Transdisciplinarity in the service of inclusion or how to modify our practices in the service of S.E.N.students
Course n ° 2: teaching S.E.N. students on the basis of a transdisciplinary approach "phases of diagnosis and project development"

To begin the course, offer 3 minutes activity exercises from the book Kathy Paterson in order to generate 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

- Learn to better recognize, understand the learning difficulties and working methods encountered by S.E.N. students;

- Analyze various supports of the existing professional practices: diagnosis used in schools to inform of possible known disorders. Study of various individualized projects, personalized from various partners. Identify the purposes that would lead to a better knowledge of the S.E.N. student and how the teacher can use it in his teaching practice;

Reflect on his practice and identify areas for improvement to be implemented on a daily basis alone and / or in a multidisciplinary team (pupils, teachers, parents, educators, directorates, etc.) in order to support S.E.N. students

Supporting materials

SECTION OF THE MODULE /R

SECTION OF THE MODULE /E

The importance of visual support in the formation of reading skills for childreen with autism
Interdisciplinary projects
- A garden for every one
- "Live at the rate of the (extra-ordinary) week"

Description of the learning process

Towards a transdisciplinary approach that requires the participation of teachers, the educational team, management, parents and psychological assistance present at the school

Animation of the exchanges on the basis of 4 axes:

- 1. The importance and usefulness of a professional diagnosis

- 2. Some concrete examples of diagnoses

- 3. Some thoughts on the diagnosis

-4. Develop a good practice using the ERASMUS + project model

To draw up an inventory of the situation of his institution from the point of view of transdisciplinarity and inclusion;
To propose a good practice that should be carried out in order to improve his professional practice;

Development: some complementary elements

The individual learning plan is a tool:

- dynamic and a tool of constant continuity that follows the student throughout his schooling;

- construction of a project for and with the student. This construction is part of an educational project whose purpose is the life project of the student;

- information, decision and regulation in the service of the Council of Class. It is a project of the multidisciplinary team based on the conclusions of the class council and related to the school project;

- active communication with the student and parents (educators) who are partners of the multidisciplinary team;

- collaboration with the school's external partners, (medical,social services);

- which makes it possible to draw up an inventory of the development of the pupil, with a view to making a diagnostic evaluation;

The process requires team ownership and a spirit of creativity.

It is about developing, within the school, a working philosophy where the team sets itself up to help the overall development of the child entrusted to it.