Ministry of Education of the Autonomous City of the City of Buenos Aires

Pedagogical Project for Inclusion (PPI)

Date of preparation May 2020
Student data
Student's first and last name Francisco Jesús, Bartolomé
Date of birth 26/11/2012
Age 7 Years
Room / grade / year Grade 2
Shift Morning - Single day
Institution data
School and School District Marist La Inmaculada
Name and surname of pedagogical authority Vanesa, Fernandez
Name and surname of / m. grade / room / year Gabriel, Manganiello
Inclusion support teacher's first and last name Rebeca, Zelayeta
Institution data

Institution data
1. Psychology
Details of treating professionals
2. Psychopedagogy
(specify specialty)
3. Phonoaudiology
School inclusion support services (if any)
Inclusion support professional
Brief reference to the diagnostic situation
Diagnosis: TGD/TEL
It involves difficulties in the acquisition and use of spoken and written language due to deficiencies in
comprehension or production. Therefore the vocabulary is reduced in the use of words, with difficulty in connecting
sentences, explaining or describing a topic or series of events or having a conversation. Language abilities are
markedly and measurably below what is expected for age, resulting in functional limitations in effective
communication. The difficulties are not attributable to hearing or other sensory impairment, motor dysfunction, or
other medical or neurological condition and are not better explained by intellectual disability or global
developmental delay.

Do you have a disability certificate? Yes

Individual curriculum proposal

-Promote the child's abilities and skills to the maximum in

order to achieve the greatest autonomy and independence
General Objective in learning.
-Enhance their social skills, reinforcing bonds with their
peers and teacher.

-Encourage attentive listening to slogans.

-Stimulate reading comprehension.
Specific Objectives -Encourage oral participation in social exchange activities.
-Holding attention to one target at a time.
-Increasing attentional periods
 NECESSARY MODIFICATIONS TO BE INCORPORATED ACCORDING TO THE LEARNING MODALITY AND STUDENT'S
POSSIBILITIES (counseling, guidance, adaptations, resources and strategies)
- Taking into account the context of preventive and compulsory isolation due to the pandemic, we work with the
families regarding the accompaniment of Francisco, in the resolution of the proposed activities: informing how to
work in class, how to cut activities, the management of time, in order to sustain his possibilities of attention and his
academic performance.
-The child's attention span is labile and fluctuates, particularly in those activities that are not of interest to him/her
and that require greater concentration or for longer periods of time. It is proposed to extend their attentional
periods gradually, reducing possible distraction factors or redirecting their attention to favor their work and
participation. Proposing to the family to establish a specific timetable for the resolution of the task and to do it
gradually. That is to say, to solve one area each day in order to complete the activity throughout the week.
-Sometimes, in the course of the conversation, he/she gets lost and it is necessary to rephrase the question or call
him/her back to follow the thread of the conversation. Therefore, it requires clear and concise instructions.
-Use facilitating resources for learning such as reading through images, visual aids, concrete material of interest to
the child. Visual proposals are sent through explanatory videos on YouTube, sharing specific links.
-A weekly virtual class is held on Meet, where the teacher reviews each topic covered in the ClassRoom activity
guides, thus reinforcing the written presentation with the necessary oral instructions. It is also a resource that
enables social exchange and promotes the child's participation.
-At times, he/she manifests oppositional behaviors, especially when intervening by pointing out the error,
expressing resistance to help. In these situations, the intervention and support of an adult is required in order to be
able to use them as a new work and learning opportunity. WhatsApp video calls with the external companion are
used as a resource.

