Both the school’s T.P. (Therapeutic Pedagogy teacher) and the S.L. (Speech-Language therapist) intervene with SENS (Students with Special Needs).


These students require, during their whole schooling or part of it, dedicated support and specific educational attention due to physical, mental or sensory disabilities, intellectual giftedness, or serious conduct disorders. This attention is also given to students who live in a disadvantaged position as a consequence of social, economic, cultural, health factors and similar cases.


The scope of action is all the educational stages, from the First Cycle of Pre-School to Secondary Education. These students are determined by the EAT (Early Attention Team) or the Educational and Psycho-pedagogical Counselling Team (EPCT) in the South area.


The final objective is favouring the development of the students’ capacities at cognitive, affective and social levels.


The Therapeutic Pedagogy teacher (TP) is an educator specialised in Special Education. Their main objective is promoting special needs students’ integration and inclusion by means of:


– Preferential and direct attention.


– Guidance in curricular materials adapted for these pupils.


– Advice and support to the teaching staff.


What tasks does the Therapeutic Pedagogy specialist carry out?


The T.P., as a member of the school’s Attention to Diversity Team, develops the following functions:


Intervention on students


It consists in determining together with the tutor the work plan with students in need of educational support at the beginning of the academic year.


It is designed according to the reports and prognosis made the previous year as well as new diagnostics and reports made by the School’s Educational and Psycho-pedagogical Guidance Team (E.G.T.)


It also consists in organising the attention to pupils who are going to receive help as regards:

  • Schedule (number of weekly sessions, Schedule of the classgroup, coordination with the E.G.T.).
  • Educational spaces (location of the most suitable classrooms to hold support sessions).
  • Materials (review of the existing ones, elaboration of a list for new purchases and materials creation, according to budget and necessities).

Also, in some cases the advice from Specific Guidance Teams (Early Attention, Motor impairment, Vision impairment, Hearing impairment, Conduct Disorders) will be taken into account.


Furthermore, we detect possible registrations and de-registrations in the Students with Special Educational Needs program.


We also review the educational needs of candidates who may be helped by our T.P. through individual tests, direct and indirect observation and consult of the reports by counsellors, tutors, specialist teachers and relatives.


There is a direct intervention on students with specific educational support needs to resolve or palliate their difficulties. This is done through a programmed work plan for each student and individual monitoring and assessment.

  • Attention to the Teaching Staff


We advise, together with the E.G.T.M and L.A., on the design and elaboration of the IDCA (Individual Document of Curricular Adaptation) to be carried out by tutors.


We also help teachers in the choice of specific adapted materials suitable for class use upon request.


We make, together with regular teachers and specialists, the adaptation of the teaching materials for students with specific educational support needs.


In conjunction with the teaching staff, we collaborate in the monitoring and assessment of students with specific educational needs, overall as regards instrumental areas.


  • Attention to families


We advise and guide families on patterns of action with their kids at home.


We inform families of their kids’ improvement every term.


  • External Professionals


Coordination with other services and institutions of a social and cultural character to carry out joint actions.


The Speech-Language Therapist is a member of the Educational Guidance Department whose main tasks are:

  • Intervention on SENS.

School Schedule planning to suit these students’ educational needs with the necessary support to Access or continue the curriculum.

The educational reinforcement and support is done in the reference classroom in close collaboration and coordination with the teaching staff, and/or outside it to work on more specific and individualised tasks that the student requires.

Another function is the elaboration and/or adaptation of teaching materials to favour learning.

  • Attention to families

We hold personal interviews with families to facilitate coordination and guidance, supplying them with information and resolving doubts about their kids’ difficulties.

By the end of each term, families receive a report on the evolution of each SENS in detail.

  • Attention to the teaching staff

Close collaboration with all the teachers involved with the SENS to coordinate and assess the implemented diversity attention measures. Also, we elaborate and monitor the Individual Documents of Curricular Adaptation (IDCAs).


  • External professionals

We coordinate with other services and institutions of social and cultural character and relevance to carry out joint projects.


91 696 08 43


Paseo de Tiselius 5 (antiguo Prado de Acedinos s/n)

28905 Getafe · Madrid

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