{"id":3448,"date":"2020-03-16T23:34:48","date_gmt":"2020-03-16T22:34:48","guid":{"rendered":"https:\/\/nostalgic-ishizaka.82-223-1-47.plesk.page\/rosasensat\/2020\/03\/16\/bones-practiques-educatives-en-fase-rem\/"},"modified":"2025-03-27T13:09:50","modified_gmt":"2025-03-27T12:09:50","slug":"bones-practiques-educatives-en-fase-rem","status":"publish","type":"post","link":"https:\/\/diarieducacio.cat\/rosasensat\/2020\/03\/16\/bones-practiques-educatives-en-fase-rem\/","title":{"rendered":"Bones pr\u00e0ctiques educatives, en fase REM"},"content":{"rendered":"<p>Aquest \u00e9s d\u2019aquells articles que dona bo d\u2019escriure abans d\u2019anar a dormir.<\/p>\n<p>I \u00e9s una constataci\u00f3 que en el tercer curs d\u2019aplicaci\u00f3 del Decret 150\/2017, de 17 d\u2019octubre, de l\u2019atenci\u00f3 educativa a l\u2019alumnat en el marc d\u2019un sistema educatiu inclusiu, i despr\u00e9s de l\u2019\u00faltim Informe del Comit\u00e8 de Drets de les Persones amb Discapacitat distribu\u00eft l\u2019estiu del 2017, hi ha canvis molt significatius en el proc\u00e9s de construcci\u00f3 d\u2019una escola on no es violin els drets de cap alumne.<\/p>\n<p>Els indicadors m\u00e9s rellevants identificats i quantificats que ho avalen \u2014tot i que podria haver-n\u2019hi d\u2019altres de m\u00e9s subjectius\u2014 s\u00f3n els seg\u00fcents:<\/p>\n<p>1) Els professionals dels 86 centres de desenvolupament infantil i atenci\u00f3 preco\u00e7 (CDIAP), formats en atenci\u00f3 educativa per atendre la poblaci\u00f3 infantil fins que compleixin sis anys de manera personalitzada, orienten les fam\u00edlies, en un 97%, cap a escoles bressol ordin\u00e0ries.<\/p>\n<p>2) Els 79 equips d\u2019assessorament i orientaci\u00f3 psicopedag\u00f2gica (EAP), creats fa trenta-nou anys i consolidats l\u2019any 1985, coincidint amb el trasp\u00e0s de compet\u00e8ncies, desenvolupen la tasca de donar suport al professorat i als centres educatius amb relaci\u00f3 a la inclusi\u00f3 dels alumnes que presenten necessitats educatives especials, aix\u00ed com a les seves fam\u00edlies, en els nivells d\u2019infantil, prim\u00e0ria i secund\u00e0ria<\/p>\n<ul>\n<li>2.1. En estreta coordinaci\u00f3 amb el Servei Educatiu de Zona (SEZ) s\u2019ha verificat la influ\u00e8ncia que estan tenint els EAP a l\u2019hora de definir clarament la inclusi\u00f3 i els seus objectius espec\u00edfics en cada nivell educatiu, deixant clar que \u00e9s un dret i que la denegaci\u00f3 d\u2019ajustos raonables constitueix una discriminaci\u00f3.<\/li>\n<li>2.2. Estan, tamb\u00e9, afavorint l\u2019acord i reconeixement de les fam\u00edlies, i la derivaci\u00f3 de l\u2019alumnat cap a centres educatius ordinaris, donant-los el suport necessari per endegar processos d\u2019innovaci\u00f3 estrat\u00e8gica i metodol\u00f2gica. Sense anar m\u00e9s lluny, el curs 2019\/2020 s\u2019inverteix la tend\u00e8ncia i no s\u2019ha derivat cap alumne a centres d\u2019educaci\u00f3 especial en l\u2019etapa infantil i al primer cicle de prim\u00e0ria.<\/li>\n<li>2.3. Es \u00a0preveu que el curs 2020\/2021 ja es vagi consolidant a tota la prim\u00e0ria. Es valoren com a molt positius els esfor\u00e7os que s\u2019estan fent als instituts de secund\u00e0ria per tal de consolidar aquesta mirada inclusiva i el retorn extraordin\u00e0riament positiu a la comunitat educativa en general.