{"id":22739,"date":"2025-03-06T20:16:32","date_gmt":"2025-03-06T19:16:32","guid":{"rendered":"https:\/\/serveiseducatius.xtec.cat\/vallesoriental3\/?page_id=22739"},"modified":"2025-03-11T20:15:20","modified_gmt":"2025-03-11T19:15:20","slug":"normativa-inclusio","status":"publish","type":"page","link":"https:\/\/serveiseducatius.xtec.cat\/vallesoriental3\/inclusio-nodes-2\/normativa-inclusio\/","title":{"rendered":"Normativa Inclusi\u00f3"},"content":{"rendered":"\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-1 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:66.66%\">\n<p>La inclusi\u00f3 escolar i la cohesi\u00f3 social s\u00f3n dos dels principis generals que inspiren el sistema educatiu de Catalunya <a href=\"https:\/\/educacio.gencat.cat\/.content\/home\/departament\/normativa\/normativa-educacio\/lec_12_2009.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">(Llei 12\/2009, de 10 de juliol, d\u2019educaci\u00f3<\/a>), que se sustenten en el reconeixement internacional sobre el fet que l\u2019educaci\u00f3 inclusiva \u00e9s un pilar fonamental per promoure la inclusi\u00f3 social de totes les persones en tots els \u00e0mbits de la vida, des de la inf\u00e0ncia fins a la vellesa.<\/p>\n\n\n\n<p>La publicaci\u00f3 del<a href=\"http:\/\/portaldogc.gencat.cat\/utilsEADOP\/PDF\/7477\/1639866.pdf\" target=\"_blank\" rel=\"noreferrer noopener\"> Decret 150\/2017 <\/a>desplega la Llei d\u2019Educaci\u00f3 12\/2009 i t\u00e9 per objecte garantir que tots els centres educatius siguin inclusius.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\"><strong>Directrius m\u00e9s recents <\/strong>&nbsp;&nbsp;<\/h4>\n\n\n\n<p>La <a href=\"http:\/\/treballiaferssocials.gencat.cat\/web\/.content\/03ambits_tematics\/11discapacitat\/2012_04_11_convencio_drets_persones_discapacitat_catala.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Convenci\u00f3 de les Nacions Unides sobre els Drets de les Persones amb Discapacitat (2006)<\/a><\/p>\n\n\n\n<p>l&#8217;OCDE (2007) afirma que les circumst\u00e0ncies individuals i socials no haurien de suposar un obstacle per a l\u2019\u00e8xit educatiu.<\/p>\n\n\n\n<p><a href=\"http:\/\/unesdoc.unesco.org\/images\/0017\/001778\/177849s.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">UNESCO (2009)<\/a> a trav\u00e9s de les directrius sobre pol\u00edtiques d\u2019educaci\u00f3 inclusiva, fent seu el contingut de la <a href=\"http:\/\/www.unesco.org\/education\/pdf\/SALAMA_S.PDF\" target=\"_blank\" rel=\"noreferrer noopener\">Declaraci\u00f3 de Salamanca (1994<\/a>) i desenvolupant-lo.<\/p>\n\n\n\n<p>L\u2019Ag\u00e8ncia Europea per a les necessitats especials i l\u2019educaci\u00f3 inclusiva (2011) ha actualitzat les seves recomanacions als governs dels pa\u00efsos membres assenyalant els principis b\u00e0sics que han de presidir la pol\u00edtica educativa en l&#8217;\u00e0mbit de l\u2019educaci\u00f3 inclusiva.<\/p>\n\n\n\n<p>Informe de la UNESCO 2015 es revisen les directrius internacionals adaptant-les als nous repte del segle XXI.