The SAANEE is made up of an interdisciplinary team made up of teaching

professionals specialized in intellectual, auditory or visual disabilities,

teachers with experience in autism, teachers with experience in
Technical Productive Education, as well as non-teaching professionals
with experience in Inclusive Education, such as educational
psychologists, psychologists with expertise in talent or giftedness,
occupational or speech therapists, and social workers. The Support and
Advisory Service for the care of students with Special Educational
Needs-SAANEE, functions as an itinerant operational unit that has the
responsibility of guiding and advising the management and teaching staff
of inclusive educational institutions at all levels and modalities of the
system. educational, for better attention to students with disabilities,
talent and giftedness. The type of intervention of the SAANEE
professionals is based on the common objective: “the educational, family
and social inclusion of students with disabilities” and their intervention
has an educational approach that allows them to identify the needs of
the student and guide the teachers of inclusive classrooms to develop
pedagogical responses adapted to their needs. At this time, the DIGEBE
provides support and advice to the educational system while the
transformation of the system is achieved so that all the pedagogical
directorates of the MED are the ones that assume educational inclusion.
Likewise, the SAANEE must provide support to the teacher, the family,
the school and the community to guarantee the conditions for access,
permanence and success in the different modalities, levels and forms of
the educational system, without any restriction, for all students with
disabilities. disability.

The Ministry of Education (Minedu) recalls that according to the

technical standard for this year, public and private schools
throughout the country must reserve two vacancies per classroom
for students with special educational needs (SEN) associated with
mild or moderate disabilities.

To enroll a boy or girl with special educational needs at the

national level, it is essential that the parent or legal guardian
present the disability certificate issued at any certifying health
establishment.
The lack of a disability certificate, however, will not be an
impediment to registration because its delivery can be regularized
within a period of six months, after signing an affidavit.

If the educational institution does not have vacancies, the director

must issue a document expressing the absence of vacancies to
the father, mother or guardian of the boy, girl or adolescent who
requests enrollment.

In such a situation, the parent or guardian who does not find a

vacancy must apply to request a new vacancy at another
educational institution in their jurisdiction; Otherwise, approach
the respective Local Educational Management Unit (UGEL) and
corroborate the information provided by the educational
institution.

The Minedu highlights that students with special educational

needs deserve a good start to the school year and remembers that
the payment of the APAFA is not a condition for the boy or girl's
enrollment.

According to the School Census carried out by the Strategic

Monitoring and Evaluation Office of Minedu, the Directorate of
Special Basic Education registered the care of 39,897 girls, boys
and young people with special educational needs in its four
services: Early Intervention Program (PRITE ), Special Basic
Education Center (CEBE), Support and Advisory Service for
Children with Special Educational Needs (SAANEE) and Out-of-
School Care Program for Talent and Giftedness (PANETS).

The PRITE serves boys and girls under 3 years of age with
disabilities or at risk of acquiring them, and the CEBE serves
children and young people with severe intellectual disabilities or
multiple disabilities from 3 to 20 years of age.

While the SAANEE does so to educational institutions of Regular

Basic Education, Technical Productive Education, Alternative
Basic Education with students who have mild and moderate
disabilities and finally the PANETS that provides complementary
spaces to students with high abilities for the development of
creativity and innovation.