Heading for Inclusive School in Europe
This submodule: Transdisciplinarity in the service of inclusion or how to modify our practices in the service of S.E.N. students is divided into 3 parts (total duration of 6h 30)
Objectives
- Learn to better recognize, understand the learning difficulties and working methods encountered by S.E.N. (Special Educational Needs) students;
- Analyze various supports of existing professional practices: video capsules, good practices, resource sheets, pedagogical sheets, additional information;
- Reflect upon the practices and determine ways of improvement to be implemented in the daily life, alone and / or in a multidisciplinary team (pupils, teachers, parents, educators, directions,...) in order to better accompany the students;
- Make proof of reflexivity by analyzing the practices of one's school institution and proposing ways of improvement from a transversal and inclusive perspective
THE TRANSDICIPLINARY APPROACH
The question of inclusion necessarily implies that of a specific approach towards pupils with several types of difficulties that we will call Special Educational Needs (SEN). Transdisciplinarity is the idea that one can only problematize a situation if it is approached from several perspectives. Thus, taking into consideration the situation of the child at school by the mere approach of his pathology it can’t provide sufficient information about this pupil's special educational needs. Learning to problematize is above all crossing the knowledge of professionals to build a coherent learning project for the student and his teacher. This support will gather information from the medical field, family, social and cultural background but also from the pedagogical form that the teacher will use to reach his objectives.
The transdisciplinary approach is not the superposition of the disciplines but the thread crossing the disciplines; it will make body of the various observations of the specialists.
It is conceivable that this approach requires a time of information crossing but also of reflection and writing of a project adapted to the skills of the student.
Thus, the teacher alone can’t build a project that is transdisciplinary, there must be a meeting place, various people working together, professionals with knowledge of the difficulties of the child.
For Edgar Morin "The primary mission of teaching is to learn how to connect", but also "at the same time to problematize".
Indeed, "connect and problematize" go hand in hand. He adds:
"If I were a teacher, I would try to connect the questions starting with the human being,
by showing him in his biological, psychological, social, etc. aspects. "
