The Organic Law 2/2006 of 3 May of Education shows, in its preamble, that education is an instrument of improvement of the human condition and of collective life and establishes, in its preliminary title, the principles in which the education system is inspired, among others: the quality of education for all students; equity, guaranteeing equal rights and equal opportunities, non-discrimination and educational inclusion; adapt education to the diversity of skills, interests, expectations and needs of students; the educational and professional orientation of the students for the achievement of a personalized training that promotes a comprehensive education; and the participation of the educational community in the organization, government and functioning of the centers teachers.

Through these principles, it is a matter of achieving school success for all students with a view to achieving the maximum development of all their abilities, individual and social, intellectual and emotional, receiving a education adapted to their needs and providing the necessary support, both to the students who require it and to the centers in which it is a school; and this, from the conviction that education is the most appropriate means to build the personality of young people, shaping their personal identity and shaping individual understanding of the reality, as well as to promote democratic coexistence and respect for individual differences, to promote solidarity, to avoid discrimination and to transmit and renew both culture and the values that underpin it.

Title II of the Law, dedicated to equity in education, contemplates students with specific need for educational support for presenting special educational needs, for specific learning difficulties, for their high intellectual capacity, because it has been incorporated late into the education system, or because of personal or school history, and the compensation of inequalities in education. It also sets out the principles governing the schooling of pupils and the resources for their educational treatment so that they can achieve the maximum possible development of their personal abilities and, in any case, the objectives and competences established in general for all pupils. It also entrusts to the educational administration to regulate the procedures and the precise measures to identify the educational needs of the students and to start their comprehensive care, governed by the principles of standardisation and inclusion, from the very moment the need is identified.

The attention to the diversity of students is part of the principles of normalization and inclusion and requires the adaptation of the teachings offered by the educational system to students with the need for educational support. in a situation of socio-educational disadvantage and the implementation of the pedagogical principles and the measures referred to by the Law for this purpose.

Royal Decree 1635/2009 of 30 October, which regulates the admission of students to public and private institutions, the requirements to be met by the centres that provide the first cycle of education child care and attention to students with specific need for educational support in the field of management of the Ministry of Education, establishes the general principles referring to students with specific need for educational support and determines what, The Ministry of Education shall, with the final provision, order the Ministry of Education to

is a matter of course, and I would like to draw attention to this.

In accordance with the above principles and taking into account the ordination and, where appropriate, the curricula of the non-university teachings offered by the educational system, this Order, respecting the basic principle of autonomy The educational and organizational structure of the educational institutions regulates the organization of the education of the students so that they acquire the basic skills that allow them to develop integral, recognizing their potential and contributions, with the implementation of the measures that are necessary to respond to the needs and with the participation of the community as a whole.

Also, it regulates the structure, organization and functioning of educational guidance services, considering that the specialized advice provided by the professionals of these services to the educational community contributes to the appropriate attention of students throughout their schooling.

This Order has been informed by the State School Board.

On the basis of the above, with the prior approval of the First Vice President of the Government and Minister of the Presidency, I have:

CHAPTER I

Object and Scope

Article 1. Object.

This Order aims to regulate integral educational care for students with the need for educational support, understood as such that for presenting special educational needs, due to specific difficulties learning, due to its high intellectual abilities, because it has been incorporated late into the educational system, due to personal conditions or school history, or because it finds itself in a situation of socio-educational disadvantage, requires complementary attention and/or different from the ordinary in order to achieve the maximum capacity development personal and, in any case, the objectives set out in general for all students.

It also regulates the structure, organization and operation of educational guidance services.

Article 2. Scope.

This Order will be implemented in the holding centers with public funds corresponding to the management of the Ministry of Education, in the cities of Ceuta and Melilla.

CHAPTER II

General principles

Article 3. Criteria for action.

1. The educational action will be aimed at addressing the diversity of students for what will be adopted the appropriate organizational and curricular measures, which will promote equity that guarantees equal access opportunities, permanence and promotion in the education system, as well as quality education for all. The centres shall collect these measures in the diversity plan referred to in Article 6 of this Order.

2. Educational institutions will promote the participation of the educational community and social entities, as well as joint reflection and teamwork, for the adoption of organizational and curricular measures that guide their activity.

3. Organizational and curricular measures aimed at addressing individual needs will be a means to improve care for all students and the educational community. These measures will be carried out from the co-responsibility, collaboration and cooperation between the various professionals from the centre and external actors involved in the educational process so that, sharing information and resources available, comprehensive and coordinated needs are identified and addressed, tailored specific materials are developed, and appropriate monitoring and evaluation is carried out.

4. Comprehensive care for students with the need for educational support will be initiated from the moment that this need is identified, regardless of the age of the student, it will be governed by the principles of normalization and social and social inclusion, relaxation and customization of teaching and will address the development of its quality of life.

5. Pupils with the need for educational support will, in general, participate in the whole range of activities of the educational establishment and its reference group.

6. The activity of the professionals of the educational center will be aimed at achieving the school success of all the students, recognizing and boosting the potential of each one to reach it, taking into account their expectations, valuing the wealth of the diversity and making it an opportunity and educational resource for social inclusion and participation, and to develop attitudes of communication and mutual respect among the entire educational community.

7. The achievement of school success for all students will also require a climate of safe and welcoming coexistence that will foster the cohesion of the educational community, the well-being of all its members and respect for differences.

8. The educational centres will enhance the sense of belonging to the group and the centre, the construction of personal identity in a democratic context, the value of individual differences, tolerance, equal rights and opportunities between men and women and equal treatment and non-discrimination of people, while at the same time promoting knowledge, understanding, acceptance and rapprochement between different modes of interpreting reality.

9. Parents or legal guardians will receive, in an accessible and easily understandable manner, the appropriate individualized advice, as well as the necessary information to assist them in their children's education, and will participate in the decisions that affect their schooling and educational processes.

10. The student, to the extent that his age and ability permits, and his parents or legal guardians will be informed, prior to their application, of the organizational and curricular measures and the resources that are adopted for their attention.

11. The Ministry of Education and the educational institutions, in application of the principles of universal accessibility and design for all, will arbitrate measures to eliminate barriers of any kind that hinder the access and permanence of the pupils in the education system, as well as the achievement of the objectives set out in general.

12. The Ministry of Education will provide educational institutions to escort students with the need for educational support of the resources needed to ensure such schooling under the appropriate conditions, to incorporate the technologies of the information and communication in the development and adaptation of the curriculum and the provision of individualized attention to students, in line with the principles of equal opportunities and non-discrimination.

13. The Ministry of Education will promote the participation of students with the need for educational support in the institutional programs that will be developed. In this sense, students who are in a situation of socio-educational disadvantage will be preferred recipients of the school support programs in primary and secondary education and the support and reinforcement programs in education. secondary to the Ministry.

The Ministry will also be able to collaborate with other administrations or promote, through public institutions or private non-profit entities, the implementation of actions aimed at developing socio-educational programs that are complementary to those carried out by the institutions, in order to promote both the educational and social inclusion of this student and the development of positive attitudes towards people with disabilities and other cultures, participation and training of families, monitoring and control of school absenteeism, coordination with social work teams in the environment or others.

14. The Ministry will promote awareness-raising, training and information programmes for school management teams, teachers and school and support guidance professionals so that they can count on the knowledge and skills of the school. necessary tools for the attention of students with the need for educational support.

Article 4. Early detection and educational care.

1. The teachers will carry out an initial assessment of the school students in the center, whose results will allow the detection of their educational support needs and will serve as a reference for adopting the decisions on their educational and educational care. perform the later psycho-pedagogical evaluation when necessary.

2. The educational guidance services shall, if necessary, carry out the psychopedagogical assessment required for the early detection of the specific needs of educational support of the students, the appropriate schooling of the student, the monitoring and support of their educational process, counselling and pedagogical technical support for teachers, as well as guidance and support for families to promote the optimal development of their children.

3. The educational attention to this student will be initiated from the moment when, whatever his age, the detection of the specific need of support occurs and will have to prevent and avoid the appearance of sequels, correct the same in the possible, and, in general, to support and stimulate their development and learning process in an inclusive context.

4. Educational care, particularly in the age of compulsory schooling, will be particularly conducive to the collaboration of parents or guardians, who will receive the advice of the services provided by the corresponding.

5. The identification of the specific needs for educational support of the school students, as well as the determination of the resources and the complementary measures required for their care, will be carried out in a collegiate way of teachers who attend to the student, coordinated by the tutor and with the advice of the educational guidance services, who will carry out the psycho-pedagogical evaluation when deemed necessary and, in any case, as provided for in this Order.

In the event that the student has not been in school or has been in another center, information will be obtained from the professionals who, if any, have attended to it.

The decisions taken will be reviewed on a regular basis, taking the appropriate steps to improve them, which will be aimed at enabling students to develop the educational activity in the highest possible inclusion regime.

6. The students with the need for educational support will be treated, in general, in their reference group, together with the rest of the students, in accordance with the organizational and curricular measures and the resources provided for in the plan of attention to the diversity. After informing the parents or legal guardians, exceptionally and with a favourable report of the educational inspection, except in the cases expressly established in this Order, measures may be taken to permit, during reduced periods time, the specific attention of certain students in small groups to provide them with an educational response tailored to their needs.

This focus will be primarily on the acquisition of the basic skills needed to develop basic learning and working habits, study techniques, learning strategies and the use of materials to facilitate further learning and access to the curriculum established for your reference group.

7. Teachers will make it easier for students with the need for educational support to develop the same curriculum in their reference group, coordinating all the measures taken and the collaboration, if any, of external professionals or other members of the educational community.

8. For educational care for students with the need for educational support, flexible and functional school environments will be created to promote the achievement of objectives shared by the whole of the educational community, communication, participation and the experience of experiences linked to reality, which contribute to generate meaningful, autonomous, individualized, collaborative and cooperative learning, as well as to acquire the commitment to the tasks and skills and skills such as the adaptability, flexibility, understanding, or others.

9. It is up to the tutor to coordinate the planning, development and evaluation of the teaching and learning processes of the students assigned to their class group, coordinating, and mediating in the relationship between the students, the team of teachers linked to their group and families.

10. It is for each teacher, in the fields of knowledge or subjects that he provides and in collaboration with the tutor, the orientation, the direction of the learning and the support to the educational process of the student, as well as the individualized attention, with the advice of the services of educational guidance and with the collaboration of the families.

11. The Ministry of Education may collaborate with other public or private non-profit entities or entities, institutions or associations, in order to facilitate early detection, guidance and support for families, schooling, better incorporation into the educational center and educational care for students with the need for educational support.

Article 5. Schooling.

1. Students with the need for educational support will be escorted, in general, in the ordinary centers and programs, as established in the current regulations governing the process of admission of students.

2. In the case of students who have special educational needs, only when they appreciate, in a reasoned manner, that their requirements for specific educational support and care derived from severe or profound intellectual disabilities, (i) the need for a wide range of measures to be taken in the context of measures to address the diversity of the ordinary centres; provision for their schooling in special education centres or replacement units; of the same.

3. The schooling of students with the need for educational support will begin and end in the ages established by the Law in general for the different stages, with the flexibility and the exceptions contained therein.

4. However, the Ministry of Education will promote the compulsory schooling of this student in order to promote their success in terms of efficiency and equity, as well as to facilitate their socialization and development. skills to prepare them for later learning.

5. The centers, at the end of each educational stage, or when these students change center, will apply the mechanisms of coordination and transmission of individualized information established for all students. The tutor will make the corresponding reports in coordination with the teachers who serve them and with the educational guidance services.

Article 6. Plan for attention to diversity.

1. The educational institutions will develop a plan of attention to diversity, which will be part of their educational project, to adapt the educational intervention to the needs of their students, which will include flexible curriculum and organizational measures. and adapted to the reality of the center for integral care for students with the need for educational support to be escorted in it. It will also contain a welcome plan to facilitate social integration, the resolution of the difficulties encountered by newly arrived members of the educational community, as well as their involvement and involvement.

2. The plan will reflect on the general conditions of the center, the resources available, the learning styles of the students, the teaching and learning processes that are generated and the development of each student. According to the analysis carried out, the characteristics of the educational community and the objectives proposed in the educational project, the general lines of action will be established to promote participation and to respond satisfactorily to the educational needs of each student.

3. The plan of attention to diversity will include measures of a general nature, ordinary and extraordinary, which will be established according to the above and respecting the criteria of action, detection and educational attention. listed in Articles 3 and 4 of this Order.

It is considered general measures that affect the general organization of the center, among which are the organization of the groups of students, strategies that favor universal accessibility and allow for the full and active participation of students in learning (access to spaces, the curriculum and resources; reception activities, promotion of actions aimed at the socialization of students and the assessment of diversity, organization of Support and activities for strengthening, prevention of absenteeism and early school leaving In this context, it is necessary to take into account, in particular, the use of space, coordination and joint work between the various professionals and collaborators in the centre and in the classrooms and the participation of agents outside the centre in the actions of a socio-educational nature, as well as the actions of guidance, training and family mediation that encourage the outreach of families to the centers, make it possible to involve them in the educational process of their children and, in case necessary, their integration into the social context.

Ordinary measures include actions with a student or group of students in the classroom and will concretize the application of general measures to individual needs if necessary. Among others, there is the prevention and detection of learning difficulties, the application of reinforcement and support mechanisms, individualized attention, adaptation to different learning rhythms, the establishment of different levels of deepening of content, support in the classroom, the unfolding of groups and flexible groupings, the selection and implementation of various resources and methodological strategies, the non-significant adaptations of the curriculum, the adaptation of curricular materials, the evaluation activities of the learning adapted to pupils and the expected choice in compulsory secondary education.

It is considered to be extraordinary measures for curriculum diversification programmes and initial vocational qualification programmes, as well as for significant curricular adaptations for the students presenting special educational needs and the relaxation of the schooling period for students with high intellectual abilities, as well as others contained in this Order.

4. The plan of attention to diversity may include, from the principle of organizational autonomy of the centers, extraordinary measures not contemplated in this Order that will require the prior authorization of the educational administration. Where such measures are accompanied by the need for extraordinary human or material resources, they must be in detail in order to enable them to be approved.

