademy\/index.cfm\">Academia Rocketship Rise<\/a>Sab\u00eda que pod\u00edamos crear un entorno de aprendizaje donde Chase pudiera prosperar. Pero nunca imagin\u00e9 cu\u00e1nto avanzar\u00eda en su primer a\u00f1o.<\/p>\n<p>Esos primeros tres meses con Chase fueron dif\u00edciles. Exhibi\u00f3 comportamientos extremos casi todo el d\u00eda. Comenz\u00f3 el a\u00f1o sin poder contar, leer n\u00fameros o nombrar m\u00e1s de tres letras. No es de extra\u00f1ar que a Chase no le gustara la escuela. Le hab\u00edan ense\u00f1ado que la escuela significaba fracaso, que significaba frustraci\u00f3n. As\u00ed que nos propusimos cambiar eso.<\/p>\n<h3><strong><span style=\"color: #006b6e;\">Satisfaciendo las necesidades de cada estudiante<\/span><\/strong><\/h3>\n<p>La base de nuestro plan para Chase, y para todos los Rocketeers, es personalizar el curr\u00edculo y el d\u00eda escolar para adaptarlos a sus necesidades. Chase es uno de nuestros muchos Rocketeers con un Plan de Educaci\u00f3n Individualizado (IEP, por sus siglas en ingl\u00e9s). Pero a diferencia de muchas escuelas que a\u00edslan a los estudiantes con IEP, Chase pasa el 80 por ciento de su d\u00eda escolar en aulas de educaci\u00f3n general. Nuestros especialistas en educaci\u00f3n colaboran con las aulas generales y brindan a Chase el apoyo adicional que necesita. Nuestro enfoque, al que llamamos 'inclusi\u00f3n significativa', permite a estudiantes como Chase aprender junto a sus compa\u00f1eros en desarrollo t\u00edpico dentro de un curr\u00edculo riguroso y alineado con los est\u00e1ndares comunes, mientras contin\u00faan recibiendo los servicios especializados que necesita. Tambi\u00e9n ayuda a combatir el estigma con otros estudiantes que desarrollan una comprensi\u00f3n y empat\u00eda hacia las diversas necesidades de aprendizaje de sus compa\u00f1eros.\u00a0<span class=\"pull-quote full\">Todo un equipo de adultos trabaj\u00f3 para implementar y ajustar continuamente los planes y programas de Chase a lo largo del a\u00f1o.<\/span>\u00a0Los especialistas en Educaci\u00f3n Especial Integrada (EEI) como yo colaboramos con los maestros del sal\u00f3n de Chase, los maestros de enriquecimiento, nuestro psic\u00f3logo escolar y los l\u00edderes escolares para crear un plan de aprendizaje integral para el a\u00f1o. El equipo ide\u00f3 formas creativas para ayudar a Chase a encontrar alegr\u00eda en el aprendizaje y a mantenerlo comprometido. Por ejemplo, cuando Chase ten\u00eda dificultades para prestar atenci\u00f3n en clase, una maestra lo llevaba a almuerzos divertidos con amigos para fortalecer su conexi\u00f3n no solo con sus maestros, sino tambi\u00e9n con sus compa\u00f1eros. Esto ayud\u00f3 a la confianza de Chase y a desarrollar sus habilidades socioemocionales. Lentamente, las cosas empezaron a cambiar.<\/p>\n<h3><strong><span style=\"color: #006b6e;\">Primera visi\u00f3n del \u00e9xito<\/span><\/strong><\/h3>\n<p>Fue alrededor de las vacaciones de invierno cuando Chase vio su primer \u00e9xito acad\u00e9mico medible real: aprobar su primer\u00a0<a href=\"https:\/\/uchicagoimpact.org\/tools-training\/step\">PASO<\/a>\u00a0Examen, y pasando de un 14 por ciento a un 60 por ciento en su promedio de matem\u00e1ticas. Finalmente, Chase pudo ver la conexi\u00f3n de que cuando trabajaba duro y estaba en clase, aprend\u00eda y alcanzaba sus metas.\u00a0<span class=\"pull-quote right\">Pudo ver los frutos de su trabajo, y sus maestros tambi\u00e9n.<\/span>Con una nueva confianza, Chase regres\u00f3 en enero habiendo cambiado radicalmente. Estaba decidido a aprobar el STEP 1 y, habi\u00e9ndosele dado el objetivo de 35 nombres de letras, volvi\u00f3 listo para aprender. Estaba emocionado de empezar.