{"id":16232,"date":"2020-05-20T17:59:16","date_gmt":"2020-05-20T16:59:16","guid":{"rendered":"https:\/\/dide.org\/covid-19-challenges-attention-to-diversity-and-guidance-from-home\/"},"modified":"2020-05-20T17:59:16","modified_gmt":"2020-05-20T16:59:16","slug":"covid-19-challenges-attention-to-diversity-and-guidance-from-home","status":"publish","type":"post","link":"https:\/\/www.dide.org\/en\/covid-19-challenges-attention-to-diversity-and-guidance-from-home\/","title":{"rendered":"COVID-19 challenges, attention to diversity, and guidance from home"},"content":{"rendered":"

Debate table to highlight remote guidance in the face of COVID-19<\/span><\/h2>\n

Last Tuesday, May 26<\/strong>, we brought together professionals from the psychoeducational, health, and new technology fields from different countries (Spain, Colombia, Chile, and Costa Rica) in a virtual debate table organized by Grupo Edelvives, d\u00edde, and Google For Education to talk about attention to diversity in times of Covid-19 and to highlight remote guidance.<\/strong><\/span><\/p>\n

The professionals participating in the elcolesigue.tv webinar shared their experience and knowledge, and agreed on the importance of knowing the students in depth in order to identify their needs and offer a more individualized education, giving each one what they need.<\/span><\/p>\n

For their part, the attendees of the online session participated with their opinions and asked questions to the table.<\/span><\/p>\n

 <\/p>\n

Components of the debate table<\/span><\/h2>\n

\"Debate<\/p>\n

 <\/p>\n

Debate proposals <\/span><\/h2>\n
    \n
  1. The special vulnerability of students with special educational needs<\/strong> at this time.<\/span><\/li>\n
  2. How have counselors<\/strong> adapted to this new situation to maintain attention to students and their families?<\/span><\/li>\n
  3. What has the work of educational counselors<\/strong> consisted of during confinement?<\/span><\/li>\n
  4. The experience in caring for patients in health centers<\/strong> during the period of confinement
    \n<\/span><\/li>\n
  5. Has confinement left children with visual and auditory problems<\/strong> relegated to the background by depending on video conferences?<\/span><\/li>\n
  6. How have families<\/strong> and the children themselves experienced this abrupt, unexpected, and prolonged situation?<\/span><\/li>\n
  7. What would be the impact on the activity of detection and evolution of students<\/strong>?<\/span><\/li>\n
  8. Would it be correct to say that families and teachers<\/strong> are more aware of the specific needs of their children\/students after confinement?<\/span><\/li>\n
  9. How have new technologies<\/strong> helped in this situation remotely? T <\/span>Does it make more sense to reinforce ourselves in educational platforms and full digitization<\/strong>?<\/span><\/li>\n
  10. Given the educational situation that we had to continue living, <\/span>how to adapt the forms of a pre-diagnostic report without the possibility of face-to-face<\/strong>?<\/span><\/span><\/span><\/span>