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Buenos días, soy Javier Arias, asesor del Servicio de la Unidad de Programas Educativos de la Dirección de Área Territorial Madrid-Capital.

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El Encuentro Anual de Equipos de Orientación de la Dirección de Área Territorial Madrid-Capital lleva por título este año

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Caminando en el Presente para Construir la Escuela del Futuro.

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Mediante esta actividad presentamos el equipo específico de dificultades de aprendizaje,

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trastornos de lenguaje y trastorno por déficit de atención con hiperactividad.

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Su creación es de gran relevancia para todos los profesionales que trabajamos en el campo de la atención a la diversidad.

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Tres ponencias componen el Encuentro.

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En la primera se presentan as líneas generales de actuación deste equipo.

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La segunda ponencia en ella se nos indican puntos claves de intervención con este alumnado,

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con el fin de llevar a cabo una aplicación práctica e inclusiva.

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La tercera y última ponencia se titula Buenas prácticas, programa Educar para Ser.

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En ella se presenta el programa citado que se lleva a cabo en centros de nuestra comunidad.

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Contamos, así mismo, con la participación, a través de un breve vídeo,

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del coordinador y promotor del mismo, Ildefonso Méndez, profesor de la Universidad de Murcia.

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Os pedimos que nos hagáis llegar as cuestiones que vos resulten de interés

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mediante o cuestionario que tenéis disponible en o espacio web do Encuentro.

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Posteriormente, se elaborará un documento con as respuestas a vostras preguntas que será incluído en este espacio.

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En definitiva, el Encuentro Anual de Equipos de Orientación de la ADAD-Madrid Capital

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tiene continuidad un año más, a pesar de la situación de pandemia que sigue persistiendo entre nosotros.

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Ojalá, en el próximo curso, estemos en condiciones de organizar un encuentro presencial,

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como ha venido facéndose en años anteriores.

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Pasamos ya a la presentación de la primera ponente.

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Se trata de la directora del Equipo Específico de Dificultades de Aprendizaje,

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doña Carmen Velázquez González.

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Ella es licenciada en Psicología y posee tamén la licenciatura en Psicopedagogía,

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es especialista universitaria en Orientación y Tutoría,

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máster en Educación por el Instituto Tecnológico e de Estudios Superiores de Monterrey

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y tiene unha amplia experiencia profesional,

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habendo sido orientadora en departamentos de orientación de institutos de secundaria,

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orientadora en distintos equipos,

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en el Equipo de Alcorcón, Fuenlabrada, Carabanchel,

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ha sido asesora en la Unidad de Programas Educativos de la Dirección de Área Territorial Sur

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y directora del IES Griñón durante cinco años.

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Pues, Carmen, cuando tú quieras, te escuchamos.

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Muchas gracias.

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Bien, gracias. Antes de iniciar a ponencia,

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quero aprovechar esta oportunidade para dar las gracias en mi nombre

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e en el de mis compañeras, aos presentes nesta sala,

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a don Luis Abad por a súa asistencia e a súa presentación das jornadas,

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a doña Coral Baez e a doña Alicia Núñez

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por fazer posibles desde a Edad Capital esta iniciativa

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y, como non, a don Javier Arias por estar ahí codo con codo

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facilitando que haian podido salir adelante.

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Por suposto, tamén dar las gracias a todas as personas

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que vais a seguir as jornadas online.

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Espero e deseo que pongan un granito de arena

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en o desempeño de a vostra labor orientadora.

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Estas jornadas son unha gran oportunidade para este equipo por diversas razones.

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Primero, porque son un escaparate para chegar aos profesionales

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da red de orientación e darnos a conoxer.

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Segundo, porque han sido un estímulo para que continuemos reflexionando

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sobre os principios que hain de guiar as nosas intervenciones.

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Por outra parte, non podo deixar de mencionar a gran oportunidade

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que se nos ha ofrecido aos membros deste equipo.

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Non é frecuente tener que abordar a posta en marcha de un servicio

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e a verdade é que resulta fascinante.

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Moito trabajoso, pero fascinante.

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Temos recebido un libro con as páginas en blanco

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e temos que iniciar a historia.

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Creedme que trabajaremos duro para convertirla en un best-seller.

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Desde un ponto de vista profesional, é unha experiencia moi enriquecedora

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á vez que difícil e cargada de responsabilidade.

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E por iso, de antemano, quero pediros disculpas

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por se en algún momento nos confundimos

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ou non acertamos a dar unha resposta exacta ás vostras demandas.

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Non os preocupeis, tendremos en cuenta aquello

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de que os errores sirven para continuar aprendendo

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e aprenderemos de nosos propios errores para poder seguir mellorando.

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Por último, quero dar las gracias a as persoas

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que nos han facilitado o começo desta andadura

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en a que todavía andamos imersas.

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Gracias á Dirección General de Infantil e Primaria,

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aos chefes das unidades de programas das diferentes áreas territoriales

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e aos seus asesores.

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Gracias tamén ao nosso inspector,

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ao Equipo de Atención Temprana de San Blas,

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en especial ao seu director César.

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Gracias por termecido de Equipo Nodriza,

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ao resto dos equipos específicos

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e á Dirección do Colegio El Sol.

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Moitas gracias a todos,

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e agora sí, vou dar o começo con a presentación.

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A través desta presentación,

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queremos darnos a conocer

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e que todos conozcáis

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quais van a ser as nosas líneas fundamentais de atención.

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Non posso comezar de outra maneira

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que presentando a mi equipo.

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O equipo está constituído por un profesional

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que é maestra de audición e linguaje,

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que é a Ana Villafranca,

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e que depois participará na segunda presentación.

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E tres orientadoras,

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María Gil, que levará a cabo a terceira presentación,

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Agustina Salcedo, que participará na segunda presentación,

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e eu mesma, as tres orientadoras.

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Este equipo surge en un contexto,

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é o contexto da red de orientación da Comunidade de Madrid.

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Somos un equipo específico,

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pero con nosas propias singularidades,

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e é iso que queremos que podáis ver

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ao longo desta presentación.

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Como díamos antes,

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acabamos de comenzar a nosa andadura,

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concretamente, no 1 de setembro,

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e temos toda a tarea por delante.

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Necesitamos planificar a nosa tarea,

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e, para iso,

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o primeiro é comezar por definir un objetivo

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e clarificar qual é a nosa población diana,

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a quem temos que dar resposta.

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Por suposto,

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definir quens serán nosos destinatarios directos

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e definir os recursos con os que vamos a contar.

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Isos son as premisas iniciales

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para que podamos ponernos en marcha.

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Claramente,

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noso objetivo non se nos ocorre

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que poda ser outro o objetivo final

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que contribuir á mellora de la enseñanza

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no ámbito da Comunidade de Madrid.

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E como podemos facer isto?

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Como podemos aportar o nosso granito de arena?

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Evidentemente,

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promovendo ou facilitando

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o ajuste da resposta educativa

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aos alunos com dificultades especificas de aprendizaje,

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trastornos do lenguaje

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e trastornos por déficit de atención con hiperactividade.

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E en que momento?

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A longo de todo o seu proceso educativo,

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desde infantil até secundária.

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E, chegados a este punto,

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en que nosso objetivo é promover

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o ajuste da resposta educativa,

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necesitamos conocer

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qual vai ser a nosa población diana.

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E aí surgen certas dificultades

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porque non hai unha definición clara e unívoca

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de que población devemos considerar

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que integra a nosa población diana.

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Eu, aquí,

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simplemente vou dar unha definición

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para que podamos seguir o filo da ponencia,

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pero neste aspecto

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irán entrar en maior profundidade

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as minhas companheiras na segunda ponencia.

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Bem,

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começamos con as dificultades de aprendizaje.

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Seguindo unha das múltiples definiciones

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que podemos encontrar na bibliografía,

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nos encontramos con que son

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un grupo heterogéneo de trastornos

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que presentan dificultades significativas

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na adquisición e uso da escuta,

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o falo,

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a leitura,

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a escritura

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ou a razón

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e habilidades matemáticas.

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Son dificultades que son intrínsecas ao individuo

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e que, por tanto,

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presuponen unha disfunción do sistema nervioso central

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e que poden concurrir con outras condiciones incapacitantes

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ou externas ao próprio sujeito,

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pero que, ningun caso,

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son o resultado delas.

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Seguindo con a población que nos ocupa,

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temos que falar dos trastornos do lenguaje.

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Aquí nos encontramos con que tampouco

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hai unha definición unívoca,

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pero,

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seguindo a do Comité de Experts

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en Trastornos Específicos do Lenguaje,

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podemos dizer que

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constituyen unha alteración significativa

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na adquisición e desarrollo do lenguaje

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que non está definida ou justificada

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por ninguna causa física,

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neurológica,

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intelectual

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ni sensorial

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e que, además,

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producen unhas condiciones

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sociales adecuadas.

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Por último,

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nos temos que ocupar

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dos alunos

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con un trastorno por déficit de atención

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con hiperactividade.

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Este trastorno

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é un síndrome neurobiológico

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que se caracteriza

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por a presencia de un desarrollo inapropiado

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nos mecanismos que regulan

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a atención,

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a reflexividade

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e a actividade.

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Este grupo,

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que é un grupo moi heterogéneo,

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é al que temos que dar resposta.

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E, se nos planteamos

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definir unhas líneas generales de actuación,

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dicimos que poden tener en comun

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estes tres grupos

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que nos ocupan.

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Recorrendo aos

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manuales diagnósticos,

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como, por exemplo,

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o DSM-5,

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encontramos que os tres

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están incluídos

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dentro dos trastornos

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do neurodesarrollo.

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Vemos aí,

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marcados en amarillo,

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os trastornos

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que afectan a población

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que nos ocupa.

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E que é un...

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Como define o DSM-5,

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un trastorno do neurodesarrollo?

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Pois, en primer lugar,

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dice que engloba

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un grupo heterogéneo de trastornos.

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Logo, já tenemos

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unha primeira característica

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da nosa población,

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da población que atendemos,

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son

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un grupo heterogéneo

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que se inician

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en el periodo del desarrollo

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e que suponen

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un déficit ou alteración

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en dicho proceso de desarrollo

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que conlleva

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ou que tiene unhas consecuencias,

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e é que producen dificultades

240
00:12:03,000 --> 00:12:05,000
ou limitaciones significativas

241
00:12:05,000 --> 00:12:07,000
en alguno ou varios

242
00:12:07,000 --> 00:12:08,000
de los ámbitos

243
00:12:08,000 --> 00:12:09,000
en os que se teñen que desempeñar

244
00:12:09,000 --> 00:12:10,000
os individuos,

245
00:12:10,000 --> 00:12:12,000
en fin, en el ámbito personal,

246
00:12:12,000 --> 00:12:13,000
social, académico

247
00:12:13,000 --> 00:12:15,000
u ocupacional,

248
00:12:15,000 --> 00:12:16,000
e que a menudo

249
00:12:16,000 --> 00:12:18,000
presentan unha concurrencia frecuente.

250
00:12:18,000 --> 00:12:19,000
Logo, mis compañeras

251
00:12:19,000 --> 00:12:21,000
falarán de la comorbilidade,

252
00:12:21,000 --> 00:12:23,000
de como estes trastornos

253
00:12:23,000 --> 00:12:26,000
a veces se presentan

254
00:12:26,000 --> 00:12:27,000
en parexas,

255
00:12:27,000 --> 00:12:29,000
incluso en tríos.

256
00:12:30,000 --> 00:12:31,000
Se seguimos

257
00:12:31,000 --> 00:12:32,000
vendo ou buscando

258
00:12:32,000 --> 00:12:34,000
puntos en comun

259
00:12:34,000 --> 00:12:36,000
e atendemos

260
00:12:36,000 --> 00:12:38,000
á legislación,

261
00:12:39,000 --> 00:12:40,000
vemos

262
00:12:40,000 --> 00:12:41,000
que a población

263
00:12:41,000 --> 00:12:42,000
que nos ocupa

264
00:12:42,000 --> 00:12:43,000
entra dentro

265
00:12:43,000 --> 00:12:44,000
de lo que

266
00:12:44,000 --> 00:12:45,000
nosa normativa

267
00:12:45,000 --> 00:12:46,000
denomina

268
00:12:46,000 --> 00:12:47,000
alumnos con necesidades

269
00:12:47,000 --> 00:12:48,000
especificas

270
00:12:48,000 --> 00:12:49,000
de apoyo educativo.

271
00:12:49,000 --> 00:12:51,000
E que dice

272
00:12:51,000 --> 00:12:52,000
a normativa

273
00:12:52,000 --> 00:12:54,000
respecto deste grupo?

274
00:12:54,000 --> 00:12:56,000
Pois que a administración

275
00:12:56,000 --> 00:12:57,000
deberá asegurar

276
00:12:57,000 --> 00:12:59,000
os recursos necesarios

277
00:12:59,000 --> 00:13:00,000
para que podan alcanzar

278
00:13:00,000 --> 00:13:01,000
o máximo desarrollo

279
00:13:01,000 --> 00:13:02,000
posible

280
00:13:02,000 --> 00:13:03,000
de sus capacidades

281
00:13:03,000 --> 00:13:04,000
personales

282
00:13:04,000 --> 00:13:05,000
e, además,

283
00:13:05,000 --> 00:13:06,000
alcancen

284
00:13:06,000 --> 00:13:07,000
os objetivos

285
00:13:07,000 --> 00:13:08,000
establecidos

286
00:13:08,000 --> 00:13:09,000
con carácter general

287
00:13:09,000 --> 00:13:10,000
para todo o alumnado.

288
00:13:11,000 --> 00:13:12,000
Bién,

289
00:13:12,000 --> 00:13:13,000
iso

290
00:13:13,000 --> 00:13:14,000
todas

291
00:13:14,000 --> 00:13:15,000
queda claro,

292
00:13:15,000 --> 00:13:16,000
a administración

293
00:13:16,000 --> 00:13:17,000
deberá garantizar

294
00:13:17,000 --> 00:13:18,000
estes recursos,

295
00:13:18,000 --> 00:13:19,000
pero,

296
00:13:19,000 --> 00:13:20,000
quién é a población?

297
00:13:20,000 --> 00:13:21,000
Como a incluía

298
00:13:21,000 --> 00:13:22,000
a normativa?

299
00:13:22,000 --> 00:13:23,000
Bién,

300
00:13:23,000 --> 00:13:24,000
pois nos encontramos

301
00:13:24,000 --> 00:13:25,000
que

302
00:13:25,000 --> 00:13:26,000
la LEE,

303
00:13:26,000 --> 00:13:27,000
la LOE,

304
00:13:27,000 --> 00:13:28,000
menciona

305
00:13:28,000 --> 00:13:29,000
únicamente

306
00:13:29,000 --> 00:13:30,000
aos alumnos

307
00:13:30,000 --> 00:13:31,000
con dificultades

308
00:13:31,000 --> 00:13:32,000
especificas

309
00:13:32,000 --> 00:13:33,000
de aprendizaje.

310
00:13:33,000 --> 00:13:34,000
Como recordamos,

311
00:13:34,000 --> 00:13:35,000
esta

312
00:13:35,000 --> 00:13:36,000
lei orgánica

313
00:13:36,000 --> 00:13:37,000
foi modificada

314
00:13:37,000 --> 00:13:38,000
por la LOCE

315
00:13:38,000 --> 00:13:39,000
que, actualmente,

316
00:13:39,000 --> 00:13:40,000
está derogada,

317
00:13:40,000 --> 00:13:41,000
pero,

318
00:13:41,000 --> 00:13:42,000
que a normativa

319
00:13:42,000 --> 00:13:43,000
que a desarrolla

320
00:13:43,000 --> 00:13:44,000
continua vigente

321
00:13:44,000 --> 00:13:45,000
porque

322
00:13:45,000 --> 00:13:46,000
a normativa

323
00:13:46,000 --> 00:13:47,000
da LOE

324
00:13:47,000 --> 00:13:48,000
todavía

325
00:13:48,000 --> 00:13:49,000
la LOE

326
00:13:49,000 --> 00:13:50,000
non ha sido desarrollada.

327
00:13:50,000 --> 00:13:51,000
Pois,

328
00:13:51,000 --> 00:13:52,000
a LOCE

329
00:13:52,000 --> 00:13:53,000
habla de alumnos

330
00:13:53,000 --> 00:13:54,000
con dificultades

331
00:13:54,000 --> 00:13:55,000
especificas

332
00:13:55,000 --> 00:13:56,000
de aprendizaje

333
00:13:56,000 --> 00:13:57,000
e, además,

334
00:13:57,000 --> 00:13:58,000
incluía

335
00:13:58,000 --> 00:13:59,000
aos alumnos

336
00:13:59,000 --> 00:14:00,000
con trastornos

337
00:14:00,000 --> 00:14:01,000
por déficit

338
00:14:01,000 --> 00:14:02,000
de atención

339
00:14:02,000 --> 00:14:03,000
con hiperactividad.

