{"id":604,"date":"2026-10-01T15:52:47","date_gmt":"2026-10-01T13:52:47","guid":{"rendered":"https:\/\/www.ecolepommedapi.com\/?page_id=604"},"modified":"2026-10-20T15:54:32","modified_gmt":"2026-10-20T13:54:32","slug":"la-escuela-inclusiva","status":"publish","type":"page","link":"https:\/\/www.ecolepommedapi.com\/en\/la-escuela-inclusiva\/","title":{"rendered":"El colegio inclusivo"},"content":{"rendered":"
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El colegio inclusivo<\/h1>\n\n\n

Un colegio inclusivo es aquel que reconoce en cada ni\u00f1o la capacidad de aprender y progresar, y que garantiza a todos, sin distinci\u00f3n, un verdadero lugar dentro de la comunidad escolar.<\/p>\n\n<\/div>\n\n\n

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Inclusion is a fundamental principle that aims to enable every pupil, whatever their needs, to learn in a mainstream school environment.<\/p>\n\n\n

Se basa en la convicci\u00f3n de que cada alumno tiene derecho a participar plenamente en la vida escolar y a beneficiarse de una ense\u00f1anza de calidad. La inclusi\u00f3n escolar no se limita a la simple presencia f\u00edsica del alumno con necesidades educativas especiales en el aula. Implica una adaptaci\u00f3n del entorno escolar, de las pr\u00e1cticas pedag\u00f3gicas y de las actitudes de todos los actores del colegio (profesores, alumnos, padres y personal educativo) para responder a las necesidades espec\u00edficas de cada alumno.<\/p>\n\n<\/div>\n\n\n

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Inclusive education has many benefits:<\/p>\n\n\n

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For pupils with special educational needs: greater independence, improved social skills and stronger self-esteem.<\/p>\n\n<\/div>\n\n\n

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For other pupils: developing empathy, tolerance and respect for differences.<\/p>\n\n<\/div>\n\n\n

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For the school: a richer and more stimulating environment for everyone.<\/p>\n\n<\/div>\n\n<\/div>\n\n<\/div>\n\n\n

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Defining special educational needs (SEN)<\/h2>\n\n\n

Special educational needs (SEN) cover a range of difficulties that can hinder some pupils\u2019 educational progress and personal development. These needs can arise from multiple factors, illustrated in the diagram below:<\/p>\n\n\n

\"EBEP\"\/<\/figure>\n\n<\/div>\n\n\n
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Teaching adaptations<\/h2>\n\n\n

Pupils experiencing significant and persistent learning difficulties need comprehensive support based on a thorough assessment of their difficulties and strengths, to help them progress in their learning.<\/p>\n\n\n

Recognising special educational needs allows an individualised educational pathway to be established. For this purpose, the French Education Code provides for several support arrangements: PAI, PPRE, PAP and PPS.<\/p>\n\n\n

\"ebep2\"\/<\/figure>\n\n\n

The aim is to build inclusive pathways suited to pupils with special educational needs and support them and their families for as long as possible, in the best possible conditions. This also includes preparing for a move from the school when it no longer provides a meaningful benefit for the pupil.<\/p>\n\n\n

Supporting pupils with special educational needs is essential to ensure equal opportunities and allow each pupil to develop their potential. It requires a comprehensive, individualised approach and close collaboration between the teaching team, families and healthcare professionals.<\/p>\n\n\n

Inclusive education is essential for supporting all pupils\u2019 personal development and building a fairer, more inclusive society.<\/p>\n\n<\/div>\n\n\n

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El rinc\u00f3n NEE en nuestro colegio<\/h2>\n\n\n

In addition to the specialist training our teachers attend regularly, we have a resource area dedicated to pupils with special educational needs. A lending system gives teachers access to specific resources and materials suited to pupils\u2019 needs and ready for immediate use in class.<\/p>\n\n\n

\"ebep3\"\/<\/figure>\n\n<\/div>\n\n<\/div>\n\n