<\/p>\n\n\n\n<p>L\u2019agenda mundial de l\u2019educaci\u00f3 <a href=\"http:\/\/unesdoc.unesco.org\/images\/0024\/002456\/245656s.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">(Educaci\u00f3 2030)<\/a> forma part dels<a href=\"http:\/\/www.un.org\/sustainabledevelopment\/es\/objetivos-de-desarrollo-sostenible\/\" target=\"_blank\" rel=\"noreferrer noopener\"> 17 Objectius de Desenvolupament Sostenible (ODS)<\/a> de les Nacions Unides. En l\u2019\u00e0mbit de l\u2019educaci\u00f3 es recullen en l\u2019Objectiu de Desenvolupament sostenible 4 <a href=\"https:\/\/es.unesco.org\/node\/266395\" target=\"_blank\" rel=\"noreferrer noopener\">(ODS4)<\/a>, que pret\u00e9n \u201cgarantir una educaci\u00f3 inclusiva i equitativa de qualitat i promoure oportunitats d\u2019aprenentatge al llarg de la vida per a tothom\u201d.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\"><strong>Algunes normatives espec\u00edfiques<\/strong><\/h4>\n\n\n\n<p><strong>EDUCACI\u00d3 INFANTIL.<\/strong><\/p>\n\n\n\n<p><a href=\"https:\/\/dogc.gencat.cat\/ca\/document-del-dogc\/?documentId=951431\">DECRET 21\/2023, de 7 de febrer,<\/a> d\u2019ordenaci\u00f3 dels ensenyaments de l\u2019educaci\u00f3 infantil.<br><a href=\"https:\/\/portaldogc.gencat.cat\/utilsEADOP\/PDF\/8851\/1955221.pdf#page=14\" target=\"_blank\" rel=\"noreferrer noopener\">Annex I. Compet\u00e8ncies clau de l\u2019educaci\u00f3 infantil<\/a><br><a href=\"https:\/\/portaldogc.gencat.cat\/utilsEADOP\/PDF\/8851\/1955221.pdf#page=16\" target=\"_blank\" rel=\"noreferrer noopener\">Annex II. Eixos de desenvolupament i aprenentatge<\/a><br><a href=\"https:\/\/portaldogc.gencat.cat\/utilsEADOP\/PDF\/8851\/1955221.pdf#page=38\" target=\"_blank\" rel=\"noreferrer noopener\">Annex III. Situacions d\u2019aprenentatge<\/a><\/p>\n\n\n\n<p><strong>EDUCACI\u00d3 B\u00c0SICA<\/strong><\/p>\n\n\n\n<p>El Decret 175\/2022, de 27 de setembre, d\u2019ordenaci\u00f3 dels ensenyaments de l\u2019educaci\u00f3 b\u00e0sica s\u2019estructura en <strong>quatre cap\u00edtols<\/strong> i trenta-cinc articles:<br><a href=\"https:\/\/portaldogc.gencat.cat\/utilsEADOP\/PDF\/8762\/1928585.pdf#page=4\" target=\"_blank\" rel=\"noreferrer noopener\">Cap\u00edtol 1<\/a>. Disposicions generals<br><a href=\"https:\/\/portaldogc.gencat.cat\/utilsEADOP\/PDF\/8762\/1928585.pdf#page=9\" target=\"_blank\" rel=\"noreferrer noopener\">Cap\u00edtol 2<\/a>. Curr\u00edculum<br><a href=\"https:\/\/portaldogc.gencat.cat\/utilsEADOP\/PDF\/8762\/1928585.pdf#page=15\" target=\"_blank\" rel=\"noreferrer noopener\">Cap\u00edtol 3<\/a>. Gesti\u00f3 pedag\u00f2gica<br><a href=\"https:\/\/portaldogc.gencat.cat\/utilsEADOP\/PDF\/8762\/1928585.pdf#page=22\" target=\"_blank\" rel=\"noreferrer noopener\">Cap\u00edtol 4<\/a>. Avaluaci\u00f3<br><br><strong>Annexos:<\/strong><br>L\u2019<a href=\"https:\/\/portaldogc.gencat.cat\/utilsEADOP\/PDF\/8762\/1928585.pdf#page=33\" target=\"_blank\" rel=\"noreferrer noopener\">annex 1<\/a> recull les <strong>compet\u00e8ncies clau<\/strong>, que s\u00f3n preceptives i provenen de les establertes a la Recomanaci\u00f3 del Consell de la Uni\u00f3 Europea de 22 de maig de 2018 relativa a les compet\u00e8ncies clau per a l\u2019aprenentatge permanent. En aquest annex es descriuen els indicadors operatius, que defineixen el perfil competencial de sortida de l\u2019alumnat al final de l\u2019educaci\u00f3 b\u00e0sica.