340
00:14:03,000 --> 00:14:04,000
Si vamos

341
00:14:04,000 --> 00:14:05,000
a la LOE

342
00:14:05,000 --> 00:14:06,000
que é a que,

343
00:14:06,000 --> 00:14:07,000
actualmente,

344
00:14:07,000 --> 00:14:08,000
está en vigor

345
00:14:08,000 --> 00:14:09,000
e, además,

346
00:14:09,000 --> 00:14:10,000
nos habla

347
00:14:10,000 --> 00:14:11,000
de trastornos

348
00:14:11,000 --> 00:14:12,000
de atención

349
00:14:12,000 --> 00:14:13,000
ou de aprendizaje.

350
00:14:13,000 --> 00:14:14,000
Bien,

351
00:14:14,000 --> 00:14:15,000
pues,

352
00:14:15,000 --> 00:14:16,000
esta é a población

353
00:14:16,000 --> 00:14:17,000
de que nos temos

354
00:14:17,000 --> 00:14:18,000
que ocupar,

355
00:14:18,000 --> 00:14:19,000
pero,

356
00:14:19,000 --> 00:14:20,000
de cara

357
00:14:20,000 --> 00:14:21,000
a planificar

358
00:14:21,000 --> 00:14:22,000
nosa actuación

359
00:14:22,000 --> 00:14:23,000
e a definir

360
00:14:23,000 --> 00:14:24,000
unhas líneas

361
00:14:24,000 --> 00:14:25,000
generales,

362
00:14:25,000 --> 00:14:26,000
nos interesa

363
00:14:26,000 --> 00:14:27,000
conocer

364
00:14:27,000 --> 00:14:28,000
outro dato.

365
00:14:28,000 --> 00:14:29,000
É

366
00:14:29,000 --> 00:14:30,000
que prevalencia

367
00:14:30,000 --> 00:14:31,000
pode tener

368
00:14:31,000 --> 00:14:32,000
esta población

369
00:14:32,000 --> 00:14:33,000
entre

370
00:14:33,000 --> 00:14:34,000
a población

371
00:14:34,000 --> 00:14:35,000
de

372
00:14:35,000 --> 00:14:36,000
trastornos

373
00:14:36,000 --> 00:14:37,000
de atención

374
00:14:37,000 --> 00:14:38,000
e, además,

375
00:14:38,000 --> 00:14:39,000
a población

376
00:14:39,000 --> 00:14:40,000
escolar.

377
00:14:40,000 --> 00:14:41,000
Vemos...

378
00:14:41,000 --> 00:14:42,000
Hay

379
00:14:42,000 --> 00:14:43,000
tres estudios

380
00:14:43,000 --> 00:14:44,000
diferentes.

381
00:14:44,000 --> 00:14:45,000
Os estudios

382
00:14:45,000 --> 00:14:46,000
en el ámbito

383
00:14:46,000 --> 00:14:47,000
de la lengua hispana

384
00:14:47,000 --> 00:14:48,000
non son moi

385
00:14:48,000 --> 00:14:49,000
frecuentes,

386
00:14:49,000 --> 00:14:50,000
abundan

387
00:14:50,000 --> 00:14:51,000
moito máis

388
00:14:51,000 --> 00:14:52,000
en el ámbito

389
00:14:52,000 --> 00:14:53,000
anglosajón,

390
00:14:53,000 --> 00:14:54,000
en el ámbito

391
00:14:54,000 --> 00:14:55,000
inglés,

392
00:14:55,000 --> 00:14:56,000
pero

393
00:14:56,000 --> 00:14:57,000
el máis reciente

394
00:14:57,000 --> 00:14:58,000
del doctor

395
00:14:58,000 --> 00:14:59,000
Casas Brugué,

396
00:14:59,000 --> 00:15:00,000
que vemos aí

397
00:15:00,000 --> 00:15:01,000
en primer lugar,

398
00:15:01,000 --> 00:15:02,000
habla de que

399
00:15:02,000 --> 00:15:03,000
as dificultades

400
00:15:03,000 --> 00:15:04,000
específicas

401
00:15:04,000 --> 00:15:05,000
de aprendizaje

402
00:15:05,000 --> 00:15:06,000
poden afectar

403
00:15:06,000 --> 00:15:07,000
la población

404
00:15:07,000 --> 00:15:08,000
escolar,

405
00:15:08,000 --> 00:15:09,000
os trastornos

406
00:15:09,000 --> 00:15:10,000
específicos

407
00:15:10,000 --> 00:15:11,000
do lenguaje

408
00:15:11,000 --> 00:15:12,000
entre

409
00:15:12,000 --> 00:15:13,000
un 1%

410
00:15:13,000 --> 00:15:14,000
e un 3%

411
00:15:14,000 --> 00:15:15,000
de la población

412
00:15:15,000 --> 00:15:16,000
escolar

413
00:15:16,000 --> 00:15:17,000
e o TDAH

414
00:15:17,000 --> 00:15:18,000
entre un 5%

415
00:15:18,000 --> 00:15:19,000
e un 7%

416
00:15:19,000 --> 00:15:20,000
de la población.

417
00:15:20,000 --> 00:15:21,000
Vemos que

418
00:15:21,000 --> 00:15:22,000
os outros

419
00:15:22,000 --> 00:15:23,000
estudios

420
00:15:23,000 --> 00:15:24,000
van en esa

421
00:15:24,000 --> 00:15:25,000
linea,

422
00:15:25,000 --> 00:15:26,000
hai variaciones,

423
00:15:26,000 --> 00:15:27,000
porque, además,

424
00:15:27,000 --> 00:15:28,000
por as dificultades

425
00:15:28,000 --> 00:15:29,000
de conceptualización

426
00:15:29,000 --> 00:15:30,000
de la población,

427
00:15:30,000 --> 00:15:31,000
a veces non incluyen

428
00:15:31,000 --> 00:15:32,000
nisiquera

429
00:15:32,000 --> 00:15:33,000
os mesmos

430
00:15:33,000 --> 00:15:34,000
grupos

431
00:15:34,000 --> 00:15:35,000
poblacionales,

432
00:15:35,000 --> 00:15:36,000
porque

433
00:15:36,000 --> 00:15:37,000
as dificultades

434
00:15:37,000 --> 00:15:38,000
específicas

435
00:15:38,000 --> 00:15:39,000
do lenguaje

436
00:15:39,000 --> 00:15:40,000
entre

437
00:15:40,000 --> 00:15:41,000
un 1%

438
00:15:41,000 --> 00:15:42,000
e un 7%

439
00:15:42,000 --> 00:15:43,000
de la población

440
00:15:43,000 --> 00:15:44,000
escolar

441
00:15:44,000 --> 00:15:45,000
poden afectar

442
00:15:45,000 --> 00:15:46,000
a población

443
00:15:46,000 --> 00:15:47,000
escolar.

444
00:15:47,000 --> 00:15:48,000
Tambén

445
00:15:48,000 --> 00:15:49,000
nos preguntamos

446
00:15:49,000 --> 00:15:50,000
como

447
00:15:50,000 --> 00:15:51,000
afectan

448
00:15:51,000 --> 00:15:52,000
estas condiciones

449
00:15:52,000 --> 00:15:53,000
personales

450
00:15:53,000 --> 00:15:54,000
a nosa

451
00:15:54,000 --> 00:15:55,000
población

452
00:15:55,000 --> 00:15:56,000
e isto

453
00:15:56,000 --> 00:15:57,000
é importante,

454
00:15:57,000 --> 00:15:58,000
porque

455
00:15:58,000 --> 00:15:59,000
nos temos que

456
00:15:59,000 --> 00:16:00,000
dar unha

457
00:16:00,000 --> 00:16:01,000
resposta.

458
00:16:01,000 --> 00:16:02,000
Está,

459
00:16:02,000 --> 00:16:03,000
hai unha

460
00:16:03,000 --> 00:16:04,000
vinculación

461
00:16:04,000 --> 00:16:05,000
con un problema

462
00:16:05,000 --> 00:16:06,000
respecto a

463
00:16:06,000 --> 00:16:07,000
la conceptualización

464
00:16:07,000 --> 00:16:08,000
do fracaso

465
00:16:08,000 --> 00:16:09,000
escolar,

466
00:16:09,000 --> 00:16:10,000
non hai unha

467
00:16:10,000 --> 00:16:11,000
conceptualización

468
00:16:11,000 --> 00:16:12,000
unívoca,

469
00:16:12,000 --> 00:16:13,000
pero sí que parece

470
00:16:13,000 --> 00:16:14,000
que as distintas

471
00:16:14,000 --> 00:16:15,000
lineas

472
00:16:15,000 --> 00:16:16,000
de

473
00:16:16,000 --> 00:16:17,000
investigación

474
00:16:17,000 --> 00:16:18,000
falan

475
00:16:18,000 --> 00:16:19,000
de que hai

476
00:16:19,000 --> 00:16:20,000
tres grupos

477
00:16:20,000 --> 00:16:21,000
de variables

478
00:16:21,000 --> 00:16:22,000
que son determinantes

479
00:16:22,000 --> 00:16:23,000
no fracaso

480
00:16:23,000 --> 00:16:24,000
escolar.

481
00:16:24,000 --> 00:16:25,000
As variables

482
00:16:25,000 --> 00:16:26,000
personales,

483
00:16:26,000 --> 00:16:27,000
as variables

484
00:16:27,000 --> 00:16:28,000
educativas

485
00:16:28,000 --> 00:16:29,000
e as variables

486
00:16:29,000 --> 00:16:30,000
sociales.

487
00:16:30,000 --> 00:16:31,000
Ben,

488
00:16:31,000 --> 00:16:32,000
se as variables

489
00:16:32,000 --> 00:16:33,000
personales

490
00:16:33,000 --> 00:16:34,000
tienen un peso

491
00:16:34,000 --> 00:16:35,000
importante

492
00:16:35,000 --> 00:16:36,000
en el fracaso

493
00:16:36,000 --> 00:16:37,000
escolar,

494
00:16:37,000 --> 00:16:38,000
vamos a ver

495
00:16:38,000 --> 00:16:39,000
como

496
00:16:39,000 --> 00:16:40,000
afectan

497
00:16:40,000 --> 00:16:41,000
esas variables

498
00:16:41,000 --> 00:16:42,000
personales

499
00:16:42,000 --> 00:16:43,000
a

500
00:16:43,000 --> 00:16:44,000
nosos

501
00:16:44,000 --> 00:16:45,000
alumnos.

502
00:16:45,000 --> 00:16:46,000
Vemos hai

503
00:16:46,000 --> 00:16:47,000
un estudio

504
00:16:47,000 --> 00:16:48,000
de Fernández

505
00:16:48,000 --> 00:16:49,000
Guerrero

506
00:16:49,000 --> 00:16:50,000
que habla

507
00:16:50,000 --> 00:16:51,000
que el 29%

508
00:16:51,000 --> 00:16:52,000
del fracaso

509
00:16:52,000 --> 00:16:53,000
escolar

510
00:16:53,000 --> 00:16:54,000
se debe

511
00:16:54,000 --> 00:16:55,000
a las dificultades

512
00:16:55,000 --> 00:16:56,000
específicas

513
00:16:56,000 --> 00:16:57,000
de aprendizaje

514
00:16:57,000 --> 00:16:58,000
e un 10%

515
00:16:58,000 --> 00:16:59,000
al TDAH.

516
00:16:59,000 --> 00:17:00,000
Martínez

517
00:17:00,000 --> 00:17:01,000
y colaboradores

518
00:17:01,000 --> 00:17:02,000
nos

519
00:17:02,000 --> 00:17:03,000
dicen

520
00:17:03,000 --> 00:17:04,000
que

521
00:17:04,000 --> 00:17:05,000
las dificultades

522
00:17:05,000 --> 00:17:06,000
específicas

523
00:17:06,000 --> 00:17:07,000
de aprendizaje

524
00:17:07,000 --> 00:17:08,000
son la causa

525
00:17:08,000 --> 00:17:09,000
máis frecuente

526
00:17:09,000 --> 00:17:10,000
de un

527
00:17:10,000 --> 00:17:11,000
fracaso

528
00:17:11,000 --> 00:17:12,000
escolar

529
00:17:12,000 --> 00:17:13,000
e que

530
00:17:13,000 --> 00:17:14,000
el 80%

531
00:17:14,000 --> 00:17:15,000
de los alumnos

532
00:17:15,000 --> 00:17:16,000
con dificultades

533
00:17:16,000 --> 00:17:17,000
de aprendizaje

534
00:17:17,000 --> 00:17:18,000
presentarán

535
00:17:18,000 --> 00:17:19,000
un bajo

536
00:17:19,000 --> 00:17:20,000
rendimiento

537
00:17:20,000 --> 00:17:21,000
escolar

538
00:17:21,000 --> 00:17:22,000
e además

539
00:17:22,000 --> 00:17:23,000
repetirán

540
00:17:23,000 --> 00:17:24,000
al menos

541
00:17:24,000 --> 00:17:25,000
un curso.

542
00:17:25,000 --> 00:17:26,000
Si lo

543
00:17:26,000 --> 00:17:27,000
vemos

544
00:17:27,000 --> 00:17:28,000
estos estudios

545
00:17:28,000 --> 00:17:29,000
reflejados

546
00:17:29,000 --> 00:17:30,000
en un gráfico

547
00:17:30,000 --> 00:17:31,000
vemos como

548
00:17:31,000 --> 00:17:32,000
los trastornos

549
00:17:32,000 --> 00:17:33,000
de aprendizaje

550
00:17:33,000 --> 00:17:34,000
en los TDAH

551
00:17:34,000 --> 00:17:35,000
se llevan

552
00:17:35,000 --> 00:17:36,000
una porción

553
00:17:36,000 --> 00:17:37,000
importante

554
00:17:37,000 --> 00:17:38,000
deste pastel.

555
00:17:38,000 --> 00:17:39,000
Aquí

556
00:17:39,000 --> 00:17:40,000
quedaría pendiente

557
00:17:40,000 --> 00:17:41,000
de especificar

558
00:17:41,000 --> 00:17:42,000
los trastornos

559
00:17:42,000 --> 00:17:43,000
del lenguaje.

560
00:17:43,000 --> 00:17:44,000
El último estudio

561
00:17:44,000 --> 00:17:45,000
que mencionábamos

562
00:17:45,000 --> 00:17:46,000
antes

563
00:17:46,000 --> 00:17:47,000
de Casas Bruguet

564
00:17:47,000 --> 00:17:48,000
habla

565
00:17:48,000 --> 00:17:49,000
de que

566
00:17:49,000 --> 00:17:50,000
entre el 15%

567
00:17:50,000 --> 00:17:51,000
y el 22%

568
00:17:51,000 --> 00:17:52,000
de los alumnos

569
00:17:52,000 --> 00:17:53,000
presentan

570
00:17:53,000 --> 00:17:54,000
trastornos

571
00:17:54,000 --> 00:17:55,000
psicopatológicos

572
00:17:55,000 --> 00:17:56,000
y del aprendizaje

573
00:17:56,000 --> 00:17:57,000
que estas cifras

574
00:17:57,000 --> 00:17:58,000
son similares

575
00:17:58,000 --> 00:17:59,000
a los países

576
00:17:59,000 --> 00:18:00,000
de nuestro entorno

577
00:18:00,000 --> 00:18:01,000
y que además

578
00:18:01,000 --> 00:18:02,000
son similares

579
00:18:02,000 --> 00:18:03,000
en los diferentes

580
00:18:03,000 --> 00:18:04,000
estratos sociales

581
00:18:04,000 --> 00:18:05,000
pero

582
00:18:05,000 --> 00:18:06,000
as consecuencias

583
00:18:06,000 --> 00:18:07,000
luego

584
00:18:07,000 --> 00:18:08,000
varían

585
00:18:08,000 --> 00:18:09,000
de unos estratos

586
00:18:09,000 --> 00:18:10,000
sociales

587
00:18:10,000 --> 00:18:11,000
a outros.

588
00:18:11,000 --> 00:18:12,000
Es decir,

589
00:18:12,000 --> 00:18:13,000
es una de esas variables

590
00:18:13,000 --> 00:18:14,000
que luego

591
00:18:14,000 --> 00:18:15,000
condiciona

592
00:18:15,000 --> 00:18:16,000
el fracaso

593
00:18:16,000 --> 00:18:17,000
escolar.

