[en] The educational response that is being offered to students with a specific need for educational support in secondary schools or centers is considered insufficient and clearly improvable. After showing that, in these centers, the principle of attention to diversity that must permeate all basic education is violated, as well as the right to full participation, learning and success of all that the inclusive school model proclaims, in this document reflects on how the current regulations classify students who require different educational attention than ordinary ones, establishing a marked conceptual barrier between students with special educational needs (acnees) and the rest of the groups of students with specific need for educational support (acneaes) that may also present a significant gap of two or more courses at the level of curricular competence; while significant curricular adaptations (acs) are reserved exclusively for the former, the educational response that is foreseen for the latter (acneaes that are not acnees), remains in the absolute absence of definition, also falling into serious inconsistencies when designing and develop an appropriate educational proposal and, above all, when addressing one of the essential parts of the teaching / learning process: evaluation. In this sense, without renouncing for this reason to demand a more profound and structural transformation of the Educational System, a change in the regulations is proposed so that in the subjects in which this student receives specific support, normally Language and Mathematics, the evaluation takes as reference the proposed elements in the individual curricular proposals that are designed based on their level of curricular competence.

[es] Se considera que la respuesta educativa que se viene ofreciendo al alumnado con necesidad espec?fica de apoyo educativo en institutos o centros de educaci?n secundaria es insuficiente y claramente mejorable. Tras poner de manifiesto que en dichos centros se vulnera el principio de atenci?n a la diversidad que debe impregnar toda la ense?anza b?sica, as? como el derecho a la plena participaci?n, aprendizaje y ?xito de todos que proclama el modelo de escuela inclusiva, en el presente documento se reflexiona sobre c?mo la normativa actual clasifica al alumnado que requiere una atenci?n educativa diferente a la ordinaria, estableciendo una marcada barrera conceptual entre los alumnos con necesidades educativas especiales (acnee) y el resto de los grupos de alumnos con necesidad espec?fica de apoyo educativo (acneae) que tambi?n pueden presentar un desfase significativo de dos o m?s cursos en el nivel de competencia curricular; mientras que para los primeros se reservan exclusivamente las adaptaciones curriculares significativas (acs), la respuesta educativa que se prev? para los segundos (acneae que no son acnee) queda en la m?s absoluta indefinici?n, cayendo adem?s en graves incongruencias a la hora de dise?ar y desarrollar una propuesta educativa adecuada y, sobre todo, a la hora de abordar una de las partes esenciales del proceso de ense?anza/aprendizaje: la evaluaci?n. En este sentido, sin renunciar por ello a reclamar una trasformaci?n m?s profunda y estructural del Sistema Educativo, se propone un cambio en la normativa para que en las materias en las que este alumnado recibe apoyo espec?fico, normalmente Lengua y Matem?ticas, la evaluaci?n tome como referentes los elementos planteados en las propuestas curriculares individuales que se dise?an a partir de su nivel de competencia curricular.