How social skills and autonomy/decision-making abilities in pupils with SEN are assessed in Mexico? Clotilde Juárez-Hernández Professor.

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Presentation transcript:

How social skills and autonomy/decision-making abilities in pupils with SEN are assessed in Mexico? Clotilde Juárez-Hernández Professor

Mexican basic education system in context

National Basic Education System Mexican Political Constitution (1917); National Educational Reform (1992… in process); General Law of Education (1993/2005); Compulsory 12 yeas of basic education (3-5; 6-15 years old); Nationwide regular curriculum: Pre-school (2004), Elementary (in process), Secondary (2005); Free text books for all children in elementary level; National External Assessment of pupils’ Language and Math abilities from the last grade of each educational level (CENEVAL, 2007; PISA/OCDE).

Norms on Special Education International norms & National norms: Mexican Political Constitution (Art. 3o); General Law of Education (Art. 41o); General Law for Persons with Disabilities (Art. 1o; 2005); Federal Law to Prevent Discrimination (2003).

Major Outcome Educational Reform National Educational System vs Federalization = 31 states + DF Each state has its own specific norms, policies, and founding.

National basic education Regular Service ( : 24,979,618 pupils) Special Education Support service provision < (.01%)

Social Educational Model integration vs segregation Basic Education ( ) Especial Education Support into the Regular/integrated classroom Special Education Segregated Pre-school ( ) Provision Preschool Education Centre Multidisciplinary teams Special schools & Multiple Provision Center Elementary ( ) & Secondary ( ) Support Services to Regular Education Unit Multidisciplinary teams

Pupils with or without Special Educational Needs (SEN) SEN Pupils

How social skills and autonomy/decision-making abilities in pupils with SEN are assessed in (Mexico) -> DF & EDOMEX?

Comprehensive assessment Type of Assessment PurposeWho assess Who is involved What is assessed When is assessed PlacementPsycho- Pedagog ical Educational Psychologist & Special teacher ParentsPsychological & learning knowledge Prior Placement DiagnosticBase Line Educational Psychologist, Regular teacher & Special teacher PupilsAbilitiesInitial school Year FormativeLearning Process Regular teacher & Special teacher PupilsAbilitiesThroughout the school Year SummativeLearning Product Regular teacher & Special teacher PupilsAbilitiesEnd of the school year

Assessment process Type of Assessment PurposeInstrumentsProductsDecisions PlacementPsycho- Pedagogical Multi battery adapted tests & Informal Diagnostic, psychological and social functioning Placement Integration or special school DiagnosticBase Line School tests and Observation Individual educational plan (IEP) & Portfolio Curriculum aims setting FormativeLearning Process School tests and Observation IEP & portfolioCorrect aims SummativeLearning Product School tests and Observation Portfolio & final Assessment School promotion