Page 36 - Demo

• For students with special educational needs: both schooling and attention measures will be adopted. For students with disabilities, easing measures and alternative methodologies will be implemented.
Students with sensorial alterations (visual, auditory), benefit from strategies aiming at fostering and promoting alternative ways to the altered ones, strategies which enable to relate, in a explicit way, learning experiences, space organisations, pupils grouping, in order to take advantage of their visual and auditory possibilities, and the teacher-pupil and pupil- pupil interaction, have to be prioritised.
Pupils with auditory disabilities have to learn to communicate by alternative means: sign language, bimodal system, etc., which have their own methodological guidelines and that can be combined, in certain occasions, with oral re-education.
Pupils with motor problems have to be assisted in mobility or manipulation of objects, favouring mobility in the classroom and the access to didactic resources.
In cases of pupils with serious development disorders, it is necessary to resort to specific methodologies aiming at the development of oral communication or alternative systems.
Classroom Resources and ICT
Resources and Equipment
As was mentioned above, the school is equipped with good teaching and learning equipment. My objective is to efficiently use all the materials and resources available in the school:
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