594
00:18:17,000 --> 00:18:18,000
En cualquier caso

595
00:18:18,000 --> 00:18:19,000
este estudio

596
00:18:19,000 --> 00:18:20,000
concluye

597
00:18:20,000 --> 00:18:21,000
que el rendimiento

598
00:18:21,000 --> 00:18:22,000
académico

599
00:18:22,000 --> 00:18:23,000
de estos alumnos

600
00:18:23,000 --> 00:18:24,000
es inferior

601
00:18:24,000 --> 00:18:25,000
y que a menudo

602
00:18:25,000 --> 00:18:26,000
no logran

603
00:18:26,000 --> 00:18:27,000
las competencias

604
00:18:27,000 --> 00:18:28,000
básicas

605
00:18:28,000 --> 00:18:29,000
requeridas.

606
00:18:29,000 --> 00:18:30,000
Si queremos

607
00:18:30,000 --> 00:18:31,000
saber

608
00:18:31,000 --> 00:18:32,000
e seguir

609
00:18:32,000 --> 00:18:33,000
profundizando

610
00:18:33,000 --> 00:18:34,000
en a población

611
00:18:34,000 --> 00:18:35,000
a que debemos

612
00:18:35,000 --> 00:18:36,000
dar resposta

613
00:18:36,000 --> 00:18:37,000
é necesario

614
00:18:37,000 --> 00:18:38,000
que conozcamos

615
00:18:38,000 --> 00:18:39,000
tamén

616
00:18:39,000 --> 00:18:40,000
posibles

617
00:18:40,000 --> 00:18:41,000
consecuencias

618
00:18:41,000 --> 00:18:42,000
destes

619
00:18:42,000 --> 00:18:43,000
trastornos.

620
00:18:45,000 --> 00:18:46,000
Si

621
00:18:46,000 --> 00:18:47,000
en un estudio

622
00:18:47,000 --> 00:18:48,000
de Alemani

623
00:18:48,000 --> 00:18:49,000
llevado

624
00:18:49,000 --> 00:18:50,000
a cabo

625
00:18:50,000 --> 00:18:51,000
en que

626
00:18:51,000 --> 00:18:52,000
se consultou

627
00:18:52,000 --> 00:18:53,000
acerca

628
00:18:53,000 --> 00:18:54,000
de as consecuencias

629
00:18:54,000 --> 00:18:55,000
percebidas

630
00:18:55,000 --> 00:18:56,000
ás familias

631
00:18:56,000 --> 00:18:57,000
de alumnos

632
00:18:57,000 --> 00:18:58,000
con estes

633
00:18:58,000 --> 00:18:59,000
trastornos

634
00:18:59,000 --> 00:19:00,000
vemos que

635
00:19:00,000 --> 00:19:01,000
a situación

636
00:19:01,000 --> 00:19:02,000
é preocupante.

637
00:19:02,000 --> 00:19:03,000
As familias

638
00:19:03,000 --> 00:19:04,000
dicen

639
00:19:04,000 --> 00:19:05,000
que

640
00:19:05,000 --> 00:19:06,000
os seus fillos

641
00:19:06,000 --> 00:19:07,000
que ten estes

642
00:19:07,000 --> 00:19:08,000
trastornos

643
00:19:08,000 --> 00:19:09,000
en un 73%

644
00:19:09,000 --> 00:19:10,000
dos casos

645
00:19:10,000 --> 00:19:11,000
presentan

646
00:19:11,000 --> 00:19:12,000
baja autoestima.

647
00:19:12,000 --> 00:19:13,000
Desmotivación

648
00:19:13,000 --> 00:19:14,000
por el estudio

649
00:19:14,000 --> 00:19:15,000
en máis de un 65%

650
00:19:15,000 --> 00:19:16,000
dos casos.

651
00:19:16,000 --> 00:19:17,000
En el 29%

652
00:19:17,000 --> 00:19:18,000
dificultades

653
00:19:18,000 --> 00:19:19,000
de relación

654
00:19:19,000 --> 00:19:20,000
con os iguales

655
00:19:20,000 --> 00:19:21,000
e en el 21%

656
00:19:21,000 --> 00:19:22,000
problemas de

657
00:19:22,000 --> 00:19:23,000
conducta

658
00:19:23,000 --> 00:19:24,000
igual que

659
00:19:24,000 --> 00:19:25,000
en un 21%

660
00:19:25,000 --> 00:19:26,000
fracaso

661
00:19:26,000 --> 00:19:27,000
escolar.

662
00:19:27,000 --> 00:19:28,000
Es decir,

663
00:19:28,000 --> 00:19:29,000
o panorama

664
00:19:29,000 --> 00:19:30,000
que se presenta

665
00:19:30,000 --> 00:19:31,000
ao longo

666
00:19:31,000 --> 00:19:32,000
da evolución

667
00:19:32,000 --> 00:19:33,000
do proceso

668
00:19:33,000 --> 00:19:34,000
de desenvolupamento

669
00:19:34,000 --> 00:19:35,000
destes alumnos

670
00:19:35,000 --> 00:19:36,000
é preocupante.

671
00:19:36,000 --> 00:19:37,000
Se les preguntamos

672
00:19:37,000 --> 00:19:38,000
ás persoas

673
00:19:38,000 --> 00:19:39,000
que

674
00:19:39,000 --> 00:19:40,000
ten

675
00:19:40,000 --> 00:19:41,000
alguno

676
00:19:41,000 --> 00:19:42,000
destes

677
00:19:42,000 --> 00:19:43,000
trastornos

678
00:19:43,000 --> 00:19:44,000
adultos

679
00:19:44,000 --> 00:19:45,000
as consecuencias

680
00:19:45,000 --> 00:19:46,000
de que

681
00:19:46,000 --> 00:19:47,000
nos falan

682
00:19:47,000 --> 00:19:48,000
tamén

683
00:19:48,000 --> 00:19:49,000
son

684
00:19:49,000 --> 00:19:50,000
preocupantes.

685
00:19:50,000 --> 00:19:51,000
En un 45%

686
00:19:51,000 --> 00:19:52,000
máis de un 45%

687
00:19:52,000 --> 00:19:53,000
dos casos

688
00:19:53,000 --> 00:19:54,000
falan

689
00:19:54,000 --> 00:19:55,000
de que

690
00:19:55,000 --> 00:19:56,000
sofren

691
00:19:56,000 --> 00:19:57,000
ansiedad

692
00:19:57,000 --> 00:19:58,000
trastornos

693
00:19:58,000 --> 00:19:59,000
de ansiedad.

694
00:19:59,000 --> 00:20:00,000
En máis de un 16%

695
00:20:00,000 --> 00:20:01,000
dos casos

696
00:20:01,000 --> 00:20:02,000
depresión

697
00:20:02,000 --> 00:20:03,000
trastornos

698
00:20:03,000 --> 00:20:04,000
de conducta

699
00:20:04,000 --> 00:20:05,000
en casi un 11%.

700
00:20:05,000 --> 00:20:06,000
Es decir,

701
00:20:06,000 --> 00:20:07,000
é unha situación

702
00:20:07,000 --> 00:20:08,000
e unha evolución

703
00:20:08,000 --> 00:20:09,000
que preocupa

704
00:20:09,000 --> 00:20:10,000
e que nos pone

705
00:20:10,000 --> 00:20:11,000
na pista

706
00:20:11,000 --> 00:20:12,000
de que

707
00:20:12,000 --> 00:20:13,000
temos que

708
00:20:13,000 --> 00:20:14,000
dar unha

709
00:20:14,000 --> 00:20:15,000
resposta

710
00:20:15,000 --> 00:20:16,000
educativa

711
00:20:16,000 --> 00:20:17,000
ajustada

712
00:20:17,000 --> 00:20:18,000
ás suas necesidades

713
00:20:18,000 --> 00:20:19,000
para evitar

714
00:20:19,000 --> 00:20:20,000
que estas dificultades

715
00:20:20,000 --> 00:20:21,000
que estamos vendo

716
00:20:21,000 --> 00:20:22,000
e que non son

717
00:20:22,000 --> 00:20:23,000
inherentes

718
00:20:23,000 --> 00:20:24,000
ao trastorno

719
00:20:24,000 --> 00:20:25,000
non se

720
00:20:25,000 --> 00:20:26,000
acaben

721
00:20:26,000 --> 00:20:27,000
desarrollando.

722
00:20:27,000 --> 00:20:28,000
Unha vez que hemos visto

723
00:20:28,000 --> 00:20:29,000
a población

724
00:20:29,000 --> 00:20:30,000
de que

725
00:20:30,000 --> 00:20:31,000
devemos

726
00:20:31,000 --> 00:20:32,000
ocuparnos

727
00:20:32,000 --> 00:20:33,000
é importante

728
00:20:33,000 --> 00:20:34,000
que definamos

729
00:20:34,000 --> 00:20:35,000
os destinatarios.

730
00:20:35,000 --> 00:20:36,000
Os destinatarios

731
00:20:36,000 --> 00:20:37,000
vienen determinados

732
00:20:37,000 --> 00:20:38,000
pola orden 63

733
00:20:38,000 --> 00:20:39,000
pola que

734
00:20:39,000 --> 00:20:40,000
ha sido

735
00:20:40,000 --> 00:20:41,000
creada este

736
00:20:41,000 --> 00:20:42,000
equipo

737
00:20:42,000 --> 00:20:43,000
e dice que

738
00:20:43,000 --> 00:20:44,000
este

739
00:20:44,000 --> 00:20:45,000
o equipo

740
00:20:45,000 --> 00:20:46,000
tiene funciones

741
00:20:46,000 --> 00:20:47,000
de orientación

742
00:20:47,000 --> 00:20:48,000
e asesoramiento

743
00:20:48,000 --> 00:20:49,000
especializado

744
00:20:49,000 --> 00:20:50,000
aos servicios

745
00:20:50,000 --> 00:20:51,000
da red de orientación

746
00:20:51,000 --> 00:20:52,000
á inspección educativa

747
00:20:52,000 --> 00:20:53,000
e aos centros

748
00:20:53,000 --> 00:20:54,000
docentes.

749
00:20:54,000 --> 00:20:55,000
E, por suposto,

750
00:20:55,000 --> 00:20:56,000
no centro da

751
00:20:56,000 --> 00:20:57,000
diana

752
00:20:57,000 --> 00:20:58,000
está a

753
00:20:58,000 --> 00:20:59,000
atención aos

754
00:20:59,000 --> 00:21:00,000
alunos

755
00:21:00,000 --> 00:21:01,000
de ATEL

756
00:21:01,000 --> 00:21:02,000
e TDAH.

757
00:21:02,000 --> 00:21:03,000
E, por último,

758
00:21:03,000 --> 00:21:04,000
já

759
00:21:04,000 --> 00:21:05,000
vindrían

760
00:21:05,000 --> 00:21:06,000
os recursos

761
00:21:06,000 --> 00:21:07,000
con os que

762
00:21:07,000 --> 00:21:08,000
contamos

763
00:21:08,000 --> 00:21:09,000
para

764
00:21:09,000 --> 00:21:10,000
poner en

765
00:21:10,000 --> 00:21:11,000
marcha

766
00:21:11,000 --> 00:21:12,000
as nosas

767
00:21:12,000 --> 00:21:13,000
actuaciones.

768
00:21:13,000 --> 00:21:14,000
Como já

769
00:21:14,000 --> 00:21:15,000
hemos dito antes,

770
00:21:15,000 --> 00:21:16,000
somos tres

771
00:21:16,000 --> 00:21:17,000
profesionales

772
00:21:17,000 --> 00:21:18,000
da orientación,

773
00:21:18,000 --> 00:21:19,000
unha AL

774
00:21:19,000 --> 00:21:20,000
e, además,

775
00:21:20,000 --> 00:21:21,000
contamos

776
00:21:21,000 --> 00:21:22,000
con as novas

777
00:21:22,000 --> 00:21:23,000
tecnologías,

778
00:21:23,000 --> 00:21:24,000
consolidando

779
00:21:24,000 --> 00:21:25,000
con a situación

780
00:21:25,000 --> 00:21:26,000
de pandemia

781
00:21:26,000 --> 00:21:27,000
e con unha red

782
00:21:27,000 --> 00:21:28,000
institucional

783
00:21:28,000 --> 00:21:29,000
que nos dá

784
00:21:29,000 --> 00:21:30,000
soporte

785
00:21:30,000 --> 00:21:31,000
á Dirección General

786
00:21:31,000 --> 00:21:32,000
de Infantil e Primaria,

787
00:21:32,000 --> 00:21:33,000
ás unidades

788
00:21:33,000 --> 00:21:34,000
de programas

789
00:21:34,000 --> 00:21:35,000
educativos,

790
00:21:35,000 --> 00:21:36,000
á red de formación

791
00:21:36,000 --> 00:21:37,000
e, por suposto,

792
00:21:37,000 --> 00:21:38,000
á inspección educativa.

793
00:21:38,000 --> 00:21:39,000
Bien,

794
00:21:39,000 --> 00:21:40,000
con todo isto

795
00:21:40,000 --> 00:21:41,000
e tenendo en cuenta

796
00:21:41,000 --> 00:21:42,000
que a tarea

797
00:21:42,000 --> 00:21:43,000
que debemos

798
00:21:43,000 --> 00:21:44,000
abordar

799
00:21:44,000 --> 00:21:45,000
é unha tarea

800
00:21:45,000 --> 00:21:46,000
compleja

801
00:21:46,000 --> 00:21:47,000
por as dimensiones

802
00:21:47,000 --> 00:21:48,000
da población

803
00:21:48,000 --> 00:21:49,000
a que temos

804
00:21:49,000 --> 00:21:50,000
que atender

805
00:21:50,000 --> 00:21:51,000
e tamén por as

806
00:21:51,000 --> 00:21:52,000
especiales

807
00:21:52,000 --> 00:21:53,000
e, como sempre

808
00:21:53,000 --> 00:21:54,000
sucede,

809
00:21:54,000 --> 00:21:55,000
tenendo en cuenta

810
00:21:55,000 --> 00:21:56,000
que os recursos

811
00:21:56,000 --> 00:21:57,000
son limitados,

812
00:21:57,000 --> 00:21:58,000
pois tenemos

813
00:21:58,000 --> 00:21:59,000
unha necesidade

814
00:21:59,000 --> 00:22:00,000
imperiosa

815
00:22:00,000 --> 00:22:01,000
de establecer

816
00:22:01,000 --> 00:22:02,000
prioridades

817
00:22:02,000 --> 00:22:03,000
para tratar

818
00:22:03,000 --> 00:22:04,000
de ser eficaces.

819
00:22:04,000 --> 00:22:05,000
E esta necesidade

820
00:22:05,000 --> 00:22:06,000
de establecer

821
00:22:06,000 --> 00:22:07,000
prioridades

822
00:22:07,000 --> 00:22:08,000
nos lleva

823
00:22:08,000 --> 00:22:09,000
á

824
00:22:09,000 --> 00:22:10,000
cuestión

825
00:22:10,000 --> 00:22:11,000
de tener que

826
00:22:11,000 --> 00:22:12,000
definir

827
00:22:12,000 --> 00:22:13,000
unhas líneas

828
00:22:13,000 --> 00:22:14,000
generales

829
00:22:14,000 --> 00:22:15,000
de actuación,

830
00:22:15,000 --> 00:22:16,000
que é

831
00:22:16,000 --> 00:22:17,000
noso objetivo

832
00:22:17,000 --> 00:22:18,000
desta ponencia

833
00:22:18,000 --> 00:22:19,000
é que

834
00:22:19,000 --> 00:22:20,000
conozcáis

835
00:22:20,000 --> 00:22:21,000
estas líneas

836
00:22:21,000 --> 00:22:22,000
generales

837
00:22:22,000 --> 00:22:23,000
de actuación.

838
00:22:23,000 --> 00:22:24,000
Bien,

839
00:22:24,000 --> 00:22:25,000
pois para

840
00:22:25,000 --> 00:22:26,000
definir estas líneas

841
00:22:26,000 --> 00:22:27,000
que tenemos

842
00:22:27,000 --> 00:22:28,000
que tener en cuenta?

843
00:22:28,000 --> 00:22:29,000
Ya hemos visto

844
00:22:29,000 --> 00:22:30,000
e hemos definido

845
00:22:30,000 --> 00:22:31,000
esta

846
00:22:31,000 --> 00:22:32,000
la población.

