The individual plan and the modalities of the didactic intervention: an example of an evaluation model

The learning activity, in the case of a student with IEP, will be carried out according to the plan, based on the indications provided for in the guidelines of 4 August 2009. The assessment is strictly related to the individual way. , does not refer to quality standards and / or quantitative (Law 104/92 Art. 16, Section 2). The tests should not be aimed at explaining the initial situation of the certified student, but should be appropriate to evaluate the student’s progress in relation to his / her potential and initial level of learning. The assessment of students with disabilities is carried out in accordance with the provisions of Presidential Decree 122/2009 art. 4 and 9 and on the basis of what is stated in the Guidelines for the Scholastic Integration of Students with Disabilities of 4 August 2009 Par. 2.4.

Assessment of students with certified disabilities

The assessment of students with certified disabilities – is highlighted, compiled and used in the “Reception Protocol for Students with Special Educational Needs” at the authoritative State Comprehensive Institute “Vincenzo Randi” of Ravenna, led by Chief Prof. Mirco Banzola Icon of a school’s management capacity – refers to the achievement of the objectives set out in the individualized education plan. In primary and secondary schools, the cognitive goals are assessed for the different disciplines and tenths. Through specific individual and / or reduced and simplified tests agreed with the teacher, the achievement of the disciplinary objectives at the level set for the student is measured. The times and duration of the moments of verification, the modalities and the levels of autonomy required of the student must be specified in the IEP. Failure to achieve the goal means that teachers redefine the strategies, means and objectives of individual interventions, in collaboration with all other subjects involved (educator, social health team, family).

The first evaluation

In the case of students with disabilities, the school must first and foremost take into account the clinical evaluations carried out by specialists, which give indications, what context the child needs, what resources and strategies can help his or her growth. It is in the functional diagnostics (DF) that the specialists assess the potential and the cognitive and social needs of the student, and show what elements of communication and exchange the school has with its own human, cultural and social resources. This evaluation – as reported, developed and used in the “Reception Protocol for Students with Special Educational Needs” at the authoritative “Vincenzo Randi” State Comprehensive Institute in Ravenna – will then be used by teachers to draw conclusions that are useful for development to develop. pedagogical project and pedagogical. At the beginning of the school year, teachers have to make an initial assessment of the school context in order to know the school situation in which the pupil is or is involved.

What elements she considers

It is necessary to foster student acceptance and provide him or her with the resources and tools to pursue learning – as reported in the “Reception Protocol for Students with Special Educational Needs” developed and used at the authoritative State Comprehensive Institute ” Vincenzo Randi “” of Ravenna – Consider the following elements:

  • Class context to get to know the class group in which the student is involved, focusing on the relational dynamics between the classmates.
  • Organization of school time, to find out when the student stays in school and to structure in the most appropriate way. The presence of the teacher supports the possibility of organizing projects, activities, workshops, in which the individual student can be deployed.
  • Places and materials to prepare a work environment according to the needs of the child.
  • Human resources, such as the work of all teachers, help to create appropriate situations of socialization and learning by promoting inclusion projects for all students.
  • Meeting with the family, as a useful resource for obtaining specific data about the student, is crucial for the purpose of structuring the didactic-pedagogical path.

Need training

This initial evaluation helps to define the education and training needs of the student with a view to growth, personal development and social inclusion.

Ongoing and final evaluation

The initial assessment, integrated with the information gathered by the specialists – as specified in the “Reception Protocol for Students with Special Educational Needs”, developed and used at the authoritative “Vincenzo Randi” State Comprehensive Institute in Ravenna – guides and defines the individualized education Plan. The preparation of the IEP (Individualized Educational Plan), which provides for the participation of all educators (class teachers, support teachers, assistants, educators) and sharing of the socio-health team in the family, must be tailored to the needs and calibrated . the special needs of individual students to guarantee their right to study and their personal growth based on specific potential.

