APAJH -

Differentiated school education: individualization and didactic personalization.

Not all students in a classroom learn a subject in the same way or share the same level of ability. Teachers must consider a wide range of learning modalities (visual, auditory, kinesthetic, etc.) in designing instruction. They have to know their students well so they can provide each one with experiences and tasks that will improve learning.

This sheet has three main objectives:

to show what is differentiated school education and in which way this can be done;
to explain why differentiated education is increasingly needed in our schools;
to provide a summary scheme of the characteristics of an individualized and customized didactic approach.

The logic of inclusion as a concrete answer to the socialization of the deficit.

When inclusion is achieved, society must ensure the fundamental rights of education, training and work that are carried out in support of family, school and job placement. Promoting inclusiveness means, therefore, to improve the quality of life of all human beings, their well-being, to create a world of humanity, to recognize the unrepeatability, irreducibility and inviolability of every individual.

This sheet intends to demonstrate how inclusive logics seem to be able to respond today to the need for change that is relevant to this era, affirming the importance of valorising each individual and giving everyone the opportunity to actively participate in social life.

Inclusion reverses the idea of better or worse, superior or inferior, rich and poor, suitable or unsuitable, giving equal dignity to all men and contributing to the creation of a new democratic society founded on cooperation, tolerance, acceptance and equality in diversity.

Educational policies and integration practices

This part of course analyzes the development of policies and instruments to protect the rights of people with disabilities, starting with the first international classification of disability in 1980 by the WHO to the Convention on the Rights of Persons with Disabilities adopted in 2006 by the General Assembly of United Nations. It therefore addresses a comparative analysis of educational policies and integration practices for people with disabilities in European states.

The aims of this sheet are essentially three:

to demonstrate how international collaboration is crucial in achieving important results in the protection of the rights of disabled people and in the process of school and social inclusion;
to reflect on the diversity and common elements in integration policies adopted by European countries;
to highlight difficulties, trends and progress in integration practices in Europe.

SECTION D for /Define

Differentiated school education: individualization and didactic personalization.

The logic of inclusion as a concrete answer to the socialization of the deficit

Educational policies and integration practices

SECTION E for /Educate

Map of ideas
Didactics for skills

SECTION D for /Define

Profile of inclusive teacher

What is differentiated school education and how can it be achieved?
Why is there a growing need for differentiated education in our schools?
How can teachers respond to the needs of "different" pupils and with different ways of learning?
What does it really mean to promote scholastic inclusion?
And what does society have to do when it comes to inclusion?
Reflect on the importance of international collaboration in the protection of the rights of disabled people and in the process of school and social inclusion.
Reflect on the differences and the common elements in the integration policies adopted by the European countries.
To highlight the main difficulties and the most significant progress in integration practices in Europe.

Presentation

In learning each learner needs attention to his specialty. In this sense, perhaps, talking about students with Special Educational Needs, means talking about all the students. Creating a learning environment that is attentive to everyone's specialty means creating a truly inclusive education for everyone. But the question is: do teaching strategies exist that can really create an inclusive environment to such an extent that there is no need to make any other choice than to implement them for everyone? And if they exist how do they apply?

How can the inclusive logic seem to be able to respond today to the need for change, typical of this era, affirming the importance of valuing each individual and giving everyone the opportunity to participate actively in social life?

Aims

1. To know and put into practice support activities, support, facilitating techniques and cooperatives to help children with Special Educational Needs.

2. To reflect on the differences and the common elements in the integration policies adopted by the European countries.

Recipients

• Teachers of every order, degree and discipline, educators, social workers, psychologists and other professional figures who in daily work come into contact with children / teenagers with special educational needs and want a more specific training or updating;

• Parents of children with S.E.N. who want to acquire useful tools to concretely help their children learn.

Materials and methodology

Materials:

Study notes, in-depth materials, examples of good practice, explanatory videos, links to resources.

Teaching methodology:

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.