\u00a0<a href=\"http:\/\/jollylearning.co.uk\/overview-about-jolly-phonics\/\">Jolly Phonics<\/a>\u00a0y ped\u00eda que se le dieran lecciones de fon\u00e9tica por encima de cualquier otra cosa. Chase tambi\u00e9n trabaj\u00f3 en un proyecto de libro de letras individual que estaba haciendo para sus hermanos menores. Nos preguntaba casi a diario cu\u00e1ndo podr\u00eda hacer su pr\u00f3xima prueba STEP, y tuvimos que llegar a un acuerdo para hacer el seguimiento del progreso del nombre de las letras solo una vez a la semana. Con todo su esfuerzo, pudo aprobar el STEP 2, y estaba tan orgulloso como cualquier estudiante que haya visto. Insisti\u00f3 en llevar su papel por todo el edificio para compartir su entusiasmo y recibir choca esas cinco.<\/p>\n<h3><strong><span style=\"color: #006b6e;\">Una larga lista de amigos y relaciones amorosas<\/span><\/strong><\/h3>\n<p>Para apoyar su desarrollo socioemocional fuera del aula, nuestro personal de apoyo se asegur\u00f3 de responder a Chase de manera consistente. Dos de los miembros de nuestro equipo luego invitaron a Chase a ayudar durante el almuerzo y el recreo. M\u00e1s recientemente, Chase trabaj\u00f3 durante semanas para ganarse un puesto ayudando al personal de apoyo con la llegada: chaleco, letrero y silbato incluidos. Se enorgullece no solo de su trabajo escolar y sus relaciones, sino de ser una parte integral de la comunidad de Rocketship Rise. Chase termin\u00f3 su primer a\u00f1o en RISE logrando avances incre\u00edbles. En el\u00a0<a href=\"https:\/\/www.nwea.org\/map-growth\/\">Examen NWEA MAP<\/a>, logr\u00f3 2.3 a\u00f1os de crecimiento en matem\u00e1ticas (del s\u00e9ptimo al percentil 86) y 1.8 a\u00f1os de crecimiento en lectura (del d\u00e9cimo al percentil 64). Tiene una larga lista de amigos en su clase y fuertes relaciones afectuosas con innumerables adultos en el edificio. Lo m\u00e1s importante es que\u00a0<span class=\"pull-quote right\">Chase ahora ama aprender.<\/span>El crecimiento y el cambio completo de actitud de Chase nunca hubieran sido posibles si todo nuestro equipo en Rocketship Rise Academy no estuviera completamente comprometido a servir\u00a0<i>todo<\/i>\u00a0estudiantes de excelencia en nuestra escuela. Desarrollar una comunidad escolar completa que celebre e incluya\u00a0<i>todo<\/i>\u00a0los estudiantes como participantes equitativos claramente benefician a ni\u00f1os como Chase. Como decimos en nuestra escuela, \u00a1nos levantamos juntos!<\/p>\n<hr \/>\n<div>\n<p><em>Stephanie Storlie es especialista en Educaci\u00f3n Especial Integrada (ISE) en Rocketship Rise Academy. Ha ense\u00f1ado educaci\u00f3n especial en D.C. durante ocho a\u00f1os despu\u00e9s de mudarse de Minnesota como miembro del cuerpo de TFA en 2009.<\/em><\/p>\n<p><span style=\"font-weight: 400;\">\u00a1Comparte tus historias de Rocketship con nosotros! \u279f@RocketshipEd <\/span><\/p>\n<\/div>","protected":false},"excerpt":{"rendered":"<p>*This post originally appeared on\u00a0Education Post. \u201cI\u2019m not going to that school. I don\u2019t even like school,\u201d Chase yelled at me. Running up and down a slide, holding a giant stick two feet taller than him, this almost kindergartener in tall white men\u2019s tube socks, blue swim trunks, and a neon orange shirt was already <a class=\"read-more-link\" href=\"https:\/\/www.rocketshipschools.org\/es\/latest-news\/blog\/he-thought-he-hated-school-heres-how-we-turned-it-around-for-a-kid-with-special-needs\/\">Seguir leyendo<\/a><\/p>","protected":false},"author":5,"featured_media":11892,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"content-type":"","footnotes":""},"categories":[17],"tags":[],"tips_for_teachers":[],"class_list":["post-8648","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-teacher-experience"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.3 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>He Thought He Hated School. 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