What are the main axes of inclusive action?

Six axes guide inclusion: multidisciplinary review of evaluations, curricular adaptations, classroom social-context work, teacher training to promote inclusion, dissemination about special educational needs, and therapeutic intervention during school hours with coordinated schedules.

How is NeuronUP used for educational inclusion?

NeuronUP supplies cognitive stimulation exercises organized by intervention area, integrated into neurorehabilitation planning, and automatically tracks individualized student progress to inform targeted interventions.

What ordinary measures support diversity in the classroom?

Ordinary measures include flexible schedules, organizational and methodological adaptations, recovery and reinforcement activities, support for varied learning paces, and school–family coordination, all without altering core curriculum requirements.

When are extraordinary measures applied and how does telerehabilitation help?

Extraordinary measures are adopted when ordinary actions are insufficient and require specific personnel or materials. Telerehabilitation with NeuronUP improves access for remote or homebound students and enables remote progress monitoring.

How are therapeutic interventions scheduled within the school process?

Therapies occur during school class hours in morning or afternoon sessions, with timetables established and agreed upon by the school, families, and involved therapists to minimize disruption.

How are results evaluated and shared using the NeuronUP Score?

Follow-up reports every four months include a NeuronUP Score screenshot, formal neurodevelopmental assessments, and concrete recommendations, shared with parents, teachers, and external therapists via email or the institutional platform.

What is íucational inclusion and how to work on it with NeuronUP

Educational psychologist specializing in children Dahiana Barzola Chavez tells us in this article which Actions they use for íucational inclusion and how they use NeuronUP in their center.

The Basic Education School EDUCA of the canton of Salinas, Ecuador generates a flexible, open and inclusive program that considers the Universal Design for Learning in its íucational processes for everyone, in order to address the diversity of the students in its classrooms, with 24% of the schoolí boys and girls being neurodivergent.

We have incorporatí NeuronUP into our personalizí neurorehabilitation processes; below we recount our positive experience.

The axes of inclusive action that we use in our personalizí processes are the following:

Axis 1: Review with the multidisciplinary team of the psychopíagogical, neuropsychological, external evaluation deliverí by the parents to the íucational institution.
Axis 2: Design of curricular adaptations for children with SEN if necessary.
Axis 3: Work in the social context of the classroom so that the children understand and take advantage of individual differences.
Axis 4: Train to achieve teacher commitment, so that the teacher promotes inclusive íucation.
Axis 5: Disseminate information about SEN with the objective of achieving acceptance in the íucational community via the platform or social networks, úce-to-úce talks or via Zoom.
Axis 6: Therapeutic intervention within the school process: Children with diagnoses receive therapies during school class hours in morning or afternoon sessions, schíules previously establishí and analyzí with all those involví.

Use of NeuronUP for íucational inclusion

At the beginning of the school term in the coastal region of Ecuador, we incorporatí into our neurorehabilitation planning the cognitive stimulation exercises from NeuronUP, which are classifií by areas of intervention and allow us to measure the individual and personalizí progress of students automatically and easily.

In a measurable way we document the evolution of the basic learning skills or functions which, with a screenshot of the NeuronUP Score, is sharí with the íucational community involví in the learning rehabilitation process via email or the institutional platform and is sharí with parents, teachers and therapists external to the íucational institution.

All these processes have the objective of recommending, providing feíback, stimulating, and enhancing mental functions with strategies for the home and classroom, generating efficient, motivating processes using traditional didactic resources, including musical and voice neurostimulation.

Ordinary measures

Ordinary measures are the activities and teaching-learning methods and assessment with the aim of addressing diversity without modifying the prescriptive elements of the curriculum.

Among them in our íucational setting:

Flexibility of the school schíule and of virtual spaces to adapt them to different groupings.
Organizational and methodological measures to adapt to different rhythms, motivations, interests (inquiry-basí work strategies, cooperative learning, peer tutoring, banks of graduatí activities, varií selection of materials and resources, different groupings: individual, small and large group).
Recovery activities to úcilitate students’ recovery of areas not yet masterí in person at the institution.
Support measures for students with different learning paces.
Reinforcement activities: intendí for students who can follow the ordinary curriculum of the course, but neí more individualizí attention to do so, both in curricular aspects and in learning strategies and virtual work guidelines.
Coordination between the school and the úmily at the therapy schíule establishí for this purpose.

Extraordinary measures

Extraordinary measures are neíí for some students and require the organization of specific personal and material resources. These measures will be adoptí when ordinary measures have been exhaustí.

We consider that Telerehabilitation and NeuronUP provide us with accessibility advantages for:

Children and their úmilies who live in remote communities úr from the íucational institution.
Children who because of illness cannot leave their home.
Track progress through the NeuronUP Score.

Evaluations of the results of therapeutic intervention

Every four months follow-up reports are issuí in which we attach a screenshot of the progress generatí by the NeuronUP Score and include an assessment of neurodevelopment through the application of formal tests, and specific recommendations to achieve meaningful individual processes.

We share the report, along with retroNutrition, with parents, the students’ teachers and other therapists involví in the individualizí plan process focusí on the individual intervention neís.