847
00:22:32,000 --> 00:22:33,000
Ahora

848
00:22:33,000 --> 00:22:34,000
tenemos que

849
00:22:34,000 --> 00:22:35,000
tener siempre presente

850
00:22:35,000 --> 00:22:36,000
unhas estrellas

851
00:22:36,000 --> 00:22:37,000
que deben guiar

852
00:22:37,000 --> 00:22:38,000
nosas actuaciones,

853
00:22:38,000 --> 00:22:39,000
que é a normativa

854
00:22:39,000 --> 00:22:40,000
vigente,

855
00:22:40,000 --> 00:22:41,000
por suposto,

856
00:22:41,000 --> 00:22:42,000
e os conhecimentos

857
00:22:42,000 --> 00:22:43,000
pedagógicos

858
00:22:43,000 --> 00:22:44,000
e psicológicos

859
00:22:44,000 --> 00:22:45,000
que

860
00:22:45,000 --> 00:22:46,000
disponemos

861
00:22:46,000 --> 00:22:47,000
sobre a población

862
00:22:47,000 --> 00:22:48,000
a que debemos

863
00:22:48,000 --> 00:22:49,000
de atender.

864
00:22:49,000 --> 00:22:50,000
Pero

865
00:22:50,000 --> 00:22:51,000
noso objetivo

866
00:22:51,000 --> 00:22:52,000
é

867
00:22:52,000 --> 00:22:53,000
definir

868
00:22:53,000 --> 00:22:54,000
tres aspectos

869
00:22:54,000 --> 00:22:55,000
fundamentales.

870
00:22:55,000 --> 00:22:56,000
Por un lado,

871
00:22:56,000 --> 00:22:57,000
a finalidad

872
00:22:57,000 --> 00:22:58,000
de nosa intervención.

873
00:22:58,000 --> 00:22:59,000
Tenemos que

874
00:22:59,000 --> 00:23:00,000
establecer

875
00:23:00,000 --> 00:23:01,000
unha finalidad,

876
00:23:01,000 --> 00:23:02,000
un principio

877
00:23:02,000 --> 00:23:03,000
que guíe

878
00:23:03,000 --> 00:23:04,000
nosas actuaciones.

879
00:23:04,000 --> 00:23:05,000
Por outra parte,

880
00:23:05,000 --> 00:23:06,000
as funciones

881
00:23:06,000 --> 00:23:07,000
que nos han sido

882
00:23:07,000 --> 00:23:08,000
encomendadas

883
00:23:08,000 --> 00:23:09,000
e,

884
00:23:09,000 --> 00:23:10,000
por último,

885
00:23:10,000 --> 00:23:11,000
pero non menos importante,

886
00:23:11,000 --> 00:23:12,000
sino

887
00:23:12,000 --> 00:23:13,000
moito máis importante

888
00:23:13,000 --> 00:23:14,000
se cabe,

889
00:23:14,000 --> 00:23:15,000
é as necesidades

890
00:23:15,000 --> 00:23:16,000
da red

891
00:23:16,000 --> 00:23:17,000
de orientación.

892
00:23:17,000 --> 00:23:18,000
Bien,

893
00:23:18,000 --> 00:23:19,000
a finalidad

894
00:23:19,000 --> 00:23:20,000
de nosa intervención

895
00:23:20,000 --> 00:23:21,000
necesitamos

896
00:23:21,000 --> 00:23:22,000
un principio

897
00:23:22,000 --> 00:23:23,000
que guíe

898
00:23:23,000 --> 00:23:24,000
nosas actuaciones

899
00:23:24,000 --> 00:23:25,000
e un instrumento

900
00:23:25,000 --> 00:23:26,000
que nos ayude

901
00:23:26,000 --> 00:23:27,000
a materializar

902
00:23:27,000 --> 00:23:28,000
ese principio.

903
00:23:28,000 --> 00:23:29,000
Para determinar

904
00:23:29,000 --> 00:23:30,000
el principio,

905
00:23:30,000 --> 00:23:31,000
pues,

906
00:23:31,000 --> 00:23:32,000
recurramos a esa estrella,

907
00:23:32,000 --> 00:23:33,000
a la normativa.

908
00:23:33,000 --> 00:23:34,000
¿Y qué nos dice

909
00:23:34,000 --> 00:23:35,000
la LOE?

910
00:23:35,000 --> 00:23:36,000
La LOE,

911
00:23:36,000 --> 00:23:37,000
en su artículo 71.3,

912
00:23:37,000 --> 00:23:38,000
que no ha sido

913
00:23:38,000 --> 00:23:39,000
modificado

914
00:23:39,000 --> 00:23:40,000
ni por

915
00:23:40,000 --> 00:23:41,000
la LOMCE

916
00:23:41,000 --> 00:23:42,000
ni por la LOMLOE,

917
00:23:42,000 --> 00:23:43,000
nos dice

918
00:23:43,000 --> 00:23:44,000
que la atención

919
00:23:44,000 --> 00:23:45,000
integral al alumnado

920
00:23:45,000 --> 00:23:46,000
con necesidad

921
00:23:46,000 --> 00:23:47,000
específica

922
00:23:47,000 --> 00:23:48,000
de apoyo educativo

923
00:23:48,000 --> 00:23:49,000
se iniciará

924
00:23:49,000 --> 00:23:50,000
desde el mismo momento

925
00:23:50,000 --> 00:23:51,000
en que dicha necesidad

926
00:23:51,000 --> 00:23:52,000
sea identificada

927
00:23:52,000 --> 00:23:53,000
y que se regirá

928
00:23:53,000 --> 00:23:54,000
por los principios

929
00:23:54,000 --> 00:23:55,000
de normalización

930
00:23:55,000 --> 00:23:56,000
e inclusión.

931
00:23:56,000 --> 00:23:57,000
Pues,

932
00:23:57,000 --> 00:23:58,000
vemos que

933
00:23:58,000 --> 00:23:59,000
la LOE

934
00:23:59,000 --> 00:24:00,000
ya habla

935
00:24:00,000 --> 00:24:01,000
de unos principios.

936
00:24:01,000 --> 00:24:02,000
Si,

937
00:24:02,000 --> 00:24:03,000
además,

938
00:24:03,000 --> 00:24:04,000
nos vamos

939
00:24:04,000 --> 00:24:05,000
al ámbito

940
00:24:05,000 --> 00:24:06,000
internacional,

941
00:24:06,000 --> 00:24:07,000
en la Organización

942
00:24:07,000 --> 00:24:08,000
de las Naciones Unidas,

943
00:24:08,000 --> 00:24:09,000
en los Objetivos

944
00:24:09,000 --> 00:24:10,000
de Desarrollo Sostenible

945
00:24:10,000 --> 00:24:11,000
para la Agenda 2030,

946
00:24:11,000 --> 00:24:12,000
en el Objetivo

947
00:24:12,000 --> 00:24:13,000
de Desarrollo Sostenible

948
00:24:13,000 --> 00:24:14,000
para la Agenda 2030,

949
00:24:14,000 --> 00:24:15,000
en el Objetivo

950
00:24:15,000 --> 00:24:16,000
de Desarrollo Sostenible

951
00:24:16,000 --> 00:24:17,000
para la Agenda 2030,

952
00:24:17,000 --> 00:24:18,000
en el Objetivo

953
00:24:18,000 --> 00:24:19,000
de Desarrollo Sostenible

954
00:24:19,000 --> 00:24:20,000
número 4,

955
00:24:20,000 --> 00:24:21,000
habla de

956
00:24:21,000 --> 00:24:22,000
garantizar

957
00:24:22,000 --> 00:24:23,000
una educación

958
00:24:23,000 --> 00:24:24,000
inclusiva

959
00:24:24,000 --> 00:24:25,000
y de calidad

960
00:24:25,000 --> 00:24:26,000
y promover

961
00:24:26,000 --> 00:24:27,000
oportunidades

962
00:24:27,000 --> 00:24:28,000
de aprendizaje

963
00:24:28,000 --> 00:24:29,000
para todos.

964
00:24:29,000 --> 00:24:30,000
Vemos que vuelve

965
00:24:30,000 --> 00:24:31,000
a mencionar

966
00:24:31,000 --> 00:24:32,000
la inclusión

967
00:24:32,000 --> 00:24:33,000
y unido

968
00:24:33,000 --> 00:24:34,000
a calidad,

969
00:24:34,000 --> 00:24:35,000
que era

970
00:24:35,000 --> 00:24:36,000
nuestro objetivo inicial,

971
00:24:36,000 --> 00:24:37,000
promover

972
00:24:37,000 --> 00:24:38,000
la calidad.

973
00:24:38,000 --> 00:24:39,000
Por otra parte,

974
00:24:39,000 --> 00:24:40,000
las distintas

975
00:24:40,000 --> 00:24:41,000
investigaciones

976
00:24:41,000 --> 00:24:42,000
científicas

977
00:24:42,000 --> 00:24:43,000
concluyen

978
00:24:43,000 --> 00:24:44,000
que la inclusión

979
00:24:44,000 --> 00:24:45,000
contribuye

980
00:24:45,000 --> 00:24:46,000
a reducir

981
00:24:46,000 --> 00:24:47,000
los niveles

982
00:24:47,000 --> 00:24:48,000
de fracaso escolar,

983
00:24:48,000 --> 00:24:49,000
algo que

984
00:24:49,000 --> 00:24:50,000
hemos visto

985
00:24:50,000 --> 00:24:51,000
que afecta

986
00:24:51,000 --> 00:24:52,000
de unha maneira

987
00:24:52,000 --> 00:24:53,000
importante

988
00:24:53,000 --> 00:24:54,000
a nosa población.

989
00:24:54,000 --> 00:24:55,000
Ben,

990
00:24:55,000 --> 00:24:56,000
se a normativa

991
00:24:56,000 --> 00:24:57,000
indica

992
00:24:57,000 --> 00:24:58,000
a inclusión,

993
00:24:58,000 --> 00:24:59,000
se a ONU,

994
00:24:59,000 --> 00:25:00,000
a través

995
00:25:00,000 --> 00:25:01,000
de seus

996
00:25:01,000 --> 00:25:02,000
Objetivos

997
00:25:02,000 --> 00:25:03,000
de Desarrollo

998
00:25:03,000 --> 00:25:04,000
Sostenible,

999
00:25:04,000 --> 00:25:05,000
tamén,

1000
00:25:05,000 --> 00:25:06,000
e se a investigación

1001
00:25:06,000 --> 00:25:07,000
avala

1002
00:25:07,000 --> 00:25:08,000
como unha fonte

1003
00:25:08,000 --> 00:25:09,000
para evitar

1004
00:25:09,000 --> 00:25:10,000
ou prevenir

1005
00:25:10,000 --> 00:25:11,000
o fracaso escolar,

1006
00:25:11,000 --> 00:25:12,000
podemos dizer

1007
00:25:12,000 --> 00:25:13,000
que

1008
00:25:13,000 --> 00:25:14,000
a inclusión

1009
00:25:14,000 --> 00:25:15,000
que a inclusión

1010
00:25:15,000 --> 00:25:16,000
es o objetivo

1011
00:25:16,000 --> 00:25:17,000
inicial

1012
00:25:17,000 --> 00:25:18,000
e

1013
00:25:18,000 --> 00:25:19,000
a inclusión

1014
00:25:19,000 --> 00:25:20,000
es o objetivo

1015
00:25:20,000 --> 00:25:21,000
inicial

1016
00:25:21,000 --> 00:25:22,000
Ben,

1017
00:25:22,000 --> 00:25:23,000
entonces tendremos

1018
00:25:23,000 --> 00:25:24,000
que definir

1019
00:25:24,000 --> 00:25:25,000
qe é a inclusión

1020
00:25:25,000 --> 00:25:26,000
Pois aquí

1021
00:25:26,000 --> 00:25:27,000
de novo

1022
00:25:27,000 --> 00:25:28,000
volven

1023
00:25:28,000 --> 00:25:29,000
a surgir

1024
00:25:29,000 --> 00:25:30,000
dificultades

1025
00:25:30,000 --> 00:25:31,000
porque non hai

1026
00:25:31,000 --> 00:25:32,000
unha única

1027
00:25:32,000 --> 00:25:33,000
definición

1028
00:25:33,000 --> 00:25:34,000
de inclusión

1029
00:25:34,000 --> 00:25:35,000
incluso

1030
00:25:35,000 --> 00:25:36,000
as diferenzas

1031
00:25:36,000 --> 00:25:37,000
e

1032
00:25:37,000 --> 00:25:38,000
surgen

1033
00:25:38,000 --> 00:25:39,000
en a conceptualización

1034
00:25:39,000 --> 00:25:40,000
máis básica,

1035
00:25:40,000 --> 00:25:41,000
é a inclusión

1036
00:25:41,000 --> 00:25:42,000
un derecho

1037
00:25:42,000 --> 00:25:43,000
que

1038
00:25:43,000 --> 00:25:44,000
realmente

1039
00:25:44,000 --> 00:25:45,000
de todos

1040
00:25:45,000 --> 00:25:46,000
os alumnos

1041
00:25:46,000 --> 00:25:47,000
ou é simplemente

1042
00:25:47,000 --> 00:25:48,000
un derecho

1043
00:25:48,000 --> 00:25:49,000
al que hai que

1044
00:25:49,000 --> 00:25:50,000
fazer referencia

1045
00:25:50,000 --> 00:25:51,000
para aqueles

1046
00:25:51,000 --> 00:25:52,000
alumnos

1047
00:25:52,000 --> 00:25:53,000
que son

1048
00:25:53,000 --> 00:25:54,000
máis vulnerables

1049
00:25:54,000 --> 00:25:55,000
Ben,

1050
00:25:55,000 --> 00:25:56,000
pois tenemos

1051
00:25:56,000 --> 00:25:57,000
que adoptar

1052
00:25:57,000 --> 00:25:58,000
unha postura

1053
00:25:58,000 --> 00:25:59,000
e

1054
00:25:59,000 --> 00:26:00,000
nós consideramos

1055
00:26:00,000 --> 00:26:01,000
que

1056
00:26:01,000 --> 00:26:02,000
seguindo a

1057
00:26:02,000 --> 00:26:03,000
INSCO

1058
00:26:03,000 --> 00:26:04,000
a inclusión

1059
00:26:04,000 --> 00:26:05,000
deve ser entendida

1060
00:26:05,000 --> 00:26:06,000
como un

1061
00:26:06,000 --> 00:26:07,000
proceso

1062
00:26:07,000 --> 00:26:08,000
sistémico

1063
00:26:08,000 --> 00:26:09,000
de desarrollo

1064
00:26:09,000 --> 00:26:10,000
de escolas

1065
00:26:10,000 --> 00:26:11,000
para todos

1066
00:26:11,000 --> 00:26:12,000
É, por tanto,

1067
00:26:12,000 --> 00:26:13,000
é unha

1068
00:26:13,000 --> 00:26:14,000
mejora

1069
00:26:14,000 --> 00:26:15,000
e inovación

1070
00:26:15,000 --> 00:26:16,000
educativa

1071
00:26:16,000 --> 00:26:17,000
e que

1072
00:26:17,000 --> 00:26:18,000
teña como objetivo

1073
00:26:18,000 --> 00:26:19,000
promover

1074
00:26:19,000 --> 00:26:20,000
a presencia,

1075
00:26:20,000 --> 00:26:21,000
o rendimiento

1076
00:26:21,000 --> 00:26:22,000
e a participación

1077
00:26:22,000 --> 00:26:23,000
de todo

1078
00:26:23,000 --> 00:26:24,000
o alumnado

1079
00:26:24,000 --> 00:26:25,000
con especial

1080
00:26:25,000 --> 00:26:26,000
atención

1081
00:26:26,000 --> 00:26:27,000
ao alumnado

1082
00:26:27,000 --> 00:26:28,000
máis vulnerable

1083
00:26:28,000 --> 00:26:29,000
O lema

1084
00:26:29,000 --> 00:26:30,000
de nosas jornadas

1085
00:26:30,000 --> 00:26:31,000
construyendo

1086
00:26:31,000 --> 00:26:32,000
unha escola

1087
00:26:32,000 --> 00:26:33,000
de futuro

1088
00:26:33,000 --> 00:26:34,000
pois passa

1089
00:26:34,000 --> 00:26:35,000
por construir

1090
00:26:35,000 --> 00:26:36,000
unha escola

1091
00:26:36,000 --> 00:26:37,000
inclusiva

1092
00:26:37,000 --> 00:26:38,000
en a que

1093
00:26:38,000 --> 00:26:39,000
como decíamos

1094
00:26:39,000 --> 00:26:40,000
tengan cabida

1095
00:26:40,000 --> 00:26:41,000
todos os alumnos

1096
00:26:41,000 --> 00:26:42,000
para fazer

1097
00:26:42,000 --> 00:26:43,000
aportaciones

1098
00:26:43,000 --> 00:26:44,000
valiosas

1099
00:26:44,000 --> 00:26:45,000
E como

1100
00:26:45,000 --> 00:26:46,000
pretende

1101
00:26:46,000 --> 00:26:47,000
a inclusión

1102
00:26:47,000 --> 00:26:48,000
promover

1103
00:26:48,000 --> 00:26:49,000
esta capacitación

1104
00:26:49,000 --> 00:26:50,000
de todos

1105
00:26:50,000 --> 00:26:51,000
os alumnos?

