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la intervenci n psicopedag gica en la discapacidad intelctual

. LA DISCAPACIDAD INTELECTUAL:

albert
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la intervenci n psicopedag gica en la discapacidad intelctual

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    2. Discapacidad Intelectual: modelos (bases, concepto, clasificación y criterios diagnósticos, directrices intervención). 1.1. Retraso mental como déficit. 1.2. El paradigma de los apoyos: - AAMR (1992) - AAMR (2002). - AAID (2010). 2. Etiología 3. Preguntas sobre discapacidad

    3. MODELOS DE INTERVENCIÓN

    4. MODELOS DE INTERVENCIÓN

    5. MODELOS DE INTERVENCIÓN

    6. MODELOS DE INTERVENCIÓN

    7. MODELOS DE INTERVENCIÓN

    8. MODELOS DE INTERVENCIÓN

    9. MODELOS DE INTERVENCIÓN

    10. EL PARADIGMA DE LOS APOYOS

    11. EL PARADIGMA DE LOS APOYOS

    12. EL PARADIGMA DE LOS APOYOS

    13. EL PARADIGMA DE LOS APOYOS

    14. EL PARADIGMA DE LOS APOYOS

    15. EL PARADIGMA DE LOS APOYOS

    16. EL PARADIGMA DE LOS APOYOS

    17. EL PARADIGMA DE LOS APOYOS

    18. EL PARADIGMA DE LOS APOYOS

    19. EL PARADIGMA DE LOS APOYOS

    20. EL PARADIGMA DE LOS APOYOS (1992)

    21. EL PARADIGMA DE LOS APOYOS (1992)

    22. EL PARADIGMA DE LOS APOYOS

    23. EL PARADIGMA DE LOS APOYOS

    24. EL PARADIGMA DE LOS APOYOS

    25. EL PARADIGMA DE LOS APOYOS

    26. EL PARADIGMA DE LOS APOYOS (1992)

    27. EL PARADIGMA DE LOS APOYOS

    28. EL PARADIGMA DE LOS APOYOS

    29. EL PARADIGMA DE LOS APOYOS

    31. EL PARADIGMA DE LOS APOYOS

    32. EL PARADIGMA DE LOS APOYOS

    33. EL PARADIGMA DE LOS APOYOS

    34. CRITERIOS DIAGNÓSTICOS

    35. CRITERIOS DIAGNÓSTICOS

    36. CRITERIOS DIAGNÓSTICOS

    37. EL PARADIGMA DE LOS APOYOS

    38. EL PARADIGMA DE LOS APOYOS

    39. EL PARADIGMA DE LOS APOYOS

    40. EL PARADIGMA DE LOS APOYOS

    41. EL PARADIGMA DE LOS APOYOS

    42. EL PARADIGMA DE LOS APOYOS

    43. EL PARADIGMA DE LOS APOYOS

    44. EL PARADIGMA DE LOS APOYOS

    45. EL PARADIGMA DE LOS APOYOS

    46. EL PARADIGMA DE LOS APOYOS

    47. EL PARADIGMA DE LOS APOYOS

    48. EL PARADIGMA DE LOS APOYOS

    49. EL PARADIGMA DE LOS APOYOS

    50. EL PARADIGMA DE LOS APOYOS

    51. MODELOS DE INTERVENCIÓN

    52. MODELOS DE INTERVENCIÓN

    53. MODELOS DE INTERVENCIÓN

    54. EL PARADIGMA DE LOS APOYOS

    55. EL PARADIGMA DE LOS APOYOS

    64. Discapacidad Intelectual

    65. Repercusiones de la DI sobre el desarrollo

    66. DI. Características del Desarrollo

    67. DI. Características del Desarrollo

    68. DI. Características del Desarrollo

    69. DI. Características del Desarrollo

    70. DI. Características del Desarrollo

    71. DI. Características del Desarrollo

    72. DI. Características del Desarrollo

    73. DI. Características del Desarrollo

    74. DI. Características del Desarrollo

    75. DI. Características del Desarrollo

    76. DI. Características del Desarrollo

    77. DI. Características del Desarrollo

    78. DISCAPACIDAD INTELECTUAL: NEE

    79. DISCAPACIDAD INTELECTUAL: NEE

    80. DISCAPACIDAD INTELECTUAL: NEE

    81. DISCAPACIDAD INTELECTUAL: NEE

    82. DISCAPACIDAD INTELECTUAL: NEE

    83. DISCAPACIDAD INTELECTUAL: NEE

    84. DISCAPACIDAD INTELECTUAL: NEE

    89. New BrunswickNew Brunswick

    90. New BrunswickNew Brunswick

    91. El proceso de planificación: el equipo Making Action Plans: MAPS is a seven question process for planning individual programming in an inclusive schooling environment.  Usually all seven questions are the basis of the planning framework, although there may be some flexibility in the order of the questions or whether a question is used or not.  The format will depend on the individual student being discussed. •Team: The team consists of the student, parents, family members, classmates and educational personnel. •Time: The planning time is minimal 3 hours and typically occurs in one or two sessions. •Environment: The participants sit in a semi circle.  The facilitator sits at the open end of the circle. •Goal: Information and ideas generated are recorded on chart paper by the facilitator or a recorder. MAPS is a seven question process for planning individual programming in an inclusive schooling environment.  Usually all seven questions are the basis of the planning framework, although there may be some flexibility in the order of the questions or whether a question is used or not.  The format will depend on the individual student being discussed. •Team: The team consists of the student, parents, family members, classmates and educational personnel. •Time: The planning time is minimal 3 hours and typically occurs in one or two sessions. •Environment: The participants sit in a semi circle.  The facilitator sits at the open end of the circle. •Goal: Information and ideas generated are recorded on chart paper by the facilitator or a recorder. for successful inclusion. •The last request of the facilitator is to ask participants to give descriptive words for the MAPS process. •In order to retain perspective and a feeling of team effort, and to avoid feelings of pressure on the classroom teacher to do too many things at once, it is recommended that: -actions to be initiated are prioritized Making Action Plans: MAPS is a seven question process for planning individual programming in an inclusive schooling environment.  Usually all seven questions are the basis of the planning framework, although there may be some flexibility in the order of the questions or whether a question is used or not.  The format will depend on the individual student being discussed. •Team: The team consists of the student, parents, family members, classmates and educational personnel. •Time: The planning time is minimal 3 hours and typically occurs in one or two sessions. •Environment: The participants sit in a semi circle.  The facilitator sits at the open end of the circle. •Goal: Information and ideas generated are recorded on chart paper by the facilitator or a recorder. MAPS is a seven question process for planning individual programming in an inclusive schooling environment.  Usually all seven questions are the basis of the planning framework, although there may be some flexibility in the order of the questions or whether a question is used or not.  The format will depend on the individual student being discussed. •Team: The team consists of the student, parents, family members, classmates and educational personnel. •Time: The planning time is minimal 3 hours and typically occurs in one or two sessions. •Environment: The participants sit in a semi circle.  The facilitator sits at the open end of the circle. •Goal: Information and ideas generated are recorded on chart paper by the facilitator or a recorder. for successful inclusion. •The last request of the facilitator is to ask participants to give descriptive words for the MAPS process. •In order to retain perspective and a feeling of team effort, and to avoid feelings of pressure on the classroom teacher to do too many things at once, it is recommended that: -actions to be initiated are prioritized

    92. New BrunswickNew Brunswick

    93. Las 7 preguntas

    94. El perfil de la persona

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