<br>L\u2019<a href=\"https:\/\/portaldogc.gencat.cat\/utilsEADOP\/PDF\/8762\/1928585.pdf#page=45\" target=\"_blank\" rel=\"noreferrer noopener\">annex 2<\/a> cont\u00e9 la descripci\u00f3 de les <strong>\u00e0rees <\/strong>de coneixement de l\u2019educaci\u00f3 prim\u00e0ria.<br>L\u2019<a href=\"https:\/\/portaldogc.gencat.cat\/utilsEADOP\/PDF\/8762\/1928585.pdf#page=194\" target=\"_blank\" rel=\"noreferrer noopener\">annex 3 <\/a>inclou la descripci\u00f3 de les <strong>mat\u00e8ries<\/strong> d\u2019educaci\u00f3 secund\u00e0ria obligat\u00f2ria.<br>L\u2019<a href=\"https:\/\/portaldogc.gencat.cat\/utilsEADOP\/PDF\/8762\/1928585.pdf#page=453\" target=\"_blank\" rel=\"noreferrer noopener\">annex 4<\/a> enumera i descriu les <strong>compet\u00e8ncies transversals<\/strong>.<br>L\u2019<a href=\"https:\/\/portaldogc.gencat.cat\/utilsEADOP\/PDF\/8762\/1928585.pdf#page=456\" target=\"_blank\" rel=\"noreferrer noopener\">annex 5<\/a> cont\u00e9 una explicaci\u00f3 sobre l\u2019<strong>aprenentatge basat en situacions<\/strong>.<br>L\u2019<a href=\"https:\/\/portaldogc.gencat.cat\/utilsEADOP\/PDF\/8762\/1928585.pdf#page=458\" target=\"_blank\" rel=\"noreferrer noopener\">annex 6<\/a> inclou la descripci\u00f3 dels <strong>\u00e0mbits dels cicles formatius de grau b\u00e0sic<\/strong>.<br>L\u2019<a href=\"https:\/\/portaldogc.gencat.cat\/utilsEADOP\/PDF\/8762\/1928585.pdf#page=488\" target=\"_blank\" rel=\"noreferrer noopener\">annex 7<\/a> presenta la <strong>distribuci\u00f3 hor\u00e0ria<\/strong> de les diferents \u00e0rees i mat\u00e8ries al llarg de cadascuna de les etapes.<\/p>\n\n\n\n<p>BATXILLERAT<\/p>\n\n\n\n<p>El decret 171\/2022, de 20 de setembre, d\u2019ordenaci\u00f3 dels ensenyaments de batxillerat s\u2019estructura en <strong>quatre cap\u00edtols<\/strong> i quaranta-dos articles.<br><br><a href=\"https:\/\/portaldogc.gencat.cat\/utilsEADOP\/PDF\/8758\/1927851.pdf#page=5\" target=\"_blank\" rel=\"noreferrer noopener\">Cap\u00edtol 1<\/a>. Disposicions generals<br><a href=\"https:\/\/portaldogc.gencat.cat\/utilsEADOP\/PDF\/8758\/1927851.pdf#page=8\" target=\"_blank\" rel=\"noreferrer noopener\">Cap\u00edtol 2<\/a>. Curr\u00edculum i organitzaci\u00f3 dels ensenyaments<br><a href=\"https:\/\/portaldogc.gencat.cat\/utilsEADOP\/PDF\/8758\/1927851.pdf#page=16\" target=\"_blank\" rel=\"noreferrer noopener\">Cap\u00edtol 3<\/a>. Gesti\u00f3 pedag\u00f2gica<br><a href=\"https:\/\/portaldogc.gencat.cat\/utilsEADOP\/PDF\/8758\/1927851.pdf#page=21\" target=\"_blank\" rel=\"noreferrer noopener\">Cap\u00edtol 4<\/a>. Avaluaci\u00f3<br><br>L\u2019<a href=\"https:\/\/portaldogc.gencat.cat\/utilsEADOP\/PDF\/8758\/1927851.pdf#page=31\" target=\"_blank\" rel=\"noreferrer noopener\">annex 1<\/a> recull les compet\u00e8ncies clau, que s\u00f3n preceptives i provenen de les establertes a la Recomanaci\u00f3 del Consell de la Uni\u00f3 Europea de 22 de maig de 2018 relativa a les compet\u00e8ncies clau per a l\u2019aprenentatge permanent. Dins d\u2019aquest annex es troben definits els indicadors operatius, que defineixen el nivell d\u2019adquisici\u00f3 d\u2019aquestes compet\u00e8ncies clau en finalitzar el batxillerat.<br>L\u2019<a href=\"https:\/\/portaldogc.gencat.cat\/utilsEADOP\/PDF\/8758\/1927851.pdf#page=39\" target=\"_blank\" rel=\"noreferrer noopener\">annex 2<\/a> cont\u00e9 la descripci\u00f3 de les mat\u00e8ries comunes i de modalitat, com tamb\u00e9 la de les mat\u00e8ries optatives anuals de primer de batxillerat.<br>L\u2019<a href=\"https:\/\/portaldogc.gencat.cat\/utilsEADOP\/PDF\/8758\/1927851.pdf#page=548\" target=\"_blank\" rel=\"noreferrer noopener\">annex 3<\/a> relaciona les hores assignades a cada mat\u00e8ria comuna, de modalitat i optativa, tant de 1r com de 2n. curs de batxillerat, aix\u00ed com les hores assignades a la tutoria, al treball de recerca i a la mat\u00e8ria Religi\u00f3.<br>L\u2019<a href=\"https:\/\/portaldogc.gencat.cat\/utilsEADOP\/PDF\/8758\/1927851.pdf#page=553\" target=\"_blank\" rel=\"noreferrer noopener\">annex 4<\/a> expressa la continu\u00eftat entre les mat\u00e8ries al llarg dels dos cursos de batxillerat.<\/p>\n\n\n\n<p><strong>ALTRES<\/strong><\/p>\n\n\n\n<p><a href=\"http:\/\/portaldogc.gencat.cat\/utilsEADOP\/PDF\/6742\/1379017.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">LLEI 13\/2014<\/a>, del 30 d&#8217;octubre, d&#8217;accessibilitat.<\/p>\n\n\n\n<p><a href=\"https:\/\/www.boe.es\/diario_boe\/txt.php?id=BOE-A-2013-12886\" target=\"_blank\" rel=\"noreferrer noopener\">Llei org\u00e0nica 8\/2013<\/a>, de 9 de desembre, per a la millora de la qualitat educativa<\/p>\n\n\n\n<p><a href=\"http:\/\/dogc.gencat.cat\/ca\/pdogc_canals_interns\/pdogc_resultats_fitxa\/?action=fitxa&amp;mode=single&amp;documentId=641016&amp;language=ca_ES\" target=\"_blank\" rel=\"noreferrer noopener\">Resoluci\u00f3 ENS\/1543\/2013<\/a>, de 10 de juliol, de l&#8217;atenci\u00f3 educativa a l&#8217;alumnat amb altes capacitats (DOGC n\u00fam. 6419, de 17.7.2013).<\/p>\n\n\n\n<p><a href=\"http:\/\/dogc.gencat.cat\/ca\/pdogc_canals_interns\/pdogc_resultats_fitxa\/?action=fitxa&amp;mode=single&amp;documentId=641044&amp;language=ca_ES\" target=\"_blank\" rel=\"noreferrer noopener\">Resoluci\u00f3 ENS\/1544\/2013<\/a>, de 10 de juliol, de l&#8217;atenci\u00f3 educativa a l&#8217;alumnat amb trastorns de l&#8217;aprenentatge (DOGC n\u00fam. 6419, de 17.7.2013).<\/p>\n\n\n\n<p><a href=\"http:\/\/portaljuridic.gencat.cat\/ca\/pjur_ocults\/pjur_resultats_fitxa\/?action=fitxa&amp;mode=single&amp;documentId=553898&amp;language=ca_ES\" target=\"_blank\" rel=\"noreferrer noopener\">Llei 14\/2010<\/a>, del 27 de maig, dels drets i les oportunitats en la inf\u00e0ncia i l&#8217;adolesc\u00e8ncia (DOGC n\u00fam. 5641, de 2.6.2010).<\/p>\n\n\n\n<p><a href=\"https:\/\/www.parlament.cat\/document\/nom\/TL118.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">LLEI 17\/2010<\/a>, del 3 de juny, de la llengua de signes catalana.<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:33.33%\">\n<figure class=\"wp-block-image size-large\"><a href=\"https:\/\/serveiseducatius.xtec.cat\/vallesoriental3\/wp-content\/uploads\/usu768\/2025\/03\/escola-inclusiva.png\"><img loading=\"lazy\" decoding=\"async\" width=\"708\" height=\"1024\" src=\"https:\/\/serveiseducatius.xtec.cat\/vallesoriental3\/wp-content\/uploads\/usu768\/2025\/03\/escola-inclusiva-708x1024.png\" alt=\"\" class=\"wp-image-22744\" srcset=\"https:\/\/serveiseducatius.xtec.cat\/vallesoriental3\/wp-content\/uploads\/usu768\/2025\/03\/escola-inclusiva-708x1024.png 708w, https:\/\/serveiseducatius.xtec.cat\/vallesoriental3\/wp-content\/uploads\/usu768\/2025\/03\/escola-inclusiva-207x300.png 207w, https:\/\/serveiseducatius.xtec.cat\/vallesoriental3\/wp-content\/uploads\/usu768\/2025\/03\/escola-inclusiva-768x1111.png 768w, https:\/\/serveiseducatius.xtec.cat\/vallesoriental3\/wp-content\/uploads\/usu768\/2025\/03\/escola-inclusiva.png 828w\" sizes=\"auto, (max-width: 708px) 100vw, 708px\" \/><\/a><\/figure>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>La inclusi\u00f3 escolar i la cohesi\u00f3 social s\u00f3n dos dels principis generals que inspiren el sistema educatiu de Catalunya (Llei [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":22719,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_bbp_topic_count":0,"_bbp_reply_count":0,"_bbp_total_topic_count":0,"_bbp_total_reply_count":0,"_bbp_voice_count":0,"_bbp_anonymous_reply_count":0,"_bbp_topic_count_hidden":0,"_bbp_reply_count_hidden":0,"_bbp_forum_subforum_count":0,"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"set","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"class_list":["post-22739","page","type-page","status-publish","hentry"],"post_mailing_queue_ids":[],"_links":{"self":[{"href":"https:\/\/serveiseducatius.xtec.cat\/vallesoriental3\/wp-json\/wp\/v2\/pages\/22739","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/serveiseducatius.xtec.cat\/vallesoriental3\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/serveiseducatius.xtec.cat\/vallesoriental3\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/serveiseducatius.xtec.cat\/vallesoriental3\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/serveiseducatius.xtec.cat\/vallesoriental3\/wp-json\/wp\/v2\/comments?post=22739"}],"version-history":[{"count":6,"href":"https:\/\/serveiseducatius.xtec.cat\/vallesoriental3\/wp-json\/wp\/v2\/pages\/22739\/revisions"}],"predecessor-version":[{"id":22872,"href":"https:\/\/serveiseducatius.xtec.cat\/vallesoriental3\/wp-json\/wp\/v2\/pages\/22739\/revisions\/22872"}],"up":[{"embeddable":true,"href":"https:\/\/serveiseducatius.xtec.cat\/vallesoriental3\/wp-json\/wp\/v2\/pages\/22719"}],"wp:attachment":[{"href":"https:\/\/serveiseducatius.xtec.cat\/vallesoriental3\/wp-json\/wp\/v2\/media?parent=22739"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}