{"id":2830,"date":"2021-05-12T17:05:39","date_gmt":"2021-05-13T00:05:39","guid":{"rendered":"https:\/\/juliab8.sg-host.com\/acceso-a-recursos\/ninas-en-la-cuadra\/"},"modified":"2021-05-21T17:27:08","modified_gmt":"2021-05-22T00:27:08","slug":"ninas-en-la-cuadra","status":"publish","type":"page","link":"https:\/\/www.smcfrc.org\/es\/acceso-a-recursos\/ninas-en-la-cuadra\/","title":{"rendered":"Ni\u00f1os en el Espect\u00e1culo de Marionetas en Bloque"},"content":{"rendered":"

[et_pb_section fb_built=\u00bb1″ fullwidth=\u00bbon\u00bb admin_label=\u00bbDefault Header Section\u00bb _builder_version=\u00bb3.26.7″ da_disable_devices=\u00bboff|off|off\u00bb da_is_popup=\u00bboff\u00bb da_exit_intent=\u00bboff\u00bb da_has_close=\u00bbon\u00bb da_alt_close=\u00bboff\u00bb da_dark_close=\u00bboff\u00bb da_not_modal=\u00bbon\u00bb da_is_singular=\u00bboff\u00bb da_with_loader=\u00bboff\u00bb da_has_shadow=\u00bbon\u00bb][et_pb_fullwidth_header title=\u00bbNi\u00f1os en la Cuadra\u00bb subhead=\u00bbEl Centro de Recursos para la Familia\u00bb background_overlay_color=\u00bbrgba(0,0,0,0)\u00bb admin_label=\u00bbFullwidth Header \u2014 Dark Left\u00bb _builder_version=\u00bb4.9.0″ use_background_color_gradient=\u00bbon\u00bb background_color_gradient_start=\u00bb#595a5c\u00bb background_color_gradient_end=\u00bb#ffffff\u00bb background_color_gradient_direction=\u00bb90deg\u00bb background_color_gradient_start_position=\u00bb10%\u00bb background_color_gradient_end_position=\u00bb75%\u00bb background_image=\u00bbhttps:\/\/www.smcfrc.org\/wp-content\/uploads\/2021\/03\/developmental-pediatrics-banner.png\u00bb background_position=\u00bbcenter_right\u00bb background_blend=\u00bbmultiply\u00bb border_width_bottom=\u00bb8px\u00bb border_color_bottom=\u00bb#0271b9″][\/et_pb_fullwidth_header][\/et_pb_section][et_pb_section fb_built=\u00bb1″ make_equal=\u00bbon\u00bb specialty=\u00bbon\u00bb background_color_2=\u00bbrgba(208,208,206,0.25)\u00bb admin_label=\u00bbSpecialty – Schedule & Sidebar\u00bb _builder_version=\u00bb4.9.0″ da_disable_devices=\u00bboff|off|off\u00bb da_is_popup=\u00bboff\u00bb da_exit_intent=\u00bboff\u00bb da_has_close=\u00bbon\u00bb da_alt_close=\u00bboff\u00bb da_dark_close=\u00bboff\u00bb da_not_modal=\u00bbon\u00bb da_is_singular=\u00bboff\u00bb da_with_loader=\u00bboff\u00bb da_has_shadow=\u00bbon\u00bb][et_pb_column type=\u00bb3_4″ specialty_columns=\u00bb3″ _builder_version=\u00bb3.25″ custom_padding=\u00bb|||\u00bb custom_padding__hover=\u00bb|||\u00bb][et_pb_row_inner admin_label=\u00bbRow\u00bb _builder_version=\u00bb4.4.7″][et_pb_column_inner saved_specialty_column_type=\u00bb3_4″ _builder_version=\u00bb4.4.7″][et_pb_text _builder_version=\u00bb4.9.4″ hover_enabled=\u00bb0″ sticky_enabled=\u00bb0″]<\/p>\n