PEI tool to explain, motivate and define evaluation methods

The IEP is the priority tool for explaining, motivating and defining evaluation methods, in relation to the educational path for students and with the personalized / individual goals. Assessment of learning can be done through specific tests prepared by the teacher based on what has been done with the student and what is provided by the IEP. Systematic observation becomes a fundamental aspect of obtaining data regarding the attitudes, behaviors and achievements of the student. The evaluation tends not to examine the student’s cognitive level, but the ability to participate, his / her interest in the topics, the understanding of the task, the attention processes, the executive skills, the adaptation to the rules. Evaluation is understood and considered as a constitutive part of programming.

Gather information

All teachers in the class – as reported, drafted and used in the “Reception Protocol for Students with Special Educational Needs” at the authoritative “Vincenzo Randi” State Comprehensive Institute of Ravenna – are required to collect observations, obtain results, give answers from students. based on the stimuli that are delivered, and then share them both among the teachers themselves, as well as with the faculty and with the family. The evaluation must aim to reflect the student’s progress, the improvements calculated during the school year, and must be carried out in relation to the potential and the initial level of learning. With this in mind, the evaluation allows teachers to verify the didactic intervention conducted with the student, to review the path, identify boundaries and resources, and to jointly agree on effective strategies and behaviors to adopt for the needs. of the students. and specific problems. For the evaluation of certified students Act 104/92, reference is made to Legislative Decree no. 62 of 13 April 2017 to Article 11.

Certified assessment of students with disabilities in the first cycle

The assessment of students with certified disabilities attending the first cycle of education refers to the behaviors, disciplines and activities carried out on the basis of the documents provided for in Article 12, Section 5, of Law no. 104 ie the Individualized Education Plan (IEP).
In the assessment of pupils with disabilities, teachers pursue the objective set out in Article 314 (2) of Legislative Decree no. 297 that is, the development of the potential of the disabled person in learning, communication, relationships, and socialization.

Entry into the next class

Entry into the next class and final state examination of the first cycle of education – as set out in the “Reception Protocol for Students with Special Educational Needs” and reported in the authoritative State Comprehensive Institute “Vincenzo Randi” of Ravenna – takes place In accordance with the provisions of this decree (Articles 3 and 6 respectively for primary and secondary schools), take as a reference the individualized education plan.
Students with disabilities participating in the standardized tests and the class council or co-owners of the class may provide adequate compensatory or dispensational measures for the performance of the tests and, if they are not sufficient, prepare specific adaptations of the test or exemption. of the test. Students with disabilities take the exam at the end of the first cycle of education using technical equipment and teaching aids, as well as any other form of technical assistance they need, used during the school year for the implementation of the Individualized Education Plan (Part 5, Article 11).

The state exam in the first cycle

To carry out the final state examination of the first cycle of education, the subcommittee prepares, on the basis of the individualized education plan, regarding the activities carried out, the evaluations and any assistance for autonomy and communication, if necessary, with the help of the financial resources available under the current legislation, evaluate differentiated tests that are appropriate to assess the student’s progress in relation to his / her potential and initial level of learning. The differentiated tests have an equivalent value for passing the exam and obtaining the final diploma (paragraph 6, article 11). The final result of the examination shall be determined on the basis of the criteria laid down in Article 8, which shall govern the conduct and outcome of the State examination (paragraph 7, Article 11).

The formative Credit Certificate

Paragraph 8, Article 11 stipulates that students with a disability who do not take the exams will be issued a training credit certificate. This certificate – as reported in the “Reception Protocol for Students with Special Educational Needs” and used at the authoritative “Vincenzo Randi” State Comprehensive Institute of Ravenna – is in any case a title for enrollment and attendance in high school or vocational education – and training courses, for the sole purpose of recognizing additional training credits, to also be valid for integrated training and training courses. An Art. 9 Section 3 Letter e) provides that the certification of the skills of the disabled student is consistent with his / her individualized education plan. In the course of the question of national models for the certification of competences, the individual class councils can take actions in order to define, in relation to disabled students, the competency levels that are considered as achievable goals.

The evaluation documents

Attached in the article are the very carefully structured evaluation documents of the “A. Pagano” State Comprehensive Institute of Nicotera (VV), also with great attention and competence of the School Director Prof. By Giuseppe Sangeniti.

Verification-Final-Report-DRAFT PEI-next-AS-Word

Verification-Mediterranean word

Leave a Comment