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School of Special Education ESTEL

What is it?

The Estel School is a school of special education in the county of Osona which offers a range of services, resources and assistance related to the education and attention of the students with intellectual disabilities.


The objective of Estel is to optimize to the maximum the development of the capacities of our students and to prepare them to live as independently as possible. Estel wants to turn into an authentic centre of services and resources for the special education and for the ordinary schools in the county of Osona.

Estel wants to constitute itself as the centre of a special education referee in the county of Osona. In this context and according with the innovations happened in our field, we think that the centres of special educations, and specially Estel, should accomplish a double function. In the first place, it should be a centre of provision of individualized supports which promote valuable personal results. In this sense, we believe it is necessary to understand the function of Estel as one of the specialized centres in the education of students with intellectual disabilities and its main objective is to be used as a bridge between the students and the provision and management of support for the social, education and communal inclusion. That means an organization which, through an appropriate provision of individualized supports, promotes the presence, the participation and the learning and the success in the natural environment of people.

Secondly, it should be a centre of resources and support to the school inclusion. Without any doubt, the knowledge, experience and the available means in our centre allow us to constitute itself as an important resource of support and impulse towards a school of everybody and for everybody. Finally, Estel develops the following strategies and focuses on promoting this function:

  1. To promote direct support to students with intellectual disabilities integrated to ordinary centres and/ or assessment to teachers who are assisting them.
  2. To develop different forms of emplacement in the ordinary centres (participation in specific curricular activities, playground, dining-room, excursions, out-of-school activities, etc.) with the objective to ease students with special needs to be able to have the same opportunities for participation and learning. 
  3. To assess the centres and the teaching teams in setting up inclusive training and strategies for the improvement towards more efficient ways to respond to the diversity