Core 4.3.
Special necessities and disadvantaged groups
ITEM 4.3.1 Educational Center
In the educational center there are adopted mea-
sures to support the adapted formation, in particu-
larly the disadvantaged persons and groups
Completely / Enough / Something / Nothing
In response to the rapid changes taking place in
the economy and society, Dual VET systems must
contribute to increasing employability and social
inclusion. The European quality assurance systems
(EQAVET) place a special emphasis on the need to
support the provision of adapted training, in parti-
cular to disadvantaged groups, as evidenced in their
quality indicators (4,5,6,8 and 10 ). In addition, it is
about improving access for all citizens, including
disadvantaged people, to lifelong learning. [one.
European. See: EQAVET P8, P10]. Disadvantaged in-
dividuals and groups include students with special
needs. This is considered to be someone who may
have educational needs that cannot be met throu-
gh standard instructional and assessment practices
(for example, behavioral, communication, intellec-
tual, physical, gifted, or other student needs ex-
ceptions for special education; students may have
more than one exceptionality). This implies the
need to ensure the existence of communication
channels so that the interested parties can receive
the information they need for their activity. The lea-
dership team must ensure that resources and trai-
ning support accessibility in learning environments;
and that reasonable accommodations are provided
for students with special needs in order to promote
equitable access to educational facilities and envi-
ronments as other students. [See: ISO 21001:2018 –
Section 5.1.3] In the regulations for dual VT projects
in Andalusia there is no specific mention of disadvan-
taged people or groups, nor of those who may have
any special needs. It is a reality whose attention po-
ses many problems for centers and companies. At-
tention to diversity in Dual Vocational Training is an
area pending treatment and development. One of
the practical options raised from the experience of
the centers proposes that the administration drawup a precise catalog of those disablities
that could be incorporated into certain cycles. [4.
Autonomous: Order of January 18, 2021, which
calls for dual professional training projects for the
2021/2022 academic year. BOJA, Number 18 - Thurs-
day, January 28, 2021. Link].
ITEM 4.3.2 Educational Center
The educational center has into account the addi-
tional mediations of didactic and pedagogic charac-
ter in the design and program of the teachings of
Dual PF to facilitate the inclusion of disadvantaged
persons and groups
Completely / Enough / Something / Nothing
Pedagogical and didactic measures for the inclusion
of disadvantaged individuals and groups should
be planned to support the successful completion
of the Dual Professional Formative programs and
the acquisition of job-related skills [1. European.
See: EQAVET P4]. To this end, it is necessary to ca-
rry out an exhaustive analysis of the characteristics
of students with special needs. These may include
screening for reading disorders, written expression
disorder, math disability, motor disability, hearing
impairment, and visual impairment. For the most
gifted students, the needs assessment may inclu-
de consideration of levels of giftedness, hyperlexia,
and preliminary assessment for areas of giftedness
(for example, general intellectual ability, specific
academic aptitude, leadership ability, creativity and
productive thinking, psychomotor ability, visual and
performing arts among others) [2. International.
See: ISO 21001:2018 – Section 8.2.1 Note 3]. Regar-
ding teaching methodologies, the educational cen-
ter should use differentiated instructional strategies
that allow the use of recommended approaches for
students with special needs. These approaches are
intended to foster the development of self-aware-
ness, self-regulation, and metacognition. It is about
balancing the needs of the student with the training
requirements. Likewise, the application of individua-
lized measures in a flexible way is recommended,