Instituto Alberto Einstein
CAMP is a support system that has both as parents in each section, to meet the needs of each student in the educational process.
CAMP is made up of psychologists, psycho-pedagogues, counselors, occupational therapists, speech therapists, special education teachers, and any other professional specialist, in order to provide an environment that promotes biological, psychological and social well-being, which allows the student a comprehensive education. relationship with the following auxiliary members of the working group. Section Director, nurses, discipline department and teachers of the Academic Support Centers.
The objectives of CAMP are:
- To provide preventive care that allows the development of the student’s potential to the maximum.
- To assist the population of students with special needs (biological, educational, psychological, social, etc.).
- Supervise the implementation and execution of the recommendations that are provided to meet the needs of students.
- Provide guidance and support to teachers, parents and administrative staff.
- Keep a record of activities carried out with students, teachers, and parents and inform the respective coordination.
Each section has a specialized team according to the needs they have. In preschool, the interdisciplinary team is formed by a Fonoaudióloga, an Occupational Therapist and a Psychologist.
The Lower School Section is composed of a coordinator, two special education teachers, an educational psychologist, a behavioral psychologist, and an occupational therapist.
The Upper School Section is formed by an interdisciplinary team consisting of the service of behavioral counselors, the psychology service and the psychopedagogy service. Each professional has specific functions within the CAMP, so that a good process of help, guidance, and evaluation of the child can be guaranteed. , if required.
The interdisciplinary team of the CAMP
Pre-Media and Upper School Section consists of:
The Psychopedagogy Service, which is responsible for the interventions of the different types of special educational needs (SEN), derived from diagnoses of cognitive, visual and auditory deficits, psychomotor disorders, specific learning disorders, autism, Asperger, among others.
Among the functions to be performed are, develop the Individualized Educational Intervention Plan as part of the decision-making process aimed at substantiating the curricular proposal and the type of curricular adaptations according to the diagnostic report provided by the father of the family.
Similarly, it provides methodological guidance, training, and talks to teaching staff, students and parents, aimed at the school integration of students with special educational needs, SEN, and supervision of the process of teaching for school success.
Performs evaluation n pedagogical and reports the admission process as you standardized tests to identify academic strengths and weaknesses in order to achieve the best adaptation to the process of learning of students with SEN.
Likewise, it carries out interventions in teams and with external specialists according to the different cases in an integral manner, to keep a continuous follow-up of its achievements and cases presented, so that a good differential diagnosis can be made.
The Psychology Service In charge of consulting, advising and collaborating with teachers and administrative staff. Mediating conflicts in the management of human relationships within the school environment. Offer psychological support to students and guardians within the school. Collaborate with all team members in the organization of talks, workshops, and seminars for parents, teachers and students. Likewise, it applies psychological tests, makes pertinent evaluations to the students referred to the service, carries out interventions in crisis, maintains communication and consults cases with external professionals.
In addition, it provides an optimal follow-up of cases, directs recommendations to teachers, students and parents for the proper management of certain problems, informing the section coordinators for their follow-up.
On the other hand, he holds team meetings to discuss cases of students with academic difficulties, behavioral problems, emotional situations and proposes immediate actions to be addressed in a comprehensive manner. Participates in the process of selection of teaching staff, objectively evaluates the progress of students with learning problems or discipline problems within the classroom to give the required professional opinions and participates in the creation and monitoring of organized prevention programs for the students on the campus. The Guidance Service is in charge of supervising and directing the counseling program developed by the teachers and teachers, behavioral counselors. Behavioral counselors are the ones who teach appropriate behavior and apply functional behavioral assessments to children who require it. They study and investigate student behaviors, the environment inside and outside the school, and physiology. The main goal of behavioral counselors is to provide positive behavior and student support. In addition, they are responsible for the planning, training, socialization, and education of the student under the positive discipline model. They attend and promote the psychological development of the young person in all its aspects (intellectual, social, affective and emotional) with the intervention of parents, teachers, and psychologists. This service provides care and guidance to students, teachers, school staff and parents. family. Likewise, it maintains effective communication with the members of the psycho-pedagogy service to attend the most recurrent disciplinary cases.