SCHOOL SUPERVISION SPECIAL EDUCATION ZONE 25

GLOSSARY OF SPECIAL EDUCATIONAL TERMS

2018-2019

1 .- Student or learner with Disabilities: Girls, boys or adolescents with

disabilities are those who, for congenital or acquired reasons, have one or more
deficiencies of a physical, mental, intellectual or sensory nature, and who, when
interacting with the barriers imposed by the environment, social, can prevent their
full and effective inclusion, on equal terms with others.

2 .- Student with Outstanding Aptitudes: Is one capable of standing out

significantly from the social and educational group to which he belongs in one or
more of the following fields of human endeavor: scientific, technological,
humanistic, social, artistic or motor action. These learners, because they have
specific educational needs, require a facilitating concept that allows them to
develop their capabilities and satisfy their needs and interests, for their own benefit
and that of society.

3 .- The five types of Outstanding Aptitudes are:

a) Artistic (ASA): It includes the provision of resources for the aesthetic

expression and interpretation of ideas and feelings, through the different artistic
disciplines: dance, music, visual arts and theater.

It involves the capacity for abstract reasoning, aesthetic sensitivity, creativity and
motor skills.

b) Creative (ASC): It includes the ability to produce a large number of ideas,

different from each other and infrequent, which results in the generation of original
and innovative products, as an appropriate response to the situations and problems
posed by the environment.

c) Intellectual (ASI): It is defined as the high level of cognitive resources to

acquire and manage verbal, logical, numerical, spatial, figurative and other
contents, typical of intellectual tasks. This aptitude focuses on academic
knowledge, allowing the student to have high efficiency in the storage and retrieval
of any type of information necessary for the acquisition of school content.

d) Psychomotor (ASP): It is the ability to use the body in differentiated ways for
expressive purposes and to achieve goals. The manifestation of this attitude
involves making use of physical-motor, cognitive and affective-social skills.
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e) Socio-affective (ASS): It is the ability to establish appropriate relationships with

others and understand social content associated with feelings, motivational
interests and personal needs. This attitude requires the ability to perceive and
express one's own emotions and feelings; as well as others.

All children with Outstanding Abilities have specific educational needs due to their
characteristics, such as: depth of interests, speed of learning, advanced vocabulary
for their age and broad domain of knowledge. If these needs are not met, they
could lead to Special Educational Needs.

4 .- Technical Pedagogical Support: (Previously support team). It is made up

of the support teacher, communication teacher, psychologist and/or social worker:
Its function is to guide and support teachers and directors to identify in a timely
manner those students who, due to their condition, face barriers to learning and
participating, evaluate performance. of these students, identify and provide the
support they require as well as develop and implement the actions determined in
the intervention plan. They also carry out training and updating actions in order to
contribute to the school's ability to respond to the diversity of its students.

5 .- Barriers to Learning and Participation (BAP): These are those that refer to
the difficulties experienced by any student, most frequently those students who are
in a situation of Vulnerability. These barriers arise from the interaction between
students and their contexts: physical facilities, school organization, relationship
between people, absence of specific resources, the implementation of teaching and
evaluation approaches not appropriate to the characteristics, needs and interests of
the students. , among others.

6 .- Initial Detection: process by which the school director, teachers and other
personnel involved in the care of students with disabilities, outstanding abilities or
with severe learning, behavioral or communication difficulties identify whether the
student requires or not a psychopedagogical evaluation. Initial screening is carried
out at the beginning of the school year or when the student enters school and this
process must be carried out briefly.

7 .- Severe Learning Difficulties (SLD): Refers to the difficulties that manifest

themselves when acquiring and developing skills to listen (pay attention and
decipher a message), read, write or perform mathematical calculations. Outside this
concept are learners whose difficulties are due to a disability or environmental
situations such as: absenteeism, cultural or linguistic differences, educational
backwardness, malnutrition, or when the student receives insufficient or inadequate
teaching.
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8 .- Severe Communication Difficulties (SDC): They refer to difficulties in

receptive communication processes such as understanding an oral or written
message; and/or in expressive processes such as the ability to create a message
that others can understand. It has to do with the processes of acquisition and
expression of vocabulary or language structuring. Outside this concept are learners
whose difficulties are due to a disability or environmental situations such as: cultural
or linguistic differences, shyness, malnutrition.

9 .- Severe Behavioral Difficulties (SCD): It is manifested through behavior that

is different from what is socially expected in a given context. It exists when a
student's behavior has negative repercussions for him and the environment in
which he develops, by breaking the rules of coexistence and when this behavior
occurs frequently, persistently and/or intensely.

