• The program is mainly aimed at municipal schools, escoletes, and high schools that receive students from these centers
The General Directorate of People with Disabilities and the Department of Education promote and finance projects aimed at achieving the «full inclusion» of students
The initiatives are carried out throughout this school year in municipal primary schools and in the three high schools that students from municipal centers usually attend
In general, the programs include practical activities for students, training for teachers, and guidance for families from school centers
The Valencia City Council, through the Department of Education and the General Directorate of People with Disabilities, promotes and finances a comprehensive program of educational projects aimed at improving the lives of students with disabilities, «to address the accessibility deficits of daily life, with the aim of achieving full inclusion in the city,» as explained by its promoters.
These projects focus mainly on municipal schools and nursery schools, including CEIP Benimaclet, CEIP Professor Santiago Grisolía, and CEIP Fernando de los Ríos, which are being developed during the current school year 2024-2025. Additionally, there is a project of inclusive education aimed at the three high schools that host the largest number of students from the three municipal centers: IES Rascaña, IES Serpis, and IES Malilla.
Escoletes: technology, occupational therapy, and augmentative communication
For nursery schools and sections of Early Childhood Education in schools, the program includes three actions: an initiative for technological innovation, a project for occupational therapy, and a project for augmentative communication.
The first action, titled ‘Diagnostic Resources and Resources for Intervention with Technological Innovation,’ is promoted by the Department of Education. The program starts with an analysis of the current needs of students with disabilities and special needs to develop specifications for hiring diagnostic resources and intervention with technological innovation that may be necessary to implement in these centers. The initiative is based on considering ICT as a factor that promotes the integration of students with disabilities and specific educational support needs in the education system.
The second project focuses on the integration of occupational therapy in the educational environment and involves the collaboration of the College of Occupational Therapists of the Valencia Community. They provide professional support to the psychopedagogical offices of municipal schools and nursery schools. The experts also provide training to teachers to help them understand the difficulties of students and adapt the characteristics of their tasks, with guidelines and suggestions for non-teaching staff and families on adapting the school environment to facilitate educational inclusion.
Finally, there is a project for augmentative and alternative communication in early childhood, for students aged 0 to 6, led by the Valencian Federation of People with Intellectual Disabilities, FEVADIS. The project aims to provide specific attention to students showing signs of special educational needs related to language, communication, and speech from their early schooling. The strategies allow them to be part of the regular educational cycle for longer and achieve real inclusion in the education system. The project is supported by speech therapists, occupational therapists, and psychologists supporting the psychopedagogical offices of educational centers, as well as providing training to families for identifying and managing language development difficulties or communication environments at home.
Four programs in municipal primary schools
For municipal schools like CEIP Benimaclet, CEIP Professor Santiago Grisolía, and CEIP Fernando de los Ríos 4, there are four distinct projects. Firstly, the Inclusive Education Training Project for Primary Education Teachers, developed by the ASINDOWN association for the 158 primary schools in the city, provides practical tools for inclusive education in classrooms.
Another project focuses on promoting and training in emotional well-being and preventive mental health for children and adolescents by the specialized staff of the Juan Muñoz Bastida Foundation, JIMB. It includes workshops for teachers and parents’ associations, tools for detecting signs of mental health problems in minors, proposals for preventing mental health issues, and the establishment of protocols after detection. Additionally, there is a specific section on techniques to improve family communication.
The Association of Professionals of Horse Therapy promotes a therapeutic and inclusive leisure project with horses for primary school students, with and without functional diversity. Lastly, the Valencian Association for Social Integration VAIS-VALIENTES is responsible for the inclusive training and sports project in Primary Education to normalize disability, with the collaboration of the Padel Federation of the Valencia Community.
Common projects for high schools
Regarding the projects to be developed in high schools, the program includes the project ‘Inclusion Game; The Paths of Disability – Normalization of disability,’ carried out by the Xarxa Dones association, with the participation of the College of Social Educators of Valencia, the University of Valencia, and the International University of Valencia, VIU.
The goal in this case is to promote relationships among peers based on respect for differences and mutual support, to foster empathy and awareness towards people with different abilities through formative play, and to activate group creative processes that promote compassion and joy through mutual respect and defense of rights.
These projects are supported by the development of programs for wheelchair-adapted football, training by the Cochlear Implant Association, training in inclusive cinema by the Mi Inclusive Cinema association, and the program United in Diversity and Inclusion through ASIM Training.
FUENTE
