Raffaele Iosa provides an overview of Italy's model for integrating and including students with disabilities in regular schools. Some key points:
1) Italy has pursued integration policies for over 30 years, beginning with laws in the 1970s-1990s mandating inclusion of students with disabilities.
2) Results of inclusion have been extremely positive, including higher IQs for students with Down syndrome, lower costs than special schools, and over 60% of students with disabilities completing upper secondary school.
3) Factors promoting inclusion are smaller class sizes, support teachers, personalized education plans, technology use, and local cooperation between schools and services.
O IRIS (Melhoria através da Investigação na Escola Inclusiva) é um Projecto
Comenius Europeu com o foco na Inclusão e nos progressos escolares,
abrangendo todas as crianças numa escola para todos. O Projecto IRIS
iniciou-se no fim de 2006 e termina em 1 de Outubro de 2009. A Áustria e
a Bélgica coordenam as actividades do Projecto. A equipa Projecto IRIS é
composta por 7 parceiros a trabalhar em grupos temáticos e os membros
do grupo têm mudado, bem como os sistemas evoluído. Toda a equipa
do Projecto se reúne de 6 em 6 meses para partilhar informação sobre o
desenvolvimento, como um todo colaborativo.
System of prevocational&vocational education for SEN in Romaniaproiecterosca
Presentation of the system of pre-vocational and vocational education in Romania regarding SEN students.
This presentation was made under the Erasmus+ partnership My work is my future, by the Romanian team. Project nr.2015-1-SK01-KA219-008905_3
O IRIS (Melhoria através da Investigação na Escola Inclusiva) é um Projecto
Comenius Europeu com o foco na Inclusão e nos progressos escolares,
abrangendo todas as crianças numa escola para todos. O Projecto IRIS
iniciou-se no fim de 2006 e termina em 1 de Outubro de 2009. A Áustria e
a Bélgica coordenam as actividades do Projecto. A equipa Projecto IRIS é
composta por 7 parceiros a trabalhar em grupos temáticos e os membros
do grupo têm mudado, bem como os sistemas evoluído. Toda a equipa
do Projecto se reúne de 6 em 6 meses para partilhar informação sobre o
desenvolvimento, como um todo colaborativo.
System of prevocational&vocational education for SEN in Romaniaproiecterosca
Presentation of the system of pre-vocational and vocational education in Romania regarding SEN students.
This presentation was made under the Erasmus+ partnership My work is my future, by the Romanian team. Project nr.2015-1-SK01-KA219-008905_3
Quality education in Australia: development throughout the years and future g...Grupo Areté
¡Nuevo trabajo! / New project!
Asignatura: Historia de los países de habla inglesa/History of english-speaking countries
✏ Título: "Quality education in Australia: development throughout the years and future goals"
#ODS 4: Educación de calidad / #SDG 4: Quality education.
By: Ada Alonso Gragera
Quality education in Australia: development throughout the years and future g...Grupo Areté
¡Nuevo trabajo! / New project!
Asignatura: Historia de los países de habla inglesa/History of english-speaking countries
✏ Título: "Quality education in Australia: development throughout the years and future goals"
#ODS 4: Educación de calidad / #SDG 4: Quality education.
By: Ada Alonso Gragera
O IRIS (Melhoria através da Investigação na Escola Inclusiva) é um Projecto
Comenius Europeu com o foco na Inclusão e nos progressos escolares,
abrangendo todas as crianças numa escola para todos. O Projecto IRIS
iniciou-se no fim de 2006 e termina em 1 de Outubro de 2009. A Áustria e
a Bélgica coordenam as actividades do Projecto. A equipa Projecto IRIS é
composta por 7 parceiros a trabalhar em grupos temáticos e os membros
do grupo têm mudado, bem como os sistemas evoluído. Toda a equipa
do Projecto se reúne de 6 em 6 meses para partilhar informação sobre o
desenvolvimento, como um todo colaborativo.
How the learning space can become an inclusive learning space – Lessons from ...Karel Van Isacker
How the learning space can become an inclusive learning space – Lessons from Europe... USA and Latin America
Presented at CAVA2018, 21-24 August 2018 in Medellin, Colombia.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
6. Law n. 517/1977
• The Italian Parliament establishes the
integration of all disabled students in regular
classes, from scuola materna (preschool) to
scuola media (lower secondary school)
= students aged from 3 to 14
6
7. Sentence n. 515/87 of the
Constitutional Court
• The sentence acknowledges the right
of disabled students to attend upper
secondary schools (students aged
from 14 to 18)
7
8. Law 104/92
“Framework Law for the Assistance, the Social
Inclusion and the Rights of Disabled People”
• It is the first framework law on this topic
• It deals with all aspects of the life of disabled people and
their families (education, health and social aspects):
- Assessment of a handicap
- Prevention and early diagnosis
- Treatment and rehabilitation
- Social inclusion
- Right to education and training
- Labour market integration
- ….
8
9. Law n. 68/99
• It’s a quite innovative law which
guarantees the right of disabled
young adults to have access to work
9
10. -II -
SOME CONSIDERATIONS:
• The idea of including all individuals (regardless of
their personal situation) in what is commonly called
“NORMALITY” is no doubt part of our culture and
tradition;
• This same culture /tradition led us to close, back in
the 70’s, psychiatric asylums, foundling institutions
for orphan and deserted children and special schools
• This same culture / tradition has been promoting
the inclusion of foreign students into regular
schools/classes
10
11. • NORMALITY is therefore the
main feature of our education and social
experience
• Working and focusing on NORMALITY
doesn’t mean at all to forget special needs
• On the contrary, by acknowledging all young
learners’ special needs
• and by getting over the dichotomy that
opposes what is normal to what is
special …
11
12. …our goal is to build…
A SPECIAL NORMALITY
that students can live and
perceive as
A NORMAL
NORMALITY 12
13. Growing up in a “special normality” that is
accepted as a “NORMAL NORMALITY” is
very important not just for disabled students
but for ALL STUDENTS
WHY?
