In January 2021, 200 students were evaluated, from first to eighth grade, and in a period of two months, we were able to collect accurate information to develop the educational plan that adapts to the academic competencies of the students in order to achieve meaningful learning.
The evaluations consisted of assessing their reading, such as reading fluency, as well as reading comprehension.
In writing, by means of dictation, copying, and spontaneous writing, we focus on evaluating the coding, graphomotricity, and composition.
In the area of mathematics, we evaluated numeration (understanding of the place value of numbers), the arithmetic calculation (addition, subtraction, multiplication, and division), and problem-solving. (Defior Citoler et al., 2015)
Reference: Defior Citoler, S., Serrano Chica, F., & Gutiérrez Palma, N. (2015). Specific learning difficulties. Editorial Synthesis. http://www.sintesis.com
OUR ACTION PLAN
Seeking to achieve full school inclusion inside and outside the classroom, overcoming segregation, to help our students develop their maximum potential, we have:
1.) Created a Mentoring Program: Divided into two groups: a.) Mentors with an ideal level appropriate for their grade: they help peers in lower grades or in their own grade who need extra support.
b.) "Mentors who need help": these are children who present difficulties in their learning; because we cannot place them into lower grades, since it would affect their self-esteem and they would be victims of bullying. They are assigned as mentors in lower grades to help the little ones and at the same time learn (while being in their class). This has helped them to strengthen their self-confidence, reinforce their knowledge and develop empathy.
2.) Constantly been seeking funds, to begin with the nursery, as a prevention project with an aim of providing early stimulation, preventing personality and learning disorders, and significantly improving their general health. The nursery would assure us that this integral problem would STOP.
3.) Made curricular adjustments and classroom accommodations.
4.) Made manuals with activities to plan creative classes, where all the content is exposed in a playful way and with material that stimulates their sensory system, focusing on developing motor and coordination skills. Up to this date, we have invested 5,000 dollars in purchasing new material.
5.) Implemented new books where writing can be strengthened in the area of graphomotor skills.
6.) Opened two sections of Preschool; to take the time in the early stages of development and growth where the child makes quicker neuronal connections, with games directed towards sensorimotor development, visual-spatial coordination, socialization, numbering, ability to follow instructions and sequences, with the goal that the student will finish Preschool reading phonetically.
7.) Included Waldina, Jireh's mother, as a support teacher; Jireh managed to hear for the first time since 2 years ago thanks to a hearing aid, he now needs to develop his language, starting from scratch. We managed to repair his hearing aid 1 month ago, since he was unable to hear for 1 year.
8.) Done training for teachers on learning disorders, multiple intelligences, cooperative work, reading and writing method with the Montessori Methodology, managing to create new didactic material to put it into practice in class.
9.) Provided psychoeducation to parents and students on depression, anxiety and learning disorders and practical recommendations.
10.) Provided psychotherapy services on Wednesdays to students, mothers, and other family members.
11.) Institutionalized in the annual work processes, carrying out psycho-pedagogical evaluations at the beginning and ending of each year, to quantitatively measure the performance and academic capacity of all Grace Honduras students.
12.) Implemented multiple intelligences learning centers: where it is sought not only to develop logical-mathematical or linguistic intelligence but also musical, spatial, kinesthetic, naturalistic, interpersonal and intrapersonal intelligence.
13.) Searched funding to build a playground area for children to develop their creativity, curiosity, and sociability, while reducing levels of stress, aggressiveness, anxiety, and depression.
14.) Focused on implementing the principles and little by little the Montessori Methodology, exclusively for children with special educational needs.
15.) Implemented the "Response to Intervention" model for students with severe specific learning difficulties, having a teacher for each student who requires it, doing activities outside the classroom.
Two of the best eighth graders are support teachers, working outside the classroom with a Preschool curriculum with the Pineda brothers, who have a developmental coordination disorder 315.4 (F82) and a moderate intellectual development disorder 318.0 (F71 ).
16.) Modified the content of the Honduran National Basic Educational Curriculum, adapting it to the needs of each student, leaving only the most important and focusing on reinforcing fluency and reading comprehension, all the errors found in students' writing, in addition to numerical and arithmetic comprehension.