5. In the preparation of the plan of attention to diversity, the group of professionals from the center, coordinated by the management team, will take into consideration the contents specified in Annex I. The coordination commission The training will be organized and dynamited by the process, including the necessary collaborations with the educational guidance services, the educational inspection, the educational program unit, and the faculty and resources center.

6. The diversity plan will be subject to a continuous process of monitoring and evaluation by the centre in order to assess its effectiveness and to adapt existing measures or the incorporation of new ones. The aim is to achieve greater standardisation and inclusion of pupils.

Article 7. Curricular adaptations.

1. In accordance with the provisions of the Organic Law 2/2006 of 3 May, of Education and the legislation that develops it, in the context of the attention to the diversity of the students, adaptations may be made in all or some of the elements of the curriculum, according to the nature of the student's needs.

2. It is understood by curricular adaptation the measure of modification of the elements of the curriculum in order to respond to the needs of the students. In any case, the adaptation will have as its reference the objectives and the basic competencies of the relevant curriculum.

3. Individual or group curricular adaptations may be made.

4. Curricular adaptations shall be applied preferably within the class group and, in cases where it is not possible, outside the class group. In the event that specific support is required, according to the resources assigned to the center, your organization should be reflected in the diversity plan.

5. Teachers who attend to pupils with the need for educational support will, where necessary, make appropriate adjustments to the curriculum so that they can achieve the maximum development of their skills and objectives and competences. generally established.

6. The process of drawing up, developing and monitoring the curricular adaptations will be coordinated by the tutor teacher, with the advice and support of the educational guidance services. All the teachers attending the student will be responsible for this process.

7. The development of the curriculum adaptation will start from the analysis of the educational context, the needs of the student, their participation and use and the adequacy of the curriculum that is being carried out, in order to create, in a collegiate way, new teaching and learning conditions and a curricular proposal to provide for the necessary measures, from the most general to the most extraordinary.

8. The individual curriculum adjustments shall include the adequacy of the elements of the curriculum, the organisational measures of the centre, the resources and the complementary support to be provided to the students who are in need of support. education, teaching strategies that support the learning process and the use of information and communication technologies, among others.

9. The application of the curricular adaptations will be the responsibility of the teacher of the area or relevant subject, being able to count on the collaboration of other professionals who participate in the attention to the students and with the advice of the guidance services.

10. Curricular adaptations shall be subject to a continuous monitoring and periodic review process, as well as modification if necessary.

Article 8. Significant curricular adaptations.

1. A curricular adaptation will be significant when the modification of the elements of the curriculum affects the degree of achievement of the objectives, the contents and the essential learning that determine the basic competencies in the stage, cycle, grade, course, or corresponding level.

2. Significant curricular adaptations can be made in basic education and will be directed to students who have special educational needs that need them. They will require a prior psychopedagogical evaluation performed by the educational guidance services, with the collaboration of the faculty that serves the students. In the post-compulsory stages, measures should be taken aimed at students who present special educational needs that do not involve significant curricular adaptations, in order to facilitate their access to the general curriculum.

3. The student's academic record shall be attached to an individual document, including the identification data of the student, proposals for significant adaptation of the curriculum and those made to facilitate access to the curriculum, the support measures, the collaboration with the family, the evaluation and promotion criteria, the agreements taken when monitoring and the professionals involved.

4. The process of developing, developing and monitoring significant curricular adaptations shall be carried out in the light of the guidelines set out in Annex II.

5. The assessment of the areas or subjects will be shared responsibility of the teaching staff and, if appropriate, in collaboration with the support faculty.

Article 9. Complementary resources, resources and supports.

1. The Ministry of Education will provide the schools with the necessary resources to provide students with the need for educational support in them, or because of the projects that require them, to receive a comprehensive understanding of the agreement. with the criteria specified in Annex III. Greater allocations of resources may also be allocated to centres that cater for the population under conditions of particular need.

2. In accordance with the above paragraph, the provincial directorates may propose to the Directorate-General for Territorial Cooperation and Evaluation a different allocation from that referred to in this Order, duly reasoned, provided that they do not is exceeded as set out in the General Budget Law of the State.

3. For the attention of this student or for the development of concrete plans, the centers will be able to complement these resources through the collaboration and participation of the parents, public institutions and private entities not for profit, provided that do not involve financial contributions from the families or obligations of the educational administration.

4. The Ministry of Education will be able to convene grants and aid to non-profit entities to develop actions aimed at complementing those carried out by educational institutions in order to provide adequate educational response to the needs of the pupils.

5. The Ministry of Education will provide the centres of the specific teaching equipment and the precise technical means to ensure access, permanence and participation in the school activities of students with the need for educational support. on an equal footing with the rest of the students and, in particular, of those with special educational needs arising from motor, visual or hearing disabilities or with communication and language disorders.

On the other hand, the Ministry of Education will promote the provision of the necessary resources to ensure the participation of this student in school activities outside the school.

6. The Ministry of Education will have what is necessary for the implementation in the educational centers of the provisions of Law 27/2007, of October 23, for which the languages of Spanish signs are recognized and the means of support to the communication are regulated oral hearing of deaf, deaf and deaf people.

Article 10. Assessment.

1. The assessment of pupils ' learning with the need for educational support will be carried out in accordance with what is determined in the orders for which the curriculum is established and the management of the different teachings is regulated, as well as in the rules that are specified in their respective assessment orders.

2. In the case of students who present special educational needs, the evaluation tools and the times and supports that ensure their correct evaluation, in accordance with the curricular adaptations, will be adapted whenever necessary. their case, they have been set.

3. Where significant curricular adaptations have been carried out for pupils presenting special educational needs, and in accordance with the provisions of Article 17.4 of Order ECI/2211/2007 of 12 July 2007 establishing the European Community, the curriculum and the management of primary education and in Article 21.3 of Order ECI/2220/2007 of 12 July, establishing the curriculum and regulating the ordination of compulsory secondary education, the assessment is (a) take as a reference the objectives and the evaluation criteria set out in those objectives; adaptations and will be carried out by the teaching team, the educational orientation services. In the same way, decisions on the promotion and certification of students will be carried out.

4. In the case of students with late integration in the education system from other countries or who have serious shortcomings in the Spanish language, the evaluation will be carried out on a transitional basis through procedures and instruments to identify their capabilities for future access to the curriculum developed in their reference group, irrespective of the level of curricular competence in the host education system. At the time when the curriculum is permanently incorporated, it shall be evaluated in accordance with the provisions of paragraph 1 of this paragraph.

5. Communication models drawn up by the centres to regularly inform parents or legal guardians of pupils about the educational process of their children and the information contained in them will be adequate and sufficient, to the extent that possible, and it will be presented in an affordable way, observing the necessary accessibility measures if the case requires, with the ultimate aim of making it understandable for the students and their families.

6. The information obtained during the evaluation process will serve as a reference to make changes to the care measures taken and to adjust them to the needs identified.

Article 11. Promotion.

1. The promotion decision shall, respectively, comply with the provisions of Article 12 of Order ECI/2211/2007 of 12 July 2007 establishing the curriculum and regulating the ordination of primary education, in Article 14 of the Order ECI/2220/2007 of 12 July establishing the curriculum and regulating the organisation of compulsory secondary education and Article 14 of Order ESD/1729/2008 of 11 June, which regulates the organisation and establishes the Baccalaureate curriculum.

2. In the case of students who have special educational needs and in accordance with the provisions of Article 17.4 of Order ECI/2211/2007 of 12 July 2007 and Article 21.3 of Order ECI/2220/2007 of 12 July, the promotion will take as concerning the objectives and assessment criteria set out in the relevant significant curricular adaptations.

3. The extension of schooling for pupils with special educational needs one year longer than those laid down in general for all pupils, referred to in the abovementioned Articles, will be carried out by the agreement with what is specified in Article 16.1 of this Order.

Article 12. Center Move.

1. In order to ensure the continuity of the learning process for pupils who move to another centre, consideration will be given to what is foreseen in the existing legislation on the assessment of the different lessons.

2. In the case of students with high intellectual abilities, in addition to the documentation provided for in the aforementioned legislation, the centre of provenance will, if necessary, send the resolution authorising the relaxation of each of the stages, courses, degrees, courses and levels in which the teaching of the educational system prior to the university is organized.

Article 13. Certification and certification.

Obtaining the title or, where appropriate, the corresponding certificate, in each of the teachings of the educational system, will be subject to the provisions of the respective orders for which the curriculum is established and its sorting.

Article 14. Parental involvement.

1. Parents or guardians will receive individualized advice and continuous information on all decisions regarding schooling and the educational processes of their children. They will also be involved in decisions affecting education and educational processes.

2. In any case, the collaboration of the parents or guardians will be sought, both in the process of identifying the specific needs of the student and in the actions of a preventive or compensating character, enhancing the educational value and, if necessary, rehabilitator of the daily routines to be developed in the family field.

Article 15. Factors that favor equity and quality of education.

1. The Ministry of Education will give priority attention to the set of factors that favor the equity and quality of education of students with the need for educational support. To this end, the plans for permanent teacher training will include, among their training lines, those related to the teaching update that will ensure quality care for this student, guidance and mentoring, coordination, organisation and operation of the centres, the use of information and communication technologies, the use of technological resources which promote accessibility to training, information and knowledge and the development of materials didactic and curricular. It shall also promote the regular evaluation of the set of measures referred to in this Order.

2. The educational institutions will promote the work of teachers and the educational community, collaboration among the various professionals, participation in joint training projects for the attention of the school population and the needs identified by all sectors of the community, research, experimentation and pedagogical renewal, as well as the evaluation of processes, the activity of teachers and the centre itself.

3. The provincial directorates, taking into account the provisions of this Order and the plans drawn up by the centres, will carry out the general planning and coordination and follow up the actions carried out by them. To this end, they will be able to request the collaboration of the directors of the educational centers, associations of parents and parents of students and those public institutions and private non-profit entities that collaborate with the centers.

CHAPTER III

Students with special educational needs

Section first. Schooling in ordinary centres and programmes

Article 16. Schooling in the education of children, primary and secondary education.

1. The schooling of students with special educational needs will begin and end at the ages established by the Law for the different stages. Without prejudice to the permanent residence, it will be possible to extend schooling in the primary education stage by one year, provided that this favors their socio-educational integration, and another year at the stage of education. compulsory secondary, provided that it favours obtaining the degree of Undergraduate in compulsory secondary education.

To adopt this measure it will be required: report of the teaching team that attends to the student, coordinated by the tutor teacher; report of the services of educational orientation in which the reasons for which the students appear, in a reasoned way the extension will be beneficial for the student, as well as guidance on the curricular and organisational measures which the centre is considered to have to take for the appropriate attention of the pupil and guidance addressed to the family and, where appropriate, the pupil; document stating the conformity of the parents or legal representatives; or of the student, in the event that he is older and is not incapacitated; report of the educational inspection on the suitability of the extension and the proposed measures and in which it is valued if the rights of the parents or legal representatives or, In his case, the student has been respected. This documentation will be joined to the student's academic record.

2. Education will be promoted in the children's education of students with special educational needs and programs will be developed for their proper schooling in the primary and secondary schools.

3. In the framework of the regulations governing the admission of students to centres held with public funds, the school students who present special educational needs, in addition to the general requirements, the procedure shall include:

(a) Opinion on schooling, drawn up by the relevant educational guidance services, which will contain the aspects mentioned in Article 54.2 of this Order. In the event that the student is already in school, the opinion will be prepared by the educational guidance services of the center or by those who correspond to it.

b) Education inspection report, which will be primarily about the suitability of the education proposal and will assess whether the rights of students and their families have been respected.

(c) A decision on the schooling of the provincial directorate, or, where appropriate, of the appropriate schooling committee, in the light of the opinion of the school and the report of the educational inspection. Such a resolution shall be communicated to the centre and to the families.

4. At the end of each course, the results achieved by each of the students will be evaluated according to the objectives proposed from the initial assessment. Such an assessment will enable parents or legal guardians and pupils to provide appropriate guidance and modify the action plan as well as the mode of schooling, so that the access of pupils is favoured, wherever possible. to a regime of greater inclusion.

5. The Ministry of Education may consider the schooling of certain pupils who present special educational needs in the same primary or secondary education centre when the nature of the response to their needs transport a singular equipment or a professional specialization that is difficult to generalize.

6. In general, students who present special educational needs and who have remained in school in primary education institutions will continue their schooling, at the end of this stage, in schools that provide education secondary.

Article 17. Schooling in the initial vocational qualification programmes.

1. In accordance with Article 5.4 of Order ECI/2755/2007 of 31 July 2007 governing the initial vocational qualification programmes to be carried out in the field of management of the Ministry of Education, they may access such programmes are provided by young people with special educational needs who have completed basic schooling in ordinary centres or in special education centres.

2. These young people will be given appropriate guidance so that they will be able to access programmes which are best suited to their personal circumstances and in which they have the greatest possible job opportunities, and in such a way as to enable them to chosen without posing a risk to their physical integrity or to that of others.

3. Young people with special educational needs may be assigned to an initial vocational qualification programme in the following

:

a) Professional Classroom or Professional Workshop: Under integration, up to a maximum of two of these students per program.

b) Specific Workshop: Directed to young people with special educational needs, temporary or permanent, with a level of personal and social autonomy that allows them to access a job.

4. The Specific Workshop modality will be developed in the educational centers or in the institutions or public or private non-profit entities with recognized experience in the social and employment inclusion of persons with disabilities, in the conditions laid down in Article 5 of that Order ECI/2755/2007 of 31 July 2007.

5. The curriculum of general training modules aimed at young people with special educational needs may undergo significant curricular adaptations to match the characteristics, needs and abilities of young people. such young persons, as set out in Annex III to that Order ECI/2755/2007, of 31 July.

Article 18. Schooling in the baccalaureate.

1. It will be favoured that pupils who have special educational needs can continue their schooling in an appropriate manner in the secondary school.