Behavior problems can be caused by psychological or emotional factors, by an

environment that is too demanding or permissive, violent, or that does not allow
students to express themselves among others.

The most frequent behaviors that these students manifest: excessive need to
attract attention, strong restlessness or impatience, aggressiveness, impulsiveness,
isolation, destructive behavior, resistance to fulfilling their daily obligations,
transgression of rules or rights, disobedience, use of words vulgar, offensive
behavior, showing indifference to the feelings of others, among others.

10 .- Disability: People with disabilities include those who have long-term physical,
mental, intellectual or sensory deficiencies that, when interacting with various
barriers, may prevent their full and effective participation in society, on equal terms
with others.
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11 .- Hearing Impairment (Hard Hearing and Deafness)

a) Hearing loss (HP): Superficial to moderate hearing loss, however, it is

functional for daily life; although the use of hearing aids is necessary. People who
have superficial to moderate hearing loss, in some cases, can acquire oral
language through the feedback of information they receive through auditory means.

b) Deafness (SO): Profound hearing loss whose hearing is not functional for daily
life and the acquisition of oral language does not occur naturally. Deaf students use
the visual channel as a means of entry for information, to learn and to
communicate, which is why it is necessary for them to acquire Mexican Sign
Language, which is a language with visual-gestural characteristics.

12 .- Intellectual Disability (ID): Limitations in intellectual functioning and adaptive

behavior; that are manifested in competencies such as communication, personal
care, self-regulation, skills for life at home and in the community, social skills,
functional academic skills, and for leisure and work.

13 .- Mental or psychosocial disability (DME): It is a temporary or permanent life

condition, which generally appears during adolescence or the first years of
adulthood. It directly affects the person's mental and interpersonal functions and
limits their ability to carry out one or more essential activities of daily living. If mental
illnesses such as psychosis (schizophrenia), bipolar disorder, depression,
borderline personality disorder, simultaneous addiction disorder or dual disorder,
obsessive-compulsive disorder or anxiety disorder, are not identified and treated in
time, it may result from a psychosocial disability that affects the interpersonal skills
necessary to establish reciprocal social interactions. Mental disability is not an
intellectual disability.

14 .- Motor disability (BMD): That which affects the person when, due to physical
or neurological damage, they cannot or find it difficult to carry out activities that
require some type of movement, body coordination, difficulties in controlling
movement and maintenance. of the posture. The architectural adaptations and
personal supports such as: wheelchair, crutches and walkers, facilitate the
student's autonomy and interaction with his environment.

15 .- Multiple Disability (DM) : presence of two or more disabilities in the same

person: physical, sensory and/or intellectual; Therefore, it requires generalized
support in different areas of adaptive skills and in most areas of development.
Consequently, these students may have a greater number of social barriers that
prevent their full and effective participation.
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16 .- Visual Disability (Low Vision and Blindness)

a) Low Vision (BV): Degree of partial vision that allows its use as a primary
channel for learning and obtaining information. Students with low vision are those
who, despite wearing glasses or glasses, see or distinguish objects at a very short
distance with great difficulty and require specific supports (for example: magnifying
glasses, white cane, color contrasts, binoculars, screens). amplifiers and texts in
large type). They can read printed letters only of large size and clarity. Students
with low vision, unlike those with blindness, still retain some useful vision for their
daily lives. Low vision can be progressive and turn into blindness. According to this
definition, students who use ordinary lenses or glasses to correct their visual
problem do not fall into this classification.

b) Blindness (CEG): It is a sensory deficiency of the visual system. More

specifically, we speak of blind students to refer to those who do not see or who
have a slight perception of light (they may be able to distinguish between light and
dark, but not the shape of objects). Blindness requires specific supports such as
Braille texts, Cranmer abacus, white cane, guide dog, etc.

17 .- Discrimination: Any distinction, exclusion or restriction based on ethnic or

national origin, immigration status, sex, age, disability, social or economic condition,
health conditions, language, religion, opinions, sexual preferences, marital status or
any another characteristic of the human condition that aims to nullify or undermine
the rights and freedoms of people within a framework of respect for human rights.

18 .- Special Education : educational service intended for students with

disabilities, outstanding abilities and/or severe learning, behavior or communication
difficulties. There are three types of services: schooling, support and guidance.

19 .- Inclusive Education: guarantees access, permanence, participation and

learning for all students with special emphasis on those who are excluded,
marginalized or at risk of being so, through the implementation of a set of actions
aimed at eliminate or minimize barriers that limit student learning and participation
and that arise from the interaction between students and their contexts; people,
policies, institutions, cultures and practices.

