Centro de Ensino Especial

It was amazing to visit, Centro de Ensino Especial, a special needs schools that works with infants to adults.  The school has two different programs, 0-4 years of age, then 5 to adult, all with a variety of needs and disabilities. Just as in our special education programs, the student is assessed and the school determines what the needs are and how to address them.  The goal of the school is to transition students into the general education setting.  Janaina stated the teachers and staff do meet with the parents, but I was unable to determine if there is a document such as our IEP.  Unfortunately, public schools like this are only in the Federal District.  Special needs schools in other states would be ran by non-profit organizations and other NGO's.  It does seem as if many students could slip through the cracks.  I feel so fortunate to have had the opportunity to see this school.  The dedication and passion of the teachers and staff came through 100%.

Janaina (Isabel's sister), Isabel and myself.  Janaina is a coordinator & teacher at the school and gave us the tour.

The younger students come one to three times a week depending on the need.  The staff uses what I can best describe (due to the language barrier) as physical therapy, occupational therapy, and even psychology/counseling to assist the students and the parents.  The parents are involved in the education of the student.  The parents must provide transportation for the students.  These youngsters use play to help them learn, and to build thier motor skills.  It appears their is one teacher/staff to two youngsters.  

Doll house for students (to play inside) and move around independently.

Pool just for the 0-4 students.

The older student program (5+) has many rooms for staff to work one on one (or two) with students.  They have computer, art, and music rooms.  There is even a place where students grow plants.  These students also continue to receive the physical therapy, occupational therapy and counseling services as needed.  Some students attend for the full day and others only part of the time if the student's cannot handle being on campus the entire school session. I was informed the largest class was 16 students, but would have one teacher and several staff (para-educators) members assisting.  The teachers and staff make so many tactile teaching instruments for all of the children.  Students are taught reading and math, and those that can transition to the public school system, which is the same goal as we have in the US.  They have many students that remain at their school due to the student's level of need. Student's seem to be separated by their level of need and disability.  The adults have different classes, but at the break/snack time everyone can be seen together, with many staff members present.

Art project made out of leaves.

The adult classes will make items to sell to help fundraise for the school, then as a reward those who helped the school will give something to them (example a pair of shoes) at the end of the school year.  Their does not seem to be a strong transition program into adulthood to assist them in being fully or partially independent.  (This may be due to terminology as well as the language barrier that I was unable to find out or fully comprehend the adult program.)

School common area

 Janaina holding the TJMS Bears shirt.