2. The educational guidance services will advise the pedagogical coordination commission and the teaching departments in order to ensure that students who present special educational needs receive the appropriate care with the resources available. and didactic adaptations that are necessary in each case so that he can achieve the general objectives of the baccalaureate and of each of the subjects that he/she must pursue.

3. In accordance with the provisions of Article 21.2 of Order ESD/1729/2008 of 11 June, which regulates the organisation and the curriculum of the baccalaureate, adaptations of the curriculum in the field of physical education may be made to the students who so require, for presenting special educational needs due to disability or for personal health conditions.

Similarly, those elements of the curriculum of the common subjects, whose learning will entail considerable difficulties for students with serious communication disorders, may be adapted.

In both cases, the assessment of the learning of this student will be carried out taking as a reference the objectives and evaluation criteria set out in those adaptations.

Adaptations will be made according to the needs of the student, taking into account the guidelines of the educational guidance services contained in the psychopedagogical report and, where appropriate, the medical certificate which contribution of the student. In the case of physical education adjustments for students whose health conditions require them, they shall be carried out on the basis of the medical certificate.

4. In accordance with Article 15 of Order ESD/1729/2008, students who present special educational needs may choose from the first course of the baccalaureate to which subjects of the curriculum give up registration, up to a maximum of four, being able to remain in high school for two years longer than those established in Article 2.2 of that Order.

Article 19. Schooling in vocational training.

1. It will be favoured that pupils who have special educational needs can continue their schooling in an appropriate manner in vocational training.

2. In the field of vocational training, training actions for pupils presenting special educational needs arising from disability will be developed in accordance with the provisions of Royal Decree 1538/2006 of 15 December 2006. The general planning of vocational training of the educational system and the number of others to be established, in centres with accessible spaces and an adapted training offer. In addition, the lessons and the evaluation will be carried out with a methodology that favours accessibility. These centres will be equipped with support and reinforcement measures and instruments to provide information, guidance and counselling to pupils and will reserve a percentage of the places offered, not less than 5%, for students with disabilities.

3. In accordance with the provisions of Article 15 (4) of Royal Decree 1538/2006, the Ministry of Education may, by way of exception, establish extraordinary calls for the evaluation of each professional module for the students present in the special educational needs and which has exhausted the four general calls set out in general.

4. The educational guidance services will advise the pedagogical coordination commission and the teaching departments to ensure that students who present special educational needs receive the appropriate care to be able to reach the general objectives of vocational training and of each of the disciplines to be pursued.

5. The Ministry of Education will promote plans for the orientation and employment integration of young people with special educational needs, in collaboration with other public and private administrations and institutions, especially with the Labor administration, and with social agents.

Article 20. Language teachings.

1. In the language teaching, as specified in article 4.5 of Royal Decree 1629/2006 of 29 December, laying down the basic aspects of the curriculum of the teaching of special regime languages governed by the Law Organic 2/2006, 3 May, Education, design, administration and evaluation of tests for the attainment of intermediate and advanced certificates by students with disabilities will be based on the principles of equal opportunities, non-discrimination and compensation for disadvantages. The evaluation procedures shall contain the measures necessary for their adaptation to the special needs of this student.

2. It will also take into account the provisions for students who have special educational needs in the Orders for which the curricula and corresponding tests of the teaching of the different languages are established.

Article 21. The artistic teachings.

1. In relation to the elementary teaching of music, in accordance with the provisions of the single additional provision of Order ECI/1889/2007, of 19 June, establishing the curriculum of the elementary teaching of music and regulating their access to the professional conservatories of Music of Ceuta and Melilla, the Directorate General of Evaluation and Territorial Cooperation will adopt the appropriate measures for the adaptation of the curriculum to the needs of the students with disabilities. In any event, such adaptations must, in essence, respect the objectives set out in that Order.

2. In the professional dance teachings, according to the additional provision second to Royal Decree 85/2007, of 26 January, which sets out the basic aspects of the curriculum of professional dance teachings regulated by the Law Organic 2/2006, of 3 May, of Education, the Ministry of Education will adopt the appropriate measures for the adaptation of the curriculum to the needs of the students with disabilities.

3. In the professional teaching of plastic arts and design, according to the provisions of the first provision of Royal Decree 596/2007, of 4 May, establishing the general ordination of professional teaching of arts Plastic arts and design will be made available to students with disabilities in order to access and cure the artistic teaching of plastic arts and design.

In addition, in view of the provisions of Article 13.2 of the Royal Decree, the centres providing professional and plastic arts teaching will develop and complete the curricula established by the Ministry of Education, through the implementation of its educational project and the implementation of didactic programs that take into consideration, among others, the needs of students, with special attention to those who present a disability.

Likewise, taking into account the provisions of Article 17.1 of the said Royal Decree, the organization, structure, contents and criteria for the evaluation of the access tests will be determined by the Ministry of Education making it easier for students with disabilities to access it.

In addition, according to the provisions of article 19.5 of the aforementioned Royal Decree, the maximum number of calls for the improvement of each module will be four. By way of exception, the Ministry of Education may establish an extraordinary call for disability reasons.

Article 22. The sports teachings.

In the sports teachings, in accordance with the provisions of the additional provision of Royal Decree 1363/2007 of 24 October 2007 establishing the general management of the sports teaching of the regime special, persons with disabilities will access these teachings on an equal footing with the rest of the students, with the obligation of the competent administration to make reasonable adjustments so that this access does not behave unjustified restrictions contrary to the principle of equal opportunities and in articulating the mechanism necessary to enable the court of specific access tests to assess whether the degree of disability and the limitations which it has in place make it possible to take advantage of the lessons, to achieve the for the cycle in question and to exercise the profession, while adapting, where appropriate, the specific requirements and access tests.

In addition, taking into account the provisions of Article 13.1 of the aforementioned Royal Decree, the evaluation processes will be adapted to the adaptations that the students with disabilities have been able to be subjected to and will guarantee their accessibility to the assessment tests.

Article 23. Adult education.

1. Adult education will provide adequate attention to those who have special educational needs. To this end, all the measures necessary to ensure compliance with the principles of equal opportunities, design for all and universal accessibility for persons with disabilities will be implemented. a quality education.

2. The Ministry of Education may collaborate with other governments or public or private non-profit entities, institutions or associations, in order to facilitate educational care for adults with educational needs. special, regardless of the center where it takes place.

Article 24. Access to university teaching.

The test of access to the university for students presenting special educational needs arising from disability will be carried out in accordance with the provisions of Article 19 of Royal Decree 1892/2008, of 14 of In November, the conditions for access to formal university teaching and the procedures for admission to Spanish public universities are regulated. Educational guidance services will issue reports that may be required by the qualifying courts and will collaborate with them.

Section 2. Schooling in special education centres and units

Article 25. General aspects of schooling in centres and special education units.

1. In addition to the special education centres set out in Article 111.4 of the Organic Law No 2/2006 of 3 May of Education, in certain circumstances, the Ministry of Education may enable or set up special education units in (a) ordinary centres for the education of pupils referred to in point 2 of this paragraph, which shall be replaced by special education centres.

2. The students referred to in Article 5.2 of this Order may be escorted into centres and special education units, in accordance with the procedure laid down in Article 16.3 of this Order.

For these purposes, in addition to the above, the schooling opinion and the educational inspection report will specify, in a reasoned manner, that the requirements for specific educational support and care As a result of severe or profound intellectual disability, pluridefficiencies or widespread developmental disorders that the student presents cannot be addressed in the framework of the measures of attention to the diversity of the ordinary centers.

Only in exceptional cases, and after a reasoned report, can the schooling of pupils in the second cycle of child education be proposed in a special education centre or unit.

3. At the end of each course, the results achieved by each of the students will be evaluated according to the objectives proposed from the initial assessment. Such an assessment will enable them to provide them with appropriate guidance and to amend the action plan as well as the mode of schooling, so that the access of pupils to a higher education system can be favoured wherever possible. inclusion.

4. The age limit for staying in school in these centers and units will be twenty-one years.

Article 26. Organization of the teachings in the centers and special education units.

1. In general, in the centres and units of special education, an appropriate basic education will be provided and, once completed, a training specifically aimed at the development of personal autonomy, social and labour integration and, in short, the best quality of life of the students.

2. The adapted basic education will last for ten years, beginning and ending the schooling of the students who have special educational needs at the ages established by the Law in general and having the same extensions of schooling established in ordinary education. It shall be organised in cycles, which shall constitute the organisation and planning units of the teaching, taking into account the characteristics of the pupils and the centre.

3. The training provided in these centres at the end of the basic education adapted shall be two years, and may be extended to three years where the educational process of the student so advises, without prejudice to the limit laid down in Article 25.4. of this Order.

Article 27. Curriculum proposal in special education centers and units.

1. The curricular proposal of these centers and units will take as a reference, in the adapted basic education, the objectives, basic competencies and contents of the curriculum established for the basic teaching in all their areas of knowledge, according to with the needs of the students. The curriculum proposal may also be restructured in areas of development containing the different areas of knowledge or subjects of such teaching. In any case, the last years of schooling will place emphasis on skills linked to social and labour integration.

Training after basic education will be aimed at facilitating the development of personal autonomy and the social and community integration of students, and can have a component of orientation and training. which will be linked to the possibilities of their subsequent participation in the different environments and activities.

In the case of units of special education in ordinary centres, the educational project of the centres in which they are located shall include the aspects corresponding to those units and shall take into account the maximum participation in the activities of the student's school in school.

2. The special education centres will develop the curriculum proposal by adapting the official curriculum to the student's differential educational needs, ensuring that the needs identified for each of the groups and students are met and promoting autonomy in the different educational experiences.

3. The curriculum proposal will enhance the maximum development and preparation of all students to promote their quality of life and access and participate in the greatest number of situations and social activities or, where appropriate, work, guaranteeing the transitions to other development and socialization contexts in the most efficient and tight way possible.

4. The methodological strategies will take into account the students ' thinking processes and the teacher's intervention in this process. Learnings will be developed through activities that enhance interaction and communication, and through experiences that are closely linked to their daily reality in order to promote their significance, transfer and functionality.

5. The curriculum proposal will be developed with the participation of the team of professionals from the center, coordinated by the management team. The pedagogical coordination commission will organize and dynamize the process, contemplating the necessary collaborations with the center of teachers and resources, the educational services, the unit of educational programs and the inspection educational.

6. The educational guidance services will advise the professionals of these centers in the processes of planning, development and evaluation of the curriculum proposal through the teaching coordination bodies. This educational orientation will also be linked to the process of teaching and learning of students and the tutorial action for the development of personal autonomy, social and work integration and the quality of life of students.

Article 28. Regulations applicable to special education institutions.

1. As long as an Organic Regulation of its own is not drawn up, the public schools of special education will apply to them the Organic Regulation of the schools of children's education and schools of primary education, approved by Royal Decree 82/1996, January 26.

2. The admission of pupils and the provision of places in special education centres shall be carried out in accordance with the general rules on primary schools.

3. The training after basic education will be carried out in accordance with the provisions of the Order of 22 March 1999 which govern the training programmes for the transition to adult life for pupils with a higher education. special educational needs in special education centres and the resolutions that develop them.

Article 29. Linking and collaborating with special education centres and ordinary centres.

1. It will be ensured by the linking and collaboration between the centres of special education and the set of educational centres and services, so that the experience accumulated by the professionals and the resources existing in them can be known and used for attention to students with special educational needs.

2. Special education centres will be set up, progressively, as centres of counselling, specialised support and open resources for professionals in educational institutions.

3. In accordance with the principles of standardisation and inclusion set out in Article 74.1 of the Organic Law 2/2006 of 3 May Education, experiences of combined schooling in ordinary centres and educational institutions will be promoted. special when they are considered appropriate to meet the special educational needs of the students involved in them.

CHAPTER IV

Alumni with high intellectual capabilities

Article 30. Educational care.

1. Educational care for students with high intellectual abilities will be carried out through specific measures, among which the curricular adaptations of deepening or widening of the curriculum of the course that will be considered will be considered. corresponds to his age, the globalized and interdisciplinary treatment of the different areas or subjects of the curriculum, as well as the groupings with students of courses superior to that of his reference group for the development of one or several areas or subjects of the curriculum, whether optional or not, where their performance in them is considered to be high and and, in the same, it has acquired the objectives of the course in which it is escorted.

2. The centers, for the adoption of these measures, will pay special attention to the interests, motivations and expectations, as well as to the development of the creativity in this student, attending to their initiatives and incorporating them to the plan of attention to the diversity, curricular proposal and curricular adaptation.

3. The curricular adaptation of deepening or enlargement will take place when, as a result of the psycho-pedagogical evaluation, it is assessed that the student has an exceptional performance in a limited number of areas or subjects or when, having a Exceptional and continuous overall performance * is detected imbalance in the affective, emotional or social domains.

4. The adaptation of deepening or broadening of the curriculum will include the enrichment of the objectives and contents of the course that corresponds to the student for his/her age, without necessarily implying the development of course contents the following and taking into account the interests and motivations of the student; the flexibility of the evaluation criteria and the specific methodology to be used, taking into account the student's learning style and the school context, as well as measures for their affective, emotional, social and creative development.

5. In the event that the measures which the centre takes are considered insufficient to adequately meet the needs and the integral development of this student, the ordinary period of time may be more flexible. schooling, anticipating the beginning of the various stages, cycles, degrees, courses and levels in which the teaching of the educational system prior to the university is organized, or reducing its duration, prior to authorization, by means of a resolution of the Directorate-General for Territorial Evaluation and Cooperation. This flexibility will be adopted in accordance with the criteria laid down, respectively, in Articles 7 and 9 of Royal Decree 943/2003 of 18 July 2003 laying down the conditions for the relaxation of the duration of the various levels and stages of the educational system for intellectually gifted students, and in accordance with the procedure laid down in Article 31 of this Order.

