WELFARE

INTERDISCIPLINARY TEAM
FOR SCHOOL ACCOMPANIMENT

The main objective of the interdisciplinary team of Helvetia School is to accompany students and their development processes; to collaborate and improve the understanding of different situations from an integral vision of well-being based on care and affection.

To accompany, advise and support the processes that affect learning, or that derive from it, as well as the acquisition and strengthening of skills and competencies at all levels of human development.

Accompany, advise and support the planning, design and implementation of institutional, pedagogical, didactic and evaluative actions and strategies for students to access learning, particularly those with disabilities, learning disabilities, exceptional ability or talent.

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SOE+ ORIENTATION SERVICE

Objectives

  • Accompany and advise the psychological processes that affect learning, or that derive from it, regardless of their personal, group, social, health, etc. origin, coordinating with teachers and other professionals of the institution.
  • To promote the emotional well-being and mental health of students in order to foster the development of personal, social, cognitive and affective skills and competencies.

What do we do? 

Students 

  • Support and guide the development process of children and adolescents based on requests made by any member of the community.
  • Follow-up and monitoring of students referred to external professionals: psychology, speech therapy, occupational therapy, among others.
  • Design and implement support plans to meet the educational needs of students.
  • Accompany students in situations related to school coexistence.

Groups

  • Conduct workshops to promote socioemotional skills according to the particular characteristics of the courses.
  • Participate in the execution of the Sexuality Education Program through the development of workshops corresponding to the area of psychology.
  • Implement, develop and monitor risk prevention programs that may affect our students.

Teachers 

  • Advise the teaching team on issues related to the development of the students' life cycle and contextual situations that require intervention.
  • Accompany teachers and directors in individual and group follow-up meetings with students.
  • Be in permanent communication in special cases and follow up on the support strategies proposed according to the needs of each student.

Families 

  • To guide families in the different situations of their children's life cycle related to the school context or any other variable that affects their development.
  • To offer psychoeducation in the construction of values, parenting guidelines, parental communication and other topics related to the integral formation of children and youth with the support of specialized entities.

Objectives

  • To improve the performance and participation of children in activities and occupations appropriate to their age based on the sensory integration and neurodevelopment approach.
  • To value the sensorimotor, cognitive-perceptual skills and basic learning devices that are indispensable for children to face school challenges, acquire competencies for their role as students and achieve participation in any school environment.
  • Follow up on the therapeutic process of children who are referred for external intervention.

Students 

  • Assess the extent of the difficulties that children have in carrying out school activities and implement strategies to help solve them.
  • Observe and intervene in the natural environment -classroom- in which the child presents difficulties, and provide strategies to improve his/her performance. how he/she experiences and copes with it.
  • Design and implement the plan to accompany the educational needs of students in the context of age-appropriate occupations.

Teachers 

  • Provide tools to teachers to stimulate the development of skills based on the understanding of the sensorimotor characteristics of each child (motor, sensory, vestibular, proprioceptive, characteristics of the task with which he/she learns or is taught, materials being used, etc.).
  • Joint elaboration with teachers or support team on work plans for children with academic performance challenges.
  • Keep the teaching team, cycle director, inclusion program informed of news, progress, processes and other relevant information of students that allows quality and relevance of the accompaniment from the different areas.

Groups

  • Conduct group workshops with the courses once the occupational profile of the students has been identified according to the curricular demands.
  • Conduct group workshops with the courses in order to promote core competencies of their grade level or make external referrals.
  • Identify the needs of students and act accordingly in coordination with teachers, interdisciplinary team CH, cycle directors and physical education area.

Families 

  • Provide counseling to parents to support individual processes that enable independent and autonomous performance in the different contexts in which children participate.
  • Conduct lectures or trainings on topics related to child development and school learning.

Objectives

  • Prevent and detect possible difficulties in expressive and comprehensive language that may affect students' learning and thinking development.
  • To stimulate the development of communication skills and the acquisition of the written code.

Students 

  • The type of accompaniment is determined based on group observations in the classroom, case studies with teachers, counseling with therapeutic teams, creation of management strategies, elaboration of home plans.
  • Activities are designed to stimulate communication skills, thinking and learning. From a preventive and detection work in group meetings with students.
  • Study habits and methods are strengthened to favor the organization, planning and execution of different school activities.
  • If necessary, students are referred to external therapeutic accompaniment.

Teachers 

  • Advise pedagogical teams so that the classroom stimulates the development of basic communication skills (reading, understanding, writing, listening, speaking and expressing oneself correctly).
  • Accompany the school's teachers in the construction of tools and educational strategies that favor the teaching-learning process based on the diversity of developmental trajectories.

Families

  • Build strategies and management suggestions to support students' processes from home.
  • Participate in meetings between professors and external professionals, as well as follow up on the agreements established there.

INCLUSION PROGRAM

  • Lead the process of pedagogical accompaniment of students with disabilities, difficulties in the learning process or exceptional talents so that their educational process develops harmoniously with their learning rhythms and enhances their strengths and abilities.
  • Coordinate, plan, follow up and verify the actions to accompany the children and youth described in the institutional inclusion program according to the needs and agreements established in the interdisciplinary meetings, committees and meetings.
  • Strengthen inclusive education processes through the design, accompaniment and implementation of affirmative actions and monitoring of students to ensure learning and access to knowledge under equitable conditions.

Support courses and students in the strengthening of basic learning devices, executive functions and other needs established in the accompaniment goals that tend to stimulate the students' integral development process.

Advise teachers in the design of group and/or individual activities/materials and/or resources from the SAD and PIAR.

Follow up on the PIAR and seek to update it by evaluating its impact and, on that basis, make and report the necessary modifications according to the student's progress.

  • Socialize with families the actions contemplated in the PIAR so that they feel active within the agreements of the student's educational process.
  • Advise and accompany families in the definition of actions and/or commitments as co-responsible actors in the education of their children.

 

Need help?

Write to us according to your cycle so we can help you:

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