The students with special educational needs they require special attention that does not have to be different from the rest of their peers. The possibility of providing more specialized help to these students is within the principles of inclusive education.
This style of education indicates the main objective of promoting an egalitarian education, since absolutely all of us have defects and at the same time we understand education and respect as a fundamental right of the human being.
In order for these students to be included within the equality of the classrooms, the continuous collaboration of the teachers is necessary, since in this way the students will be involved and will be perfectly included in the context of the school.
This article aims to introduce the concept of N.E.E. and the activities in which all students can participate, regardless of whether or not they have N.E.E., properly speaking.
The concept of special educational needs is first disclosed in the Warnock report (1978). It is here from where a writing is prepared to assess the causes of school failure.
It is at this moment that changes begin to occur and where, according to Sánchez (2001), the concept of N.E.E. begins to focus mainly on the response that the school should give to this student.
It is a specific student body to whom the greatest possibilities for excellent personal and social development should be offered..
Since then, and to give these answers, the different laws in recent years, such as the LOGSE, LOE and LOMCE, embrace the term to bet on adequate training for students with N.E.E..
Ultimately, the role of the teacher is to adapt the content and situations arising from daily practice to the needs of each student.
There is no demand equal to another, since we can find ourselves from a hearing disability to our own maturational delay.
We must emphasize that all activities share a common objective: to integrate the student into their group, regardless of the need they show.
We must bear in mind that the weather to dedicate in each activity is subject to the educator's interest, since depending on the context in which they are used, more or less time will be necessary.
Likewise, this same educator will determine if the objectives They have been achieved through a purely observational continuous evaluation of the students, since they can continuously check if the objectives have been achieved and, therefore, the student is in full well-being.
We must specify that these activities are intended to be used with children in the infant and primary stage, mainly. Depending on the stage in which we use it, they must be adapted to the level deemed appropriate.
This activity proposes that the student, regardless of the situation in which he finds himself, knows how to distinguish the objects that are proposed to him.
For example, in the case of hearing impairment, the student is presented with a series of objects in different shapes and asked to point out those that have a circular shape..
In the case of visual impairment, the student will have to say after each sound the means of transport that they have heard.
For this activity it is necessary to develop a card with different objects in different shapes (for hearing impaired) and have a music player for the sounds of transportation, for example.
However, if we meet other students with NE, the task can be developed in pairs, where the other classmates can support them..
This activity can be modified with drawings and sounds belonging to other themes such as, for example: animals, sports, musical instruments, etc..
In this activity we will use any group of elements, in this case, for example, we will use the fruit.
They will be shown a set of fruits where several of them will be repeated and the student must identify which one is repeated. In the case of visual impairment, the name of the fruit will be repeated and the student will have to say which are the repeated fruits.
For this activity it is necessary to develop a card with different objects where some may appear repeated (for hearing impairment) and have a music player for animal media sounds, for example.
If we meet other students with NE, the task can be developed in pairs, where the other classmates can help them.
The group will form a circle and release their hands. Next, ingredients will be distributed (either real or toy).
Each ingredient will be repeated, matching three students with the same type. In this way, they will form a group that will go hand in hand and move at the same time. All students with N.E.E. They will be able to count on the help of the group to which they belong to move around the classroom.
The activity will be developed as follows:
The group is divided into pairs and delivered a balloon to each pair. One of the components is tied with a thread to the foot and they start to walk.
The activity consists of exploding the balloons of the companions and as they are being exploited they are eliminated, leaving only one couple as the winner.
The possibility of carrying out the activity as a couple allows all students to participate and group cohesion can be carried out.
One student in the group is called a “jellyfish” and has to bite the other children, “the fish”, to make them stay still..
The others will go in pairs and if they are touched they will have to immobilize themselves, they will also be able to immobilize other children who are also “fish”. The last couple left in motion is the winner.
The group will sit in a circle and use the music player to put the song of Liuba Maria Hevia, called "Estela, granito de cinnamon".
When the song ends, they should be repeated:
"Touch your face (repeat)
Itch and chime (repeat)
Touch your eyes
Touch your mouth
Touch your nose".
As we can see, the lyrics of the song refer to all parts of the face and in this way the students have to touch the part that the song indicates..
At the beginning, the music will stop so that everyone can select the indicated part, however, as the dynamics progresses, a student may be asked individually to touch his or her face, helping those who cannot do it alone.
For this activity it will be necessary to have cardboard boxes closed. These are prepared in a circle, around a mirror, and it will be inserted into the circle as if it were a door.
Once we have everything prepared, the students will be invited to enter the classroom and we will allow time for them to express the concern that this situation causes them.
Next, they will be asked to lie on their backs, in this same circle, to hear the story that we are going to tell them..
“Once upon a time there was a mother who was expecting a baby, she had a very big and round tummy. Inside her tummy a baby was asleep and shrunken ... "
At the same time that it is explained to them, the teacher adopts the fetal position (so that the students also have it). In addition, the name of each student is mentioned and they are asked, How do you think the baby was inside your mom?.
SHowever, we must be clear that not everyone will give answers since here we must take into account the needs of each one, even so the answer will be seen as they adopt the fetal position.
One fine day when they got a little older and saw that they could be born, they all came out of mom's tummy. Now they no longer had to be bent ... they had space and their legs and arms could be stretched and bent.. Little by little and with Mom's help, they discovered their little hands. (Sometimes mommy sang) -Play the palm that the father is coming, touch the palm that will come soon "-.
In addition, students are encouraged to participate in the story and the song with gestures and sounds..
Those students who have a hearing or similar disability that prevents them from fully participating in the activity will have pictures of the story that will make it easier for you to understand the activity. In addition, we must point out that, with regard to taste, they will be given food like bananas, cookies, bread, etc., And, to smell, lemon, perfume, etc..
Couples are established in the group and distributed a bandage to each pair. The instructions are as follows: one component applies the bandage and the other must guide him with only the word until he reaches an agreed goal.
Meanwhile, the teacher will put some barriers that make it difficult for the students to pass to hinder the activity.
This activity, apart from group cohesion, shows students the importance of having contact with the person who speaks to us and the need to trust who is guiding us. In addition to working on empathy with people with visual difficulties.
The students will be put in a group of three and they will be distributed some cards with the name of a movie.
From here, in turns, each group will have to expose their film through mimics. They will have for each presentation the time that the teacher deems appropriate and no one will be able to pronounce any word. Each student should write down in their notebook the name of the movie that they think their classmates have represented..
This activity is opportune to practice empathy with colleagues who have hearing difficulties, as no one can speak. And, like all the others, it is also a playful possibility to work on the inclusion of students and group cohesion.
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