Ni\u00f1os en el Espect\u00e1culo de Marionetas en Bloque<\/h2>\n

Un programa utilizado en las escuelas que incorpora el uso de t\u00edteres para concienciar a las personas con necesidades especiales. Este espect\u00e1culo de marionetas interactivo est\u00e1 dise\u00f1ado para ni\u00f1os desde jard\u00edn de infantes hasta sexto grado. Los espect\u00e1culos de marionetas promueven la aceptaci\u00f3n de los dem\u00e1s y sus diferencias de una manera divertida e interactiva.<\/p>\n

Espect\u00e1culo de Marionetas de Par\u00e1lisis Cerebral<\/h3>\n

[\/et_pb_text][et_pb_image src=\u00bbhttps:\/\/www.smcfrc.org\/wp-content\/uploads\/2021\/05\/puppet-show-1-1024×576.png\u00bb title_text=\u00bbpuppet-show-1″ url=\u00bbhttps:\/\/vimeo.com\/492910895\/78bc2d7b08″ url_new_window=\u00bbon\u00bb _builder_version=\u00bb4.9.4″ _module_preset=\u00bbdefault\u00bb][\/et_pb_image][et_pb_text _builder_version=\u00bb4.9.4″ hover_enabled=\u00bb0″ sticky_enabled=\u00bb0″]<\/p>\n

Ver Video<\/a><\/p>\n

 <\/p>\n

Espect\u00e1culo de Marionetas Sobre el Autismo<\/h3>\n

[\/et_pb_text][et_pb_image src=\u00bbhttps:\/\/www.smcfrc.org\/wp-content\/uploads\/2021\/05\/puppet-show-2-1024×576.png\u00bb title_text=\u00bbpuppet-show-2″ url=\u00bbhttps:\/\/vimeo.com\/541943161″ url_new_window=\u00bbon\u00bb _builder_version=\u00bb4.9.4″ _module_preset=\u00bbdefault\u00bb][\/et_pb_image][et_pb_text _builder_version=\u00bb4.9.4″ hover_enabled=\u00bb0″ sticky_enabled=\u00bb0″]<\/p>\n

Ver Video<\/a><\/p>\n

 <\/p>\n

[\/et_pb_text][\/et_pb_column_inner][\/et_pb_row_inner][\/et_pb_column][et_pb_column type=\u00bb1_4″ _builder_version=\u00bb3.25″ custom_padding=\u00bb|||\u00bb custom_padding__hover=\u00bb|||\u00bb][et_pb_menu menu_id=\u00bb42″ admin_label=\u00bbLearn Menu\u00bb _builder_version=\u00bb4.9.0″ background_color=\u00bbrgba(0,0,0,0)\u00bb custom_padding=\u00bb|0px||20px|false|false\u00bb hover_enabled=\u00bb0″ locked=\u00bboff\u00bb sticky_enabled=\u00bb0″][\/et_pb_menu][\/et_pb_column][\/et_pb_section][et_pb_section fb_built=\u00bb1″ disabled_on=\u00bbon|on|on\u00bb _builder_version=\u00bb4.9.0″ background_color=\u00bbrgba(208,208,206,0.3)\u00bb da_disable_devices=\u00bboff|off|off\u00bb disabled=\u00bbon\u00bb da_is_popup=\u00bboff\u00bb da_exit_intent=\u00bboff\u00bb da_has_close=\u00bbon\u00bb da_alt_close=\u00bboff\u00bb da_dark_close=\u00bboff\u00bb da_not_modal=\u00bbon\u00bb da_is_singular=\u00bboff\u00bb da_with_loader=\u00bboff\u00bb da_has_shadow=\u00bbon\u00bb][et_pb_row admin_label=\u00bbRow\u00bb _builder_version=\u00bb3.26.7″][et_pb_column type=\u00bb4_4″ _builder_version=\u00bb3.26.7″][et_pb_text admin_label=\u00bbgray background\u00bb _builder_version=\u00bb4.9.0″]<\/p>\n

How Do Schools Decide Which Students Require Special Education Services?<\/h2>\n

Schools First Must Try to Meet Students\u2019 Needs Within the General Education Program<\/strong><\/p>\n

