Heading for Inclusive School in Europe
From Special Educational Needs to inclusive didactics.
The increasing class heterogeneity has become the rule : in these classes teachers find and meet not only students with disability certification, but also students with other difficulties or special problems. These situations produce special educational needs which require answers and support in the school.
It is necessary an advanced education system in order to work and cope with difficulties and diversity.
This first part of this training course, starting from the definition of “Special Educational Needs”, draws up the characteristics of an inclusive didactics in order to offer support in the most functional manner suited to each pupil’s need.
Special Educational Needs: different definitions and specific terms.
An analysis of the problem of inclusive education can not be done without first reflecting on more specific concepts and their use in the theoretical and practical approach: deficit, incapacity, disability, special educational needs.
This sheet aims to define the specific terms / concepts of inclusion and their use in the European context, focusing in particular on the origin and definition of "Special educational needs".
Presentation
In our classes there are more and more students who worry teachers and families for some form of difficulty. Alongside a 2-3% of "certificates", there is a 15-20% of children who present "Special Educational Needs": from learning disorders, to the most varied psychological, behavioral, relational difficulties, up to social disadvantage and various linguistic and cultural differences.
The new regulations regarding the school management of Special Educational Needs implies the need to deepen knowledge, build documents, deepen inclusive educational and educational strategies, able to ensure the educational success of everyone and everyone.
It is necessary that today's teachers are enabled to acquire those pedagogical knowledge and to
develop the teaching skills necessary to achieve effective and meaningful learning in the students, with due consideration of the training needs of the subjects with Special Educational Needs (SEN) who are particularly complex and therefore require the development of an articulated but strongly cohesive educational intervention.
Offering theoretical bases and operational cues, the course intends to propose a new model of reading these "difficulties of operation" based on the WHO ICF. Reasoning on the conceptual model and the language proposed by this classification, now also available in a version for children and adolescents, we intend to offer a concrete tool to read these needs and activate a global inclusive strategy that uses resources, both special and non, at school and in different educational contexts.
Aims
To promote the acquisition of specific teaching and educational skills to be able to exercise concrete help to those children and young people who present educational difficulties (with Special Educational Needs) from the Infant school to the Secondary Secondary School.
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.
