Decree 43/2025: Educational Inclusion in La Rioja
Decree 43/2025 establishes the framework for educational inclusion in non-university public-funded centers in La Rioja. Its core purpose is to regulate the attention to individual differences and promote inclusive cultures by guaranteeing a quality response that overcomes barriers to presence, learning, and participation across all stages of the educational system.
Key Takeaways
Inclusion guarantees quality response to differences, overcoming barriers to participation.
The Decree applies to all public-funded non-university centers in La Rioja.
Key principles include prevention, normalization, adequacy, and shared responsibility.
Early detection of barriers and psychopedagogical evaluation are mandatory processes.
Measures prioritize ordinary strategies, followed by personalized attention (MAP).
What are the general provisions and core principles of Decree 43/2025?
Decree 43/2025 aims to regulate the attention to individual differences and foster inclusive cultures within non-university educational centers supported by public funds in La Rioja. Educational inclusion is defined as guaranteeing a quality response to differences, actively overcoming barriers to ensure presence, learning, and participation for all students. This principle must govern all stages of the educational system, emphasizing equity and quality through flexible adjustment of educational processes, supported by principles like prevention and shared responsibility.
- Object and Scope: Regulate attention to individual differences in public-funded centers in La Rioja.
- Inclusion Concept: Guarantee quality response to differences, overcoming barriers to presence, learning, and participation.
- Key Principles: Prevention (early detection), Normalization (resource organization), and Adequacy (flexible adjustment).
- Operational Principles: Autonomy of centers, community participation, collaboration with external entities, and shared responsibility.
How does the Educational Administration ensure inclusive attention in La Rioja?
The Educational Administration ensures inclusive attention by establishing comprehensive policies and strategies, designing individualized measures, and allocating necessary resources. This involves organizing adequate personnel, providing adapted equipment, and implementing continuous training plans for teachers and management teams. Furthermore, the Administration promotes inter-agency collaboration with Health and Social Services to ensure integral intervention and supervises the evaluation procedures for inclusion across all centers, while also fostering teamwork networks between centers and the community.
- Administration Competencies: Elaborate inclusive policies, design individualized measures, and organize adequate personnel resources.
- Center Responsibilities: Design early barrier detection protocols and ensure the Educational Project respects the inclusion principle.
- Center Leadership: Promote quality tutoring, permanent staff training, and coordination among teachers for educational response adequacy.
- Orientation: Recognized as a right and principle, providing technical and specialized advice for integral development.
What types of barriers exist, and how are they identified and evaluated under the Decree?
The Decree identifies barriers as obstacles that impede or complicate a student's process of learning, access, presence, or participation. These barriers are categorized into those affecting presence (physical, social, organizational), learning (knowledge/skill acquisition), and participation (active involvement in school life). Identification is a joint effort by professionals, coordinated by the tutor or orientation staff. If barriers persist, a psychopedagogical evaluation is initiated by the orientation service to identify specific educational needs and contextual barriers, ensuring the student's access, presence, participation, and progress are not conditioned.
- Barrier Identification: Joint professional work coordinated by the tutor or orientation staff.
- Barrier Types: Presence (physical/social obstacles), Learning (difficulty acquiring knowledge), and Participation (hindrance to active school life).
- Early Detection: Conducted by teachers/tutors in centers; prior to schooling, it involves Early Care Services.
- Psychopedagogical Evaluation: Process of collecting and analyzing information to identify needs and barriers, involving families and teachers.
What documentation is required following the psychopedagogical evaluation process?
Following the evaluation, two key official documents are generated: the Psychopedagogical Report and the Schooling Dictamen. The Report details the student's evolutionary situation, potential, specific barriers, and necessary actions, including orientations for educational response and family support. The Dictamen is a synthetic technical document used for planning the response to Special Educational Needs (SEN), outlining conclusions, organizational orientations, and a reasoned proposal for the schooling center. All personnel accessing these documents must maintain confidentiality, and the data must be used exclusively for educational purposes, forming part of the academic record.
- Psychopedagogical Report: Official document detailing student situation, barriers, strengths, and necessary educational actions.
- Schooling Dictamen: Technical document summarizing evaluation for SEN response planning and proposing the appropriate center.
- Admission Principle: Guarantee the right to schooling, preferably in ordinary centers (inclusion).
- Confidentiality: Duty of secrecy for personnel accessing reports; documentation forms part of the academic record.
What are the different types of measures implemented for educational inclusion?
Measures for educational inclusion are defined as programs, resources, and strategies designed to ensure access to quality education for all students, regardless of their characteristics. These measures are framed within the Universal Design for Learning (UDL) and are categorized as Ordinary Measures (prioritized for barrier elimination) and Measures of Personalized Attention (MAP). MAPs are implemented when ordinary measures are insufficient or when determined by the psychopedagogical evaluation, offering organizational, methodological, or curricular adjustments to maximize capacity development within the reference group, and are subject to periodic review.
- General Framework: Measures are implemented within the Universal Design of Learning (DUA) and are subject to periodic review.
- Ordinary Measures: Focus on active methodologies, accessibility, flexible organization, and heterogeneous group formation.
- Personalized Attention (MAP): Includes Curricular Accessibility Adjustment (AAC) and Competency Adjustment (AC).
- Specific MAPs: Individualized Work Plan (PTI), total or partial exemption of subjects (ExP), and extraordinary permanence in a stage.
How are inclusion strategies documented and what is the role of the educational community?
The Plan for Attention to Individual Differences (PADI) is the central document for inclusion strategies, forming part of the center's Educational Project. Its purpose is to facilitate barrier detection, establish both ordinary and personalized measures (MAPs), and determine organizational criteria. The Decree emphasizes the active participation of the educational community: parents have the right to information, advice, and participation in educational decisions, and the student body participates in the PADI evaluation through their representatives. Finally, centers have a transition period until the 2026/2027 academic year to fully adapt their PADI, ensuring compliance with the new regulations.
- PADI Object: Document collecting strategies and basic guidelines for identifying and responding to individual differences.
- PADI Finality: Facilitate barrier detection, fix measures, and determine organizational criteria.
- Parental Rights: Right to information, advice, and participation in educational decisions.
- Final Provisions: Centers must adapt the PADI before the 2026/2027 course; regulates extraordinary permanence in Early Childhood Education.
Frequently Asked Questions
What is the primary objective of Decree 43/2025?
The Decree aims to regulate educational attention to individual differences in La Rioja's public-funded centers. It promotes inclusive cultures by ensuring a quality response that overcomes barriers to student presence, learning, and participation.
What is the difference between Ordinary Measures and MAPs?
Ordinary Measures are prioritized strategies focused on eliminating general barriers and promoting learning for all students within the group. Measures of Personalized Attention (MAP) are specific adjustments used when ordinary measures are insufficient.
Who is responsible for the Psychopedagogical Evaluation?
The evaluation is primarily the responsibility of the educational orientation services. It involves collecting and analyzing relevant information, with mandatory participation from teachers, tutors, and the student's family or legal guardians.
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