Abstract:

AIM1 is a project aimed at primary education, framed within a multi-level approach that structures and operationalizes the dynamics of assessing, intervening and monitoring from the perspective of inclusive education, offering an integrated set of measures to support learning and inclusion. These measures are organized by levels of intervention that vary in terms of type, intensity and frequency of intervention and are determined according to the children's response to them. This intervention dynamic is guided by the universal design for learning, providing multiple means of engagement (stimulating the student's interest and motivation to learn), multiple means of representation (different ways of presenting information and content), and multiple means of action and expression (differentiating the way students express what they know).

This project involves carrying out a universal screening focused on specific skills that research has shown to be relevant to learning (phonological awareness, letter recognition, reading fluency, listening comprehension, spelling accuracy and numeracy) at the beginning of the school year. Based on the results of this screening, a Personalized Intervention Plan is drawn up for each student where priority intervention areas, specific and individual objectives, and respective intervention strategies are defined.

Throughout the school year, the student's progress is monitored in two specific moments, allowing the redefinition of objectives and strategies according to the student's response to the intervention.

The monitoring process allowed a comprehensive look at the individual evolution of each student and the impact of the implemented measures. In this regard, the results showed the intervention's positive impact since there was a significant student evolution over the three moments of evaluation. The progress of the students who benefited from more intense and frequent interventions stands out.

These assessment, intervention and monitoring mechanisms have proven to be useful in promoting students' educational success. These mechanisms were also positive in empowering teachers to adopt effective practices in a continuum of measures that make their pedagogical performance more flexible, inclusive, integrated, and careful in defining objectives according to the idiosyncrasies of each student.

Keywords:

Inclusive education, Multi-level approach, Universal design for learning, Educational success, Empowering teachers.