Teacher Education – SCHOOL INCLUSION OF STUDENTS WITH DISABILITIES

THE PROJECT

How high education and learning standards for all students to combine, guaranteeing a climate of inclusion in the classroom, in increasingly heterogeneous contexts and in the presence of minors with disabilities experiences? The training is intended to provide incentives for teachers who, on the one hand, are oriented towards knowledge of the recent descriptive health paradigms of health from a systemic (bio-psycho-social) point of view. On the other hand, it wants to reflect on the traditionally more widespread didactic models, in order to emphasize its integrative potential. It also proposes ways of linking learning programming to individualized didactic plans, from the perspective of Universal Design for Learning, at the design, methodological, practical, evaluative level.
By adopting the profile of the inclusive teacher, he wants to strengthen the responsibilities and collegial functioning of the classroom teachers. Some activities are common to all participants, some differ by school levels and grades. In-depth exercises are offered.

Scientific coordination

Prof. Marisa Pavone

TRAINER

Prof. Rosa Bellacicco, Prof. Marco Guastavigna, Dr. Alessandro Mariani, Prof. Marisa Pavone, Prof. Katia Perdichizzi, Prof. Remo Ughetto

Download the PROJECT SHEET


Recipient

Non-specialized teachers in service on IT and annual TD of class and support


> DURATION AND ARTICULATION

25 hours divided into 16 hours of video lessons in asynchronous mode, 8 hours of self-training on the platform with the possibility of interaction with coaches through a forum, 1 hour of evaluation tests.
It will be possible to ask deep questions in a special forum, active for 30 days of registration.


ZILER

Specifically

  • Know the current legislation on the scholastic inclusion of students with disabilities
  • know the main types of disabilities
  • Read and understand diagnostic documents
  • Gain basic knowledge about the ICF perspective
  • apply elements of ICF for student observation in context
  • including developing and analyzing pedagogical-didactic planning models, in the implementation of Legislative Decree 66/2017 (See in particular Article 7, Section 2)
  • design and test at least one inclusive pedagogical and didactic intervention that responds to the educational needs of students with disabilities and the classroom
  • Co-design and test at least one pedagogical and didactic intervention related to class planning in the IEP
  • Identify criteria and tools to describe the inclusion process

Transversal

  • Reflect on the inclusive potential of traditional programming models
  • welcome new inclusive pedagogical and didactic paradigms
  • develop skills Create a team
  • improve the quality of the educational offer of the class


Skills MAPPING

  • Knowledge of the ICF
  • Know how to follow the learning programming model in relation to design and learning objectives is to choose
  • Know how to adopt didactic and methodological differentiation actions in a flexible way in the classroom
  • Know how to plan and manage, collegial between teachers, links between curricular programming and individualized pedagogical-didactic plans


THEMATIC POINT

MODULE 1
Reading and interpreting the diagnostic documentation
– 2 hours
Dr. Alessandro Mariani

  • Know the main disability classification systems (ICD, DSM, ICF)
  • Know the main types of disabilities
  • Know how to read and understand diagnostic documents

Activities – 2 hours

  • Analysis of diagnosis / operation profiles
  • Application of ICF indications for student observation in the classroom context


MODULE 2
Normative references – 1 hour
Prof. Katia Perdichizzi

  • United Nations Convention on the Rights of Persons with Disabilities (2006)
  • UN 2015, Sustainable objectives (2/3 objectives) and disability and acquisition in Europe
  • n. 104 of 5 February 1992 and DPR of 24 February 1994
  • Regulations on specific learning disabilities: L. n. 170/2010 and Implementation Decree no. 5669 and Guidelines July 12, 2011
  • Regulation on special needs: Ministerial Decree of 27 December 2012; CM n. March 8, 2013; Minister’s note of 27 November 2013
  • Law no. 66/2017 (Procedures and Documents; Operating Profile)


MODULE 3
Quality criteria including pedagogical-didactic planning – 5 hours
Prof. Marisa Pavone

  • The inclusive potential of the most widespread pedagogical-didactic planning models: by objectives, by skills and by integration of background
  • The Design Universal design for learning (UDL)
  • Principles and tools for inclusive formative assessment

Activities – 2 hours

  • Provides links between classroom programming and IEP


MODULE 4
Special lessons – 4 hours
Prof. Marisa Pavone and Prof Rosa Bellacicco

  • The profile of the inclusive teacher
  • The didactic differentiation in the classroom
  • Notes on the Inclusion Index

Special lessons – 4 hours
Examples of references concerning the different levels of the school: childhood, primary, secondary and high school

Primary school – Prof. Katia Perdichizzi
Primary school – Prof. Katia Perdichizzi
Secondary School – Prof. Remo Ughetto
Secondary High School – Prof. Marco Guastavigna

  • Student observation and context: Creation of Checklist
  • Including methodological approach
  • UdL design and experimentation including curriculum: Link between curriculum and IEP

Laboratory activities carried out autonomously on the basis of operational ideas and materials of the teachers through a special forum – 4 hours

  • Creation of Checklist Observation of students
  • Including didactic practices


TITLE issued

La Tecnica della Scuola Publishing House is a training institute accredited by the Miur for the training of school staff (prot. N. AOODGPER / 6834/2012) according to the Ministerial Directive n. 90/2003 adapted according to Directive no. 170/2016. For the purpose of issuing the certificate of participation, the training course ends with a verification test and a satisfaction question for the course, which must be completed.

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