Heading for Inclusive School in Europe
Inclusive education refers to the expectation that all children should be accommodated in mainstream school. Deficiencies often create obstacles and delays in the psycho-emotional development of children.
How to create the conditions of accessibility and equity for all in order to eliminate social inequalities, the question is often asked and for that it seems to us that differentiation is fundamental
What is differentiation?
The subjects ( the cognitive ) methods ,sources , activities , adapt to the needs of all childreen . Differentiation techniques with reference to the child ( his learning profil , his interest )
1. Group work from a scenario - Suggestions ofpedagogical sheet - Circular time
- Group A: What (situation, difficulty, diagnosis)
- Group B: How: (how is it approached from the diagnosis, pedagogy, adaptations and theoretical concepts?)
- Group C: Why: (Why do we approach it and what are the expected results, what are the psycho-emotional risks)
Presentation to the group - Discussion and sharing
2. Role Play - Role Play Guidelines: each role-play group will use the following questions to develop the activity
Where are we in terms of the performance of studying strategies?
How can we evaluate the learning strategies?
What is the orientation of motivation to learning?
Where is the behavior modification?
How different are the procedures from the didactic environment?
Is there any differentiation of the results?
Group work + 1 mediator who will distribute the word and make the conclusion from the collected elements
This mediator can’t add items.
The objective is to restore the process of problematizing the needs of the S.E.N. student.
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Differentiation means more options for students to find information. It means observing and understanding the differences and similarities between students and using this information to plan teaching. Here is a list of some basic principles that form the basis of differentiated instruction. One of the most important principles of inclusive education is that two students are never identical; Inclusive schools therefore play a fundamental role in giving all students the opportunity to learn and be evaluated in a variety of ways. Inclusive school teachers should consider a wide range of teaching / learning methods (visual, auditory, kinesthetic, etc.) in the design of the teaching activity.
For the operationalization of inclusive education, there are three methodological options that are fundamental: multiple intelligences and learning styles, the multilevel approach and the design of universal learning.
The multilevel approach can be characterized as a comprehensive and systematic model that aims for the success of all students, providing an integrated set of learning support measures adopted based on students' responses to these measures. This approach is called multilevel in terms of how the organization of learning support measures by level of intervention is reduced.
One of the characteristics of this model is the organization by levels of intervention which are determined according to the response of the students.
The strategic goal of multilevel approaches is not the evaluation of learning, but the evaluation of learning so that formative evaluation can be central. Formative assessment data are relevant evidences of pedagogical actions and strategies, students’ progress, and educational processes in the school. Based on the comprehensive and integrated analysis of these data, the interventions or supportive measures will be determined.
The Universal Design of Learning (UDL) is a curriculum approach based on intentional, pro-active and flexible planning of educational practices, taking into account the diversity of students in the classroom. Recognizing that the way each student learns is unique and the inflexible curriculum approach does not guarantee learning opportunities for all students.
Thus, pedagogical practices offer opportunities and alternatives accessible to all students with regard to methods, materials, tools, supports and forms of evaluation, without changing the level of challenge and maintaining high expectations of learning.
The implementation of these practices implies a flexible and personalized approach of the teachers, in the way they involve and motivate the students in the learning situations, in the presentation of the information and in the evaluation of the students, which allows a different manifestation of the skills and knowledge.
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