Heading for Inclusive School in Europe
To offer an overview of the various types of disabilities that any teacher may encounter in school, but above all to understand the effects that pathologies may have on children's learning abilities and the importance of taking them into account in the forms of teachers’ education. The documents below are the necessary tools for this understanding.
- Resource sheets;
- Good practices;
- Pedagogical sheets;
- Further information;
1 / Organize a debate about inclusion starting from school
- from the postulate of Dimitris Glynos, the great Greek pedagogue "Education must prepare all citizens, boys and girls, impartially absolute and equal to their skills for life and in life."
- from the questioning of the Portuguese pedagogue David Rodriguez
"Do we want inclusion? What is missing to continue on the path of progress towards inclusive education? "
2/ Organizing of a brainstorming on the notion of deficiencies with the participants
Guide to possible questions to start the debate.
- Do you think having a "disabled student" in your class is an “asset”? Why? What are your fears?
- Are all students able to learn?
- What are your needs to include?
- Is it a challenge? Myth or reality
- How to work in an inclusive class to highlight each other's skills?
Collection of data by the trainer
Results:
Production of a mental map with the skills and disabilities of students according to the disability
Some elements to deepen the theme
Long time ago, children who were not good students were characterized by their teachers as "intelligent but lazy or indifferent". The education system, unfortunately, did not understand the needs of a number of learners, so school failure often had a negative impact on the personal and professional lives of children with learning or intellectuals disabilities. The same is true for children with sensory, cognitive, motor or behavioral impairments who did not find their place in school because of the inappropriateness of the place and were relegated to specialized systems.
What has changed today is the fact that these needs are diagnosed and cared for and that children should benefit from inclusive, mainstream school support.
Some elements to deepen the theme
In pedagogical dynamics, interdisciplinary work must be developed for transdisciplinary diagnosis and disciplinary articulation. In order to develop quality learning and to integrate measures defined in the tools of school planning, the educational action must guarantee: a preventive action aiming at anticipating and preventing the failures and the dropping out of school. It is necessary to define the implementation of strategies, teaching tools, compensations (adaptations) and understanding of the problems, which will be adjusted to the learning of students with special educational needs.
In the educational process, the students will also be involved, giving priority to free initiative, autonomy, responsibility and respect for human diversity.