1106
00:26:51,000 --> 00:26:52,000
Pois a través

1107
00:26:52,000 --> 00:26:53,000
de la detección

1108
00:26:53,000 --> 00:26:54,000
e eliminación

1109
00:26:54,000 --> 00:26:55,000
daquellas barreiras

1110
00:26:55,000 --> 00:26:56,000
que o dificultan

1111
00:26:56,000 --> 00:26:57,000
Por tanto,

1112
00:26:57,000 --> 00:26:58,000
necesitamos

1113
00:26:58,000 --> 00:26:59,000
un instrumento

1114
00:26:59,000 --> 00:27:00,000
para detectar

1115
00:27:00,000 --> 00:27:01,000
e promover

1116
00:27:01,000 --> 00:27:02,000
a eliminación

1117
00:27:02,000 --> 00:27:03,000
dessas barreiras

1118
00:27:03,000 --> 00:27:04,000
E este instrumento

1119
00:27:04,000 --> 00:27:05,000
pensamos

1120
00:27:05,000 --> 00:27:06,000
que pode ser

1121
00:27:06,000 --> 00:27:07,000
o diseño

1122
00:27:07,000 --> 00:27:08,000
universal

1123
00:27:08,000 --> 00:27:09,000
de aprendizaje

1124
00:27:09,000 --> 00:27:10,000
o DUA

1125
00:27:10,000 --> 00:27:11,000
O DUA

1126
00:27:11,000 --> 00:27:12,000
tiene un punto

1127
00:27:12,000 --> 00:27:13,000
de partida

1128
00:27:13,000 --> 00:27:14,000
fundamental

1129
00:27:14,000 --> 00:27:15,000
e é que

1130
00:27:15,000 --> 00:27:16,000
afirma

1131
00:27:16,000 --> 00:27:17,000
que a diversidade

1132
00:27:17,000 --> 00:27:18,000
é a norma

1133
00:27:18,000 --> 00:27:19,000
non é a excepción

1134
00:27:19,000 --> 00:27:20,000
e que,

1135
00:27:20,000 --> 00:27:21,000
además,

1136
00:27:21,000 --> 00:27:22,000
os currículos

1137
00:27:22,000 --> 00:27:23,000
poden ser

1138
00:27:23,000 --> 00:27:24,000
descapacitantes

1139
00:27:24,000 --> 00:27:25,000
Que está

1140
00:27:25,000 --> 00:27:26,000
facendo o DUA?

1141
00:27:26,000 --> 00:27:27,000
O DUA está

1142
00:27:27,000 --> 00:27:28,000
quitando

1143
00:27:28,000 --> 00:27:29,000
a pelota

1144
00:27:29,000 --> 00:27:30,000
do texado

1145
00:27:30,000 --> 00:27:31,000
dos alumnos

1146
00:27:31,000 --> 00:27:32,000
e a está ponendo

1147
00:27:32,000 --> 00:27:33,000
no texado

1148
00:27:33,000 --> 00:27:34,000
do sistema educativo

1149
00:27:34,000 --> 00:27:35,000
É a dizer,

1150
00:27:35,000 --> 00:27:36,000
é o sistema

1151
00:27:36,000 --> 00:27:37,000
educativo

1152
00:27:37,000 --> 00:27:38,000
o que teñe

1153
00:27:38,000 --> 00:27:39,000
que dar

1154
00:27:39,000 --> 00:27:40,000
resposta

1155
00:27:40,000 --> 00:27:41,000
a todos

1156
00:27:41,000 --> 00:27:42,000
os alumnos

1157
00:27:42,000 --> 00:27:43,000
Por tanto,

1158
00:27:43,000 --> 00:27:44,000
o DUA

1159
00:27:44,000 --> 00:27:45,000
o que busca

1160
00:27:45,000 --> 00:27:46,000
é promover

1161
00:27:46,000 --> 00:27:47,000
inclusión

1162
00:27:47,000 --> 00:27:48,000
e o faz

1163
00:27:48,000 --> 00:27:49,000
através

1164
00:27:49,000 --> 00:27:50,000
de propostas

1165
00:27:50,000 --> 00:27:51,000
prácticas

1166
00:27:51,000 --> 00:27:52,000
Su objetivo,

1167
00:27:52,000 --> 00:27:53,000
por tanto,

1168
00:27:53,000 --> 00:27:54,000
é universalizar

1169
00:27:54,000 --> 00:27:55,000
o currículo

1170
00:27:55,000 --> 00:27:56,000
definir

1171
00:27:56,000 --> 00:27:57,000
un currículo

1172
00:27:57,000 --> 00:27:58,000
para tratar

1173
00:27:58,000 --> 00:27:59,000
de satisfacer

1174
00:27:59,000 --> 00:28:00,000
todas as diferencias

1175
00:28:00,000 --> 00:28:01,000
individuales

1176
00:28:01,000 --> 00:28:02,000
para incluir

1177
00:28:02,000 --> 00:28:03,000
a todos

1178
00:28:03,000 --> 00:28:04,000
os alumnos

1179
00:28:04,000 --> 00:28:05,000
Non se trata

1180
00:28:05,000 --> 00:28:06,000
de hacer

1181
00:28:06,000 --> 00:28:07,000
un currículo

1182
00:28:07,000 --> 00:28:08,000
que se

1183
00:28:08,000 --> 00:28:09,000
no se trata

1184
00:28:09,000 --> 00:28:10,000
de hacer

1185
00:28:10,000 --> 00:28:11,000
un currículo

1186
00:28:11,000 --> 00:28:12,000
único

1187
00:28:12,000 --> 00:28:13,000
que luego

1188
00:28:13,000 --> 00:28:14,000
adapto

1189
00:28:14,000 --> 00:28:15,000
a cada uno

1190
00:28:15,000 --> 00:28:16,000
de los alumnos

1191
00:28:16,000 --> 00:28:17,000
que teño

1192
00:28:17,000 --> 00:28:18,000
en el aula

1193
00:28:18,000 --> 00:28:19,000
Sino definir

1194
00:28:19,000 --> 00:28:20,000
un currículo

1195
00:28:20,000 --> 00:28:21,000
que pueda

1196
00:28:21,000 --> 00:28:22,000
dar

1197
00:28:22,000 --> 00:28:23,000
respuesta

1198
00:28:23,000 --> 00:28:24,000
a todos

1199
00:28:24,000 --> 00:28:25,000
Además,

1200
00:28:25,000 --> 00:28:26,000
como objetivo

1201
00:28:26,000 --> 00:28:27,000
o DUA

1202
00:28:27,000 --> 00:28:28,000
tamén

1203
00:28:28,000 --> 00:28:29,000
pretende

1204
00:28:29,000 --> 00:28:30,000
promover

1205
00:28:30,000 --> 00:28:31,000
a formación

1206
00:28:31,000 --> 00:28:32,000
de aprendizajes

1207
00:28:32,000 --> 00:28:33,000
expertos

1208
00:28:33,000 --> 00:28:34,000
Através

1209
00:28:34,000 --> 00:28:35,000
de favorecer

1210
00:28:35,000 --> 00:28:36,000
as funciones

1211
00:28:36,000 --> 00:28:37,000
educativas

1212
00:28:37,000 --> 00:28:38,000
y desarrollar

1213
00:28:38,000 --> 00:28:39,000
o pensamiento

1214
00:28:39,000 --> 00:28:40,000
estratégico

1215
00:28:40,000 --> 00:28:41,000
Nosos alumnos

1216
00:28:41,000 --> 00:28:42,000
hemos visto

1217
00:28:42,000 --> 00:28:43,000
que sofren

1218
00:28:43,000 --> 00:28:44,000
trastornos

1219
00:28:44,000 --> 00:28:45,000
do neurodesarrollo

1220
00:28:45,000 --> 00:28:46,000
Non son

1221
00:28:46,000 --> 00:28:47,000
enfermedades

1222
00:28:47,000 --> 00:28:48,000
que se van a curar

1223
00:28:48,000 --> 00:28:49,000
Van a estar presentes

1224
00:28:49,000 --> 00:28:50,000
ao longo

1225
00:28:50,000 --> 00:28:51,000
do seu vida

1226
00:28:51,000 --> 00:28:52,000
Entón necesitamos

1227
00:28:52,000 --> 00:28:53,000
promover

1228
00:28:53,000 --> 00:28:54,000
o desarrollo

1229
00:28:54,000 --> 00:28:55,000
de estrategias

1230
00:28:55,000 --> 00:28:56,000
que les permitan

1231
00:28:56,000 --> 00:28:57,000
desempeñarse

1232
00:28:57,000 --> 00:28:58,000
como personas

1233
00:28:58,000 --> 00:28:59,000
competentes

1234
00:28:59,000 --> 00:29:00,000
nos diferentes

1235
00:29:00,000 --> 00:29:01,000
ámbitos

1236
00:29:01,000 --> 00:29:02,000
nos que ten

1237
00:29:02,000 --> 00:29:03,000
que participar

1238
00:29:03,000 --> 00:29:04,000
E como son

1239
00:29:04,000 --> 00:29:05,000
estes aprendizajes

1240
00:29:05,000 --> 00:29:06,000
expertos?

