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004 intergration for disabled students
004 intergration for disabled students
004 intergration for disabled students
004 intergration for disabled students
004 intergration for disabled students
004 intergration for disabled students
004 intergration for disabled students
004 intergration for disabled students
004 intergration for disabled students
004 intergration for disabled students
004 intergration for disabled students
004 intergration for disabled students
004 intergration for disabled students
004 intergration for disabled students
004 intergration for disabled students
004 intergration for disabled students
004 intergration for disabled students
004 intergration for disabled students
004 intergration for disabled students
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004 intergration for disabled students

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  • 1. Integration for Disabled Students at IC “Ferrari” - Parma Prof.ssa Maria Bedodi Referente integrazione disabili
  • 2. Resources WHO FROM WHOM FOR WHOM Learning support teachers GLIP (Gruppo do Lavoro per l’Integrazione Provinciale) A team whose work focuses on school integration at a provincial level All disabled students Caretakers (school staff) Local School Authority (Ministry of Education) All disabled students Educators Dedicated office at a local level (City Council) Students with severe functional disabilities
  • 3. At school <ul><li>GLIS ( Gruppo di Studio e di Lavoro per l’Integrazione Scolastica ) </li></ul><ul><li>It is a team working at a school level to promote integration </li></ul><ul><li>Learning support teachers </li></ul><ul><li>“ Regular” teaching staff </li></ul><ul><li>Disabled students’ parents </li></ul><ul><li>Non-disabled students’ parents </li></ul><ul><li>Educators </li></ul><ul><li>Social Workers </li></ul>
  • 4. <ul><li>GLIS’ Tasks </li></ul><ul><li>Organize welcome activities at the beginning of each school year </li></ul><ul><li>Define and arrange activities promoting integration during the school year </li></ul><ul><li>Cooperate with teachers to define the Personalized Education Plan </li></ul><ul><li>Promote a culture of integration inside the school </li></ul>At school
  • 5. At school <ul><li>BOARD OF TEACHERS (formed by all teachers working in a single class) </li></ul><ul><li>TASKS: </li></ul><ul><li>Collect all relevant information from parents, health professionals, social workers, primary school teachers etc… </li></ul><ul><li>Write the PEI ( Programmazione Educativa Individualizzata ) = Personalized Education Plan </li></ul><ul><li>Organize the interim assessment and the final report </li></ul>
  • 6. Human Resources <ul><li>Learning support teachers </li></ul><ul><li>Educators </li></ul><ul><li>Caretakers (school staff) </li></ul>
  • 7. The learning support teacher <ul><li>Keeps contacts with local health professionals and social workers </li></ul><ul><li>Writes the PEI ( Piano Educativo Individualizzato ) = Personalized Education Plan </li></ul><ul><li>Prepares all necessary didactic material; </li></ul><ul><li>Works side by side with disabled students both inside the classroom and in dedicated and properly equipped school areas </li></ul>
  • 8. The educator <ul><ul><ul><ul><ul><li>Makes it possible for disabled students to take part in all school activities </li></ul></ul></ul></ul></ul><ul><li>Helps disabled students to reach a certain </li></ul><ul><li>level of personal autonomy and communication both </li></ul><ul><li>inside and outside the classroom </li></ul><ul><li>Takes part in the definition of the PEI ( Piano Educativo Individualizzato ) = personalized education plan </li></ul>
  • 9. The caretaker <ul><li>Assists disabled students and meets their personal hygiene needs </li></ul><ul><li>Supports disabled students by meeting their personal needs during school trips </li></ul>
  • 10. What kind of activities for disabled students at school?
  • 11. Welcoming disabled students and their families <ul><li>I. </li></ul><ul><li>Aims: </li></ul><ul><li>Promoting cooperation between parents, teachers, educators and health professionals; </li></ul><ul><li>Decreasing the students’ level of anxiety towards the new environment </li></ul><ul><li>Activities: </li></ul><ul><li>Meetings between learning support teachers, parents, psychiatrists, educators; </li></ul><ul><li>Workshop activities (disabled students + learning support teachers) </li></ul><ul><li>Time: March/April (after enrolment) </li></ul><ul><li>II. </li></ul><ul><li>Aims: </li></ul><ul><li>Appropriate daily routine management </li></ul><ul><li>Activities: </li></ul><ul><li>Meetings between teachers, parents and educators </li></ul><ul><li>Time: September (just before the beginning of school activities) </li></ul>
  • 12. In class, with the learning support teacher <ul><li>They take part in the regular classroom </li></ul><ul><li>activities. The learning support teacher </li></ul><ul><li>has the core role of making contents and </li></ul><ul><li>assignments easier for them and within </li></ul><ul><li>their reach; </li></ul><ul><li>They carry on (inside the classroom or in dedicated labs) personalized activities and assignments related to the topics taught by the class teacher and tackled by their classmates. </li></ul>
  • 13. With the class teacher and the educator <ul><li>They take part in the regular classroom activities. The educator has the core role to help them understand the assignments given by the class teacher and interact with other students; </li></ul><ul><li>They carry out personalized activities arranged by the learning support teacher and/or the class teacher </li></ul>
  • 14. With the class teacher: <ul><li>They take part in the regular classroom activities (contents may be adjusted depending on the students’ functional disease); </li></ul><ul><li>They carry out personalized activities arranged by the learning support teacher and/or the class teacher </li></ul>
  • 15. - For students with severe cognitive disabilities - With the learning support teacher and the educator <ul><li>They take part in the activities of the school project named “ IO con gli altri ” (=ME with the others) </li></ul><ul><li>Psychomotricity / Music Labs aiming at: </li></ul><ul><ul><li>Improving the quality of integration; </li></ul></ul><ul><li>Promoting individual development; </li></ul><ul><li>Making the educational activities more effective; </li></ul><ul><li>Promoting self-trust and self-esteem; </li></ul><ul><li>Promoting interaction with peers. </li></ul>
  • 16. Project “ME with the Others” - Labs -
  • 17. The Music of the Body <ul><li>Aim : freely express emotions and feelings through sound and movement </li></ul><ul><li>Students involved: 7 disabled students + 2 classmates acting as “tutors” </li></ul><ul><li>Specific Objectives & Methodology: </li></ul><ul><ul><li>Promote free expression and communication by using simple musical instruments; </li></ul></ul><ul><ul><li>Promote body expression through sound and music; </li></ul></ul><ul><ul><li>Promote psychophysical well-being and body awareness through the use of (specific) equipment; </li></ul></ul><ul><ul><li>Promote interaction and socialization between students through movement and dance </li></ul></ul>
  • 18. School Sport Together <ul><li>Whole class sports activities aiming at: </li></ul><ul><li>Learning to play in disadvantaged situations; </li></ul><ul><li>Learning new sports disciplines with rules suitable for disabled students </li></ul>Italian Sports Association for the Disabled
  • 19. Moving around in town

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