Heading for Inclusive School in Europe
The Birth and development of Special Education.
Special Education as a project inclusion programme.
The purpose of this course is to help us acquire an understanding of how, why and when special education needs to be developed within the larger sphere of general education. It is also meant to lead to a better understanding of the concepts of « diversity », « normality » and « educability » so that we can reflect deeply upon the importance of the inclusion of individuals with special educational needs in both scholastic and social contexts.
The fundamental role of Pedagogy in the elaboration of new educated models based on inclusive logic.
Inclusive education, as defined in the Statute of Salamanca, promotes "recognition of the need to work towards a school that is suitable for everyone and that celebrates diversity, supports learning and responds to individual needs" (UNICEF, The Right of Children with Disabilities: A Rights-Based Approach to Inclusive Education, 2012).
Inclusive education systems are those systems that roots in a child-centered pedagogy that can successfully educate all children including those who have serious disadvantages and disabilities. The merit of these schools is not only their ability to provide "quality education for all children, but their structure is crucial in the process of changing discriminatory attitudes, creating open communities, and developing inclusive societies.
The counseling learning and the humanistic-emotional approach in education: share to increase the value of each learner
The present analysis yearns to demonstrate that through the Humanistic-Affective approach and the Counseling Learning theory you can achieve a good level of school inclusion due to the fact that the teacher must activate the psychological dynamics of every learner to achieve an ideal learning.
The theory of C. L. arises, therefore, as an helpful tool to recognize the students potential, diversify the training action and ensure to everyone opportunities for success.
Presentation
The new rules, which are affecting the world of the School, are increasingly oriented towards the delegation to the medicalization of learning problems. The diagnoses and the numerous screenings that invade the schools today, replace the didactic and pedagogical techniques.
It is therefore fundamental in this panorama, to speak today, through this course, of Pedagogy and Special Didactics.
Special Pedagogy is a branch of Pedagogy that deals with disability understood in its broadest sense, of those individuals who need Special Educational Needs. Its purpose is to favor the global formation of the personality of the subjects with particular educational needs.
The purpose of the Special Pedagogy is to distinguish the components linked to the deficit in the subject, if objective, looking for the conditions necessary to reduce the disadvantage, so that even the person with difficulty can take an active part in the construction of their life project.
Good educators, trainers and teachers are the best "therapy" for our children, for their families and for the whole Society.
It is necessary to acquire skills for pupils with special educational needs: intervention tools and territorial organization for school inclusion (S.E.N.).
Aims
1. To acquire skills in Special Pedagogy and in facilitating techniques for children with Special Educational Needs;
2. To know and put into practice support activities, support, facilitating techniques and cooperatives to help children in difficulty or with so-called diagnosis of Specific Learning Disorders;
3. To put into practice activities for pupils with Special Educational Needs.
Recipients
Materials and methodology
Study notes, in-depth materials, examples of good practice, explanatory videos, links to resources.
Discussion through forums to discuss the issues addressed in the modules, answer any doubts and requests for clarification, share experiences and cases presented by individual students.