Because it gets children (and adults) used to
an open, supportive and caring society
13
14. - III -
RESULTS
• In spite of the problems that we had to face
and are still facing (organization, training,
economic issues), the outcomes of our 30+
years’ integration policies are extremely
positive and they have been acknowledged by
all governments, regardless of their party
label
14
15. 4 EXAMPLES:
1) An international psychological survey has
shown that the IQ (Intelligent Quotient) of
students affected by Down’s Syndrome
integrated in regular classes in Italy is 25-30%
higher than students affected by Down’s
Syndrome and attending special schools in
Germany and Belgium:
A NORMAL NORMALITY SEEMS TO
HAVE A THERAPEUTIC EFFECT ON
STUDENTS’ INTELLIGENCE!
15
16. 2) A research carried out by the European
Agency for Development in Special Needs
Education proved that integrating disabled
students in regular schools is less expensive
than keeping them in special schools:
A NORMAL NORMALITY IS LESS
COSTLY THAN A SPECIAL
SPECIALITY WHICH KEEPS
OPPOSING WHAT IS NORMAL TO
WHAT IS SPECIAL
16
17. 3) In Emilia Romagna more than 60% of
disabled students finish the upper secondary
school by obtaining either a regular high
school leaving qualification (what we call
“maturità”) or a certificate identifying the
specific skills and abilities reached:
IN A NORMAL NORMALITY
DISABLED STUDENTS CAN FOLLOW
A REGULAR EDUCATION PATHWAY
FROM THE BEGINNING TO THE
END
17
18. 4)Lots of disabled students find a “normal” job
after leaving high school:
A NORMAL NORMALITY PROMOTES
WORK INTEGRATION OF PEOPLE
WITH DISABILITIES
18
19. - IV -
FACTORS PROMOTING
SCHOOL INTEGRATION
1) LESS STUDENTS PER CLASS
We try to keep the number of students
reasonably low (20-25 rather than 25-28),
which makes it a bit easier to think of a
personalized teaching methodology
19
20. 2) LEARNING SUPPORT TEACHERS
Learning support teachers are there for the whole
class group, not just for the disabled students, and
they work together with the other teachers of the
class.
Therefore, all teachers have didactic responsibility,
including learning support teachers.
Learning support teachers help to define a
personalized methodology for disabled students, but
they also have a core role as far as the cooperation
between all students and teachers is concerned.
20
21. 3) PERSONALIZED PROGRAM (what we call
PEI = Piano Educativo Individualizzato)
Each disabled student has the right to a personalized
program (PEI).
The PEI is (re-)defined every year by the school and
the social services, and accepted by the family.
The curriculum that disabled students follow is the
regular one, with some adjustments.
At the upper secondary school (students aged from 14
to 18) the curriculum may differ for disabled students
affected by serious diseases.
21
22. 4) MORE PROFESSIONAL EDUCATORS
When the situation is particularly serious,
more professional educators work with the
disabled students to help them reach a level of
personal autonomy
In upper secondary schools we often have
university students acting as “tutors”, while
caretakers (school staff) help students in the
different daily situations and needs (toilet,
meals, etc)
22
23. 5) COUNSELLING AND TRANSITION TO
ADULT LIFE
Particular assistance is granted to disabled
students during the transition from Scuola
Media to Scuola Superiore (from lower to
upper secondary school) and from Scuola
Superiore (upper secondary school) to adult
life
23
24. 6) LOCAL COOPERATION
Social services, local councils, schools and
families work together to define the most
suitable integration pathway.
In each one of the 9 provinces of the region
there is a public structure having a
coordinating, promoting and assessing role
24
25. 7) BROAD USE OF TECHNOLOGY
The use of assistive technology for disabled
students has developed and increased over the
last years.
In Emilia Romagna we have research centres
specialized in producing assistive technology
for schools.
25
26. -V -
DISABLED STUDENTS:
WHO ARE THEY?
• This terminology question is not a minor
detail, as there are different interpretations
Europe-wide
• The definition we use refers to the ICD10
(International Classification of Diseases – 10th
version) by the World Health Organization
(WHO)
BUT…
26
27. • ... Our diagnosis are carried out by using a
new and different tool called ICF
(International Classification of Functioning,
Disability and Health).
• The main difference is that the assessment
carried out takes into consideration not just
the medical/clinical aspects but also the bio-
psycho-social aspects.
• In one word, we can definitely say that this
new approach is HOLISTIC
27
28. -VI -
TWO OUTSTANDING
OUTCOMES IN EMILIA
ROMAGNA
• 1) In Emilia Romagna most deaf students don’t have
to pay for their cochlear implant and quite relvant
didactic rehabilitation experiences are carried out
with these students after surgery
• 2) Emilia Romagna is very well known for the
quality of the services provided to disabled students,
which is the reason why many families with disabled
children decide to move here
28
29. -VII -
CRITICAL ISSUES
• Class sizes
• Teacher training
• Teamwork at times missing in lower and upper
secondary schools, where support teachers are too
often the only one who work with disabled students
• Most disabled students attend vocational secondary
schools because our Licei are often less prepared to
integrate and include them in their classes
• Severe disabilities
29