1241
00:29:06,000 --> 00:29:07,000
O DUA

1242
00:29:07,000 --> 00:29:08,000
nos dice

1243
00:29:08,000 --> 00:29:09,000
que os aprendizajes

1244
00:29:09,000 --> 00:29:10,000
expertos

1245
00:29:10,000 --> 00:29:11,000
son

1246
00:29:11,000 --> 00:29:12,000
estratégicos

1247
00:29:12,000 --> 00:29:13,000
es decir

1248
00:29:13,000 --> 00:29:14,000
que son

1249
00:29:14,000 --> 00:29:15,000
capaces

1250
00:29:15,000 --> 00:29:16,000
de establecer

1251
00:29:16,000 --> 00:29:17,000
metas

1252
00:29:17,000 --> 00:29:18,000
e planes

1253
00:29:18,000 --> 00:29:19,000
para alcanzar

1254
00:29:19,000 --> 00:29:20,000
esas metas

1255
00:29:20,000 --> 00:29:21,000
promovendo

1256
00:29:21,000 --> 00:29:22,000
o desarrollo

1257
00:29:22,000 --> 00:29:23,000
de estrategias

1258
00:29:23,000 --> 00:29:24,000
e evaluando

1259
00:29:24,000 --> 00:29:25,000
seu progreso

1260
00:29:25,000 --> 00:29:26,000
ao longo

1261
00:29:26,000 --> 00:29:27,000
do caminho

1262
00:29:27,000 --> 00:29:28,000
Son

1263
00:29:28,000 --> 00:29:29,000
aprendizajes

1264
00:29:29,000 --> 00:29:30,000
con recursos

1265
00:29:30,000 --> 00:29:31,000
e informados

1266
00:29:31,000 --> 00:29:32,000
capaces

1267
00:29:32,000 --> 00:29:33,000
de activar

1268
00:29:33,000 --> 00:29:34,000
seus conhecimentos

1269
00:29:34,000 --> 00:29:35,000
previos

1270
00:29:35,000 --> 00:29:36,000
son herramientas

1271
00:29:36,000 --> 00:29:37,000
e recursos

1272
00:29:37,000 --> 00:29:38,000
para

1273
00:29:38,000 --> 00:29:39,000
interactuar

1274
00:29:39,000 --> 00:29:40,000
con a nova

1275
00:29:40,000 --> 00:29:41,000
información

1276
00:29:41,000 --> 00:29:42,000
e para promover

1277
00:29:42,000 --> 00:29:43,000
aprendizajes significativos

1278
00:29:43,000 --> 00:29:44,000
E ademais

1279
00:29:44,000 --> 00:29:45,000
son aprendizas

1280
00:29:45,000 --> 00:29:46,000
motivados

1281
00:29:46,000 --> 00:29:47,000
que establecen

1282
00:29:47,000 --> 00:29:48,000
metas

1283
00:29:48,000 --> 00:29:49,000
centradas

1284
00:29:49,000 --> 00:29:50,000
no domínio

1285
00:29:50,000 --> 00:29:51,000
e non

1286
00:29:51,000 --> 00:29:52,000
nos resultados

1287
00:29:52,000 --> 00:29:53,000
que mantenen

1288
00:29:53,000 --> 00:29:54,000
o esforzo

1289
00:29:54,000 --> 00:29:55,000
de forma

1290
00:29:55,000 --> 00:29:56,000
sostenida

1291
00:29:56,000 --> 00:29:57,000
para alcanzar

1292
00:29:57,000 --> 00:29:58,000
esas metas

1293
00:29:58,000 --> 00:29:59,000
e que

1294
00:29:59,000 --> 00:30:00,000
controlan

1295
00:30:00,000 --> 00:30:01,000
e regulan

1296
00:30:01,000 --> 00:30:02,000
as reacciones

1297
00:30:02,000 --> 00:30:03,000
emocionales

1298
00:30:03,000 --> 00:30:04,000
Pois ben

1299
00:30:04,000 --> 00:30:05,000
o nosso objetivo

1300
00:30:05,000 --> 00:30:06,000
é fazer

1301
00:30:06,000 --> 00:30:07,000
do nosso grupo

1302
00:30:07,000 --> 00:30:08,000
poblacional

1303
00:30:08,000 --> 00:30:09,000
aprendizos

1304
00:30:09,000 --> 00:30:10,000
expertos

1305
00:30:10,000 --> 00:30:11,000
Para iso

1306
00:30:11,000 --> 00:30:12,000
o diseño

1307
00:30:12,000 --> 00:30:13,000
universal

1308
00:30:13,000 --> 00:30:14,000
de aprendizaje

1309
00:30:14,000 --> 00:30:15,000
parte

1310
00:30:15,000 --> 00:30:16,000
de tres principios

1311
00:30:16,000 --> 00:30:17,000
Primeiro

1312
00:30:17,000 --> 00:30:18,000
o primeiro

1313
00:30:18,000 --> 00:30:19,000
deles

1314
00:30:19,000 --> 00:30:20,000
é que

1315
00:30:20,000 --> 00:30:21,000
hai que proporcionar

1316
00:30:21,000 --> 00:30:22,000
múltiples

1317
00:30:22,000 --> 00:30:23,000
formas

1318
00:30:23,000 --> 00:30:24,000
de implicación

1319
00:30:24,000 --> 00:30:25,000
é dizer

1320
00:30:25,000 --> 00:30:26,000
hai que fazer

1321
00:30:26,000 --> 00:30:27,000
dos nosos

1322
00:30:27,000 --> 00:30:28,000
alunos

1323
00:30:28,000 --> 00:30:29,000
alunos

1324
00:30:29,000 --> 00:30:30,000
aprendizos

1325
00:30:30,000 --> 00:30:31,000
activos

1326
00:30:31,000 --> 00:30:32,000
motivados

1327
00:30:32,000 --> 00:30:33,000
fomentando

1328
00:30:33,000 --> 00:30:34,000
o esforzo

1329
00:30:34,000 --> 00:30:35,000
e a persistencia

1330
00:30:35,000 --> 00:30:36,000
na tarea

1331
00:30:36,000 --> 00:30:37,000
e a autorregulação

1332
00:30:37,000 --> 00:30:38,000
O segundo

1333
00:30:38,000 --> 00:30:39,000
principio

1334
00:30:39,000 --> 00:30:40,000
do DUA

1335
00:30:40,000 --> 00:30:41,000
é proporcionar

1336
00:30:41,000 --> 00:30:42,000
múltiples

1337
00:30:42,000 --> 00:30:43,000
formas

1338
00:30:43,000 --> 00:30:44,000
de representación

1339
00:30:44,000 --> 00:30:45,000
A información

1340
00:30:45,000 --> 00:30:46,000
tem que chegar

1341
00:30:46,000 --> 00:30:47,000
por canales

1342
00:30:47,000 --> 00:30:48,000
diversos

1343
00:30:48,000 --> 00:30:49,000
e proporcionar

1344
00:30:49,000 --> 00:30:50,000
opcións

1345
00:30:50,000 --> 00:30:51,000
múltiples

1346
00:30:51,000 --> 00:30:52,000
aos aprendizos

1347
00:30:52,000 --> 00:30:53,000
para a compreensión

1348
00:30:53,000 --> 00:30:54,000
da información

1349
00:30:54,000 --> 00:30:55,000
nova

1350
00:30:55,000 --> 00:30:56,000
Ademais

1351
00:30:56,000 --> 00:30:57,000
o terceiro

1352
00:30:57,000 --> 00:30:58,000
principio

1353
00:30:58,000 --> 00:30:59,000
establece

1354
00:30:59,000 --> 00:31:00,000
que hai que proporcionar

1355
00:31:00,000 --> 00:31:01,000
múltiples

1356
00:31:01,000 --> 00:31:02,000
formas

1357
00:31:02,000 --> 00:31:03,000
de representación

1358
00:31:03,000 --> 00:31:04,000
hai que diversificar

1359
00:31:04,000 --> 00:31:05,000
as opcións

1360
00:31:05,000 --> 00:31:06,000
para que

1361
00:31:06,000 --> 00:31:07,000
os alunos

1362
00:31:07,000 --> 00:31:08,000
podan

1363
00:31:08,000 --> 00:31:09,000
expressar

1364
00:31:09,000 --> 00:31:10,000
os aprendizos

1365
00:31:10,000 --> 00:31:11,000
alcanzados

1366
00:31:11,000 --> 00:31:12,000
e para que

1367
00:31:12,000 --> 00:31:13,000
podan interactuar

1368
00:31:13,000 --> 00:31:14,000
con a información

1369
00:31:14,000 --> 00:31:15,000
e

1370
00:31:15,000 --> 00:31:16,000
ademais

1371
00:31:16,000 --> 00:31:17,000
proporcionar

1372
00:31:17,000 --> 00:31:18,000
opcións

1373
00:31:18,000 --> 00:31:19,000
diversas

1374
00:31:19,000 --> 00:31:20,000
para promover

1375
00:31:20,000 --> 00:31:21,000
o desenvolvimento

1376
00:31:21,000 --> 00:31:22,000
de habilidades

1377
00:31:22,000 --> 00:31:23,000
estratégicas

1378
00:31:23,000 --> 00:31:24,000
Ben

1379
00:31:24,000 --> 00:31:25,000
aí temos

1380
00:31:25,000 --> 00:31:26,000
o nosso principio

1381
00:31:26,000 --> 00:31:27,000
a inclusión

1382
00:31:27,000 --> 00:31:28,000
e o nosso instrumento

1383
00:31:28,000 --> 00:31:29,000
o diseño

1384
00:31:29,000 --> 00:31:30,000
universal

1385
00:31:30,000 --> 00:31:31,000
de aprendizaje

1386
00:31:31,000 --> 00:31:32,000
e

1387
00:31:32,000 --> 00:31:33,000
se

1388
00:31:33,000 --> 00:31:34,000
nos movemos

1389
00:31:34,000 --> 00:31:35,000
á outra

1390
00:31:35,000 --> 00:31:36,000
fonte

1391
00:31:36,000 --> 00:31:37,000
que temos que

1392
00:31:37,000 --> 00:31:38,000
tener en cuenta

1393
00:31:38,000 --> 00:31:39,000
para definir

1394
00:31:39,000 --> 00:31:40,000
as nosas líneas

1395
00:31:40,000 --> 00:31:41,000
de actuación

1396
00:31:41,000 --> 00:31:42,000
vemos

1397
00:31:42,000 --> 00:31:43,000
quais son

1398
00:31:43,000 --> 00:31:44,000
as funciones

1399
00:31:44,000 --> 00:31:45,000
que este equipo

1400
00:31:45,000 --> 00:31:46,000
ten encomendadas

1401
00:31:46,000 --> 00:31:47,000
que están

1402
00:31:47,000 --> 00:31:48,000
establecidas

1403
00:31:48,000 --> 00:31:49,000
na orden

1404
00:31:49,000 --> 00:31:50,000
63

1405
00:31:50,000 --> 00:31:51,000
de 2021

1406
00:31:51,000 --> 00:31:52,000
e que se relacionan

1407
00:31:52,000 --> 00:31:53,000
con o

1408
00:31:53,000 --> 00:31:54,000
asesoramiento

1409
00:31:54,000 --> 00:31:55,000
técnico

1410
00:31:55,000 --> 00:31:56,000
e a orientación

1411
00:31:56,000 --> 00:31:57,000
como decíamos

1412
00:31:57,000 --> 00:31:58,000
antes

1413
00:31:58,000 --> 00:31:59,000
á rede de orientación

1414
00:31:59,000 --> 00:32:00,000
e aos centros

1415
00:32:00,000 --> 00:32:01,000
de orientación

1416
00:32:01,000 --> 00:32:02,000
e difusión

1417
00:32:02,000 --> 00:32:03,000
de materiales

1418
00:32:03,000 --> 00:32:04,000
e instrumentos

1419
00:32:04,000 --> 00:32:05,000
con

1420
00:32:05,000 --> 00:32:06,000
a promoción

1421
00:32:06,000 --> 00:32:07,000
e dinamización

1422
00:32:07,000 --> 00:32:08,000
do intercambio

1423
00:32:08,000 --> 00:32:09,000
de boas prácticas

1424
00:32:09,000 --> 00:32:10,000
educativas

1425
00:32:10,000 --> 00:32:11,000
e con a colaboración

1426
00:32:11,000 --> 00:32:12,000
con a rede de formación

1427
00:32:12,000 --> 00:32:13,000
através de

1428
00:32:13,000 --> 00:32:14,000
a planificación

1429
00:32:14,000 --> 00:32:15,000
de actividades

1430
00:32:15,000 --> 00:32:16,000
de información

1431
00:32:16,000 --> 00:32:17,000
e formación

1432
00:32:17,000 --> 00:32:18,000
e por último

1433
00:32:18,000 --> 00:32:19,000
e decíamos

1434
00:32:19,000 --> 00:32:20,000
no menos importante

1435
00:32:20,000 --> 00:32:21,000
teníamos

1436
00:32:21,000 --> 00:32:22,000
que

1437
00:32:22,000 --> 00:32:23,000
tener en cuenta

1438
00:32:23,000 --> 00:32:24,000
quais son

1439
00:32:24,000 --> 00:32:25,000
as necesidades

1440
00:32:25,000 --> 00:32:26,000
da rede de orientación

1441
00:32:26,000 --> 00:32:27,000
como

1442
00:32:27,000 --> 00:32:28,000
temos

1443
00:32:28,000 --> 00:32:29,000
detectado

1444
00:32:29,000 --> 00:32:30,000
a través

1445
00:32:30,000 --> 00:32:31,000
de unha encuesta

1446
00:32:31,000 --> 00:32:32,000
que han contestado

1447
00:32:32,000 --> 00:32:33,000
418

1448
00:32:33,000 --> 00:32:34,000
profesionales

1449
00:32:34,000 --> 00:32:35,000
da orientación

1450
00:32:35,000 --> 00:32:36,000
da comunidade

1451
00:32:36,000 --> 00:32:37,000
de Madrid

1452
00:32:37,000 --> 00:32:38,000
e que

1453
00:32:38,000 --> 00:32:39,000
cuos resultados

1454
00:32:39,000 --> 00:32:40,000
pois

1455
00:32:40,000 --> 00:32:41,000
temos

1456
00:32:41,000 --> 00:32:42,000
recogido

1457
00:32:42,000 --> 00:32:43,000
nas seguintes

1458
00:32:43,000 --> 00:32:44,000
diapositivas

1459
00:32:44,000 --> 00:32:45,000
e que

1460
00:32:45,000 --> 00:32:46,000
se van a poder

1461
00:32:46,000 --> 00:32:47,000
consultar

1462
00:32:47,000 --> 00:32:48,000
na página

1463
00:32:48,000 --> 00:32:49,000
web

1464
00:32:49,000 --> 00:32:50,000
do equipo.

1465
00:32:50,000 --> 00:32:51,000
En primer lugar

1466
00:32:51,000 --> 00:32:52,000
preguntábamos

1467
00:32:52,000 --> 00:32:53,000
por aqueles

1468
00:32:53,000 --> 00:32:54,000
programas

1469
00:32:54,000 --> 00:32:55,000
que se estaban

1470
00:32:55,000 --> 00:32:56,000
implementando

1471
00:32:56,000 --> 00:32:57,000
nos centros

1472
00:32:57,000 --> 00:32:58,000
e por

1473
00:32:58,000 --> 00:32:59,000
en

1474
00:32:59,000 --> 00:33:00,000
implementar

1475
00:33:00,000 --> 00:33:01,000
novos programas

1476
00:33:01,000 --> 00:33:02,000
nos centros.

1477
00:33:02,000 --> 00:33:03,000
Vemos

1478
00:33:03,000 --> 00:33:04,000
aí que

1479
00:33:04,000 --> 00:33:05,000
os

1480
00:33:05,000 --> 00:33:06,000
equipos

1481
00:33:06,000 --> 00:33:07,000
de orientación

1482
00:33:07,000 --> 00:33:08,000
pois

1483
00:33:08,000 --> 00:33:09,000
consideran

1484
00:33:09,000 --> 00:33:10,000
que

1485
00:33:10,000 --> 00:33:11,000
é necesario

1486
00:33:11,000 --> 00:33:12,000
promover

1487
00:33:12,000 --> 00:33:13,000
a implementación

1488
00:33:13,000 --> 00:33:14,000
de programas

1489
00:33:14,000 --> 00:33:15,000
de

1490
00:33:15,000 --> 00:33:16,000
estimulación

1491
00:33:16,000 --> 00:33:17,000
de lenguaje

1492
00:33:17,000 --> 00:33:18,000
de

1493
00:33:18,000 --> 00:33:19,000
desarrollo

1494
00:33:19,000 --> 00:33:20,000
e mellora

1495
00:33:20,000 --> 00:33:21,000
das habilidades

1496
00:33:21,000 --> 00:33:22,000
sociales

1497
00:33:22,000 --> 00:33:23,000
e emocionales

1498
00:33:23,000 --> 00:33:24,000
e tamén

1499
00:33:24,000 --> 00:33:25,000
de prevención

1500
00:33:25,000 --> 00:33:26,000
das dificultades

1501
00:33:26,000 --> 00:33:27,000
de aprendizaje.

1502
00:33:28,000 --> 00:33:29,000
Isto é o que

1503
00:33:29,000 --> 00:33:30,000
han respondido

1504
00:33:30,000 --> 00:33:31,000
desde os departamentos

1505
00:33:31,000 --> 00:33:32,000
de orientación

1506
00:33:32,000 --> 00:33:33,000
nos institutos

1507
00:33:33,000 --> 00:33:34,000
non me vou

1508
00:33:34,000 --> 00:33:35,000
detenir

1509
00:33:35,000 --> 00:33:36,000
en maior medida

1510
00:33:36,000 --> 00:33:37,000
porque se podrá

1511
00:33:37,000 --> 00:33:38,000
consultar

1512
00:33:38,000 --> 00:33:39,000
na página

1513
00:33:39,000 --> 00:33:40,000
web

1514
00:33:40,000 --> 00:33:41,000
os centros

1515
00:33:41,000 --> 00:33:42,000
consertados

1516
00:33:42,000 --> 00:33:43,000
sempre vai na mesma

1517
00:33:43,000 --> 00:33:44,000
linea

1518
00:33:44,000 --> 00:33:45,000
de un maior

1519
00:33:45,000 --> 00:33:46,000
interés

1520
00:33:46,000 --> 00:33:47,000
na implementación

1521
00:33:47,000 --> 00:33:48,000
de programas

1522
00:33:48,000 --> 00:33:49,000
que os programas

1523
00:33:49,000 --> 00:33:50,000
que hai implementados

1524
00:33:50,000 --> 00:33:51,000
na actualidade.

1525
00:33:52,000 --> 00:33:53,000
En segundo lugar

1526
00:33:53,000 --> 00:33:54,000
preguntábamos

1527
00:33:54,000 --> 00:33:55,000
por

1528
00:33:55,000 --> 00:33:56,000
aquelas

1529
00:33:57,000 --> 00:33:58,000
en que

1530
00:33:58,000 --> 00:33:59,000
ámbito

1531
00:33:59,000 --> 00:34:00,000
necesitarían

1532
00:34:00,000 --> 00:34:01,000
ou consideran

1533
00:34:01,000 --> 00:34:02,000
que necesitan

1534
00:34:02,000 --> 00:34:03,000
un maior

1535
00:34:03,000 --> 00:34:04,000
asesoramiento

1536
00:34:04,000 --> 00:34:05,000
para o desempeño

1537
00:34:05,000 --> 00:34:06,000
das funciones

1538
00:34:06,000 --> 00:34:07,000
orientadoras.

1539
00:34:07,000 --> 00:34:08,000
E se nos vamos

1540
00:34:08,000 --> 00:34:09,000
á

1541
00:34:09,000 --> 00:34:10,000
diapositiva

1542
00:34:10,000 --> 00:34:11,000
en a que

1543
00:34:11,000 --> 00:34:12,000
recogemos

1544
00:34:12,000 --> 00:34:13,000
as respostas

1545
00:34:13,000 --> 00:34:14,000
dos equipos

1546
00:34:14,000 --> 00:34:15,000
de orientación

1547
00:34:15,000 --> 00:34:16,000
generales

1548
00:34:16,000 --> 00:34:17,000
e de atención

1549
00:34:17,000 --> 00:34:18,000
temprana

1550
00:34:18,000 --> 00:34:19,000
vemos que

1551
00:34:19,000 --> 00:34:20,000
en relación

1552
00:34:20,000 --> 00:34:21,000
con os tres

1553
00:34:21,000 --> 00:34:22,000
ámbitos

1554
00:34:22,000 --> 00:34:23,000
de población

1555
00:34:23,000 --> 00:34:24,000
que nos ocupa

1556
00:34:24,000 --> 00:34:25,000
o que máis

1557
00:34:25,000 --> 00:34:26,000
preocupa

1558
00:34:26,000 --> 00:34:27,000
o ajuste

1559
00:34:27,000 --> 00:34:28,000
da resposta

1560
00:34:28,000 --> 00:34:29,000
educativa.

1561
00:34:29,000 --> 00:34:30,000
Claramente

1562
00:34:30,000 --> 00:34:31,000
esa é a maior

1563
00:34:31,000 --> 00:34:32,000
demanda

1564
00:34:32,000 --> 00:34:33,000
e no caso

1565
00:34:33,000 --> 00:34:34,000
das dificultades

1566
00:34:34,000 --> 00:34:35,000
específicas

1567
00:34:35,000 --> 00:34:36,000
de aprendizaje

1568
00:34:36,000 --> 00:34:37,000
vemos aí como

1569
00:34:37,000 --> 00:34:38,000
preocupa tamén

1570
00:34:38,000 --> 00:34:39,000
a prevención.

1571
00:34:39,000 --> 00:34:40,000
As respostas

1572
00:34:40,000 --> 00:34:41,000
dos departamentos

1573
00:34:41,000 --> 00:34:42,000
de orientación

1574
00:34:42,000 --> 00:34:43,000
van un pouco

1575
00:34:43,000 --> 00:34:44,000
en esa mesma

1576
00:34:44,000 --> 00:34:45,000
linea

1577
00:34:45,000 --> 00:34:46,000
principal

1578
00:34:46,000 --> 00:34:47,000
atención

1579
00:34:47,000 --> 00:34:48,000
ao ajuste

1580
00:34:48,000 --> 00:34:49,000
da resposta

1581
00:34:49,000 --> 00:34:50,000
educativa

1582
00:34:50,000 --> 00:34:51,000
e de igual forma

1583
00:34:51,000 --> 00:34:52,000
os centros

1584
00:34:52,000 --> 00:34:53,000
consertados.

1585
00:34:53,000 --> 00:34:54,000
Por último

1586
00:34:54,000 --> 00:34:55,000
os recursos

1587
00:34:55,000 --> 00:34:56,000
podrían ser

1588
00:34:56,000 --> 00:34:57,000
necesarios

1589
00:34:57,000 --> 00:34:58,000
en maior

1590
00:34:58,000 --> 00:34:59,000
medida

1591
00:34:59,000 --> 00:35:00,000
para

1592
00:35:00,000 --> 00:35:01,000
o desempeño

1593
00:35:01,000 --> 00:35:02,000
da función

1594
00:35:02,000 --> 00:35:03,000
orientadora.