CURRICULAR PROPOSAL OF CONTENT AND ACTIVITIES TO WORK ON (according to the curricular design of the
level)
The proposed curricular contents correspond to the DEGEP provisions in the pandemic context
Mathematics
Numbers and numbering system
-Solving problems that require the use of counting and where numbers fulfill different functions. Compare two
quantities or make a quantity equal to a given quantity. Express the position of an element in an ordered collection
or compare positions.
-Solving problems that require the identification of quantities presented in configurations of social use... of dots,
fingers, etc.
-Solving problems that require the use of counting to anticipate the transformation of a quantity.
-Solving situations that require using written numbers and appealing to some of the regularities of the numerical
series to read, write down and compare numbers.
-Solving problems involving relationships between numbers in the numerical range that students master: one more
than, one less than, in between, ten more than, and so on.
-Exploration of numbers of different number of digits.
-Review of the additive repertoire addressed in first grade. Extension to other calculations: addition and subtraction
of 1 to any number, addition of equal one-digit numbers, addition and subtraction yielding 10, addition of multiples
of 10 of two digits plus one-digit numbers, addition and subtraction of any one- or two-digit number plus 10.
-Solving addition and subtraction problems corresponding to meanings already worked. For example, add, advance,
join, remove, separate, compare, go back, through various procedures.
Language Practices
Reading practices
-Reading of literary texts in paper or digital support, through the teacher.
-Reading by themselves of literary texts already explored and known.
-Reading through the teacher and by themselves to follow instructions.
-Listen to read various literary works in different formats: book, audio and video: stories by different authors, songs,
poems.
-Read and reread stories by various authors.
-Read and reread instructional texts carefully and in an orderly fashion. Reading practices and acquisition of the
writing system
-Identification, localization and interpretation by putting into play what is known to be said with the marks provided
by the text.
-Identification, localization and interpretation by putting into play what is known to be said with the marks provided
by the text (which is which, where does it say, where does it say, where does it say? and what does it say?)
Writing practices
-Writing texts with a specific purpose.
-Prescribing actions, guiding, guiding, guiding or suggesting an action to a real and known addressee: e.g.,
production of game rules.
Writing practices and acquisition of the writing system
-Solving writing problems that require making decisions at the writing system level: conceptual aspects.
-Solving writing problems that require making decisions at the level of the writing system: conceptual aspects (how
many letters, which ones and in what order) and graphic aspects: the shape of letters, directionality and spaces
between words.
Knowledge of the world
Natural phenomena
-Plants, animals and people are living beings. They are born from another living being, develop and die. They have
different external characteristics and different behaviors.
-Description and comparison of different types of plants and their parts: similarities and differences between their
leaves, stems, roots and seeds.
Caring for oneself and others
-Some daily habits make it possible to live and grow healthily.
-Some diseases are contagious and others are not. Some diseases can be prevented through personal and social
measures.
-Differentiation between habits that promote health and habits that are detrimental to health, for example,
personal hygiene.
Recognition and adoption of health-promoting habits, e.g., hand washing and personal hygiene.
Recognition of different types of diseases, e.g., infectious and non-infectious. Identification of common diseases.
-Identification of social norms for the prevention of communicable diseases.
-Identification and analysis of prejudiced and discriminatory attitudes towards people with illnesses or disabilities.
Societies and cultures
Past and present
-At different times in the past there lived people who built societies by organizing the economy, culture, social
relations and politics in different ways.
-Through stories, narratives and material remains it is possible to know how different people and social groups lived
in the distant past and in the near past.
-Knowledge of significant aspects of daily life in Argentine society in some decade of the twentieth century and its
link with some characteristics of the historical moment (e.g., the impact of the telephone and radio on relationships
between people in the 1930s, the simplification of household chores due to easy access to domestic appliances in
the 1950s): the impact of the telephone and radio on relationships between people in the 1930s, the simplification
of household chores due to the ease of access to domestically manufactured household appliances in the 1950s).
-Reconstruction of the life stories of men, women and children from different social contexts by listening to
testimonies in order to know how life was lived in other times: the characteristics of childhood, spaces and types of
games, entertainment, housing and transportation in the neighborhood, etc.
-Establishing relationships between the use of an object and aspects of everyday life of the time (e.g., charcoal iron,
washboard).
English
-Listening in a foreign language.
-Adapt the listening modality to the purpose of the text.
-Reading in a foreign language.
-Adapt the reading modality to the purpose and the text.
-Speak in a foreign language.
-Produce different types of oral texts.
-Writing in a foreign language
 ORGANIZATION OF OBJECTIVES AND CONTENTS (Prioritization, sequencing and timing)
Mathematics
-Identify numbers and their social use, according to their context.
-To develop personal strategies to solve problems and acquire ways to communicate their procedures and results,
with a progressive use of mathematical vocabulary and symbols.
-Analyze one's own and others' mistakes, learning to evaluate their importance and to rework processes and
results.
-Offer the child different strategies to find those that best fit his or her learning modality.
Natural numbers and operations
-To advance in the understanding of the decimal positional organization of the numeration system, interpreting the
information contained in numerical scripts and producing decompositions.
-To begin to solve simple problem situations involving different senses of addition and subtraction, which can be
solved by means of varied strategies, using concrete material and playful proposals.
-Solving problems involving relationships between numbers in the numerical range that students master: one more
than, one less than, in between, ten more than, and so on.
-To initiate the resolution of problems that allow the knowledge of the current monetary system: banknotes, coins.
-Be introduced to solving problems involving multiplication as repeated additions.
-Identify the calculations that allow to solve a problem and select the data that allow to solve a situation.
Language practices
-To advance in reading and writing, acquiring more and more conventional ways of writing.
-Work with short versified texts (songs, poems, poems). Stories by different authors.
-Understand slogans and verbal instructions with the pertinent adaptations.
-To achieve the comprehension of the texts read or narrated, in different written or oral expressions.
-To develop their own possibilities as interpreters and producers of texts, so that writing becomes chosen and used
as an effective means of communication.
-Engage the child in a wide range of reading and writing situations, ensuring intense contact with writing in a variety
of genres and providing multiple opportunities to explore them.
Reading practice
-Reading of literary texts in paper or digital support, through the teacher: stories by different authors, songs,
poems.
-Read fragments of texts on their own.
-Comprehend and explain the reading heard and/or read, using a variety of visual aids when necessary. Writing
practice
-To produce spontaneous writings with determined purposes.
-Solving writing problems that require making decisions at the level of the writing system: conceptual aspects (how
many letters, which ones and in what order) and graphic aspects: the shape of letters, directionality and spaces
between words.
-Produce texts considering the purpose and the addressee.
-Initiate the acquisition of habits that favor the writing process: planning texts, revising, writing drafts.
-Write words and short sentences, giving social and personal significance to the written word, which can be
understood by him and others.
Writing practice and acquisition of spelling knowledge
-Review and correct the use of capital letters at the beginning of a text and in proper nouns.
-Recognize spelling rules e.g., in relation to MB, NV.
Knowledge of the World
-Propose teaching situations in which students approach the study of societies, natural phenomena and techniques,
allowing them to: pose problems, select information from various sources and situations.
-To develop procedures and skills to understand the changes in societies over time.
-Propose teaching situations that show ways of living and thinking different from one's own.
-Recognizing one's own body and adopting habits that promote health, e.g., brushing teeth and personal hygiene.
-To know, respect and value one's own and other people's rights.
-Identify common and different characteristics in people, and the changes that each person experiences throughout
his or her life.
-Identify and describe changes and permanence in the elements of the environment to which they belong (living
beings, materials, sky).
English
-Listening and identifying the foreign language.
-Orally repeat familiar, frequently used words such as school objects, days, numbers, etc.
-Writing by copying some familiar phrases or words, e.g., body parts, or making a grocery list.
-Listening to a song or story in a foreign language and repeating phrases or verses.

