Core 5.3.
Special needs and disadvantaged groups in the
company
ITEM 5.3.1Company
Measures are taken in the company to support
tailored training, in particular for disadvantaged
individuals and groups.
Completely / Enough / Something / Nothing
In response to the rapid changes taking place in
the economy and society, the Dual Professional
Formative programs 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 particular to disadvantaged
groups, as evidenced in their quality indicators
(4,5,6,8 and 10 ). It is also about improving access
for all citizens, including disadvantaged people, to
lifelong learning. [one. European. See: EQAVET P8,
P10]. Disadvantaged individuals and groups include
students with special needs. This is considered to
be someone who may have educational needs that
cannot be met through standard instructional and
assessment practices (for example, behavioral,
communicational, intellectual, physical, gifted,
or other student needs exceptions 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 leadership team
must ensure that resources and training 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
environments as other students. [See: ISO
21001:2018 – Section 5.1.3].ITEM 5.3.2 Company
The company has additional measures of a
didactic and pedagogical nature in the design
and programming of Dual Professional Formative
programs to facilitate the inclusion of disadvantaged
people and groups.
Completely / Enough / Something / Nothing
Pedagogical and didactic measures for the inclusion
of disadvantaged people and groups should be
planned to support the successful completion
of Dual Professional Formative programs and the
acquisition of job-related skills [1. European. See:
EQAVET P4]. To this end, it is necessary to carry out an
exhaustive analysis of the characteristics of students
with special needs. These may include the analysis
of reading disorders, disorder of written expression,
mathematical disability, motor disability, hearing
impairment and visual impairment. For the most
gifted students, the needs assessment may include
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].
Regarding teaching methodologies, the company
should employ differentiated instruction strategies
that allow the use of recommended approaches
for students with special needs. These approaches
are intended to foster the development of self-
awareness, self-regulation, and metacognition. It
is about balancing the needs of the student with
the training requirements. Likewise, the application
of individualized measures in a flexible way is
recommended, with regard to the modification
of the curriculum, promoting autonomy and
independence and with tutoring work adjusted to
the needs of the student. [two. International. See:
ISO 21001:2018 – Section 8.5.1.6.2].