6. The measure of relaxation of the duration of the various stages, cycles, degrees, courses and levels in which the teaching of the educational system prior to the university is organized shall be adopted when in the psychopedagogical evaluation, (a) the student's high intellectual abilities are credited; he/she has acquired overall the objectives of the course, cycle, grade, stage or level that he/she is responsible for for his/her age, and it is expected that this measure is appropriate for him/her development of his personal balance and socialization. The adoption of the flexibility measure shall be accompanied by an action plan which provides for specific measures to address the needs of the student at the centre or, where appropriate, in collaboration with other public or private entities.

7. The curricular decisions taken, once the flexibility is authorized, will be subject to a continuous evaluation process, which can be cancelled when the student does not reach the proposed objectives. In this case, you will take the stage, cycle, grade, course, or level that you would have before you adopt the last easing measure.

8. The Ministry of Education will promote the realization of extracurricular enrichment programs that favor the relationship and interaction of this student in spaces to promote creativity and attention to their specific interests. To this end, it will be able to establish collaboration agreements with other administrations and non-profit organizations.

Article 31. Procedure for the relaxation of the schooling period.

1. The procedure for making the schooling more flexible is as follows:

(a) Detected educational needs, the address of the centre will inform parents or legal guardians and, with their conformity, will ask the educational guidance services to carry out the psychopedagogical assessment of the pupil.

(b) The address of the centre shall raise the relevant application with the provincial directorate, accompanied by the following documentation:

A report of the teaching team, coordinated by the tutor of the student, including, among others, the level of curricular competence of the student and the aspects related to his personal development, his socialization, his style of learning and their creativity.

The psycho-pedagogical report, conducted by the educational guidance services, which will gather the information referred to in Article 53 of this Order.

The concrete proposal to amend the curriculum signed by the director of the centre, which will contain the objectives, contents and evaluation criteria, as well as the methodological options considered appropriate to the identified needs, including decisions regarding clustering, materials and the distribution of spaces and times.

A document that consists of the compliance of parents or legal guardians.

(c) The educational inspection shall draw up a report on the suitability of the proposed change in the curriculum which the centre presents and which will assess whether the rights of the pupil and his family have been respected.

(d) The provincial directorate shall review the documentation referred to in points (b) and (c) and, where appropriate, request that it be completed or respond to the rules and forward it to the Directorate-General for Regional Assessment and Cooperation within one month.

e) The Directorate-General for Territorial Assessment and Cooperation shall resolve and communicate that resolution to the Provincial Directorate at the same time as the address of the Centre for the transfer to the stakeholders.

Article 32. Deadline for the submission and resolution of applications.

1. The time limit for submission in the provincial directorate of the documents constituting the file to request the relaxation of the period of schooling of a pupil shall be between 1 January and 31 March of each year.

2. The files received at the provincial directorate within the time limit referred to and which are in accordance with the provisions of the General Administration of Evaluation and Territorial Cooperation shall be determined within three months of their receipt in the same.

3. The files received in the Directorate-General for Evaluation and Territorial Cooperation whose documentation is incomplete or does not respond to the regulations will be informed and returned to the provincial directorate to move them to the center and be completed by the report or, if the centre considers it appropriate, request the relaxation of the schooling period for the student in the following year.

CHAPTER V

Students with late integration into the Spanish education system

Article 33. Schooling.

1. The schooling of students with late incorporation into the Spanish education system will be carried out in accordance with the provisions of Article 5 of this Order and in view of their circumstances, knowledge, age and academic history.

2. In accordance with the provisions of Article 17.6 of Order ECI/2211/2007 of 12 July 2007 establishing the curriculum and regulating the ordination of primary education, those who present a gap in their level of curricular competence of a cycle, they may be schooled in the lower course to which it corresponds to their age.

3. Taking into account the provisions of Article 21.5 of Order ECI/2220/2007 of 12 July establishing the curriculum and regulating the ordination of compulsory secondary education, those who present a gap in their level of education (i) the term of office of the Member State of the European Community of the Member States of the European Community of the Member States of the European Community of the Member States of the European Community; age established as a general rule.

4. On the basis of the above rules, these measures will be taken whenever it is foreseen that the student's level of curricular competence will enable him to achieve the objectives of the stage. In any event, the necessary educational support and reinforcement measures shall be adopted to facilitate their inclusion in school, the recovery of the curricular gap detected and the achievement, to the greatest extent possible, of the objectives set out in general, They should be included in the diversity plan.

Article 34. Educational care.

1. Educational care for students with late integration in the education system to come from other countries will take into account the causes that have given rise to this situation, the difficulties and the mismatches associated with incorporation into the education system. social, cultural and school context and the impact of all this on their personal development and learning. It will also address their needs through the development of activities and the use of teaching materials to facilitate the analysis, understanding and interaction of the various languages and cultures and to meet the educational needs of the pupils.

2. In accordance with Article 6.1 of this Order, educational institutions which receive late integration into the education system will incorporate measures into their reception plan in order to facilitate the inclusion and progress of the education system. Students. It will also include measures to provide information and advice to families on the rights, duties and opportunities of incorporating their children into the Spanish education system in order to help them in their education. to promote their involvement and participation in the life of the center, taking into account the different levels of communicative competence in the Spanish language of the students and their families.

3. In exceptional circumstances, transitional measures may be authorized in schools, aimed exclusively at the group of foreign students who first join the Spanish education system, with a lack of knowledge of the

(i) the following: (i) the following: (i) the following: (i) the following:

4. The student who is the recipient of these organisational measures shall be registered in the educational establishment in which they have been authorised, attaching him to a class group in accordance with the provisions of Article 33 (2) and (3) of this Regulation. Order and taking into account their level of linguistic competence in Spanish, their level of curricular competence and their previous schooling process.

5. The maximum duration of the participation of a foreign student in these measures will be a school year in which, in essence, it will have an impact on the development of the Spanish language that allows the student to properly interpret the life of the student. educational centre and the environment in which it is going to live: timetables, operation of different services, etc., as well as the basic skills to access the reference curriculum. This attention will be made compatible with its incorporation into the reference group in the areas of artistic expression and physical education. As the student acquires communicative competence, he/she will be progressively incorporated into his/her reference group in those areas that the teaching team determines.

6. The authorization for the adoption of these measures corresponds to the provincial director, prior to the favorable report of the service of the educational inspection, and the adoption of the same and its justification in the Plan of Attention to the Diversity.

7. The educational support to the group of students referred to in point 3 of this article will be carried out by teachers who are not guardians of an ordinary group of students, preferably qualified for the primary school.

CHAPTER VI

Students who are in a situation of socio-educational disadvantage

Article 35. Recipient students.

1. It is understood by students that they are in a situation of socio-educational disadvantage that which, being schooled in primary education or in compulsory secondary education, presents a significant school gap of more than two academic years between its level of curricular competence and the course in which it is schooled and has difficulties of educational insertion, due to its membership in socially disadvantaged groups due to social, economic or other factors.

2. For the consideration as a student who is in a situation of socio-educational disadvantage, in no circumstances will it be decisive for a student to accumulate school delay, manifest difficulties of coexistence or problems of conduct in the field If these factors are not linked to the situations described in the previous paragraph.

3. The consideration of a student at a socio-educational disadvantage will be subject to continuous review throughout all of his compulsory schooling and, in any case, should be reviewed at the beginning of each school year.

Article 36. Determination of the needs of students who are in a situation of socio-educational disadvantage.

1. The determination of the needs of a student who is in a situation of socio-educational disadvantage will be based on an individual initial assessment, the results of which will be reflected in a report containing the level of curricular competence, data relating to the schooling process and the sociofamiliar context, and any other relevant aspect of decision-making.

2. The objective of the initial assessment will be to identify the necessary reinforcement measures and adaptations, in accordance with the current rules, as well as to establish appropriate measures of support and educational attention, considering the criteria that are set out in this Order. The initial assessment will be carried out by the teacher's team of teachers, coordinated by the tutor, with the advice of the educational guidance services.

Article 37. Organization of care for students who are in a situation of socio-educational disadvantage in primary education.

1. In general, educational support for students who are in a situation of socio-educational disadvantage in the educational institutions that provide primary education will be carried out within the ordinary groups.

2. Teachers can support in ordinary groups, preferably in the fields of Spanish Language and Literature and Mathematics, through the following organizational strategies:

a) By the faculty of the group, with the corresponding non-significant curricular adaptations.

b) By the faculty of the group and with the support of another teacher, together and within the ordinary classroom, with the corresponding non-significant curricular adaptations.

c) By the faculty of the group and with the support of another teacher, in the groups resulting from the flexible groupings that can be established in a given time band.

d) Recurting to undoubles from ordinary groups.

3. In order to develop specific activities related to the acquisition or reinforcement of basic instrumental learning, it will be possible to establish, by way of exception, educational support in groups outside the reference classroom for a maximum of ten hours per week, which will not in any case involve significant curricular adaptations. In any case, the timetable established for these support groups will never be matched with that of the areas of artistic education or physical education. Under no circumstances may the number of hours per week set out in this paragraph be exceeded outside the reference group.

4. The number of pupils in these groups should not be higher than 12 and their membership will be reviewed regularly on the basis of their learning progress, in line with the assessment timetable established by the Centre. general character.

5. The authorization for the formation of these groups corresponds to the provincial director, prior to the favorable report of the service of the educational inspection, and the adoption of this measure and its justification in the Plan of Attention to the Diversity.

Article 38. Teachers in charge of educational support in primary education.

The educational support of students who are in a situation of socio-educational disadvantage will be performed by the master tutor of the group with the support of another teacher and, in the case of the groups referred to in the article above, by teachers who are not guardians of an ordinary group of students, preferably graduates or, where appropriate, qualified for the primary school.

Article 39. Organization of care for students who are in a situation of socio-educational disadvantage in compulsory secondary education.

1. In general, educational support for students who are in a situation of socio-educational disadvantage in schools that provide compulsory secondary education will be carried out within the ordinary groups.

2. Teachers can support in ordinary groups, preferably in the fields of Spanish Language and Literature and Mathematics, through the following organizational strategies:

a) By the faculty of the group, with the corresponding non-significant curricular adaptations.

b) By the faculty of the group and with the support of another teacher, together and within the ordinary classroom, with the corresponding non-significant curricular adaptations.

c) By the faculty of the group and with the support of another teacher, in the groups resulting from the flexible groupings that can be established in a given time band.

d) Recurting to undoubles from ordinary groups.

3. By way of exception, students who are at a social disadvantage may receive care outside the classroom or in specific groups, in accordance with the provisions of Articles 40 and 41 of this Order.

Article 40. Small group educational support outside of the reference classroom.

1. In order to develop specific activities related to the acquisition or strengthening of the core competencies, it may be possible to provide exceptional educational support in groups outside the reference classroom, during a part of school hours. The assignment to these groups of students who are in a situation of socio-educational disadvantage will be carried out according to their needs.

2. Educational support in a small group, outside the reference group, will comprise a maximum of fifteen hours a week and in no case will involve significant curricular adaptations or match with the subjects of physical education, education plastic and visual, technology and music. Similarly, it cannot be matched with complementary activities which, in general, establish the centre, aimed at encouraging the insertion of students who are in a situation of socio-educational disadvantage.

3. The number of students in these groups will not be higher than 12 per group and their membership will be reviewed regularly, depending on their learning progress, coinciding with the timetable of evaluations the centre has General character set.

4. The authorization for the formation of these groups corresponds to the provincial director, prior to the favorable report of the service of the educational inspection, and the adoption of this measure and its justification in the Plan of Attention to the Diversity.

Article 41. Focus on specific groups.

1. Exceptionally, and provided that this is justified in its Plan of Attention to Diversity, the centres will be able to establish specific groups of students under the age of sixteen who are in a situation of socio-educational disadvantage, who have repeated at least once in the course of their compulsory schooling and who, by bringing together the characteristics set out in Article 35 of this Order, have serious difficulties of adaptation in the classroom, demotivation towards school work and risk of early abandonment of the education system. The recipients of this measure will preferably be students enrolled in the first two courses of compulsory secondary education.

2. Specific groups of pupils who are in a situation of socio-educational disadvantage will aim to prevent the early abandonment of the education system and encourage integration into the centre of pupils whose needs cannot be met. be adequately addressed through the measures described above. This measure deals primarily with the promotion of the development of core competencies and the general objectives of the stage by means of a methodology and content adapted to the needs and interests of its recipients.

3. For the organization of specific groups of students who are in a situation of socio-educational disadvantage in the public centers, the favorable report of the educational inspection service, the authorization of the provincial director and the its notification to the Directorate-General for Territorial Evaluation and Cooperation. The concerted centres will be able to request the organisation of these groups, which will have to have the favourable report of the educational inspection service and the reasoned proposal of the provincial directorate.

4. In order to establish specific groups of students who are in a situation of socio-educational disadvantage, the center should include this measure in its Plan of Attention to Diversity and request it to the Provincial Directorate by attaching a proposal that include the following elements:

(a) Socio-educational characteristics of the students to whom this measure is addressed.

b) The pedagogical, methodological and organizational principles on which it is based.

c) Criteria for the organization and grouping of students.

d) Teaching programming, including the selection of contents of the different areas and the weekly schedule of the same, as well as the optional subjects considered most appropriate for the students.

e) Procedures for the assessment of students.

f) Criteria and procedures for the evaluation of the functioning of specific groups of students who are in a situation of socio-educational disadvantage.

g) Guidelines for the application of the promotion criteria.

h) Specific tutorial action plan.

5. The centres will be able to set up specific groups of pupils who are in a socio-educational disadvantage with a minimum of ten and a maximum of 15 pupils per group. Students from specific groups will maintain their reference group and their membership should be reviewed regularly, depending on their learning progress, in line with the general schedule of assessments that the centre has established.

6. The entry of a student to a specific group will require his or her prior psycho-pedagogical evaluation and the corresponding authorization of his/her parents or legal guardians.

7. The teaching process in the specific groups of students who are in a situation of socio-educational disadvantage will include the subjects of Spanish language and literature, foreign language, mathematics, social sciences, geography and history and Nature sciences. The rest of the weekly teaching schedule will be attended by the students in their reference groups.

8. The contents of the subjects mentioned in the previous paragraph may be worked in the specific group in an integrated manner, applying an interdisciplinary methodology, and will be selected maintaining the necessary balance, taking as a reference the curricula of these subjects, so that they respond to the interests and motivations of the students and seek the functionality of the learning.