EVALUATION CRITERIA (select specific criteria, appropriate instruments and personalized timing for evaluation).

The evaluation should be continuous with the activities and proposals made according to their possibilities and
time, using the same scaffolds that were implemented for the appropriation of contents. At the time of
evaluation, the social context of preventive and compulsory asylum must be taken into account, being attentive
to those advances related to the growth of autonomy in the resolution of activities and academic performance.

REMARKS

Francisco is a child who has successfully adapted to the primary level, and he is well disposed to perform the
proposed tasks. He even participates orally in activities that require social exchange.
With respect to her peers, she has managed to establish ties on her own initiative with both peers and adults in the
institution. Presents communicative intention showing interest in expressing their ideas.
With the scaffolding of another, attention can be sustained for longer periods of time, since attention is fluctuating.
Considering the pandemic context, it has been difficult at the beginning of the isolation to organize the day to solve
school homework. However, due to the accompaniment and assistance to the family, she has been able to
overcome the difficulties and advance in the resolution of academic matters, even reaching autonomy when it
comes to solving the activities by requesting support intermittently.
Another point to take into account in relation to the social context is that this format of curricular proposal of
contents is not finished, since it is open to modification as the situation is resolved and different resources are
implemented.
SIGN IN AGREEMENT

The undersigned parties declare that they know, understand and accept in all its terms the contents and scope of this IPP.

Driving Teams (both modalities)

Father, Mother, Guardian or legal guardian: