The Importance Of Asesores In Costa Rica
The downfalls of the asesores in the education system in Costa Rica are: the lack of transportation and the inaccessibility of many villages. For example, during rainy season, asesores are not able to visit certain schools more than once or twice a year due to poor road conditions. The lack of transportation is caused about one third of children to end their education …show more content…
The creation of these education models has addressed the issues of students not making it past the first grade, as well as the dropout rate after six years of school.
Importance of Education
In 1869 public education was made free for all Costa Rican citizens. Education makes up between 19-31 percent of the country’s national budget. Almost 8 percent of students in the country receive some type of special education services. Even yet, 25 percent of those students are in special education classrooms or schools. The other seventy-five percent of students are integrated into the general classroom setting and receive educational services or modifications (Stough, 35).
Education for the Costa Rican people is quite meaningful: “We have more teachers than soldiers.” is a phrase that many inhabitants of the country proclaim. (Stough, 1) Costa Rica has not had a national military since the Revolution of 1948 (Montero, 1998). Due to the stressed importance of education, they have a literacy rate of over ninety-two percent according to the Economic commission for Latin America and the Caribbean (ECLAC).
Disability in …show more content…
This provides evidence of the importance in Costa Rica for an individualized approach to each person’s needs in terms of education. The first classification is “access-level”, which addresses motor and sensory impairment. Examples of aid for these types of disabilities would be wheelchair ramps, assistance bars and railings, braille, and sign language. The second classification of modifications does not affect the academic placement expected of student. This is known as “non-significant modifications”. The third category is known as “significant modifications”. These differentiate students in that changes may be made in the objectives taught (Stough, 36). The system of using levels of modification reflects the philosophical principle of the Department of Special Education that “all students are different; the only common denominator is their diversity, and in this sense, a State that treats with equality its citizens, should also treat with equality its students” (Stough,