9. The group curricular adaptations will be carried out in accordance with this Order and will have among its main objectives the subsequent incorporation of the students into a program of curricular diversification or, if necessary, a program of initial professional qualification.

10. The students of a specific group will have a co-tutor who will perform their task in a shared way with the tutor teacher of each group of students. The students ' time of a specific group of students who are in a situation of socio-educational disadvantage will include two weekly tutoring hours, one with the tutor of the reference group and another with that of the specific group.

Article 42. Teachers in charge of educational support in compulsory secondary education.

The educational support of the students of compulsory secondary education who are in a situation of socio-educational disadvantage will be carried out by the teachers who provide the corresponding subjects and, in the case of the groups referred to in Articles 40 and 41 of this Order, by teachers of the relevant specialty of the teaching bodies performing their duties in compulsory secondary education, without prejudice to the provisions of the Disposition Additional seventh of the Organic Law 2/2006, of 3 May, of Education.

CHAPTER VII

Students with lack of use of the Spanish language

Article 43. Attention to students with deficiencies in the use of the Spanish language.

1. Students whose mother tongue is not the Castilian language, who have deficiencies in the use of the latter and are not in the situation described in Article 35 of this Order, will receive specific educational attention that allows them to to acquire the necessary linguistic competence in the Spanish language that requires for their personal development, social development and the standard participation in learning with their reference group. This attention will be extended for the period of time that is necessary and will be carried out in accordance with the methodology of learning and teaching a second language.

2. The educational attention to this student for the acquisition of the competition in the Spanish language will be performed according to its characteristics, at the level in which they are schooled and their curricular competence.

The teachers will develop strategies for the organization of the activity in the classroom and methodological resources that encourage the students to acquire the basic skills and contents of the curriculum, taking into account that their Mother tongue is different from the language of the teaching process.

3. The attention to these students will be carried out in general in their reference group. If necessary, for the schooled students in the second and third cycles of primary education and in any of the courses of compulsory secondary education, this attention may be carried out in small groups outside the ordinary classroom for promote their standardisation, by making it compatible with their participation in the reference group.

4. The attention in the small group described in the previous section will be performed by means of the doubling in the hours coinciding with the imparting of the area or matter, according to the stage in question, of the Spanish language and literature. The number of pupils in these groups should not exceed eight and their membership will be reviewed regularly, depending on the evolution of their learning.

5. This specific attention will facilitate reflection on the language, the learning of Spanish as a language to access the curriculum and the development of skills that will enable it to advance in its level of curricular competence and its participation in the curriculum with its reference group. In addition, the interests of the student will be taken into account, giving him priority, the basic vocabulary of the areas or subjects he or she curses, taking into account the degree of difficulty that the use of the language presents in each of them.

Teachers who deliver the areas or subjects and those who perform this specific care will coordinate to prepare the student's participation in the learning of the area or subject matter. The teacher who pays this specific attention to the students will provide the necessary strategies to carry out the tasks of the areas or subjects that he/she will heal, and will prepare and strengthen the participation and the learning of the same.

6. When a student presents a serious curricular phase, in addition to the mentioned deficiencies in the use of Spanish, the provisions of the previous chapter will apply. The teachers who attend will coordinate and collaborate to design the joint action plan and develop it in such a way as to strengthen the learning of the Spanish language and the development of basic work habits, study techniques, learning strategies and the use of teaching materials, as well as the acquisition of core competencies.

CHAPTER VIII

Attention to students who cannot attend in a regular way to the teaching centers

Section first. Hospitalized or convalescent students at their home for prolonged illness

Article 44. Schooling.

1. Students who are entitled to remain in their home or stay in hospital for a prolonged period of time will retain their schooling in the centre where they are registered and receive educational care, which ensure the continuity of the educational process and promote its reinstatement to its reference group in the centre.

2. Exceptionally, where a pupil is unable to attend his/her educational centre for the reason indicated in the previous point and it is not possible to provide adequate educational care at his/her home or in the hospital, he/she may be registered in the Distance learning mode as long as this is maintained, and should be reintegrated into an educational centre when the conditions that prevented its attention from being removed are removed.

3. The Ministry of Education, after agreement with the competent health administration, may enable or create school units in the sustained hospital centres with public funds which keep a minimum of five in hospital. pupils of compulsory school age. In addition, and under the same conditions, the operation of school units in private-owned hospital institutions may be arranged.

4. The Ministry of Education will be able to grant grants or to sign collaboration agreements with public institutions or with non-profit entities for the development of actions aimed at the educational attention of this student and support to their families, which will be coordinated by the relevant provincial directorates of this department.

5. The Ministry of Education, through the provincial directorates, in function of the availability and the needs identified, will allocate the resources necessary for the educational attention to this student.

Article 45. Educational care.

1. The educational care provided to students who, by prescription, must remain, for a prolonged period of time, at their home or in the hospital, will be aimed at supporting the school activities that are carried out in the the centre in which it is registered, as well as performing actions that have an impact on their personal and social development, prevent isolation and enable communication with their peers, for which information and information technologies can be used. communication.

2. The educational attention to this student will include actions aimed at achieving the objectives and basic competencies contained in the curriculum proposal of its reference center and preparing it to know and to overcome the effects produced by the disease, organize free time, share their experiences, and facilitate their reinstatement to the center.

3. The planning and the development of the actions directed to the attention of this student must be carried out in a coordinated way between the corresponding units of the Provincial Direction, the teachers that pay such attention, the professionals health care and those of the educational institutions in which it is schooling.

4. The teachers who attend the school, in coordination with the tutor of the group of the centre in which they are schooled, will draw up an action plan setting out, at least, the basic aspects of the curriculum in the different areas or matters, the measures taken and the activities to be carried out to facilitate their learning and their personal and social development.

5. The educational attention to this student will be adapted to the needs of the student, the evolution of his illness and his treatment. The measures taken will require monitoring and a permanent review in order to bring them into line with the situation of the student.

Section 2. Pupils with mental disorders

Article 46. Attention of students with mental health problems.

Depending on the needs that can be detected, the Ministry of Education, in collaboration with the Health Administration, will be able to create units of comprehensive care for students with mental disorders that are contents and defined in the usual psychiatric classifications and which require some kind of psychiatric diagnosis and treatment with a continuous and controlled nature. Students with problems of school indiscipline (disruptive behaviors, bullying, etc.) will not be included in such care if they are not associated with these disorders.

Section 3. Other pupils

Article 47. Performances.

The Ministry of Education will be able to develop actions for educational care for students of compulsory schooling who cannot regularly attend schools for travelling with circus companies. permanently itineren for the Spanish territory during the school period.

CHAPTER IX

Psychopedagogical assessment

Article 48. General aspects.

1. The psycho-pedagogical evaluation is understood as a process of collection, analysis and assessment of the relevant information about the student and the different elements involved in the teaching and learning process, to identify the needs education of certain students who present or may present mismatches in their personal and/or academic development and to base and make concrete the decisions to be taken so that they can achieve the maximum personal, intellectual, social and emotional, as well as the acquisition of core competencies.

This assessment, even if it is carried out to identify the needs of certain students, will contribute to the orientation and improvement of the entire educational community and the educational conditions in which the individual learning, as well as adapting education to the diversity of skills, interests, expectations and needs of all students.

2. The psycho-pedagogical evaluation should be based on the interaction of the student with the contents and learning materials, with the teacher, with his colleagues in the school context and with the family. To this end, the information referred to in Article 51 of this Order shall be collected in relation to the student, the school context and the family member in order to identify the needs of the student in relation to these contexts and to propose adjustments. necessary for the best development of their capabilities and overcoming difficulties.

Article 49. Situations in which it will take place.

1. The psycho-pedagogical evaluation will be carried out to: determine the need for educational support that the student has with special educational needs or with high intellectual abilities; make the decisions related to their educational attention and (a) to determine the specific measures, resources and support that students may need; to draw up significant curricular adaptations; to make the extraordinary proposal for the flexibility of the education; making proposals for the membership of specific groups or diversification of the curriculum; incorporating young people with special educational needs into an initial vocational qualification programme; and for carrying out their educational and vocational guidance. Also, if necessary, students will be made with late incorporation into the education system, which will present serious deficiencies of communication in the Spanish language or serious deficiencies in their competencies or basic knowledge.

2. The psycho-pedagogical evaluation will be an evaluation and guidance resource available to students and their families throughout their schooling, especially applied in the initial and prior education to the transition from one stage to another.

Article 50. Competence of psycho-pedagogical assessment.

The psycho-pedagogical evaluation is the responsibility of the educational services, being its responsible a professor of the specialty of educational orientation of these services, which will have the participation of the teacher guardian, of all the teachers attending to the student, the family and, where appropriate, other professionals.

Article 51. Information to collect.

The psycho-pedagogical evaluation will have to gather the information of the student and his/her school, family and social context that is relevant to adjust the educational response to their needs:

a) Of the student: Individual characteristics, personal and social development, educational and educational history, curricular competence, learning style and specific need for educational support. In addition, in the case of students with high intellectual abilities, they will have to collect: Personal conditions in relation to the capacities developed by the curriculum, reflecting, if any, the possible imbalances between the aspects intellectual and psychomotor, of language and reasoning and emotional, emotional and intellectual.

b) From the school context: Analysis of the educational project and the aspects of the organization and the educational intervention that favor or hinder the development of the student, of the characteristics of the relationships that it establishes with the professionals who attend, with their colleagues in the context of the classroom and in the school, taking into account the observations made and the information provided by the teachers and other professionals involved in the care integral of the student.

c) From the family and social context: Characteristics of the family and its environment, expectations of parents, their cooperation with the center and in the development of the educational care program, their social inclusion and the resources sociocultural ones that can complement the development of the student, specifying those in which he participates.

Article 52. Instruments, techniques and procedures to be used.

In order to carry out the psychopedagogical assessment to meet the requirements and objectives set out in Articles 48 and 51 of this Order, professionals will use the instruments of the disciplines themselves. involved.

To this end, procedures, techniques and instruments such as systematic observation, protocols for the evaluation of curricular competencies, questionnaires, interviews, review of school work and, in its Case, psycho-pedagogical tests. Only where additional additional information is deemed necessary will be the individual psycho-pedagogical assessment.

In any case, it will ensure that the instruments used and the interpretation of the information obtained are consistent with the interactive and contextual conception of development and learning.

Article 53. Content of the psychopedagogical report.

1. The conclusions derived from the information obtained as referred to in the preceding articles will be collected in a psychopedagogical report. This report is a document in which the current evolutionary and educational situation of the student in the different development or teaching contexts is reflected in a clear and complete way, and his specific need for educational support is given, if the has, and finally, the organizational and curricular proposal of the center and the student, as well as the type of help that may need during their schooling to facilitate and stimulate their progress.

2. The psycho-pedagogical report shall include at least the synthesis of the student's information on the following

:

a) Personal data, school history and reason for evaluation.

b) General development of the student, which will include physical, emotional, emotional, social and intellectual aspects. Identification of the need for educational support, if any, of disability or high intellectual capacity and other aspects such as the level of curricular competence, pace and style of learning, creativity, self-concept, self-control, self-determination, attitude towards the school institution and cultural development.

In the case of students with high intellectual abilities, the areas, contents and type of activities that they prefer will be concretized; their ability to raise and solve problems; the type of goals they pursue; their interests, motivations and expectations.

c) More relevant aspects of the teaching and learning process in the classroom and in the school, among which will be considered: characteristics of the educational community and aspects of the educational project and of the actions that encourage or limit the development of the student and the self-confidence, his personal initiative, self-determination, creativity, the critical spirit, participation, planning of tasks, decision-making, the assumption of responsibilities, general programmes of the centre in which it participates, organisation of spaces, clusters, space-time conditions, interaction with teachers and pupils in formal and non-formal relationships, the incidence of classroom teaching and learning conditions, people involved in the educational response, resources and coordination between professionals.

d) Influence of the family and the social context in the development of the student: knowledge and assumption of the needs of their child, attitudes, habits and educational guidelines, expectations, autonomy of the student in the family environment, interaction and family communication, place of the student in the family, hobbies, activities at home, family cooperation to promote and strengthen the action plan.

e) Forecasting of organizational and curricular measures and of the personal and material resources available, or that can reasonably be incorporated, for appropriate attention to the specific need for educational support detected.

f) Guidelines for the elaboration of the action plan, which will contain, where appropriate, the design and development of the individual curriculum adaptation, for the maximum development of the student's abilities and the improvement of their quality of life, ensuring the use of the same criteria for students and students.

In the case of students with high intellectual abilities, the proposal for the relaxation of the schooling period will be explicitly collected, with the corresponding indications for the elaboration of the adaptation. curricular, if any.

Article 54. Opinion on schooling.

1. In accordance with the provisions of Article 16.3 and 25.2 of this Order, the schooling of pupils with special educational needs will require the provision of an education opinion. It will also be necessary to modify the mode of schooling.

2. The schooling opinion shall include the following:

(a) The conclusions of the psychopedagogical evaluation process concerning the overall development of the student and his/her level of curricular competence, as well as other significant conditions for the teaching process and learning.

b) Guidelines on the action plan and on the organisational and methodological aspects that best meet their educational needs and, where appropriate, on the type of personal and material support required, taking into account the available resources or that can reasonably be incorporated. The guidelines shall include indications for the preparation of the adaptations of the curriculum.

c) The opinion of parents or legal guardians in relation to the proposed schooling.

d) A reasoned proposal for schooling according to the needs of the student and the characteristics and possibilities of the centres. The opinion shall include the time limit for the revision of the proposal for schooling, which should generally be less than the duration of a stage.

Article 55. Confidentiality and data protection.

1. Teachers and other staff who, in the course of their duties, are required to know the content of the report on the psychopedagogical assessment, the opinion on schooling or other documents contained in the file, shall ensure their confidentiality and will be subject to the duty of stealth.

