Preparation of the Plan of Care Diversity DECALOGUE Strategies seminar in support of Educational Compensation, in which I participate, we have discussed the development of Care Plan for Diversity. Here are some ideas that appeared in the development of the last session.
One of the topics on which work began was the difficulties that each one witnessed in the development of Care Plan for Diversity in each centers.
In sharing we see around similarities work scheme followed in the preparation of the Plan of Attention to Diversity in the different HEIs in the region. In general, were as follows:
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| general outline of work for the development of Care Plan Diversity in secondary schools. |
development processes within the PAD Departments are being varied:
- Some have decided to attach, as a summative ordinary measures developed, and explicit in the syllabus, for each of the departments.
- Others prefer to think about the ordinary range of measures in each of the departments, integrating those considered most appropriate in the educational programs of each department and then raise each to the CCP.
Once reviewed and agreed the measures in each department
, when reflected in the Care Plan for Diversity, different strategies are being developed:
- Differentiate each department the measures implemented. View
- common ordinary measures and reflected in the PAD as measures of center.
- PAD Inclusion in the common and uncommon. The common and ordinary measures undertaken by the whole school as the basic measures for the development of the Diversity Service. The uncommon, and common measures for each subject, considered more fitting to develop the objectives and basic compencias of each particular asignarura.
One of the highlights for all teachers is the need to
DYNAMICS the process.
This is the scheme established by the group in consensus.
The characteristics of this dynamic scheme are
Double - dynamic vertical and horizontal. Double
- leadership system. Organizational and pedagogical.
- The management team should have this dual leadership traits into their components.
- The revitalization of PAD, the guidance department has the primary mission to advise colleagues on attention to diversity throughout the center.
- educational leaders among teachers are key to the acceptance of ordinary measures of attention. Practices should be released from the horizontal and vertical dynamic.
Finally, key ideas 10 who commented during the seminar:
1. Care Plan for Diversity (PAD) is a basic organizational measure for Attention to Diversity in the Centers.
2. More important is the process of reflection, debate and consensus that leads to the result itself.
3. The PAD as an administrative document has no significance in the educational community.
4. The PAD is not a statement of intent. This document is a confirmation of the reality of schools in relation to care for diversity to produce educational improvement.
5. must stop the timer. This Plan is not a race against time to be completed in a given time, but a long-term plan, flexible, dynamic and continuous improvement.
6. The objectives of PAD must be real and measurable (both qualitatively and quantitatively measurable.)
7. The objectives of PAD can not overlap with those of other educational plans of the schools (the school, truancy plan, plan for coexistence, host plan, teaching project ,...) but to come to complete those.
8. The objectives of PAD can lead to incorporate an explanation of it.
9. The overall performance of the PAD may be contained in other programs and plans of the center. It is unnecessary to duplicate.
10. A reading of the Order of June 4, 2010 is clearly the PAD is simply a document that collects and directs programs, measures and actions:
- and ordinary General for offering a program tailored to your needs to the attention to the diversity of all students. General
- , common and specific to offering a program tailored to your needs who present a specific need for support.
PRIMARY 
PRIMARY AND SECONDARY 
