Special Education in the Community of Madrid

In general, the Compulsory Basic Education (EBO) stage will be taken between six and sixteen years of age. Students will join the first course of the stage in the calendar year in which they turn six years old.

The incorporation of students into the different courses of the stage will be effective with enrollment in an ordinary public center with a Special Education unit or in a Special Education center. This incorporation will take into account the chronological age and, where appropriate, the flexibility in the duration of the stages of Early Childhood, Primary or Compulsory Secondary Education that appear in their academic record.  

The time spent by students in Compulsory Basic Education (EBO) may be made more flexible, at the discretion of the tutor teacher, after hearing the counselor, observing the needs of the students, so the same extensions of schooling as those established in the academic organization regulations for the stages of Primary Education and Compulsory Secondary Education, and at the same time points, as long as they have not been exhausted in the aforementioned stages. 

In this educational stage, the extension of extraordinary schooling in order to achieve the objectives of basic education, referred to in article 75.1 of Organic Law 2/2006, of May 3, on Education, will not require authorization.

The Compulsory Basic Education (EBO) stage is structured into ten courses and will be organized in areas that will have a global and integrative character and will be oriented towards the maximum development of the students' skills. 

The areas are: 

1. Self-awareness and Personal Autonomy. 
2. Communication and Relationship with the Environment. 
3. Communication and Expression. 

These areas will group the areas of the Early Childhood Education and Primary Education curricula provided for both in Decree 36/2022 of July 8, and in Decree 61/2022, of July 13, in accordance with the provisions of article 11 of order 2808/2023, of July 30, of the Ministry of Education, Science and Universities. 

The didactic proposal is the institutional teaching planning document, which will incorporate the agreements that guide the teaching and learning process in each of the courses or functional groups of the stage, including those related to pedagogical methods, educational planning of the spaces and organization of times. 

The curricular specification will be individual and will consist of making curricular adaptations in each area that adjust to the student's personal condition and educational needs. 

Each group of students will have a tutor who will be designated by the director. 

The assigned tutor may continue in successive courses with the same group, at the discretion of the center director. 

The tutor will coordinate the educational intervention of the rest of the professionals who care for the students and will maintain a periodic relationship with the families or legal guardians, regularly informing them about the progress and difficulties of the educational process.

The evaluation of student learning at this stage will be global, continuous and formative, and will consist of assessing the degree of development of the specific competencies selected in the curricular adaptations of each area, using the associated evaluation criteria.  

Direct and systematic observation will constitute the main technique in the evaluation process of student learning. 

Centers may decide to hold continuous evaluation sessions throughout the course, as well as a final evaluation session. In both cases, the group tutor will communicate the conclusions and individual results to the families or legal guardians through evaluation reports agreed upon at the center.

The official evaluation documents are the student's academic record, the final learning report and the personal report due to transfer.

In general, the Special Early Childhood Education (SIE) stage will be taken between three and six years of age. Students will join the first course of the stage in the calendar year in which they turn three years old.

The incorporation of students into the different courses of the stage will be effective with enrollment in an ordinary center with a Special Education unit or in a Special Education center based on chronological age and, where appropriate, any flexibility in duration. of Early Childhood Education teaching that appear in your academic record. 

The time spent by students in Special Early Childhood Education (EIE) may be made more flexible, so the same extension of schooling as that established for the Early Childhood Education stage may be applied, provided that this possibility had not been exhausted prior to throughout the aforementioned stage. 

Special Early Childhood Education (EIE) is organized into three courses and will take as a reference the curriculum of the areas of Annex II of Decree 36/2022, of June 8, of the Government Council, by which it is established for the Community of Madrid the organization and curriculum of the Early Childhood Education stage. The teaching and learning process in the EIE will also consider the transversal contents established in article 12 of the aforementioned Decree. 

The curricular specification in the EIE stage will be individualized and will consist of making curricular adaptations of the areas of Early Childhood Education that will adjust to the personal condition of the student and their educational needs. For each student, the specific competencies of the areas, associated evaluation criteria and content to be mobilized in each of the courses will be determined. 

The didactic proposal of the centers that teach this stage will incorporate the decisions and agreements adopted in relation to these teachings. 

Special Early Childhood Education (SIE) will be taught by teachers who have the appropriate specialization or qualification in Therapeutic Pedagogy or Hearing and Language. 

The tutorial action will be carried out by a tutor teacher who will coordinate the educational intervention of the rest of the professionals who care for the students and will maintain a periodic relationship with the families or legal guardians.  

Each group of students will have a tutor who will be designated by the director.  

The tutor assigned to the first course of the EIE will continue with the same group of students until the end of this stage, although the director of the center may resolve exceptions to said continuity.

The evaluation of learning will be global, continuous and formative, and will consist of assessing the degree of development of the specific competencies of the areas selected in the curricular adaptations.

The official evaluation documents are the student's academic record and the final learning report.

The Training Workshops (TF) stage is aimed at students who have reached the age of sixteen, have completed their schooling in the Compulsory Basic Education (EBO) stage or, with prior authorization from the general directorate responsible for special education, to those other students who, meeting the age requirement, their special educational needs recommend that the continuity of their training process be carried out through these programs. 

The student may remain enrolled in Training Workshops (TF) until the end of the school year that begins in the calendar year in which he or she turns twenty-one. 

The Training Workshops (TF) stage is organized into a single cycle lasting at least two years, and will be organized into areas of experience that will have a globalizing and interdisciplinary character. 

The areas are: 

1. Personal Area. 
2. Social ambit. 
3. Work and Professional Area, which will be differentiated into Work Module and Professional Module. 

The curriculum of the areas of the Training Workshops stage is set out in Annex VII of Order 2808/2023, of July 30. 

The teaching staff of the center assigned to these workshops will specify, for each student, the curriculum established in Annex VII, according to their educational need and for each of the courses in the cycle. This individualized specification will be called curricular adaptation, and may include curricular elements from the areas of Compulsory Basic Education (EBO).

Both the Personal and Social Areas will be taught by teachers who have the appropriate specialization or qualification in Therapeutic Pedagogy, or in Hearing and Language, when the personal conditions of the students advise it. 

The Labor and Professional Area will be taught by teachers who meet the qualification requirements to teach in Basic Degree Training Cycles. 

Without prejudice to what is indicated above, the Labor Module of the Labor and Professional Field may be taught by teachers who have the appropriate specialization or qualification in Therapeutic Pedagogy, or in Hearing and Language, at the discretion of the director. 

The teaching team, based on the educational needs of the students and with the advice of the center's counselor, will determine if a student meets the skills to take the Professional Module of the Work and Professional Field. Otherwise, students will only take the Labor Module of the Labor and Professional Field. 

The tutoring of the different groups of students will be assumed, preferably, by the teacher who teaches the Personal and Social areas. 

The evaluation of student learning at this stage will be global, continuous and formative, and will take into account the degree of development of the specific competencies selected in the curricular adaptations of each area, taking the associated evaluation criteria as references.  

Direct and systematic observation will constitute the main technique in the evaluation process of student learning. 

Centers may decide to hold continuous evaluation sessions throughout the course, as well as a final evaluation session. In both cases, the group tutor will communicate the conclusions and individual results to the families or legal guardians through evaluation reports agreed upon at the center.

The official evaluation documents for the Training Workshops (TF) stage are the academic record, the personal report due to transfer and the certificate accrediting having completed these.