2. The administrative units in which the file is deposited shall be responsible for their guard and custody.

3. In the processing of the students ' data, technical and organizational norms shall be applied to ensure their security and confidentiality, subject to the legislation on the protection of personal data. The data will be used strictly for the teaching, guiding and planning function, not being able to be treated for different purposes of education without the express consent of the student or the parents or legal representatives in the case of are minors or are incapacitated.

CHAPTER X

Educational guidance services

Section first. General aspects

Article 56. Purpose.

1. The educational, psychopedagogical and professional orientation is one of the factors that favors the quality of the teaching, being a basic right of the students, a resource that is part of the educational action for the improvement of the learning, the support to the faculty and the system as a whole, as well as a means necessary for the achievement of a comprehensive and personalized education.

2. The aim of the educational orientation is to provide expert advice to the educational community in order to ensure adequate attention to the diversity of the students throughout the education, with due coordination and taking into account personal development, the peculiarities of students and the environment.

Article 57. Structure.

1. Educational guidance services will develop their work in the teaching centres and will be configured as follows:

a) Unit for coordination of educational guidance.

b) Early care equipment.

c) Guidance units.

d) Guidance departments.

2. The educational guidance services will act in close collaboration with the teachers of the centers and other professionals involved in the services. They will also collaborate with other bodies and institutions, with the educational administration, the faculty and resources center, and with the local authorities.

3. Teachers of secondary education in the field of educational orientation of the units and the departments of guidance, as well as the technical teachers of vocational training of services to the community, will be part of the cloister of teachers from the centre where they have been appointed.

Article 58. General functions of teachers in secondary education in the field of educational guidance.

In general, this faculty will perform the following functions:

a) Participate in the pedagogical coordination commission, advising on the organizational and curricular measures of attention to the diversity and the coexistence that they propose. In case there are several orientators, one of them will be involved.

b) To advise centers and teachers for attention to diversity in the planning, development and evaluation of their educational practice from the principles of standardization and inclusion, universal accessibility, opportunities and non-discrimination.

c) Develop, adapt and disseminate materials and instruments that are useful to the educational community for attention to the diversity of students and for the tutorial action.

d) Carry out the psycho-pedagogical assessment and early detection of the specific needs of educational support for students and guidance to parents in order for the best development of their children.

e) Contribute to educational innovation.

f) Collaborate with the faculty in the planning, development and evaluation of the measures of attention to diversity (methodology, organization of the classroom, schooling, evaluation and promotion of the students, action tutorial, curricular adaptations, personal or material support, etc.).

g) Participate in tasks related to the cooperation between the center and the families and between that and the collaborators or institutions external to it.

h) Participate in the coordination tasks established by the educational orientation coordination unit.

i) How many others can be entrusted to them by the educational administration.

Article 59. Role of technical teachers in the professional training of services to the community.

Technical teachers of professional service training in the community will perform functions centered on:

a) Knowing the characteristics of the environment, as well as the social and educational needs, identifying the educational, cultural, health, social or other resources existing in the locality and establishing the necessary coordination and collaboration.

b) To collaborate with the external services to the centers in the detection of social, cultural and educational needs of the students, participating in the processes of schooling of the same, through their coordination with the guidance services for schools and school fees.

c) Ensure that educational institutions respond to the social needs of students who are schooled in them and their families, as well as the link to the educational system of the social services and resources of the town for offer quality educational care to all students.

d) Participate in the elaboration of the programs for the monitoring and control of the absenteeism of the students and develop the necessary actions to facilitate the access and permanence of the students in the educational centers, in collaboration with other external services and institutions.

e) Canalize demands for psycho-pedagogical evaluation and collaborate in the performance of the same by providing criteria on the evaluation of the family and social context and carrying out the corresponding analysis.

f) Develop actions related to the processes of elaboration, development, evaluation and review of educational and curricular projects of the educational institutions, providing information on the aspects related to the context sociocultural of the students; providing information on the resources existing in the locality and the appropriate ways to use them; facilitating the coordination of the local services and the center; collaborating in the detection of risk indicators that can help prevent processes or situations of misalignment provide information to tutors on family and social aspects of students with the need for educational support; facilitating the reception, integration and participation of students with the need for educational support, in collaboration with tutors and families; participating, in collaboration with the counselor, in the establishment of fluid relationships between the environment and the families; participating in tasks of training and family orientation; collaborating in the processes integration, social and cultural integration, social mediation and participation of the pupils and their families; establishing criteria, in collaboration with the teaching coordination bodies and the centres 'teachers' teams, for the planning and development of organisational flexibility and adaptation measures; (a) the curriculum necessary to adjust the educational response to the needs of the students; and to collaborate with the educational teams in the preparation of the programmes corresponding to the initial vocational qualification programmes.

g) Provide criteria for the tutorial action plan and the academic and professional orientation plan to address the needs of the students ' diversity, their integration and participation, the continuity of their process education and its transition to adult and working life.

h) To act as a mediator between the families of students and teachers, promoting information, training and guidance to families in the educational centers, participating in their development.

i) Velar, according to the guidelines of the management team of the schools, so that, in application of the principle of universal accessibility, the students have access and use the ordinary and complementary resources of the centers and to facilitate the achievement of other resources that promote equal opportunities, such as scholarships or study grants.

j) Participate in the prevention and improvement of coexistence in the centers, as well as the development of mediation and monitoring tasks.

k) Collaborate in the development of socio-cultural animation programs, especially those focused on education in values, gender equality and intercultural education.

l) How many others can be entrusted to them by the educational administration.

Article 60. Annual programming.

1. The professionals who are part of the guidance services will carry out an annual programming of their work at the beginning of the course, which, if necessary, will be included in the annual general programming of the centre.

2. The annual programming shall specify:

a) The goals that you intend to achieve.

b) The actions to be carried out, pointing out in their case the collaboration of the management team, the school board, the pedagogical coordination commission, the tutors, as well as other persons or entities involved, determining the timing in each case. In addition, the institutes and centres of adult education will take into account the collaboration with the teaching departments, the department of complementary and after-school activities and the teachers ' boards, differentiating between which shall be the responsibility of the guidance department and/or of each professional member.

c) The criteria and procedures foreseen for monitoring and evaluation.

Article 61. End of course memory.

1. The professionals who are part of the guidance services will carry out a memory at the end of the course, which will be included in the memory which, if necessary, presents the centre.

2. The end-of-course memory shall include the report of the evaluation of the work carried out, taking into account the objectives set out in the annual programming, the activities proposed, the way in which they have been implemented and those objectives. activities which, although not initially planned, have been developed during the course. This evaluation will be a comprehensive synthesis of the achievements achieved, the difficulties encountered and the aspects that have been able to influence one or the other.

This process will be referred to the following aspects:

a) Valuation of the process followed for the elaboration, review and evaluation of the annual plan of action, analyzing to what extent the decisions on delimitation of objectives and activities, temporalization of the plan and actions and timetable for the review and evaluation of the plan.

b) Assessment of the intervention developed in the centers, analyzing fundamentally the contribution of the service of orientation to the processes of elaboration and review of the educational project, to the reflection on the practice In addition to the development of measures to focus attention on diversity and coexistence, the organization of the center, cooperation between the center and the families and, in the case of institutes and educational centers of adult people, the teacher decisions to be taken by students on the choice of subjects and educational pathways; or professionals.

c) Assessment of the actions carried out for the detection, evaluation and proposal of schooling of the students, the degree of coordination with the coordination unit of educational orientation and with other entities, as well as the timing set for this.

d) Synthesis of the aspects that will need to be modified in the programming of the next course according to the analysis carried out on the achievements obtained and the difficulties encountered in the various aspects of the performance.

Section 2. Unit of coordination of educational guidance

Article 62. Composition.

The provincial director, according to the needs and resources available, will determine the number of members who will be part of the educational orientation coordination unit. In any case, one of them shall perform the duties of that unit, with dependency and under the guidance of the Provincial Director.

Article 63. Functions.

The fundamental functions of the coordination unit of the educational orientation, under the direction of the person responsible for it, will be based on tasks of coordination of the services of educational orientation, being you are basically:

a) Organize, coordinate, energize, track and evaluate educational guidance services.

b) Apply the guidelines issued by the Educational Administration for the coordination of educational guidance actions, especially in relation to early school leaving, educational provision, school inclusion, the transition from the students to another educational stage and the participation of the parents.

c) Coordinate and monitor, in collaboration with the education inspection, the annual programming and the end-of-course memory to be performed by educational guidance services.

d) Coordinate the elaboration and adaptation of curricular materials and instruments of evaluation and intervention with students with the need for educational support, as well as their dissemination.

e) Establish the channels for early care team professionals and units and guidance departments to collaborate and coordinate with teachers of the same specialty who perform their role in the same educational stage and with those that perform in earlier and later stages, in order to exchange information and facilitate the access, permanence and promotion of the students to the different educational stages. This coordination will also aim to study specific cases; to analyse and establish lines of action; to adopt common general criteria; to exchange information, experiences, materials and resources; to design, analyse and develop actions; or other actions that are necessary for the quality of their intervention and education in general.

f) Spread among the members of the educational guidance services the specific regulations, the necessary for the development of their functions and any other that may be of interest.

g) Detect and plan the training and updating of educational guidance services professionals, in collaboration with the educational program unit and with the faculty and resources center.

h) Provide members of the educational guidance services with the resources needed for the best development of their functions.

i) Promote and facilitate the collaboration of educational guidance services with the educational administration, with the center of teachers and resources, with other institutions and institutions and with the local authorities.

j) Any other that may be entrusted to you.

Article 64. Responsible for the coordination unit of the educational orientation.

1. It will be responsible for the unit of coordination of the educational orientation a teacher of secondary education of the specialty of educational orientation, career official in active service situation, with three years in the exercise of functions of educational orientation, at least and designated by the Provincial Director.

2. The designation of the person responsible for the coordination of the educational orientation shall be carried out by the procedure laid down and, in any case, upon the voluntary submission of the candidates to the post. Such candidates shall provide an action project, with the participation of the members of the educational guidance services in the assessment and selection of the projects presented.

3. The provincial director shall designate an official, for a period of four years, as the person responsible for the coordination unit for the educational orientation of an official meeting the requirements laid down in the preceding paragraphs. If there are no candidates, he shall appoint, on a provisional basis, a person responsible for a period of two years.

4. The person responsible for the coordination of the educational orientation shall cease to be appointed by appointment, by transfer to another destination, by default of his duties or by a reasoned resignation accepted by the Director. provincial.

Section 3. Early care team

Article 65. Composition.

The early care team will be composed of teachers of secondary education in the field of educational guidance and technical teachers of professional training of services to the community, as well as teachers of the specialty of therapeutic and hearing pedagogy and language.

Article 66. Scope of action.

1. The early care team will treat children between the ages of zero and six who are not in school and the student between zero and three years of schooling in children's schools.

2. The early care team will act as a comprehensive care team for children, ensuring close collaboration and convergence with other administrations and institutions, mainly in the area of health and social services, to through a model of global intervention, for which they will establish protocols of joint action from the educational, social, health or other aspects, that affect the students and the families.

Article 67. Functions.

The functions of the early care team will primarily be based on prevention tasks, collaboration with the teaching teams, specialized direct intervention and support for families, being these:

a) Advising and supporting the teaching teams in all those psychological, curricular and organizational aspects that affect the proper functioning of the children's schools and to respond adequately to the students presented special educational needs or who are at a socio-educational disadvantage.

b) Plan actions for the prevention and early detection of students with special educational needs or who are in a situation of socio-educational disadvantage; to provide specialized care to this student and to their families; encouraging their reception and early school and social inclusion; identifying and assessing their specific needs for educational support, situations and circumstances which are unfavourable or at risk, anticipating the emergence of difficulties, as well as proposing educational action and the provision of support which, where appropriate, are derived from those; collaborate with the professionals involved in the processes of planning, development and evaluation of measures that promote the social and school inclusion of these children.

(c) Develop, in accordance with the principles of standardization and inclusion, the necessary actions with the students who require an intervention of a psychopedagogical nature and with their families; carry out the evaluation and intervention specialized in such a character, when necessary, either individually or in a small group, as well as those related to the detection, psycho-pedagogical evaluation and proposal of schooling of the students presenting needs special education or, where appropriate, with the proper development of the reception processes and insertion of pupils.

d) To contribute to the establishment of fluid relations between the centers and families, to develop programs that facilitate the participation and involvement of these in the education of their children, guiding them in those aspects that are essential to adequately address children with special educational needs or who are in a situation of socio-educational disadvantage, collaborating in the development of training programmes to this end.

e) To know the educational, health, social or other environmental resources, to establish appropriate coordination and convergence of the various actions directed to the students and their families and to collaborate with the bodies and institutions providing care for children in order to project joint actions aimed at the prevention, detection and early intervention with all pupils, especially with special educational needs or is at a socio-educational disadvantage.

f) Collaborate with the faculty and resources center and other institutions in training activities for children's education schools and for parents, mothers or guardians with children, as well as elaborate and to disseminate materials and psycho-pedagogical instruments that are of use to teachers.

g) Participate in the coordination tasks that the educational orientation coordination unit establishes.

h) How many others can be entrusted to them by the educational administration.

Article 68. Team coordination.

1. The coordination of the early care team will preferably be carried out by a secondary school teacher in the field of education, career civil servant in active service, with three years in the exercise of educational guidance functions, at least, and designated by the Provincial Director, heard by the team.

2. The coordinator of the early care team shall have five hours per week for the exercise of his duties and shall act under the supervision of the coordinator of the educational guidance coordination unit.

Article 69. Schedule.

The schedule of professionals who are part of the early care team will be adjusted to what is established for teaching officials. In any case, twenty-five of the hours of weekly dedication of these officials, including two evenings, will have to be developed in the children's schools or at the headquarters of the team and five hours will be dedicated to coordination tasks according to It is established by the Provincial Directorate, dedicating the rest to tasks of training and preparation for the development of its functions.

Section 4. Guidance units

Article 70. Composition.

The guidance units will be made up of secondary school teachers in the field of educational guidance and by technical teachers of vocational training for services to the community.

Article 71. Scope of action.