<\/li>\n<\/ul>\n<p>3) Al llarg d\u2019aquests tres cursos, amb l\u2019ajut de la inspecci\u00f3 educativa, dels serveis territorials de cada zona i del Consorci d\u2019Educaci\u00f3 de Barcelona, s\u2019han eliminat les escolaritzacions anomenades \u00abcompartides\u00bb, i en les poques que encara es duen a terme, l\u2019alumne acaba a temps complet a l\u2019escola ordin\u00e0ria de la seva zona. Es va avan\u00e7ant progressivament cap a la implantaci\u00f3 de l\u2019Agenda 2030.<\/p>\n<p>4) Tal com preveia el Decret 150\/2017, s\u2019estima que el curs 2019\/2020 1.600 alumnes matriculats en centres d\u2019educaci\u00f3 especial d\u2019infantil, prim\u00e0ria i secund\u00e0ria s\u2019hauran assignat a centres educatius ordinaris. A aquest efecte Catalunya ja t\u00e9 quaranta centres d\u2019educaci\u00f3 especial prove\u00efdors de recursos (CEEPSIR). Es preveu convocar un nou concurs p\u00fablic per arribar a la cinquantena. Transformar les escoles especialitzades en centres de recursos es valora com una pe\u00e7a clau per transferir coneixement a la xarxa de suports i garantir no nom\u00e9s la innovaci\u00f3 sin\u00f3 tamb\u00e9 l\u2019equitat del nostre sistema educatiu. Aquest fet ajuda a superar la falsa dicotomia entre escoles especials i ordin\u00e0ries; hi som tots i ning\u00fa \u00e9s sobrer per construir una nova escola que respongui a les singularitats de l\u2019alumnat i reconegui la potencialitat de cada persona per aprendre.<\/p>\n<p>5) Finalment, la conversi\u00f3 de les antigues USEE ha evolucionat de forma innovadora cap a uns equips humans de Suport Intensiu a l\u2019Escola Inclusiva (SIEI), molt preparats i que trenquen la segregaci\u00f3 interna que podien representar les unitats \u00aba banda\u00bb dins les escoles. Cap alumne t\u00e9 assignada una aula especial \u2014o, com diuen en altres indrets, \u00abaules estables\u00bb o \u00abCyL\u00bb. Seria paradoxal que els alumnes que abans titll\u00e0vem d\u2019Educaci\u00f3 Especial, despr\u00e9s de les UEE, i m\u00e9s recentment de les USEE, ara encara els estigmatitz\u00e9ssim com \u00abels de la SIEI\u00bb!!! L\u2019etiquetatge i la sobrediagnosi s\u00f3n pr\u00e0ctiques que es van erradicant a casa nostra.<\/p>\n<p>6) En aquest reguitzell d\u2019aven\u00e7os, el 65% de centres educatius tenen dins les seves AFA una comissi\u00f3 d\u2019escola inclusiva que vetlla per una cultura de respecte i dignitat envers tot l\u2019alumnat, en un clima d\u2019equitat i respecte sense excepcions, entenent la inclusi\u00f3 com un dret i no nom\u00e9s com un privilegi.<\/p>\n<p>7) Gr\u00e0cies a l\u2019increment de 0,5 punts anuals de la despesa p\u00fablica en Educaci\u00f3 sobre el PIB, el Departament d\u2019Educaci\u00f3 \u2014en estreta coordinaci\u00f3 amb les universitats\u2014 ha esbossat una allau de plans de formaci\u00f3 anomenats \u00abEscoles per a Tothom\u00bb, prenent el DUA-AC (disseny universal i aprenentatge cooperatiu) els PI (plans individualitzats) i l\u2019\u00edndex per a la inclusi\u00f3 com a eixos vertebradors. L\u2019avaluaci\u00f3 de l\u2019impacte d\u2019aquests plans en la capacitat i preparaci\u00f3 de l\u2019escola per donar una resposta educativa de qualitat a tot l\u2019alumnat es fa bianualment. El darrer informe del S\u00edndic de Greuges al Parlament confirma aquesta tend\u00e8ncia a l\u2019efici\u00e8ncia en la resposta a alumnat amb NESE.