20 .- Educating with specific talent: It is one that presents a set of competencies

that enable it to master information in a specific area ; The essential thing about
talent is that it is specific, unlike Outstanding Aptitudes. Consequently, these
students require evaluation instruments specific to each area and differentiated
attention to develop said talent.

21 .- Psychopedagogical Evaluation: Process in which education professionals,

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with the participation of parents or guardians, assess and know the characteristics
of the student in interaction with the social, school and family context to which they
belong to identify the barriers that prevent their participation and learning and thus
define the professional, material, architectural and/or curricular resources that are
needed to achieve the educational purposes. The main aspects that are considered
when carrying out the psycho-pedagogical evaluation are: classroom and school
contact, the social and family context; the student's learning style, their interests
and motivation to learn, and their level of curricular competence in the different
subjects. Based on the results and findings of the psychopedagogical evaluation,
the different professionals involved in the care of the student and his family design
the intervention plan.

22 .- Initial Detection Report: Document that recovers the information collected

by teachers during the initial detection. It specifies the requirements to continue the
educational care process for students with special educational needs and/or
outstanding abilities.

23 .- Psychopedagogical Evaluation Report: document that recovers the

information collected by specialized professionals, during the psychopedagogical
evaluation. It specifies the professional resources (teachers in front of the group,
support teachers, other professionals, teachers, etc.), materials (furniture,
prostheses, teaching materials, technological materials, etc.), architectural
resources (ramps, increased dimensions of doors, etc.) and curricular (adjustments
in time or teaching strategies, methodology, resources, forms of evaluation,
teaching content) that are needed for the student to achieve the educational
purposes.

24 .- Intervention Plan. (Previously Adapted Curricular Proposal) Document

that results from the initial detection psychopedagogical evaluation report and that
organizes the work of the school director, teachers and other personnel involved in
the care of students with disabilities, outstanding abilities or with severe learning
difficulties , conduct or communication; throughout the school year, within the
framework of the school's Improvement Route.

The plan incorporates the various strategies that make up specialized care in the
different contexts in which the student operates: classroom, school, extracurricular
and family. This also specifies the support and resources that must be provided;
including adjustments to the curriculum such as contextualizing, diversifying and
specifying themes to enhance access to the curriculum and the scope of learning.
The intervention plan together with the evaluation report allows decision-making
regarding the student's promotion.

25 .- Evidence portfolio: (Previously student folder). Instrument in which the

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teacher responsible for the group gathers and reports information about each
student with Special Educational Needs and/or Outstanding Abilities. The portfolio
may contain (depending on the student in question), the initial detection report, the
psycho-pedagogical evaluation report, the intervention plan, the enrichment
program, evidence of the evaluation process, among others.

26 .- Special education services : These are the entities that are available to the
community to support the school care of students with Special Educational Needs
and/or Outstanding Abilities. These are classified into three modalities:

a) Support services: Responsible for supporting the educational integration

process of students with Special Educational Needs and/or Outstanding
Aptitudes in Initial and Basic Education schools of the different educational
modalities. These services promote, in conjunction with the school they
support, the elimination of barriers that hinder student participation and
learning through flexible management and organization work, joint work and
guidance to teachers, family and the educational community in general. The
main support services are:
CAPEP: Psychopedagogical Care Center for Preschool Education.
USAER : Regular Education Support Services Unit.

b) Schooling services : they have the responsibility of schooling those

students who have Special Educational Needs associated with multiple
disabilities, autism spectrum disorders or who, due to the disability they
present, require highly significant curricular adaptations and generalized
and/or permanent supports, to whom regular education schools have not
been able to integrate due to significant barriers to providing them with
relevant educational attention and specific supports to fully participate and
continue with their learning process.

The school service also offers job training to people with disabilities and/or
autism spectrum disorders, and aims to satisfy the basic learning needs of
students to promote their autonomous social and productive coexistence,
and improve their quality of life.
The school service permanently seeks the educational integration of
students, and also offers complementary support services to strengthen the
educational integration process of students with disabilities, in initial and
basic education schools, advising group and/or service teachers. of support,
oriented to families and directly serving students who require it.
The school services are:
CAM: Multiple Care Center
CAM Laboral: Multiple Care Center with training for work.
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c) Guidance services: offer information, advice and training to special, initial

and basic education staff, families and the community on educational
options and care strategies for students with special educational needs
and/or outstanding abilities. At the same time, they offer guidance on the
use of various specific materials to respond to the educational needs of said
students; and, where appropriate, they participate in the application of
instruments and/or tools for the detection of students and for psycho-
pedagogical evaluation. The main guidance services are:
CRIE: Resource and Information Center for Educational Integration. UOP:
Public Orientation Unit.
It is important to consider that both support and guidance services can apply
instruments and/or tools for both the initial detection processes and the
psycho-pedagogical evaluation.