1595
00:35:03,000 --> 00:35:04,000
Vemos aí

1596
00:35:04,000 --> 00:35:05,000
como

1597
00:35:05,000 --> 00:35:06,000
os departamentos

1598
00:35:06,000 --> 00:35:07,000
de orientación

1599
00:35:07,000 --> 00:35:08,000
esa linea

1600
00:35:08,000 --> 00:35:09,000
naranja

1601
00:35:09,000 --> 00:35:10,000
facen especial

1602
00:35:10,000 --> 00:35:11,000
hincapié

1603
00:35:11,000 --> 00:35:12,000
na necesidade

1604
00:35:12,000 --> 00:35:13,000
de recursos

1605
00:35:13,000 --> 00:35:14,000
TIC

1606
00:35:14,000 --> 00:35:15,000
e logo

1607
00:35:15,000 --> 00:35:16,000
aparecen claramente

1608
00:35:16,000 --> 00:35:17,000
marcados

1609
00:35:17,000 --> 00:35:18,000
por departamentos

1610
00:35:18,000 --> 00:35:19,000
por equipos

1611
00:35:19,000 --> 00:35:20,000
de orientación

1612
00:35:20,000 --> 00:35:21,000
e por centros

1613
00:35:21,000 --> 00:35:22,000
consertados

1614
00:35:22,000 --> 00:35:23,000
por instrumentos

1615
00:35:23,000 --> 00:35:24,000
para a detección

1616
00:35:24,000 --> 00:35:25,000
precoz

1617
00:35:25,000 --> 00:35:26,000
e para

1618
00:35:26,000 --> 00:35:27,000
orientaciones

1619
00:35:27,000 --> 00:35:28,000
para a intervención

1620
00:35:28,000 --> 00:35:29,000
e o ajuste

1621
00:35:29,000 --> 00:35:30,000
da resposta

1622
00:35:30,000 --> 00:35:31,000
educativa.

1623
00:35:31,000 --> 00:35:32,000
Cando

1624
00:35:32,000 --> 00:35:33,000
vos preguntamos

1625
00:35:33,000 --> 00:35:34,000
por os instrumentos

1626
00:35:34,000 --> 00:35:35,000
que podían

1627
00:35:35,000 --> 00:35:36,000
necesitar

1628
00:35:36,000 --> 00:35:37,000
os profesores

1629
00:35:37,000 --> 00:35:38,000
en maior

1630
00:35:38,000 --> 00:35:39,000
medida

1631
00:35:39,000 --> 00:35:40,000
para o desempeño

1632
00:35:40,000 --> 00:35:41,000
das funciones

1633
00:35:41,000 --> 00:35:42,000
as respostas

1634
00:35:42,000 --> 00:35:43,000
que van

1635
00:35:43,000 --> 00:35:44,000
na mesma

1636
00:35:44,000 --> 00:35:45,000
linea

1637
00:35:45,000 --> 00:35:46,000
desde os tres

1638
00:35:46,000 --> 00:35:47,000
servicios

1639
00:35:47,000 --> 00:35:48,000
nos marcan

1640
00:35:48,000 --> 00:35:49,000
a necesidade

1641
00:35:49,000 --> 00:35:50,000
de adaptar

1642
00:35:50,000 --> 00:35:51,000
materiales

1643
00:35:51,000 --> 00:35:52,000
e recursos

1644
00:35:53,000 --> 00:35:54,000
adaptar

1645
00:35:54,000 --> 00:35:55,000
as rutinas

1646
00:35:55,000 --> 00:35:56,000
de enseñanza

1647
00:35:56,000 --> 00:35:57,000
e

1648
00:35:57,000 --> 00:35:58,000
a ayuda

1649
00:35:58,000 --> 00:35:59,000
personalizada

1650
00:35:59,000 --> 00:36:00,000
al alumno

1651
00:36:00,000 --> 00:36:01,000
en el aula.

1652
00:36:01,000 --> 00:36:02,000
Con todo esto

1653
00:36:02,000 --> 00:36:03,000
ya tenemos

1654
00:36:03,000 --> 00:36:04,000
todos os ingredientes

1655
00:36:04,000 --> 00:36:05,000
necesarios

1656
00:36:05,000 --> 00:36:06,000
para definir

1657
00:36:06,000 --> 00:36:07,000
as lineas

1658
00:36:07,000 --> 00:36:08,000
generales

1659
00:36:08,000 --> 00:36:09,000
de actuación

1660
00:36:09,000 --> 00:36:10,000
del equipo

1661
00:36:10,000 --> 00:36:11,000
que nos agrupamos

1662
00:36:11,000 --> 00:36:12,000
en cinco

1663
00:36:12,000 --> 00:36:13,000
grandes lineas.

1664
00:36:13,000 --> 00:36:14,000
Por un lado

1665
00:36:14,000 --> 00:36:15,000
a definición

1666
00:36:15,000 --> 00:36:16,000
de unos puntos

1667
00:36:16,000 --> 00:36:17,000
clave de intervención

1668
00:36:17,000 --> 00:36:18,000
o asesoramiento

1669
00:36:18,000 --> 00:36:19,000
a la red

1670
00:36:19,000 --> 00:36:20,000
de orientación

1671
00:36:20,000 --> 00:36:21,000
e

1672
00:36:21,000 --> 00:36:22,000
el estudio

1673
00:36:22,000 --> 00:36:23,000
de casos

1674
00:36:23,000 --> 00:36:24,000
la elaboración

1675
00:36:24,000 --> 00:36:25,000
de recursos

1676
00:36:25,000 --> 00:36:26,000
e la difusión

1677
00:36:26,000 --> 00:36:27,000
através de la web

1678
00:36:27,000 --> 00:36:28,000
e a colaboración

1679
00:36:28,000 --> 00:36:29,000
con a red

1680
00:36:29,000 --> 00:36:30,000
de formación.

1681
00:36:30,000 --> 00:36:31,000
Vemos

1682
00:36:31,000 --> 00:36:32,000
que

1683
00:36:32,000 --> 00:36:33,000
nosa población

1684
00:36:33,000 --> 00:36:34,000
é unha población

1685
00:36:34,000 --> 00:36:35,000
heterogénea

1686
00:36:35,000 --> 00:36:36,000
con

1687
00:36:36,000 --> 00:36:37,000
unhos procesos

1688
00:36:37,000 --> 00:36:38,000
afectados

1689
00:36:38,000 --> 00:36:39,000
que

1690
00:36:39,000 --> 00:36:40,000
van a

1691
00:36:40,000 --> 00:36:41,000
definir

1692
00:36:41,000 --> 00:36:42,000
en maior

1693
00:36:42,000 --> 00:36:43,000
profundidade

1694
00:36:43,000 --> 00:36:44,000
mis compañeras

1695
00:36:44,000 --> 00:36:45,000
en a segunda

1696
00:36:45,000 --> 00:36:46,000
ponencia

1697
00:36:46,000 --> 00:36:47,000
e que

1698
00:36:47,000 --> 00:36:48,000
además

1699
00:36:48,000 --> 00:36:49,000
tenemos

1700
00:36:49,000 --> 00:36:50,000
un principio

1701
00:36:50,000 --> 00:36:51,000
de

1702
00:36:51,000 --> 00:36:52,000
todos

1703
00:36:52,000 --> 00:36:53,000
os alumnos

1704
00:36:53,000 --> 00:36:54,000
ajudados

1705
00:36:54,000 --> 00:36:55,000
por un instrumento

1706
00:36:55,000 --> 00:36:56,000
que

1707
00:36:56,000 --> 00:36:57,000
pretende

1708
00:36:57,000 --> 00:36:58,000
capacitar

1709
00:36:58,000 --> 00:36:59,000
a todos

1710
00:36:59,000 --> 00:37:00,000
os alumnos

1711
00:37:00,000 --> 00:37:01,000
e formar

1712
00:37:01,000 --> 00:37:02,000
alumnos

1713
00:37:02,000 --> 00:37:03,000
expertos.

1714
00:37:03,000 --> 00:37:04,000
Isto nos

1715
00:37:04,000 --> 00:37:05,000
leva a necesidad

1716
00:37:05,000 --> 00:37:06,000
de definir

1717
00:37:06,000 --> 00:37:07,000
unos puntos

1718
00:37:07,000 --> 00:37:08,000
clave para

1719
00:37:08,000 --> 00:37:09,000
esa intervención

1720
00:37:09,000 --> 00:37:10,000
que serán

1721
00:37:10,000 --> 00:37:11,000
as funciones

1722
00:37:11,000 --> 00:37:12,000
ejecutivas,

1723
00:37:12,000 --> 00:37:13,000
a comunicación

1724
00:37:13,000 --> 00:37:14,000
e as emociones

1725
00:37:14,000 --> 00:37:15,000
que desarrollarán

1726
00:37:15,000 --> 00:37:16,000
e insisto

1727
00:37:16,000 --> 00:37:17,000
mis compañeras

1728
00:37:17,000 --> 00:37:18,000
en maior medida

1729
00:37:18,000 --> 00:37:19,000
en a segunda

1730
00:37:19,000 --> 00:37:20,000
ponencia

1731
00:37:20,000 --> 00:37:21,000
de promover

1732
00:37:21,000 --> 00:37:22,000
el desarrollo

1733
00:37:22,000 --> 00:37:23,000
de un pensamiento

1734
00:37:23,000 --> 00:37:24,000
estratégico

1735
00:37:24,000 --> 00:37:25,000
que

1736
00:37:25,000 --> 00:37:26,000
ayude

1737
00:37:26,000 --> 00:37:27,000
estas

1738
00:37:27,000 --> 00:37:28,000
alumnos

1739
00:37:28,000 --> 00:37:29,000
a ser

1740
00:37:29,000 --> 00:37:30,000
alumnos

1741
00:37:30,000 --> 00:37:31,000
capaces,

1742
00:37:31,000 --> 00:37:32,000
alumnos

1743
00:37:32,000 --> 00:37:33,000
que

1744
00:37:33,000 --> 00:37:34,000
hagan

1745
00:37:34,000 --> 00:37:35,000
intervenciones

1746
00:37:35,000 --> 00:37:36,000
valiosas

1747
00:37:36,000 --> 00:37:37,000
en

1748
00:37:37,000 --> 00:37:38,000
nosos

1749
00:37:38,000 --> 00:37:39,000
centros.

1750
00:37:39,000 --> 00:37:40,000
En cuanto

1751
00:37:40,000 --> 00:37:41,000
a

1752
00:37:41,000 --> 00:37:42,000
asesoramiento

1753
00:37:42,000 --> 00:37:43,000
a la red

1754
00:37:43,000 --> 00:37:44,000
de orientación

1755
00:37:44,000 --> 00:37:45,000
lo hemos

1756
00:37:45,000 --> 00:37:46,000
dividido

1757
00:37:46,000 --> 00:37:47,000
en dos

1758
00:37:47,000 --> 00:37:48,000
grandes

1759
00:37:48,000 --> 00:37:49,000
aspectos.

1760
00:37:49,000 --> 00:37:50,000
Por otra

1761
00:37:50,000 --> 00:37:51,000
parte,

1762
00:37:51,000 --> 00:37:52,000
aquellos

1763
00:37:52,000 --> 00:37:53,000
aspectos

1764
00:37:53,000 --> 00:37:54,000
vinculados

1765
00:37:54,000 --> 00:37:55,000
con la

1766
00:37:55,000 --> 00:37:56,000
adopción

1767
00:37:56,000 --> 00:37:57,000
de medidas

1768
00:37:57,000 --> 00:37:58,000
concretas,

1769
00:37:58,000 --> 00:37:59,000
de puesta

1770
00:37:59,000 --> 00:38:00,000
en marcha

1771
00:38:00,000 --> 00:38:01,000
de programas

1772
00:38:01,000 --> 00:38:02,000
concretos

1773
00:38:02,000 --> 00:38:03,000
en centros.

1774
00:38:03,000 --> 00:38:04,000
Y esto

1775
00:38:04,000 --> 00:38:05,000
como lo haremos

1776
00:38:05,000 --> 00:38:06,000
pues desde

1777
00:38:06,000 --> 00:38:07,000
una perspectiva

1778
00:38:07,000 --> 00:38:08,000
reactiva

1779
00:38:08,000 --> 00:38:09,000
atendiendo

1780
00:38:09,000 --> 00:38:10,000
a las demandas

1781
00:38:10,000 --> 00:38:11,000
que nos

1782
00:38:11,000 --> 00:38:12,000
lleguen

1783
00:38:12,000 --> 00:38:13,000
desde la

1784
00:38:13,000 --> 00:38:14,000
red de orientación

1785
00:38:14,000 --> 00:38:15,000
pero también

1786
00:38:15,000 --> 00:38:16,000
desde una

1787
00:38:16,000 --> 00:38:17,000
perspectiva,

1788
00:38:17,000 --> 00:38:18,000
desde la

1789
00:38:18,000 --> 00:38:19,000
perspectiva

1790
00:38:19,000 --> 00:38:20,000
de las

1791
00:38:20,000 --> 00:38:21,000
medidas

1792
00:38:21,000 --> 00:38:22,000
concretas

1793
00:38:22,000 --> 00:38:23,000
que hemos

1794
00:38:23,000 --> 00:38:24,000
realizado.