The orientation units will be integrated in the schools of primary and child education and in the special education centers and will attend to the students of the different educational stages in the schools.

Article 72. Functions.

The functions of the orientation units will be mainly carried out through their participation in the pedagogical coordination commission and the collaboration with the teaching teams and the community as a whole. educational. These functions include the following:

a) Provide specialized support to the educational community in the planning, development and evaluation of the measures that the center for attention to the diversity of the students, especially those who present specific needs for educational support, lack of knowledge of the Spanish language, have been belatedly incorporated into the education system or are in a situation of socio-educational disadvantage.

b) Collaborate in the prevention and detection of difficulties or problems of personal, social and learning development that may be presented by students, as well as in the proposal, monitoring and evaluation of curricular adaptations and in the programming of support or reinforcement activities or, where appropriate, specialised support.

c) Carry out the psycho-pedagogical evaluation, the school opinion and the corresponding reports of the students that require it and in the cases indicated in this Order with a precept character.

d) Collaborate in the processes of elaboration, development, evaluation and review of the educational project, as well as in the elaboration, development and review of the tutorial action plan. This implies collaboration with the faculty of the center in the adaptation of the general objectives of the different stages, in the general decisions of a methodological and organizational nature that contribute to the appropriate attention to the diversity, in the organization and development of the tutorial action, in the establishment of general criteria on the organization, development and evaluation of the learning and promotion of students from the principles of inclusion and non-discrimination for the attention to diversity, in the design of evaluation procedures and instruments, in the prevention and detection of difficulties or problems of learning or behaviour, as well as in those other aspects of preventing and avoiding attitudes of rejection and intolerance and discriminatory relations of any kind and towards any collective.

e) Pay individualized attention to students. To this end, the counselor will collaborate with the faculty in the adoption of specific measures for the attention to diversity, either in relation to the proposal, monitoring and evaluation of organizational or curricular adaptations, as in the on recovery and reinforcement activities or any other measure contributing to the integral development and school progress of all students on equal opportunities. In this context, they also relate to the psycho-pedagogical assessment.

f) To foster interaction among members of the educational community, to promote collaboration between school and families and to collaborate in the development of training programs for students ' parents, as well as in others to be developed in the center.

g) Facilitate coordination among the professionals of the orientation of the different centers and the transfer and exchange of information on those issues that affect the continuity of the educational process in the promotion of stages to others or to the transfer of the student's centre, in particular to those with a specific need for educational support or who are in a situation of socio-educational disadvantage.

h) To collaborate in the exchange of experiences and the dissemination of materials between centers, as well as in collaboration and coordination with other institutions and institutions.

i) Participate in the coordination tasks established by the educational orientation coordination unit.

j) How many others can be entrusted to them by the educational administration.

Article 73. Technical teachers of professional training of services to the community.

Technical teachers of vocational training of services to the community who develop their activities in the schools of primary and infant education and in the special education centres will adapt their performance to the functions established in Article 59 of this Order and shall attend to the centres in accordance with the planning established by the Provincial Directorate.

Article 74. Schedule.

The schedule of the professionals who are part of the orientation units will be adjusted to what is established for the teaching officers. In any case, twenty-five of the hours of weekly dedication of these officials will have to be developed in the teaching centers and five hours will be dedicated to coordination tasks according to the provincial directorate, dedicating the other training and preparation tasks for the development of their functions.

Section 5. Guidance departments

Article 75. Composition.

1. The guidance departments of secondary education institutes will be trained by teachers in secondary education in the field of educational guidance, teachers in secondary education in support of the fields and, in their In the case of secondary education, teachers of vocational education and training, the technical teacher of vocational training of services to the community, the teachers who are specialists in therapeutic and listening pedagogy and language and the teaching staff. perform support functions for students with the need for educational support.

2. In the case of adult education institutions, teachers of secondary education in the field of educational guidance and, where appropriate, teachers of secondary education in training and guidance will be part of this department. as well as the teachers who have been at the center of the specialty of therapeutic pedagogy and the specialty of hearing and language.

Article 76. Scope of action.

Guidance departments will be integrated into secondary education institutes and adult education institutions.

Article 77. Functions, intervention and actions.

1. The functions and the intervention of the professionals who compose the department of guidance will be carried out in three interrelated areas: support to the teaching process, academic and professional orientation and the tutorial action, according to specified in Articles 78, 79 and 80 of this Order.

The departments of guidance will carry out this intervention by participating in the educational decision set of the teaching center and collaborating with the teachers and with the different governing bodies and teaching coordination. in the elaboration and development of proposals for all the measures of general and specific diversity that they will carry out in the centre to improve the educational process of the whole of the students, as well as in the decisions to be taken on the relevant curriculum projects and plans which are develop in the centre, in order to ensure that the decisions taken consider the diversity of skills, interests, expectations and needs of students. They shall also collaborate with other institutions and entities in the locality and coordinate with the orientators of the children's and primary education centers from which the students proceed.

2. The actions of the guidance department shall be carried out under the coordination of the head of education of the educational establishment, in particular where they have an impact on the organisation and functioning of the centre or involve the teachers from different departments.

Article 78. Support for the teaching process.

They are fundamental functions in relation to support for the teaching process:

a) Collaborate, together with the rest of the departments of the teaching center, in the elaboration or revision of the educational project and the annual general programming, mainly in the topics related to the regulations governing the functioning of the institute or the adult education center, making proposals that facilitate coordination with the tutors and with the rest of the departments, the participation of the entire educational community and the attention to the diversity of pupils.

b) To make proposals to the commission of pedagogical coordination on the psychopedagogical aspects of the educational project that can facilitate the adoption of common criteria for attention to diversity. This means collaborating at all levels of planning in the centre, as well as in the programming of the teaching activity, in the elaboration and development of the plans and programmes that are developed in the centre and in the curricular adaptations and in the the identification of specific interventions in support of teachers and direct work with students.

(c) To make proposals to the commission of pedagogical coordination on the adoption of ordinary and extraordinary organizational and curricular measures and curricular adaptations aimed at the students who need them, those who present special educational needs or who are in a situation of socio-educational disadvantage, those who follow programs of diversification and some of those who remain one year longer in a cycle and/or course and need support or reinforcement. Similarly, proposals for the development of initial vocational qualification programmes will be formulated. The activities of support and counselling to the teaching and learning process should be carried out from the psychopedagogical perspective and the principles of inclusion, universal accessibility, equal opportunities and non-discrimination, with the aim of the decisions to be taken consider the diversity of skills, expectations, interests and motivations of all students.

d) Making proposals that help teachers make decisions, from the consideration that all extraordinary measures share the same process of adaptation of the curriculum, on the following aspects: identification of the basic skills and competences present in the general objectives to be highlighted, as well as the content of the different areas in order to better develop those skills and competences; sequence of content and objectives; establishing criteria and procedures for the assessment; concreteness of forms organisational, support, methods, resources, etc., for the development of teaching activities in the classroom or, where appropriate, outside the reference group; and the establishment of the criteria for the assessment of the adaptation itself.

e) To collaborate with the faculty of the teaching center, advising on the adoption of appropriate educational measures for all students, preventive or specific, through the most relevant organizational structures in each case (teaching departments, board of teachers and/or team of cycle or level tutors).

f) Carry out the psycho-pedagogical evaluation of the students who need it in order to guarantee the adequacy of these measures to their needs. The performance of this evaluation will be prescriptive in the cases established in this Order, being responsible for the same as a teacher of the specialty of educational orientation. While this assessment is a competence of the guidance department, it will be conducted in collaboration, primarily with the tutor and the faculty board.

Article 79. Support for the academic and professional guidance plan.

1. This orientation should be understood as a process to be developed throughout secondary education, taking on a special relevance when students must choose optional subjects and at those times when the choice between different options can greatly condition the academic and professional future of students.

2. The guidance department, following the general guidelines established by the pedagogical coordination commission, will develop the academic and professional guidance plan and contribute to its development and evaluation. This plan will be discussed by the pedagogical coordination committee and will be incorporated, with the modifications that come, to the curriculum proposals submitted to the faculty for approval. In addition, the guidance department will participate in the evaluation of the academic and professional guidance plan and will draw up a memory at the end of the course, which will be a reflexive synthesis carried out in collaboration with the teachers involved. the achievements, the difficulties encountered, the factors that have been able to influence both and, where appropriate, the aspects that will need to be modified in the plan.

3. In order to draw up such a plan, it will be taken into account that the plan will help to facilitate the decision-making of students regarding their academic and professional itinerary. To this end, it shall include:

(a) Actions aimed at enabling students to develop the skills and competences involved in the decision-making process and to know and value their own abilities, expectations, motivations and interests in a way adjusted.

(b) Actions aimed at providing sufficient information to all students on the various educational or work options related to each educational stage that best respond to their abilities and attitudes, and special way for those that are offered in your environment.

c) Actuations that encourage students to approach the work environment and facilitate their integration into the workplace.

d) Actions aimed at providing guidance to students with special educational needs and their families, about educational and work options that best respond to the skills and abilities of the student and can guide their training process and facilitate their job integration.

4. The academic and professional guidance plan must specify the priority action lines for each stage and course which, in this field, should be developed at the centre, indicating:

(a) Those that must be incorporated in the design and development of the didactic programming of the different areas, subjects or modules and for the different groups of students, ensuring the initial vocational training. To do this, coordination with the teaching departments and with the teachers ' boards will be essential.

b) Those that must be integrated into the tutorial action plan in order to facilitate the participation and collaboration of the families in the process of helping the decision-making of their sons and daughters. Specific actions of the guidance department will be differentiated and those that will be developed by the tutors teachers.

c) The responsibility of organizing and developing the guidance department itself, in order to maintain the relationship with the workplace in its environment and to encourage its collaboration in the professional orientation of the students, as well as in the job integration of those who choose to join the world of work at the end of compulsory secondary education, the secondary school, vocational training courses or initial vocational qualification programmes.

5. In order to draw up the academic and professional guidance plan and ensure its proper development, the head of studies shall establish the necessary organisational conditions, in particular with regard to the participation of the tutors.

6. Special attention shall be paid to the development of the academic and professional guidance plan for the improvement of discriminatory social habits on the grounds of disability, gender, social or cultural origin, or other conditions which may condition the access to the various studies and professions.

Article 80. Support the tutorial action plan.

1. This plan is the framework in which the criteria of the organization and the priority lines of operation of the tutoring in the center are specified. The tutorial action, as a dimension of the teaching practice, will tend to favor the integration and participation of students in the life of the institute and the adult education center, to carry out the personalized follow-up of their process of learning and facilitating decision-making regarding their academic and professional future.

2. The guidance department, following the general guidelines established by the pedagogical coordination commission, will draw up proposals to the tutorial action plan, incorporating the contributions of the team of tutors, and contribute to their development and evaluation. This plan will be discussed by the pedagogical coordination committee and will be incorporated, with the modifications that come, to the curriculum proposals submitted to the faculty for approval. The guidance department will participate in the evaluation of the tutorial action plan and draw up a memory at the end of the course. This memory, as in the previous case, will be a synthesis of the reflection carried out in collaboration with the teachers involved on the achievements, the difficulties encountered, the factors that have been able to influence both and, if necessary, the aspects that will need to be modified in the plan.

3. The tutorial action plan will include:

(a) Actions to ensure the educational coherence in the development of the programs and the teaching practice of the classroom by the teachers of the group, especially in relation to: the contents and objectives (i) the basic skills; the assessment processes; the methodological, organisational and curriculum aspects; the supply of optional subjects; the activities which relate these elements to the academic and professional training and initial vocational training.

b) Actions which, according to the planning carried out in the school of teachers, will guide the programme of activities to be carried out in the weekly tutorial, among which it is worth highlighting: reflection and debate collective on the learning process of the students in each of the subjects; the analysis and contribution on the aspects of structure, regulations and functioning and their participation in the life of the center and the classroom; the reflection and debate on the dynamics of the group itself; reflection and debate on aspects of academic orientation and professional of the students.

c) Actions to individually attend to students, especially for those who need it most.

d) Actions to maintain fluid communication with families, both in order to exchange information on those aspects that may be relevant to improve the learning process of the students, to guide and promote their cooperation in the educational work of teachers.

The guidance department will collaborate with the head of studies, coordinator of the tutorial action plan, in the following aspects:

a) The development of the above mentioned actions, advising the tutors in their duties, providing them with the necessary resources and directly intervening in cases where the tutors request it.

b) The schedule organization that enables meetings with teachers ' meetings.

c) Setting criteria for assigning group tutorials to corresponding teachers.

d) The coordination of tutors of the same cycle or level.

Article 81. Functions of the members.

1. The functions assigned to the department of guidance in the organic regulation of secondary education institutes will be taken up, in general, by all its members. Similarly, adult education centres will be carried out in the centres of adult education. However, in accordance with their expertise, the members of the guidance department assigned to each adult education institute and centre shall be responsible for specific responsibilities, without prejudice to the teaching which, where appropriate, they must assume each of its components.

2. Teachers in the guidance department's educational orientation specialty will assume the following responsibilities:

a) Coordinate the planning and development of the academic and professional orientation activities corresponding to the educational stages that are taught in the center and contribute to its development.

b) Advise the pedagogical coordination commission by providing organizational, curricular and psychopedagogical criteria for attention to the diversity of students.

c) Collaborate on the prevention and detection of learning and coexistence problems.

d) Coordinate the psycho-pedagogical evaluation with the students ' teachers who need it and perform the corresponding psychopedagogical report.

e) Participate, in collaboration with the teaching departments and the teachers ' boards, in the planning, development and evaluation of the curricular adaptations of the students who need them, including those who are curriculum diversification programmes and initial vocational qualification programmes.

f) Participate in the development and development of curriculum diversification programmes and advise the educational teams of initial vocational qualification programmes in the preparation of programmes corresponding.

g) Participate in the coordination tasks that the educational orientation coordination unit establishes.

h) How many others can be entrusted to them by the educational administration.