<\/p>\n<p>8) El curs 2018\/2019 el Departament d\u2019Educaci\u00f3, en col\u00b7laboraci\u00f3 amb les principals associacions de mestres i federacions de fam\u00edlies, edit\u00e0 un petit document molt \u00fatil i esclaridor que, amb el t\u00edtol d\u2019<em>El repte de l\u2019escola inclusiva<\/em> donava eines a les fam\u00edlies i professionals en conceptes com drets, igualtat d\u2019oportunitats, import\u00e0ncia de centrar-se en les fortaleses i capacitats dels alumnes, adequada planificaci\u00f3 dels suports, la mirada inclusiva dels docents, principis organitzatius i metodol\u00f2gics, recursos existents que promouen l\u2019escola inclusiva. Aquest document ha perm\u00e8s que les fam\u00edlies i tota la comunitat educativa tinguin clar que anar a l\u2019escola ordin\u00e0ria \u00e9s un DRET que afavoreix les compet\u00e8ncies de tot l\u2019alumnat, no nom\u00e9s del que presenta NESE.<\/p>\n<p>&#8230;se\u00f1oras y se\u00f1ores, me alegro&#8230;<\/p>\n<p>Bon dia, s\u00f3n les set&#8230;<\/p>\n<p>Desperta, Catalunya&#8230;<\/p>\n<p>Benvinguts al m\u00f3n&#8230;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>En el tercer any d&#8217;aplicaci\u00f3 del decret d&#8217;escola inclusiva ja no es deriven alumnes de P3 als centres d&#8217;educaci\u00f3 especial, s&#8217;han eliminat les escolaritzacions compartides, els EAP donen suport per la inclusi\u00f3 als professionals i les fam\u00edlies, al voltant de 1.600 antics alumnes de centres d&#8217;educaci\u00f3 especial han passat a la ordin\u00e0ria&#8230; Bon dia!<\/p>\n","protected":false},"author":312,"featured_media":3449,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[247,95,2],"tags":[251,280,281,282],"tipo":[],"class_list":{"0":"post-3448","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-drets-dels-infants","8":"category-escola-inclusiva","9":"category-general","10":"tag-251","11":"tag-drets-dels-infants","12":"tag-efren-carbonell","13":"tag-escola-inclusiva"},"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.5 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Bones pr\u00e0ctiques educatives, en fase REM - Blog de Rosa Sensat<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/diarieducacio.cat\/rosasensat\/2020\/03\/16\/bones-practiques-educatives-en-fase-rem\/\" \/>\n<meta property=\"og:locale\" content=\"ca_ES\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Bones pr\u00e0ctiques educatives, en fase REM - Blog de Rosa Sensat\" \/>\n<meta property=\"og:description\" content=\"En el tercer any d&#039;aplicaci\u00f3 del decret d&#039;escola inclusiva ja no es deriven alumnes de P3 als centres d&#039;educaci\u00f3 especial, s&#039;han eliminat les escolaritzacions compartides, els EAP donen suport per la inclusi\u00f3 als professionals i les fam\u00edlies, al voltant de 1.600 antics alumnes de centres d&#039;educaci\u00f3 especial han passat a la ordin\u00e0ria... 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