27 .- Deafblindness (SCG): Describes a condition that combines hearing

impairment and visual impairment. Both sensory disabilities multiply and intensify
the impact, creating a severe disability, which is different and unique in each
person. A person is deafblind when they have a degree of severe visual and
hearing impairment that causes serious problems in communication, in the ability to
orient themselves and move, as well as to access information. However, their
specific needs vary according to age, the type of deafblindness, and the age at
which this condition occurs.
28 .- Attention Deficit Hyperactivity Disorder (ADHD): It is a neurological
development disorder whose symptoms are divided into two fields: inattention
(inability to resist irrelevant stimuli, in a task, for a more or less long period of time) ,
Hyperactivity-impulsivity (hyperactivity: high level of motor activity/impulsivity:
difficulty self-control in their emotions, thoughts and behaviors). These symptoms
occur with greater intensity and frequency than expected for their age and level of
development in such a way that they negatively interfere with their learning and/or
behavior.

29 .- Autism Spectrum Disorder (ASD): It is a neurological development disorder

that manifests itself during the first years of life. People with this disorder manifest
different degrees of severity in their symptoms, in two central areas:

1 .- Deficit in communication and social interaction.

2 .- The repetitive and restricted patterns of behaviors, activities and
interests.

30 .- Regular Education Support Services Unit (USAER): Technical-operational

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instance of Special Education, located in regular education schools, made up of a

director, support teachers, psychologist, communication teacher and social worker.
Within the framework of Inclusive Education, it provides technical, methodological,
and conceptual support that guarantees quality attention to the school population
and particularly to those students who face barriers to learning and participation,
and who are at risk of exclusion. .

31 .- Special Education and Inclusive Education Unit (UDEEI): Specialized

educational service that, in co-responsibility with teachers and school directors,
guarantees quality attention with equity to students who are in an educational
situation at greater risk of exclusion, due to because their access, permanence,
learning, participation and timely graduation from basic education is hindered by
different barriers in the school, classroom or socio-family contexts.

32 .- Indicators of the right to education

a) Affordability or availability (availability ). This dimension addresses the

existence of sufficient school centers and modalities, trained teachers who run the
schools, books and educational materials for children, as well as the infrastructure
and equipment of the schools, among others.

Are there sufficient and relevant human and material resources for your educational care?
Does the educational service operate on a regular basis for this student?; Is there the
infrastructure, furniture and equipment essential to achieve the student's educational
purposes?

b) Accessibility. The right to education must be guaranteed. Education should be

free, compulsory and inclusive. Access to post-compulsory education should be
facilitated to the extent possible. This dimension states that education must be
accessible and free to all; That is, the system must not be discriminatory and
positive measures must be adopted to include the most marginalized.

Are there impediments for the student to regularly attend school or to access and use
school goods and services? Are you excluded or discriminated against in activities based
on race, origin, color, gender, socioeconomic status, disability, language, religion or other
characteristic or condition?

c) Acceptability. The State has the obligation to ensure and enforce the minimum
criteria for education. This dimension considers the analysis of pedagogical models
and methods, study plans and programs, teaching and learning methods, texts and
materials, school schedules, the language in which instruction is offered (national
language, mother tongues and recognition of these). , regulations, school
pregnancy, etc.

Does the student feel safe, respected, and welcomed in the school and classroom? Do you
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believe that you are learning and that what you learn coincides with your interests and is
useful for your current and future life?

d) Adaptability . It requires that schools be adapted to children, in accordance

with the principle of the best interests of the child included in the Convention on the
Rights of the Child. It implies that education transforms as the needs of society
change; that contributes to overcoming inequalities and that can be adapted to
specific contexts.

Do the school and teaching adapt to the specific conditions, characteristics and needs of
the student to enhance their learning and participation? Is the education offered
meaningful, relevant and relevant?

Information sources:

SEP. (2018). Equity and inclusion strategy in basic education. Mexico.

SEP. (2018). Specific School Control Standards Relating to Enrollment, Reenrollment, Accreditation, Promotion,
Regularization and Certification in Basic Education. Mexico.