What does NEAE mean?

NEAE is the acronym for Specific Educational Support Needs and includes students with Special Educational Needs (SEN) derived from disabilities or serious behavioral disorders, students with high intellectual abilities, students with late incorporation into the Spanish Educational System, students with specific learning difficulties or students with conditions personal or complex school history.

The concept of special educational needs has not always meant the same. It was born at the end of the 70s, in 1978, after the publication of the Warnock Report.

His great contribution was to focus the problem in the context and not in the student, trying to put aside the concept of deficit so present in education.

Psychopedagogical evaluation in the NEAE context

Psychopedagogical evaluation, both in students with Specific Support Needs and in those outside this group, is a very important part of educational intervention and improving the quality of education. It is the first step in detecting differences and, therefore, for inclusion measures to be successful.

This evaluation will be understood as a participatory and contextualized process, starting from individuality and in collaboration with families. Leaving behind the clinical approach and focusing on identifying needs to offer useful and precise guidance.

Students with Special Educational Needs (SEN)

Students who require, for a period of their schooling or throughout it, specific attentionderived from different degrees and types of personal capacities of a physical, mental, cognitive or sensory nature.

These students have some disability and require a schooling opinion from the psycho-pedagogical report issued by the EOE (Educational Guidance Team) of the area.

The specific attention they receive may involve the provision of specific personal and material resources. If a student with a different degree and type of personal capacity of a physical, mental, cognitive or sensory nature does not require specific attention, he or she will not be considered a student with SEN and therefore will not be the subject of a schooling ruling.

Students with Learning Difficulties (DIA)

These students present a curricular gap and requires measures to address diversity. Demands certain supports and specific educational attention due to disorders in the basic cognitive processes involved in the learning processes.

Within this group are students who have specific learning difficulties (dyslexia, dysgraphia, dysorthography or dyscalculia), difficulties due to language delays and difficulties due to borderline intellectual capacity. It requires, for a period of schooling or throughout it, educational attention different from the ordinary one.

Students with High Intellectual Capacities (AACCII)

It is the student who manages and relates multiple cognitive resources of a logical, numerical, spatial, memory, verbal and creative type, or who stands out especially and exceptionally in the management of one or more of them. Due to their high intellectual level, they need special education and three groups are considered: intellectual giftedness, complex talent and simple talent.

Intellectual giftedness refers to a high level (above the 75th percentile) of resources in cognitive abilities and intellectual aptitudes, such as logical reasoning, perceptual management, memory management, verbal reasoning, mathematical reasoning and spatial aptitude, accompanied by high creativity.A combination of several skills is called talent. with a percentile greater than 80 in at least three cognitive abilities.Simple talent is considered to be high competence in a specific field. (above the 95th percentile).

Students who require compensatory actions (COM)

These students can present significant curricular gap that is not explained by the existence of special educational needs or learning difficultiesbut it may be related to your personal, family and/or social history.

Some reasons may be due to irregular schooling due to periods of hospitalization or home care, due to belonging to families employed in seasonal jobs or who perform itinerant professions, due to compliance with court rulings that affect regular attendance at the educational center, due to absenteeism. school at origin or destination, and due to late incorporation into the educational system

These students need a educational attention different from ordinary and compensatory actions for the development and/or achievement of key competencies, as well as for social inclusion.

Interaction with these students, in a disadvantaged social situation, requires compensatory actions, taking into account diversity and developing the capacities established in the general objectives of the educational stages.

Specific measures to address diversity

They are all those measures and actions aimed at responding to the educational needs of students with NEAE, who have not obtained an effective response through general measures.

Specific measures to address diversity are considered the different proposals and modifications in the organizational and curricular elements of personalized treatment so that students with NEAE can achieve the maximum development of their abilities.

The educational response to address the diversity of students is made up of general and specific measures, and resources that can also be general and specific. The combination of these measures and resources will give rise to different types of educational attention, distinguishing between Ordinary educational attention and educational attention other than ordinary.

NEAE: htowards inclusive education:

An inclusive educational system must guarantee equity in accessput their efforts into the permanence and success of the students.

To do this, it is necessary to have a system of prevention, detection and identification of educational needs, placing the system in a position to be able to adopt the educational response that each case requires.

The educational response to meet the needs of the NEAE group includes all those actions that take into account that each of the students is likely to have educational needs, specific or not, special or not, and require measures and resources that make them possible access and remain in the educational system with equal opportunities.

In this way, the maximum possible development of their personal abilities is favored and the right to education that corresponds to them is guaranteed.

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