A student cannot qualify to receive special education services until after the school has tried to meet his or her needs within the parameters of the general education program. Educators typically attempt a series of informal strategies to address struggling students\u2019 needs before employing the formal special education process. Two such approaches include Student Study Teams (SSTs) and Response to Intervention (RtI). The SST\u2014a group that usually includes the student\u2019s school\u2013site administrator, teacher, and parent\u2014typically discusses the student\u2019s progress and identifies in\u2013class strategies for the classroom teacher to try. The RtI is an instructional approach designed to identify struggling students and provide interventions explicitly targeted to meet their needs.<\/p>\n

Schools Evaluate Whether Student Has Disability That Requires Special Education Services<\/strong><\/p>\n

If LEAs determine that general education programs cannot adequately meet a student\u2019s needs, they next refer the student for a professional evaluation to see if he or she qualifies to receive special education. Once the LEA makes the referral and the parent consents, the law requires that the evaluation be conducted within 60 days. The evaluator assesses whether the student has a disability and whether that disability interferes with the student\u2019s education. Federal law only requires schools to provide special education services to students who meet both of these criteria.<\/p>\n

Students\u2019 IEPs Define Their Special Education Services. Once an evaluator recommends that special education services would be appropriate, a team of stakeholders come together to prepare an IEP\u2014an individualized written statement defining the services the LEA will provide for the student. Federal and state laws outline the IEP process, including setting timelines for completing and reviewing the plan (at least annually, but more frequently if a student\u2019s needs change); specifying what the plan should include (described in Figure 1); and designating required IEP team participants. An IEP team typically includes the student\u2019s parents, a school administrator, a special education teacher or service provider, the student\u2019s general education teacher, the evaluator who determined the student\u2019s eligibility for services, and\u2014when appropriate\u2014the student. The IEP becomes a legal document requiring the LEA to provide the services described for the SWD. (Throughout the remainder of this report, we use the term SWD to refer to disabled students who have formally qualified to receive special education services.<\/p>\n

Required Components of Individualized Education Programs<\/h2>\n
    \n
  • \n

    Current Status<\/strong>. The child\u2019s present level of academic achievement and functional performance.<\/p>\n<\/li>\n

  • \n

    Goals<\/strong>. Measurable annual goals for the child\u2019s academic and functional performance.<\/p>\n<\/li>\n

  • \n

    Progress Measures<\/strong>. How progress towards meeting annual goals will be measured.<\/p>\n<\/li>\n

  • \n

    Services to Be Provided<\/strong>. Special education and related services to be provided, such as supplementary services and\/or program modifications for the child. Details must include the projected beginning date, frequency, location, and duration of the services to be provided.<\/p>\n<\/li>\n

  • \n

    Inclusion in Mainstream Setting<\/strong>. The extent to which the child will\/will not participate with nondisabled children in the regular class.<\/p>\n<\/li>\n

  • \n

    Assessment Plan<\/strong>. Accommodations necessary for child to participate in state and district assessments or alternate assessments necessary to measure the child\u2019s academic achievement and functional performance.<\/p>\n<\/li>\n

  • \n

    Additional Considerations<\/strong>. As appropriate: employment or career goals, alternative course of study for grade promotion and high school graduation, plan for transitioning to general education or postsecondary activities, specialized equipment or transportation needs, goals for learning English, and\/or extended school\u2013year services.<\/p>\n<\/li>\n<\/ul>\n

    Section 504 Plans<\/h2>\n

    Section 504 Plans Describe Non-instructional Accommodations. Some students who need other special accommodations to fully participate in school activities may have a Section 504 Plan in addition to, or instead of, an IEP. Section 504 Plans, which also are federal entitlements for eligible students, typically cover non-instructional modifications like wheelchair ramps, blood sugar monitoring, or tape recorders for taking notes.<\/p>\n

    Private Schools<\/h2>\n

    Students attending private schools also are entitled to special education services.Students with disabilities attending private schools also have the right to access publicly funded special education services. Those services, however, frequently are provided in the public school setting and may be less extensive than what would be available if the student opted to enroll in public school full time.<\/p>\n

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