Cernusco: Second day of inclusion organized by IC “ Bonfanti and Valagussa ”

To open the second “Day of Inclusion” (Thursday, March 31 at the ET Moneta Elementary School in Missaglia) organized by Angelo Bonfanti and Antonio Valagussa Comprehensive Institute of Cernusco Lombardone – Lecco Province Polo School for Inclusion – was d ‘School Director Prof Francesca Anna Maria Alesci.

The manager pointed out that she was not alone in the organizational process, in fact she had the pleasure of working with Dr. Maria Cristina Cilli, School Director of the Comprehensive Institute “Rita Levi Montalcini” in Missaglia. “It was a pleasant way to share and compare,” he explained. appoint “.

The manager then, in addition to the presidency staff and the inclusion group of the two institutions, thanked the mayors of Cernusco Lombardone, Lomagna, Montevecchia, Osnago (present in the room) and Missaglia for their patronage of the day. .

He continued his thanks by thanking Drs. Paolo Mauri, Speaker of the Polo School for Inclusion, Territorial Support Center and Coordinator of the Autism Desk, all at Cernusco Lombardone’s Comprehensive Institute “Bonfanti a Valagussa”.

Manager Alesci wanted to emphasize that Dr. Mauri – who represents the Lecco Territorial Scholastic Office – was the one who held the ranks of the entire organization, and also provided significant support in the development of the information material. Further thanks were then extended to the Director of General and Administrative Services Caterina Mirjam Suppa, who, assisted by the Administrative Assistant Maddalena Toto, took care of the day-to-day administrative accounting. Thanks also to the Director of the Fumagalli Professional Institute of Casatenovo, Dr. Renzo Izzi, who through the participation of the students and teachers of his institute ensured the presence of the cooking laboratory and also the doctor. Fabio Dovigo of the University of Bergamo for agreeing to participate that day with a speech on “Networking practices for inclusion in difficult contexts”.

Thanks finally to Angela Cianci, Alberta Zanoni and Romina Papini from the Pippi team in the Lecco area, to the cooperative Retesalute and Lo Specchio Magico, whose educators organized the workshops of the day, and also of their positive experiences.

Dr. Anna Maria Alesci

Finally, manager Alesci addressed the instrumental inclusion figures Debora Gallon and Giulia Fabbri of the Cernusco Lombardone Comprehensive Institute to compliment them on their intervention on “How to build an inclusive context in seemingly impossible situations”. He therefore pointed out that Professor Giuseppina Gernone – an instrumental figure at the Cernuschese Institute – had intervened during the day in the dual role of teacher and parent president of the Lecco Autism Association.

“The purpose of the day – said the manager – is to contaminate us, to strengthen the relationships between the people working in the school world, to create new relationships and so that we can benefit from the constructive exchange of ideas and planning. Work ideas are given “.

“School inclusion – he continued – is the main theme of this day, which aims to show how it is the key to educational success, not just for children and difficulties, but for all students in the school. An inclusive “School is a school that is able to welcome everyone’s specifics, change its organization to offer pedagogical and didactic methods that are functional for different needs, to make every student the protagonist to learn regardless of his skills, his potential and his limits” .

Illustration by Dr. Paolo Mauri

He then pointed out that welcoming and listening to students with special educational needs favors their growth in a quiet relational climate, capable of enhancing their potential through the knowledge and study of effective pedagogical methodologies.

In order to create an inclusive school, the development of an interinstitutional network, which is fundamental to the comparison and integration of the various perspectives and professional specifics present in the area, is fundamental. Teachers, in collaboration and sharing with families, local agencies and social and health services, must ensure personalized planning to encourage the creation of positive learning pathways. All educational and training institutes of all types and levels are called upon to respond in an adequate and articulate manner to the needs of students who have learning difficulties for multiple reasons.

The heterogeneity of pupils with special educational needs certainly requires the implementation of a range of responses, which by combining sound didactic / pedagogical planning with innovative pedagogical devices enables individual and personalized interventions by strengthening the resources of the school community to be.

Manager Alesci emphasized that a school that collaborates and shares with families, local agencies and social and health services can guarantee personalized planning, and therefore create positive learning paths.

An inclusive way of developing quality is possible, he said, because it is the result of a long journey that the Italian school has experienced over the years, mature concepts and good practices that are the result of so many Experience and experiments are.

“The regulatory process shows how the Italian school has worked over the years to address this

Towards an inclusive school, where the right to education is understood as a right that must be recognized by all through an approach that can and must be personalized. If we start from the obvious diversity of each student, traditional learning can no longer be used. Learning is transformed into personalized learning by adapting to everyone’s needs. The teaching adapts to the cognitive styles of each student. The student is a co-protagonist of his own maturation and of his own growth process. The training offer is calibrated to the uniqueness that characterizes the needs of each child. Personalization of interventions therefore means planning. The student is at the center. Goals, methodologies, tools and aids are then chosen and oriented with flexibility, the teacher and the students are co-responsible and learn together “.

The results achieved – the manager pointed out – show how inclusion is truly a resource, as it has developed change processes that have improved the quality of schooling: the education community has shown greater sensitivity to differences z ‘Recognize; Continuing education is felt as necessary for a broader knowledge of the differences and needs of each individual; teachers have evolved: more cohesion in sharing purposes, methodology and teaching staff, more flexibility and readiness for’ Teaching staff to adapt to the specific needs of each individual, to improve communication skills; boys, especially in the professional technical part, have achieved excellence “.

Finally, the person in charge wanted to point out once again that there are still a lot of work points. Inclusion is a complex issue that needs reflection. It is appropriate to continue working to improve the capacity for pedagogical-affective relationship and negotiation, a key point for promoting the growth of well-being in the classroom. What the school needs to focus on most is the more systematic use of the laboratory and classroom activities for the acquisition of skills. The lab to do leads to learning to acquire these skills that will help the student to be profitable in the social fabric of the reference.

Finally, the executive concluded with the text “Inclusion” by Stepehen Northwood, which was then considered Marco Mengoni’s video “I believe in human beings”, as a manifesto on inclusion.

The day continued with the participation of the presenters in the workshops of the Missaglia School and the La Traccia School. At the end of the workshops, the work in the Citizens’ Hall continued with an introduction to the experience of the comprehensive institute “Rita Levi Montalcini” of Missaglia, by the manager Maria Cristina Cilli, an in-depth training of Drs. Fabio Dovigo, the presentation of the PIPPI initiative and the exchange of experiences of retesalute educators and some teachers from schools in the province. Among the closing speeches was the testimony of Tnulia Ascari, Councilor for Education in Osnago.

The inclusive institute of Cernusco Lombardone, as well as a pole school of inclusion, is the seat of the CTS, the Territorial Support Center, a center whose purpose is to provide advice on the subject of teaching materials, on methodologies that include the inclusion of Students with disabilities through techniques and tools to support learning. Over the past four years, the Territorial Center has been able to distribute many teaching aids and aids following a subsidy from the Ministry of Education.

The institute also has an autism desk: a service aimed at teachers, educators and families, which offers advice on how to intervene in collaboration with students to promote the path to inclusion. On the subject of the autism spectrum this school year, there were a number of training initiatives aimed at teachers: a basic training, followed by a series of four laboratory sessions that addressed different topics: communication methods and tools to support. it, how to deal with and manage problem behaviors, fosters relationships between equals. The methods of contact and request for advice are available on the CTS website in the section dedicated to the counter.

At the end of the day, the manager Dr Alesci emphasized how this moment should not be an arrival, but rather a starting point for exchanging positive experiences that can be achieved in the schools.

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