3. The following roles will be performed by teachers in support of the areas:

a) Participate in the development of curriculum diversification programmes and initial vocational qualification programmes in collaboration with teaching departments and teachers ' boards.

b) Advise and participate in the prevention, detection and assessment of learning problems.

c) Participate in the planning and development of curricular adaptations aimed at students who need it, among them, who present special educational needs; in these cases, specific supports that are necessary to be carried out in collaboration with other teachers or with the teachers of the specialties of therapeutic pedagogy and hearing and language.

d) Participate, in collaboration with the didactic departments in the programming and implementation of educational activities of support and reinforcement in compulsory secondary education, programs of initial professional qualification, baccalaureate and vocational training and, where appropriate, in the attention of specific groups which may be authorised in the centre, in accordance with the provisions of this Order.

4. The role of teacher training and career guidance will be:

a) Collaborate with the tutors and with the teacher of the specialty of educational orientation in the realization of the activities of information and professional orientation directed to the students schooled in the center.

b) Coordinate and carry out, where appropriate, the activities of career guidance aimed at students schooling in the center and support the tutors in the performance of those that correspond to them, especially in the related to the monitoring of training modules in job centres.

5. Technical teachers of vocational training for services to the community who carry out their activities in secondary education institutes and in adult education institutions will adapt their activities to the tasks set out in the Article 59 of this Order and shall address the centres in accordance with the planning established by the Provincial Directorate.

6. Teachers and teachers of the specialties of therapeutic and hearing pedagogy and language and teachers who perform functions of support to students with the need for educational support or who present serious deficiencies in the Spanish language or in their Basic skills or knowledge shall perform the following functions:

(a) Collaborate with the teaching departments and the teachers ' boards, in the prevention, detection and assessment of learning problems, in the organizational easing measures, as well as in the planning and elaboration of proposals for criteria and procedures for the development of curricular adaptations.

b) Conduct educational support activities for students with special educational needs, for students who follow specific programs, or for those who have serious deficiencies in the Spanish language or in their skills or basic knowledge, collaborating with the teacher in the classroom or through counselling and collaboration with the teaching staff of the teaching departments, when the specificity of the contents or other circumstances advise.

c) In addition to the functions mentioned in the preceding paragraphs, the teachers and teachers of the specialties of therapeutic and hearing pedagogy and language will develop, together with the corresponding departments teaching, the proposal of criteria and procedures to develop appropriate curricular adaptations to students with special educational needs.

Additional disposition first. Resource allocation.

The Ministry of Education will progressively equip the public centers with the resources needed to fulfill the tasks of support and reinforcement of the students with the need for educational support described in this article. Order.

Additional provision second. Generic references.

All references for which the generic male form is used in this Order must be understood to be applicable, interchangeably, to women and men.

Single transient arrangement. Progressive implementation of the structure and organization of educational guidance services.

The structure and organisation set out in this Order for educational guidance services, in particular as regards the modification of the old educational and psychopedagogical guidance teams and the The introduction of guidance units in the centres of primary and child education and in the special education centres will be implemented over a period of up to three years, so that professionals are gradually incorporated into the centres to be determined by the provincial directorate.

Single repeal provision. Regulatory repeal.

1. The following resolutions are hereby repealed and without effect:

a) Order of 18 September 1990 establishing the proportions of professionals/students in the educational care of students with special needs.

(b) Order of 9 December 1992 on the structure and functions of the Educational and Psychopedagogical Guidance Teams.

(c) Order of 7 September 1994 establishing the sectorization of the Educational and Psychopedagogical Guidance Teams.

(d) Order of 10 July 1995 regulating the adaptation of the curriculum of physical education for pupils with special educational needs in the Unified and Polivalent Baccalaureate, in the vocational training of young people first and second grades and in secondary education, as well as the waiver of it for over 25 years.

(e) Order of 14 February 1996, on the assessment of pupils with special educational needs, who are taught by general scheme established in the Organic Law 1/1990 of 3 October, of General Management of the Educational System.

(f) Order of 14 February 1996, which regulates the procedure for the conduct of the psycho-pedagogical assessment and the opinion on schooling and sets out the criteria for the schooling of pupils with special educational needs.

g) Order of 22 July 1999 regulating the actions of educational compensation in publicly supported educational institutions.

(h) Resolution of 2 September 1993 on the appointment of directors of the Educational and Psychopedagogical Guidance Teams.

i) Resolution of 25 April 1996 by the Secretary of State for Education, which regulates the development of the curriculum of compulsory basic education in special education institutions.

j) Resolution of 29 April 1996, of the Directorate General of School Centres, on the organization of the departments of guidance in Institutes of Secondary Education.

k) Resolution of 30 April 1996, of the Directorate-General for Pedagogical Renewal, which provides instructions on the plan of activities of the departments of guidance in the Institutes of Secondary Education.

(l) Resolution of 30 April 1996, of the Directorate-General for Pedagogical Renewal, which provides instructions on the operation of the Educational and Psychopedagogical Guidance Teams.

m) Resolution of 29 April 1996, of the Secretary of State for Education, determining the procedures to be followed to guide the educational response to students with special educational needs associated with personal conditions of over-provision of intellectual property.

(n) Resolution of 20 March 1997, of the General Secretariat for Education and Vocational Training, determining the time-limits for the submission and resolution of the files of pupils with educational needs special conditions associated with personal conditions of over-provision of intellectual property.

2. In addition, the other rules of the same rank and without effect shall be repealed as soon as they are contrary to the provisions of this Order.

Final disposition first. Application of the Order.

It is up to the Secretary of State for Education and Vocational Training to dictate how many resolutions and instructions are necessary for the implementation of this Order.

Final disposition second. Entry into force.

This Order shall enter into force on the day following that of its publication in the Official Gazette of the State.

Madrid, March 18, 2010. -Minister of Education, Angel Gabilondo Pujol.

ANNEX I

Contents to consider for the elaboration of the Diversity Attention Plan (PAD)

1. Presentation.

2. Context analysis: Starting point to design the plan.

2.1 Sociocultural context and resources in the center environment.

2.2 General objectives and educational principles of the center.

2.3 General data for the organization of the students ' groups and the resources of the center.

2.4 Student profile of the center, students with need for educational support and criteria for care.

2.5 Current measures to address diversity.

2.5.1 General measures of the center.

2.5.2 Ordinary Measures.

2.5.3 Extraordinary measures.

2.6 Prioritization of areas of improvement to address diversity.

3. Plan for attention to diversity.

3.1 General Objectives.

3.2 Educational Principles.

3.3 Educational Intervention.

3.3.1 Initial assessment of pupils.

a) Ordinary Assessment.

Criteria.

Procedure.

Instruments and techniques.

b) Coordination of the elaboration of the psychopedagogical assessment.

Criteria.

Procedure.

Instruments and techniques.

3.3.2 Take Action Plan.

a) Criteria.

b) Measures to address diversity.

General measures of the center.

Ordinary measures.

Extraordinary measures.

c) Curriculum design.

Basic procedures.

Curriculum measures of a general nature to meet the needs of students.

Non-significant curricular adaptations.

Significant curricular adaptations.

Instrument for individualized curricular adaptation.

Curriculum development.

Basic procedures for:

Organization of activity in the classroom.

Teaching strategies.

Students ' work plan.

Tracking the teaching and learning process.

Instruments (student curricular materials, teaching resources, etc.).

3.3.3 Final Assessment.

a) Evaluation criteria.

b) Basic criteria and procedures for:

Assessment of the level of curricular competence (capacity building, content acquisition and core competencies).

Guidelines on resources and proposal for future action.

c) Instruments.

4. The time sequence of the start of the plan.

5. Resources to design and develop the plan: Teacher training, support and guidance from outside bodies.

6. Monitoring and evaluation.

6.1 Valuation of the P.A.D. elaboration process taking into account the following aspects:

Process Organization: Planning for the elaboration, participation and collaboration of all professionals, coordination.

Procedure and instruments for the analysis of the reality of the center and the needs of the students.

Selection, definition and organization of measures to address the educational needs of all students.

Involvement of teachers.

6.2 Assessment of the development of P.A.D. taking into account the following aspects:

Adequacy between identified needs, objectives and measures envisaged.

Degree of achievement of the objectives outlined.

Organization of resources.

On each of the scheduled measures:.

Degree of application.

Adequacy to detected needs.

Degree of achievement of the proposed objectives.

Degree of involvement and coordination of all involved.

Degree of satisfaction of the professionals who have intervened in their development.

Degree of satisfaction of the students cared for and the families.

Difficulties encountered.

6.3 Results rating.

6.3.1 Students ' learning.

The achievement of the ends.

Achieving the goals.

The acquisition of competencies.

6.3.2 Organization and center operation.

Participation.

Social cohesion.

Quality education.

Equal opportunities.

Universal accessibility.

6.4 Proposals for improvement.

6.4.1 Processing process.

6.4.2 Plan development.

6.4.3 Evaluation process.

ANNEX II

Guidelines for the process of elaboration, development and follow-up of significant curricular adaptations

The team of teachers who detect that a student encounters significant difficulties in participating and progressing in the teaching and learning process and considers that they may need significant curricular adaptation will request, through the tutor teacher, that the corresponding psycho-pedagogical evaluation be performed.

The educational guidance services will carry out or, if necessary, update the student's psychopedagogical evaluation, with the participation of all professionals involved in the care of the student and the family.

In the event that the evaluated student is found to have special educational needs, all professionals who care for it, coordinated by the tutor, will develop and develop the individualized action plan that provide the student with the maximum possible capacity development and the acquisition of the basic skills. This plan will be written in the Individual Document of Curricular Adaptation (D.I.A.C.),

To elaborate the D.I.A.C. the following actions will be performed:

(a) The tutor will move the information regarding the personal and family data of the student, contained in the psychopedagogical report, to the D.I.A.C.

b) The team of professionals, advised by the educational guidance services and coordinated by the tutor, will analyze the information contained in the psychopedagogical report, complete the corresponding sections of the D.I.A.C. make provision for resources to meet the needs of the student (aids, access material resources, support and reinforcement resources, changes in the environment, etc.).

(c) The tutor and the appropriate professional of the educational guidance services will define the broad lines of the action plan that will be developed and developed by the entire team of professionals who attend to the student.

d) The tutor will coordinate the elaboration of the action plan following this process:

Analysis of the level of skills development and skills that will be used to support new learning.

Definition of objectives, competencies, contents and evaluation criteria that will be used as a reference in the teaching and learning processes of all areas of knowledge or subjects.

Selection of resources and methodological strategies to develop the action plan:

Support and reinforcement resources and their coordination.

Teaching strategies best suited to the learner's learning style.

Coordination of methodological strategies, including evaluation, used in all areas or curricular subjects for the development of the student's core competencies.

Teaching materials to favor such development.

Guidelines for the realization of the curricular adaptations of the areas or subjects.

Choosing strategies to track and evaluate the development of the intervention plan.

e) Each professional shall make the curricular adaptations corresponding to the areas or subjects he or she imparts or the scope of development that corresponds to it.

f) Once the curricular adaptations of the areas or areas are made, the team of professionals will meet to complete the D.I.A.C. and coordinate the development of the adaptations.

Each teacher will develop the curriculum adaptation corresponding to the area or area that he or she provides or the scope of development that corresponds to him in collaboration with other professionals who pay attention to the student.

The development of curricular adaptations will lead to continued monitoring, in accordance with the established plan, which will:

a) Every teacher, to adapt the teaching and learning conditions to the needs that it is detecting through the observation of the interaction of the student with the contents of the areas or materials and the materials curricular.

b) The team of professionals, at least once a quarter, to assess overall the adequacy of the objectives and the development of the capabilities. The team will also carry out an evaluation prior to the regular group evaluation session, in which the following aspects will be analyzed:

Individual and social development.

Academic development.

Competencies you have developed the most.

Learning Participation Limitations that you have encountered.

Adequacy of human and material resources to the learner's learning style and needs.

Results and observations of the student assessment process.

In the event that, as a result of the follow-up, it is detected that the student encounters learning difficulties in the teaching and learning conditions proposed in the adaptation, the review will be carried out and appropriate changes to the document to ensure that the student can participate and develop his/her skills to the full.

In any case, at the end of each course, the development of the curricular adaptation will be assessed so that the conclusions obtained serve as a reference for the adaptation of the following course.

ANNEX III

Criteria for resource provisioning

Children and primary education centers will have the following personal resources:

A master specialist in therapeutic pedagogy and a teacher for every nine units.

A specialist hearing and language specialist, which may be increased in those schools that are home to students who present special educational needs due to hearing or motor impairment. language.

Attention to educational guidance services.

Support for enabling, preventive and adaptive physiotherapy if the school is a student with special educational needs due to motor disability.

Official attention to specific activities, when the school is home to students who have serious problems with personal autonomy.

Secondary education institutes will have the following personal resources:

A teacher specialist in therapeutic pedagogy and a secondary school teacher for every nine units.

A specialist hearing and language specialist for the school who will escort students to present special educational needs arising from hearing or motor impairment with language involvement.

A technical teacher of professional community service training.

Attention to educational guidance services.

Support for enabling, preventive and adaptive physiotherapy if the school is a student with special educational needs due to motor disability.

Official attention to specific activities, when the school is home to students who have serious problems with personal autonomy.

Attention to interpreter of Spanish sign language in the event that students are escorted to present special educational needs derived from hearing impairment that is a user of that language.

Special education centers will have the following personal resources:

A master specialist in therapeutic pedagogy for each special education unit in operation. In the event that such a unit is made up of students who present special educational needs arising from hearing impairment, the teacher will be a specialist in hearing and language. For these purposes, each special education unit will school between three and eight pupils, depending on whether they present widespread developmental disorders, pluridefficiencies or intellectual disabilities.

A master hearing and language specialist for every three special education units.

A master of physical education.

A specialist teacher for music teaching.

Teachers specialists in therapeutic or hearing pedagogy and language needed to complete the schedule of the management team.

A technical teacher of vocational training in those cases where specific training of job integration is provided.

Attention to educational guidance services.

A physical therapist for every five special education units.

An officer of specific activities for each unit with six or more students lacking personal autonomy.

A university graduate in nursing.