Physical, Improve access to the center by installing ramps at the entrance and an elevator inside., Increase the space between tables and chairs to promote movement with maximum autonomy and implement different ways to arrange classroom furniture., Design a classroom layout that ensures all students can easily reach materials and have visibility of the board, teachers, etc., Provide scissors and other consumables for left-handed students., Use furniture adapted to facilitate optimal posture, with tables of different sizes and adjustable heights., Keep the entire classroom organized to facilitate movement and easy access to materials, Organize and label materials by area to facilitate access, using accessible shelving., Establish a social fund at the school and facilitate the loan of materials to students with financial difficulties and those who need them., Keep insulins located and properly stored at all times and inform all teachers of their location and use., Sensory, Place informational posters or panels in the classroom with text in larger fonts and higher color contrast., Install visual and audible signals in the classroom to indicate the start and end of different sessions throughout the day., Adjust classroom lighting to avoid glare and promote optimal visibility by using blinds and a matte-finish whiteboard., Address the acoustics of the classroom and workspaces by placing protective pads on chair legs, tables, and boxes containing materials to reduce noise. Consider reducing the use of metal cases and installing cork panels or other reverberation-reducing materials., Arrange the classroom layout so that all students can see and hear the necessary information from different locations. Use of augmentative and alternative communication systems (FM radios, hearing aids, communication boards, etc.) and adaptive technologies., Use of audio descriptions, subtitled videos, or read-alouds for students whose preferred way of accessing information is through hearing., Use of apps to transcribe teachers' speech into text for students., whose preferred method of accessing information is the visual channel., Use different formats to present information (visual, auditory, gestural, digital, etc.)., Support explanations with visual, oral, and even gestural cues that facilitate understanding., Cognitive, Facilitate movement around the center with signage on the floor, walls, and doors. Pictograms could be used to indicate different areas., Post a weekly schedule in a visible location in the classroom, specifying the spaces and teachers, as well as the activities and/or projects to be carried out in each subject., Post the classroom rules, the protocol for handling conflicts, and who to contact in case of conflicts in a visible location., Accompany the explanation of activities with clear and concise instructions, specifying the objective to be achieved., Grade the activities with different levels of cognitive complexity., Organize the session with a variety of activities that allow for short breaks and even movement between activities to support the attention of students who have more difficulty maintaining sustained attention., Eliminate distracting elements and factors that generate cognitive load (by structuring content effectively, dividing complex content into simpler units, providing organizers, etc.)., Ensure that virtual and technological learning contexts do not pose a barrier (review website accessibility, understanding of the virtual classroom, rules of virtual classes, etc.) and make the necessary adaptations to hardware., Supplement information with visual, auditory, gestural, digital, etc., support before and during the activity to promote comprehension., Use texts and content derived from their areas of interest, that connect with their prior knowledge, and that are functional., Teach intellectual work techniques through the different subjects., Emotional, To foster a classroom environment where all students feel comfortable, welcome, and valued, and are able to participate and contribute safely., To develop a group welcome plan with student input., Focus on the strengths of each student and build upon them when addressing their weaknesses., Design activities that ensure every student can express and demonstrate what they have learned., Be aware of students' emotional states to respond to their needs and make them feel valued and supported. Using an empathy map is a suitable tool in tutoring sessions., Design activities and projects that encourage everyone's participation, valuing each student's contributions., Be flexible with deadlines for completing tasks, respecting individual learning paces., Promote projects that foster peer learning or tutoring., Develop a social and emotional skills program so students learn to express their feelings and manage their emotions. Develop classroom rules involving students. They should be designed in an accessible way, with easy-to-read text and accompanied by images., Train and empower students as key drivers in conflict resolution and as mediators..

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