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.
To begin the course, provide 3 minutes -activities exercises, taken from Kathy Paterson's book in order to arouse the interest...
Example: "Everyone sits, puts their hands on the table and settles down comfortably. The head can be placed on the arms... for 2 minutes: absolute calm ..."
Objectives
Demonstrate with several examples how to work the school inclusion with a transdisciplinary team.
SECTION OF THE MODULE / E
Lead towards possible questions in order to start the debate
How could you define the transdisciplinarity?
In your opinion, what links could you make between your teachers' reality and the transdisciplinary expectations?
Debate: Transdisciplinarity: Utopia or reality
What is transdisciplinarity? Use the quiz to fully integrate the concept
2 / Debate on the transdisciplinary teamwork in an inclusive school
What are the benefits of transdisciplinary work for the teaching team?
Communication within a multidisciplinary team and the need for a transdisciplinary synthesis. What do you think ?
3/ Questioning around the role of the family
Description of the learning process
Group work using brainstorming as a reflexive medium in order to explore the theoretical and praxeological expectations of transdisciplinarity.
Some elements to deepen the theme
1/ Transdisciplinarity, a term used by Piaget and Morin that translates the need to transgress the boundaries between the disciplines especially in the field of education, of going beyond the multi-disciplinary and interdisciplinary.
Basarab Nicolescu, founder of the International Center for Research and Transdisciplinary Studies (ICRTS, Paris) wrote the Manifesto of Transdisciplinarity, adopted at the First World Congress of Transdisciplinarity (Convento da Arrábida, Portugal, November 1994). This convention provides to men and women a vision for the future in this troubled world. Transdisciplinarity is today not only a realistic but also a necessary goal.
Therefore ,in education, we need a balance between analytical knowledge and the inner being. In addition, the globalization trend, which threatens the world, is causing a huge flow of people from countries with a certain culture, religion and spirituality in countries with different cultures, religions and spirituality.
The new education must introduce the dialogue between cultures, religions and spiritualities, a dialogue that keeps intact the personality of each culture, but it also makes it comprehensible, enhancing the bridges between different knowledge.
Through transdisciplinarity, students move from deep and useful conceptual learning to learning challenging and meaningful cognitive level issues, developing new and complex situations to provide an easy transfer and to generate new knowledge.
2/ Multidisciplinary team or transdisciplinary team? Teamwork is a must in order to build an inclusive school
The establishment of an inclusive perspective in an institution will increase the importance of the collective work that gather together a diversity of partners in and out of school: parents, medico-social field etc. ...
The transdisciplinary work is difficult because it asks everyone a reflexive position that can put him in difficulty on his own beliefs. Indeed, it will no longer be important to debate to be right but to build a consensus that emerges from the dogmas inherent in the various disciplines.
3/ The role of the family in the transdisciplinary school project?
The empirical knowledge of parents can be overshadowed by the specialists, or the experiential knowledge of parents are essential elements for the development of a transdisciplinary project.
How to associate them without putting them in difficulty and respecting their position as parents?
