Ruta de aprendizaje
Educación especial — necesidades significativas
Las rutas son sugerencias, no requisitos. Ordenan el contenido existente según lo que suele importar más para un rol — usted puede cambiar de ruta o explorar todo el contenido en cualquier momento.
Principalmente estudiantes con discapacidades severas/profundas, necesidades médicas complejas o discapacidades múltiples.
La salud y el cuidado personal van primero porque son la realidad diaria en entornos de necesidades significativas — pero ir primero no significa ir solo. Lea la nota de seguridad de abajo antes que cualquier otra cosa, y presuma competencia: la comunicación sigue en segundo lugar, nunca al final.
Nota de seguridad — lea esto primero
Esta ruta incluye contenido de salud, médico y de cuidado personal porque es parte del trabajo diario en entornos de necesidades significativas — pero desarrolla conciencia y reconocimiento, no autoridad clínica. Usted nunca toma solo/a una decisión médica. Siga el plan de salud y el IEP del estudiante, delegue las decisiones clínicas a la enfermera escolar o al personal que su distrito capacitó y designó específicamente, y en una emergencia siga el plan de respuesta de su escuela y busque a la enfermera o llame al 911 según indique ese plan. Si una tarea no se le capacitó y delegó por escrito, no le corresponde realizarla. Estos resúmenes le ayudan a reconocer una situación y responder con seguridad; no lo certifican para realizar un procedimiento.
Resúmenes de emergencia — conózcalos antes de necesitarlos
- Seizure Recognition and ResponseEn revisión clínicaRedactado y a la espera de la aprobación clínica (enfermero/a con licencia o especialista) antes de publicarlo. Mientras tanto, siga el plan de salud del estudiante y el procedimiento de emergencia de su distrito.
- Allergies and AnaphylaxisEn revisión clínicaRedactado y a la espera de la aprobación clínica (enfermero/a con licencia o especialista) antes de publicarlo. Mientras tanto, siga el plan de salud del estudiante y el procedimiento de emergencia de su distrito.
Competencias principales para este rol
Guías para este rol
Communication & AAC
- Communication Bill of RightsYou support a student with complex communication needs, non-speaking, minimally speaking, or using AAC (augmentative and alternative communication), and you want to know what rights they have and how they get honored or violated.
- AAC OverviewYour student uses or is being evaluated for AAC (augmentative and alternative communication), and you want a working framework before the SLP throws acronyms at you.
- PECS and Picture ExchangeYour student is on PECS (Picture Exchange Communication System), and you want to be sure you're implementing the protocol, not just doing 'picture pointing.'
- Assistive Technology OverviewYour student uses assistive technology (AT), pencil grip to speech-generating device, and you want to support it without accidentally replacing it.
- Sign Language BasicsYour student uses sign language, ASL, Signed Exact English, key word signing, or Total Communication, and you want to know what your role is and isn't.
- Visual SupportsYou use (or could use) visual schedules, first-then boards, choice boards, social stories, or visual timers to support a student through the day.
- Ver todo en Communication & AAC →
Disability-Specific Briefs
- AutismYou support an autistic student, and you need a frame that holds the heterogeneity ("if you've met one autistic person, you've met one autistic person") without flattening it.
- ADHDYou support a student with ADHD, and most of what's hard for them at school is executive function, not motivation.
- Specific Learning DisabilitiesYou support a student with a specific learning disability (SLD), the umbrella covers dyslexia, dysgraphia, dyscalculia, and language-based learning disabilities, each needing different support.
- DyslexiaYou support a student with dyslexia, and the right kind of reading instruction (Structured Literacy) makes the difference.
- Intellectual DisabilityYou support a student with intellectual disability, and the field has historically underestimated what these students can do.
- Speech Language ImpairmentYou support a student with a speech-language impairment, and you can be the SLP's carryover partner if you know the difference between the subtypes.
- Ver todo en Disability-Specific Briefs →
Settings & Grade Bands
- Early InterventionYou work in early intervention (birth-3), and the framework, philosophy, and your role are fundamentally different from school-age special ed.
- Early Childhood PreKYou work in preschool / pre-K, and resist the urge to make it look like elementary school.
- ElementaryYou work in K-5 special education, and you need to balance being present enough to support with fading enough to build independence.
- Routines and TransitionsYou support students whose hardest moments are transitions, between activities, locations, adults, and most behavioral incidents cluster there.
- Unstructured TimeYou support students during recess, lunch, hallways, before/after school: the times when most behavioral incidents happen.
- Middle SchoolYou support adolescents in 6-8, and the social and identity landscape is so different that elementary support strategies stop working.
- Ver todo en Settings & Grade Bands →
Cuando el momento está ocurriendo
Abra estas tarjetas durante la situación — no para estudiarlas.
Todas las tarjetas para el momento →