1795
00:38:24,000 --> 00:38:25,000
En

1796
00:38:25,000 --> 00:38:26,000
cuanto al

1797
00:38:26,000 --> 00:38:27,000
asesoramiento

1798
00:38:27,000 --> 00:38:28,000
a la red

1799
00:38:28,000 --> 00:38:29,000
de orientación

1800
00:38:29,000 --> 00:38:30,000
pues a

1801
00:38:30,000 --> 00:38:31,000
qué

1802
00:38:31,000 --> 00:38:32,000
aspectos

1803
00:38:32,000 --> 00:38:33,000
irá

1804
00:38:33,000 --> 00:38:34,000
fundamentalmente

1805
00:38:34,000 --> 00:38:35,000
dirigido

1806
00:38:35,000 --> 00:38:36,000
pues al

1807
00:38:36,000 --> 00:38:37,000
como no

1808
00:38:37,000 --> 00:38:38,000
al fomento

1809
00:38:38,000 --> 00:38:39,000
de una

1810
00:38:39,000 --> 00:38:40,000
respuesta

1811
00:38:40,000 --> 00:38:41,000
inclusiva

1812
00:38:41,000 --> 00:38:42,000
a la

1813
00:38:42,000 --> 00:38:43,000
prevención

1814
00:38:43,000 --> 00:38:44,000
y a la

1815
00:38:44,000 --> 00:38:45,000
detección

1816
00:38:45,000 --> 00:38:46,000
precoz,

1817
00:38:46,000 --> 00:38:47,000
como

1818
00:38:47,000 --> 00:38:48,000
no

1819
00:38:48,000 --> 00:38:49,000
nos

1820
00:38:49,000 --> 00:38:50,000
detendremos

1821
00:38:50,000 --> 00:38:51,000
en la

1822
00:38:51,000 --> 00:38:52,000
prevención

1823
00:38:52,000 --> 00:38:53,000
y en la

1824
00:38:53,000 --> 00:38:54,000
detección

1825
00:38:54,000 --> 00:38:55,000
precoz,

1826
00:38:55,000 --> 00:38:56,000
también

1827
00:38:56,000 --> 00:38:57,000
en la

1828
00:38:57,000 --> 00:38:58,000
promoción

1829
00:38:58,000 --> 00:38:59,000
de una

1830
00:38:59,000 --> 00:39:00,000
respuesta

1831
00:39:00,000 --> 00:39:01,000
inclusiva,

1832
00:39:01,000 --> 00:39:02,000
en las

1833
00:39:02,000 --> 00:39:03,000
adaptaciones

1834
00:39:03,000 --> 00:39:04,000
de las

1835
00:39:04,000 --> 00:39:05,000
metodologías

1836
00:39:05,000 --> 00:39:06,000
en el aula,

1837
00:39:06,000 --> 00:39:07,000
la puesta

1838
00:39:07,000 --> 00:39:08,000
en marcha

1839
00:39:08,000 --> 00:39:09,000
de medidas

1840
00:39:09,000 --> 00:39:10,000
de refuerzo

1841
00:39:10,000 --> 00:39:11,000
educativo

1842
00:39:11,000 --> 00:39:12,000
y de

1843
00:39:12,000 --> 00:39:13,000
adaptaciones

1844
00:39:13,000 --> 00:39:14,000
en la

1845
00:39:14,000 --> 00:39:15,000
evaluación

1846
00:39:15,000 --> 00:39:16,000
de

1847
00:39:16,000 --> 00:39:17,000
la

1848
00:39:17,000 --> 00:39:18,000
prevención

1849
00:39:18,000 --> 00:39:19,000
de

1850
00:39:19,000 --> 00:39:20,000
una

1851
00:39:20,000 --> 00:39:21,000
situación

1852
00:39:21,000 --> 00:39:22,000
como

1853
00:39:22,000 --> 00:39:23,000
no

1854
00:39:23,000 --> 00:39:24,000
y que

1855
00:39:24,000 --> 00:39:25,000
no

1856
00:39:25,000 --> 00:39:26,000
nos

1857
00:39:26,000 --> 00:39:27,000
detendremos

1858
00:39:27,000 --> 00:39:28,000
en la

1859
00:39:28,000 --> 00:39:29,000
prevención

1860
00:39:29,000 --> 00:39:30,000
y en la

1861
00:39:30,000 --> 00:39:31,000
adaptación

1862
00:39:31,000 --> 00:39:32,000
de

1863
00:39:32,000 --> 00:39:33,000
medidas

1864
00:39:33,000 --> 00:39:34,000
de refuerzo

1865
00:39:34,000 --> 00:39:35,000
educativo

1866
00:39:35,000 --> 00:39:36,000
y en

1867
00:39:36,000 --> 00:39:37,000
las

1868
00:39:37,000 --> 00:39:38,000
adaptaciones

1869
00:39:38,000 --> 00:39:39,000
de las

1870
00:39:39,000 --> 00:39:40,000
metodologías

1871
00:39:40,000 --> 00:39:41,000
en la

1872
00:39:41,000 --> 00:39:42,000
evaluación

1873
00:39:42,000 --> 00:39:43,000
de la

1874
00:39:43,000 --> 00:39:44,000
prevención

1875
00:39:44,000 --> 00:39:45,000
en la

1876
00:39:45,000 --> 00:39:46,000
adaptación

1877
00:39:46,000 --> 00:39:47,000
de las

1878
00:39:47,000 --> 00:39:48,000
metodologías

1879
00:39:48,000 --> 00:39:49,000
en la

1880
00:39:49,000 --> 00:39:50,000
evaluación

1881
00:39:50,000 --> 00:39:51,000
de las

1882
00:39:51,000 --> 00:39:52,000
metodologías

1883
00:39:52,000 --> 00:39:53,000
de la

1884
00:39:53,000 --> 00:39:54,000
prevención

1885
00:39:54,000 --> 00:39:55,000
de una

1886
00:39:55,000 --> 00:39:56,000
situación

1887
00:39:56,000 --> 00:39:57,000
como

1888
00:39:57,000 --> 00:39:58,000
no

1889
00:39:58,000 --> 00:39:59,000
y que

1890
00:39:59,000 --> 00:40:00,000
no

1891
00:40:00,000 --> 00:40:01,000
nos

1892
00:40:01,000 --> 00:40:02,000
detendremos

1893
00:40:02,000 --> 00:40:03,000
en la

1894
00:40:03,000 --> 00:40:04,000
adaptación

1895
00:40:04,000 --> 00:40:05,000
de la

1896
00:40:05,000 --> 00:40:06,000
prevención

1897
00:40:06,000 --> 00:40:07,000
y en la

1898
00:40:07,000 --> 00:40:08,000
adaptación

1899
00:40:08,000 --> 00:40:09,000
de las

1900
00:40:09,000 --> 00:40:10,000
medidas

1901
00:40:10,000 --> 00:40:11,000
de refuerzo

1902
00:40:11,000 --> 00:40:12,000
educativo

1903
00:40:12,000 --> 00:40:13,000
y en la

1904
00:40:13,000 --> 00:40:14,000
adaptación

1905
00:40:14,000 --> 00:40:15,000
de las

1906
00:40:15,000 --> 00:40:16,000
medidas

1907
00:40:16,000 --> 00:40:17,000
para

1908
00:40:17,000 --> 00:40:18,000
la

1909
00:40:18,000 --> 00:40:19,000
evaluación

1910
00:40:19,000 --> 00:40:20,000
de los

1911
00:40:20,000 --> 00:40:21,000
aprendizajes

1912
00:40:21,000 --> 00:40:22,000
a la

1913
00:40:22,000 --> 00:40:23,000
evaluación

1914
00:40:23,000 --> 00:40:24,000
psicopedagógica

1915
00:40:24,000 --> 00:40:25,000
y al

1916
00:40:25,000 --> 00:40:26,000
desarrollo

1917
00:40:26,000 --> 00:40:27,000
de la

1918
00:40:27,000 --> 00:40:28,000
acción

1919
00:40:28,000 --> 00:40:29,000
tutorial.

1920
00:40:29,000 --> 00:40:30,000
La otra

1921
00:40:30,000 --> 00:40:31,000
gran línea de

1922
00:40:31,000 --> 00:40:32,000
actuación

1923
00:40:32,000 --> 00:40:33,000
que ya

1924
00:40:33,000 --> 00:40:34,000
hemos

1925
00:40:34,000 --> 00:40:35,000
mencionado

1926
00:40:35,000 --> 00:40:36,000
la

1927
00:40:36,000 --> 00:40:37,000
elaboración

1928
00:40:37,000 --> 00:40:38,000
de y

1929
00:40:38,000 --> 00:40:39,000
difusión

1930
00:40:39,000 --> 00:40:40,000
de materiales

1931
00:40:40,000 --> 00:40:41,000
y la

1932
00:40:41,000 --> 00:40:42,000
adaptación

1933
00:40:42,000 --> 00:40:43,000
y la

1934
00:40:43,000 --> 00:40:44,000
difusión

1935
00:40:44,000 --> 00:40:45,000
de materiales

1936
00:40:45,000 --> 00:40:46,000
pues nos centraremos

1937
00:40:46,000 --> 00:40:47,000
de una

1938
00:40:47,000 --> 00:40:48,000
forma muy

1939
00:40:48,000 --> 00:40:49,000
importante en

1940
00:40:49,000 --> 00:40:50,000
la selección

1941
00:40:50,000 --> 00:40:51,000
de materiales

1942
00:40:51,000 --> 00:40:52,000
porque hay

1943
00:40:52,000 --> 00:40:53,000
muchos

1944
00:40:53,000 --> 00:40:54,000
materiales

1945
00:40:54,000 --> 00:40:55,000
ya elaborados

1946
00:40:55,000 --> 00:40:56,000
y a veces

1947
00:40:56,000 --> 00:40:57,000
lo difícil es

1948
00:40:57,000 --> 00:40:58,000
bucear entre

1949
00:40:58,000 --> 00:40:59,000
toda la

1950
00:40:59,000 --> 00:41:00,000
información

1951
00:41:00,000 --> 00:41:01,000
disponible

1952
00:41:01,000 --> 00:41:02,000
pero no

1953
00:41:02,000 --> 00:41:03,000
obstante

1954
00:41:03,000 --> 00:41:04,000
y al hilo

1955
00:41:04,000 --> 00:41:05,000
de esas

1956
00:41:05,000 --> 00:41:06,000
intervenciones

1957
00:41:06,000 --> 00:41:07,000
con carácter

1958
00:41:07,000 --> 00:41:08,000
proactivo

1959
00:41:08,000 --> 00:41:09,000
que hablábamos

1960
00:41:09,000 --> 00:41:10,000
antes

1961
00:41:10,000 --> 00:41:11,000
elaboraremos

1962
00:41:11,000 --> 00:41:12,000
y como

1963
00:41:12,000 --> 00:41:13,000
los daremos

1964
00:41:13,000 --> 00:41:14,000
a conocer

1965
00:41:14,000 --> 00:41:15,000
pues a través

1966
00:41:15,000 --> 00:41:16,000
de la página

1967
00:41:16,000 --> 00:41:17,000
web de

1968
00:41:17,000 --> 00:41:18,000
nuestro equipo

1969
00:41:18,000 --> 00:41:19,000
que ya

1970
00:41:19,000 --> 00:41:20,000
está en

1971
00:41:20,000 --> 00:41:21,000
marcha

1972
00:41:21,000 --> 00:41:22,000
y donde

1973
00:41:22,000 --> 00:41:23,000
podéis encontrar

1974
00:41:23,000 --> 00:41:24,000
entre otras

1975
00:41:24,000 --> 00:41:25,000
cuestiones

1976
00:41:25,000 --> 00:41:26,000
pues el

1977
00:41:26,000 --> 00:41:27,000
protocolo

1978
00:41:27,000 --> 00:41:28,000
para

1979
00:41:28,000 --> 00:41:29,000
hacernos

1980
00:41:29,000 --> 00:41:30,000
demandas

1981
00:41:30,000 --> 00:41:31,000
de intervención.

1982
00:41:31,000 --> 00:41:32,000
Por último

1983
00:41:32,000 --> 00:41:33,000
la última

1984
00:41:33,000 --> 00:41:34,000
gran línea

1985
00:41:34,000 --> 00:41:35,000
de actuación

1986
00:41:35,000 --> 00:41:36,000
sería la

1987
00:41:36,000 --> 00:41:37,000
de colaborar

1988
00:41:37,000 --> 00:41:38,000
con la

1989
00:41:38,000 --> 00:41:39,000
red de formación

1990
00:41:39,000 --> 00:41:40,000
a través

1991
00:41:40,000 --> 00:41:41,000
de una

1992
00:41:41,000 --> 00:41:42,000
encuesta

1993
00:41:42,000 --> 00:41:43,000
que lo va

1994
00:41:43,000 --> 00:41:44,000
a desarrollar

1995
00:41:44,000 --> 00:41:45,000
en mayor medida

1996
00:41:45,000 --> 00:41:46,000
mi compañera

1997
00:41:46,000 --> 00:41:47,000
en la tercera

1998
00:41:47,000 --> 00:41:48,000
ponencia

1999
00:41:48,000 --> 00:41:49,000
hablandoos

2000
00:41:49,000 --> 00:41:50,000
de un

2001
00:41:50,000 --> 00:41:51,000
programa

2002
00:41:51,000 --> 00:41:52,000
en concreto

2003
00:41:52,000 --> 00:41:53,000
lo que haremos

2004
00:41:53,000 --> 00:41:54,000
será detectar

2005
00:41:54,000 --> 00:41:55,000
y promover

2006
00:41:55,000 --> 00:41:56,000
el intercambio

2007
00:41:56,000 --> 00:41:57,000
de estas

2008
00:41:57,000 --> 00:41:58,000
buenas prácticas

2009
00:41:58,000 --> 00:41:59,000
como ya

2010
00:41:59,000 --> 00:42:00,000
lo hemos

2011
00:42:00,000 --> 00:42:01,000
iniciado

2012
00:42:01,000 --> 00:42:02,000
preguntando

2013
00:42:02,000 --> 00:42:03,000
por los

2014
00:42:03,000 --> 00:42:04,000
programas

2015
00:42:04,000 --> 00:42:05,000
en la

2016
00:42:05,000 --> 00:42:06,000
encuesta

2017
00:42:06,000 --> 00:42:07,000
de detección

2018
00:42:07,000 --> 00:42:08,000
de necesidades.

2019
00:42:08,000 --> 00:42:09,000
También

2020
00:42:09,000 --> 00:42:10,000
vamos a

2021
00:42:10,000 --> 00:42:11,000
colaborar

2022
00:42:11,000 --> 00:42:12,000
con

2023
00:42:12,000 --> 00:42:13,000
la

2024
00:42:13,000 --> 00:42:14,000
red

2025
00:42:14,000 --> 00:42:15,000
de

2026
00:42:15,000 --> 00:42:16,000
orientación

2027
00:42:16,000 --> 00:42:17,000
y

2028
00:42:17,000 --> 00:42:18,000
del

2029
00:42:18,000 --> 00:42:19,000
profesorado

2030
00:42:19,000 --> 00:42:20,000
en

2031
00:42:20,000 --> 00:42:21,000
cuanto

2032
00:42:21,000 --> 00:42:22,000
a la

2033
00:42:22,000 --> 00:42:23,000
formación

2034
00:42:23,000 --> 00:42:24,000
y

2035
00:42:24,000 --> 00:42:25,000
colaboraremos

2036
00:42:25,000 --> 00:42:26,000
con la

2037
00:42:26,000 --> 00:42:27,000
red de

2038
00:42:27,000 --> 00:42:28,000
formación

2039
00:42:28,000 --> 00:42:29,000
en el

2040
00:42:29,000 --> 00:42:30,000
diseño

2041
00:42:30,000 --> 00:42:31,000
de la

2042
00:42:31,000 --> 00:42:32,000
oferta

2043
00:42:32,000 --> 00:42:33,000
formativa

2044
00:42:33,000 --> 00:42:34,000
y de

2045
00:42:34,000 --> 00:42:35,000
la

2046
00:42:35,000 --> 00:42:36,000
difusión

2047
00:42:36,000 --> 00:42:37,000
de

2048
00:42:37,000 --> 00:42:38,000
dicha

2049
00:42:38,000 --> 00:42:39,000
oferta

2050
00:42:39,000 --> 00:42:40,000
y

2051
00:42:40,000 --> 00:42:41,000
de

2052
00:42:41,000 --> 00:42:42,000
ellas

2053
00:42:42,000 --> 00:42:43,000
para

2054
00:42:43,000 --> 00:42:44,000
que

2055
00:42:44,000 --> 00:42:45,000
se

2056
00:42:45,000 --> 00:42:46,000
pueda

2057
00:42:46,000 --> 00:42:47,000
tener

2058
00:42:47,000 --> 00:42:48,000
en

2059
00:42:48,000 --> 00:42:49,000
cuenta

2060
00:42:49,000 --> 00:42:50,000
un

2061
00:42:50,000 --> 00:42:51,000
criterio

2062
00:42:51,000 --> 00:42:52,000
de

2063
00:42:52,000 --> 00:42:53,000
eficacia

2064
00:42:53,000 --> 00:42:54,000
y

2065
00:42:54,000 --> 00:42:55,000
para

2066
00:42:55,000 --> 00:42:56,000
ello

2067
00:42:56,000 --> 00:42:57,000
a

2068
00:42:57,000 --> 00:42:58,000
menudo

2069
00:42:58,000 --> 00:42:59,000
recurriremos

2070
00:42:59,000 --> 00:43:00,000
a

2071
00:43:00,000 --> 00:43:01,000
esa

2072
00:43:01,000 --> 00:43:02,000
unificación

2073
00:43:02,000 --> 00:43:03,000
de

2074
00:43:03,000 --> 00:43:04,000
demandas

2075
00:43:04,000 --> 00:43:05,000
e

2076
00:43:05,000 --> 00:43:06,000
para

2077
00:43:06,000 --> 00:43:07,000
intentar

2078
00:43:07,000 --> 00:43:08,000
encontrar

2079
00:43:08,000 --> 00:43:09,000
una

2080
00:43:09,000 --> 00:43:10,000
solución

2081
00:43:10,000 --> 00:43:11,000
para

2082
00:43:11,000 --> 00:43:12,000
estas

2083
00:43:12,000 --> 00:43:13,000
necesidades

2084
00:43:13,000 --> 00:43:14,000
y

2085
00:43:14,000 --> 00:43:15,000
para

2086
00:43:15,000 --> 00:43:16,000
que

2087
00:43:16,000 --> 00:43:17,000
se

2088
00:43:17,000 --> 00:43:18,000
pueda

2089
00:43:18,000 --> 00:43:19,000
tener

2090
00:43:19,000 --> 00:43:20,000
en

2091
00:43:20,000 --> 00:43:21,000
cuenta

2092
00:43:21,000 --> 00:43:22,000
un

2093
00:43:22,000 --> 00:43:23,000
criterio

2094
00:43:23,000 --> 00:43:24,000
de

2095
00:43:24,000 --> 00:43:25,000
eficacia

2096
00:43:25,000 --> 00:43:26,000
y

2097
00:43:26,000 --> 00:43:27,000
para

2098
00:43:27,000 --> 00:43:28,000
ello

2099
00:43:28,000 --> 00:43:29,000
a

2100
00:43:29,000 --> 00:43:30,000
menudo

2101
00:43:30,000 --> 00:43:31,000
recurriremos

2102
00:43:31,000 --> 00:43:32,000
a

2103
00:43:32,000 --> 00:43:33,000
esa

2104
00:43:33,000 --> 00:43:34,000
unificación

2105
00:43:34,000 --> 00:43:35,000
de

2106
00:43:35,000 --> 00:43:36,000
demandas