• PIAR

    Decree 1421 of 2017, which regulates the care of the population with disabilities, defines the Individual Plan for Reasonable disabilities, defines the Individual Plan of Reasonable Accommodations (PIAR) as a "tool used to guarantee the "tool used to ensure the teaching and learning processes of students, based on the pedagogical and social students, based on the pedagogical and social assessment, which includes the support and reasonable support and reasonable adjustments required, including curricular, infrastructural and all other infrastructure and all others necessary to guarantee learning, participation, permanence and promotion. participation, permanence and promotion. It is an input for the respective teacher's classroom planning classroom planning of the respective teacher and the Institutional Improvement Plan (PMI), as a complement to the changes the transformations carried out based on the Universal Design for Learning (UDL). for Learning (DUA)". The Individual Plan of Reasonable Adjustments arises when the planning under the Universal Design for Learning (UDL) is not sufficient. Universal Design for Learning is not sufficient to ensure that all students are able to fully develop in the students to fully develop in the school environment. It is a It is a support tool for teachers' pedagogical planning. As Decree 1421 of 2017 mentions, the PIAR allows articulations to be made with the Institutional Institutional Improvement Plan in academic and administrative aspects, with the community, with the community, with the administrative teachers and it is not a parallel planning or an independent independent curriculum.

  • Admission criteria

    The criteria for admission to the Institution, are established in accordance with the current SED, MEN and the particular conditions that the institution has for and the particular conditions that the institution has to the inclusion student, as defined in this document in this document: - That in response to the pedagogical evaluation pedagogical evaluation meets the following minimum criteria minimum criteria of: - Functional level of communication, effective and generalizable - Basic cognitive competencies that to be placed in a grade in which his or her chronological age is not chronological age is no more than three years above the than three years above the average age of the grade - Living skills that allow him/her to that allow him/her to interact in a group, without highly problematic highly problematic or challenging behaviors challenging behaviors, such as aggressiveness, hyperactivity hyperactivity and excessive restlessness that affect their integrity or that of the school group. the school group. - The student does not require physical, human and/or technical physical, human and/or technical support of a substantial of a substantial nature that the institution does not have. institution. - That the students present all the specific medical specific medical documentation, which certifies certifies their disability condition. - When the referral is internal, the procedure procedure set forth in the protocol protocol given by School Guidance and Specialized and specialized support. - That the family knows and accepts the current regulations of the inclusion program inclusion program, as stated in the Coexistence Manual Coexistence Manual; committing to to comply with the duties set forth in this document. in said document.

    • Permanence criteria

    With respect to the permanence of students students included in the regular classroom, it is necessary to is necessary to establish specific criteria that clarity as to why and until when a student with when a student with a disability will be included in the classroom. will remain included in the classroom. Therefore, the student and family must meet the following requirements the following requirements:
    - To achieve the objectives proposed for each period each period, in accordance with reasonable adjustments (PIAR, Decree 1421, 2017). reasonable (PIAR, Decree 1421 of 2017). - Demonstrate positive attitudes and motivation motivation towards school activities in general - Demonstrate through different channels some cognitive and social progress in academic skills. academic skills. - Evidence of adaptation to school; living positively with peers and teachers. classmates and teachers. - Regular attendance at the Institution, justifying in writing any absences. - The permanence and continuity in the secondary education will depend on each particular will depend on each particular case, which will be analyzed by the evaluation commissions. - Family participation and commitment in terms of terms of: - Specialized medical and therapeutic assistance therapeutic assistance by the health sector - Support in school activities at home home - Punctual attendance to appointments and training workshops workshops in order to be able to support their children children - Acceptance of the student's condition and the conditions of inclusion given by the the Institution