AEE doesn't end in the resource room.
The specialised educational support plan organises each session with a stated objective, defined resources and a record of what happened. And it hands the strategy that worked back to the mainstream classroom.
- Accessibility and assistive technology
- Mainstream classroom link, in the plan
- Every session becomes the term report
- Adjustable structure, per network
- One to one (resource room)
- Small group (resource room)
- Co-teaching (mainstream class)
1. Specific needs
The barriers the Case Study mapped, and which the support will address.
2. Resources and assistive technology
What gives access to what the class is doing, and what the student uses to get there.
3. Sessions
Every session with a stated objective and the resources that will be used.
4. Articulation with the mainstream class
What worked in the session becomes an agreement with the class teacher.
5. Records and assessment
What was observed in each session, and what becomes the report at the end of term.
- Term 1
- Term 2
- Term 3
- Term 4
- Specialist teacher
- Class teacher
- Family or guardian
PAEE template · The school builds the sections in the Vínculoo® platform
Apoio Inteligente®
The AI drafts. The specialist teacher decides.
From the PEI goals and what is already in the Repertoire come the first versions of the sessions, the resources and the records. The specialist teacher reviews, adjusts and applies: Apoio Inteligente® takes away the blank page, not the decision.
- Sessions
- Resources and assistive technology
- Records and assessment
Every part of the support, the way your school needs it
Nothing here comes closed. The school chooses the sections, the order and what each one asks for, and changes it again whenever the network changes its requirements. From the first section to the family's signature, the document is built by the people who will use it.
The structure belongs to the school
Choose the sections, the order and what each one asks for. Remove what your network doesn't use, add what it requires: there is no standard PAEE, and the template doesn't pretend otherwise.
Accessibility and assistive technology, kept apart
Two different things, side by side: what gives access to what the class is doing, and the equipment the student uses to get there. Merged into one line, they turn into a shopping list.
Resource room and classroom, connected
The strategy that worked in the session reaches the class teacher as a classroom agreement. It is what stops the AEE from becoming an island in the student's week.
Records that are already the report
The specialist teacher logs session by session, and the term report is built from that instead of being written from scratch at the end.
And in your school, how would this work?
Tell us about your case. You will talk to someone who knows the platform from the inside, not to a salesperson.