Heading for Inclusive School in Europe

Transdisciplinarity in the service of inclusion or how to modify our practices in the service of S.E.N. students
Course 3: Make the proof of reflexivity ... (2 hours)


To begin the course, provide 3 minutes-activity exercises from the book Kathy Paterson 3 minutes 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 

 Make proof of reflexivity...

 This third course, it is a matter of putting into practices the transdisciplinary method through a case study in order to problematize

the situation of a student with special educational need.

 You will stage this situation by presenting a summary of your own teaching practices (which you have done so far).

 You will then present it to the group with the concern to receive the opinions, positions of the other members of the group.

 This exercise can be organized in the form of role plays of a multidisciplinary team. Eventually you will use the collected elements (diagnostic phase) and use them in the construction of a new personalized support plan.

 

Supporting materials

Development:
Organize a focus group by targeting the points below. The essential conditions for the elaboration work are, above all, to create a safe space so that the teachers or assistants do not feel ignored or judged in their practice.

 

1-  Subgroup exchanges and oral presentation

  • Transpose what we have just learned into our professional practice?
  • What are the possible obstacles?
  • What additional research do we need to do?
  • Why? Where? How?...

2 -  Write individually or by group / Use the worksheet sample ” Good Practices” from the project Cap sur l’école inclusive    and provide links to useful references illustrating the implementation of this practice in the reality.

  •  Make an inventory of the situation of one’s institution from a transdisciplinary point of view and inclusion.

3 -  ’ Each participant proposes at least one 'Good practice'sheet  implemented in order to improve its professional practice.

 Good Practice Sheet EU Sample

 

Description of the learning process

 

Elements of reflection

Reflexivity is the mechanism by which the subject takes himself for object of analysis and knowledge. This posture involves critically analyzing one's own practice and the repercussions of one's own postures in the relationship to the other.

The subject thus takes his own action, his own mental functioning as objects of analysis and tries to perceive his own way of acting. This reflexive thinking is critical and creative and requires the mobilization of a number of metacognitive abilities and argumentative skills (Pallascio and Lafortune, 2000). It involves a dual process described by Schön (1994): thinking in action that allows a subject to consciously think as events unfold and respond to unforeseen situations and reflect on the action in which the subject analyzes what has happened and evaluates the effects of his action.

 

THE OTHER MODULES