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Innovative and effective practices in inclusive education
This document outlines an international conference on innovative and effective inclusive education practices held in Ohrid, North Macedonia from August 23-27, 2020. The conference brought together schools from Turkey, Romania, Poland, and North Macedonia to discuss topics like Macedonian law on inclusive education, which states that education should be accessible to all under equal conditions. Personalized education approaches discussed included each student being provided a personal assistant, classrooms containing no more than 2 students with special needs, education programs being tailored to individual student needs, and equal grading systems.
Inclusive education art therapy and drama
- Art therapy and drama can be beneficial forms of therapy for children with special needs or behavioral/emotional issues. It allows for non-verbal expression and communication.
- Various art therapy techniques like collage, painting, sculpting etc. can help children work through trauma, fears, and anxiety. This has proven especially helpful for children with ADHD, autism, and conduct disorder by teaching coping skills.
- Drama therapy promotes collaboration and can help build friendships between children with special needs and their peers. It provides an environment to encourage teamwork.
How to-create-an-inclusive-classroom
1. Creating an inclusive classroom means ensuring equal access and opportunities for all students, regardless of individual needs or barriers to learning.
2. Key strategies for an inclusive classroom include scaffolding learning so all students access the same material, displaying clear expectations and rules consistently, and focusing on personal progress rather than comparing students.
3. An inclusive teacher understands the specific needs of each student, provides support to benefit all, and allows multiple ways for students to demonstrate learning.
Agenda ro
This document outlines the agenda for a training event titled "Innovative and Effective Approaches in Inclusive Education" taking place from December 6-10, 2021. The agenda includes presentations and workshops on topics like the host country's education system, social skills development, classroom management, and stimulating learning. Participants will conduct activities with students at the host school and observe an inclusive education program at another school. The expected results are that participating schools will integrate innovative inclusive education approaches, increase international cooperation, and apply what they learned through Erasmus clubs until the next training meeting.
Agenda polonya -07.11-12.11.2021 (2)
The agenda outlines a 5-day conference on innovative and effective approaches to inclusive education among schools in multiple countries. The schedule includes presentations on each country's education systems and inclusive education practices, workshops on collaboration models in inclusive education like co-teaching and peer coaching, and activities where participants conduct lessons with host school students. Participants will observe an inclusive education program in Poland and evaluate the week's projects. The expected results are that participating schools will adopt new inclusive pedagogies, cooperation between schools will increase, and participants will apply their learning in their own schools until the next meeting.
Agenda 23.08-27.08.2021
This document provides an agenda for an event focused on innovative and effective approaches to inclusive education from August 23-27, 2021. The agenda includes presentations and discussions on topics like the roles of teachers, families and administrators in inclusive education, overcoming differences between students, communication barriers in the classroom, and adapting education for disadvantaged students. Participants will conduct group activities and studies with students to share their knowledge and experiences, which will be videotaped. The event aims to help participating schools integrate innovative inclusive education methods into their systems and increase international recognition. Participants will apply their learning through Erasmus+ clubs and evaluate results at a future meeting.
Social skills ppp
This document discusses teaching social skills in the classroom. It begins by defining social skills as the abilities to initiate, build, and maintain positive relationships through communication, problem-solving, decision making, and peer relations. It notes that not everyone naturally develops strong social skills and there is a correlation between poor social skills and behavior problems or lack of academic achievement. The document then outlines reasons to teach social skills like helping students participate in groups, form friendships, and have success after school. It discusses strategies for teaching social skills, including discrete trial training, incidental teaching, social stories, cognitive rehearsal, and structured learning. It provides examples of activities and tips for incorporating social skills training into the classroom.
Recommended
Innovative and effective practices in inclusive education
This document outlines an international conference on innovative and effective inclusive education practices held in Ohrid, North Macedonia from August 23-27, 2020. The conference brought together schools from Turkey, Romania, Poland, and North Macedonia to discuss topics like Macedonian law on inclusive education, which states that education should be accessible to all under equal conditions. Personalized education approaches discussed included each student being provided a personal assistant, classrooms containing no more than 2 students with special needs, education programs being tailored to individual student needs, and equal grading systems.
Inclusive education art therapy and drama
- Art therapy and drama can be beneficial forms of therapy for children with special needs or behavioral/emotional issues. It allows for non-verbal expression and communication.
- Various art therapy techniques like collage, painting, sculpting etc. can help children work through trauma, fears, and anxiety. This has proven especially helpful for children with ADHD, autism, and conduct disorder by teaching coping skills.
- Drama therapy promotes collaboration and can help build friendships between children with special needs and their peers. It provides an environment to encourage teamwork.
How to-create-an-inclusive-classroom
1. Creating an inclusive classroom means ensuring equal access and opportunities for all students, regardless of individual needs or barriers to learning.
2. Key strategies for an inclusive classroom include scaffolding learning so all students access the same material, displaying clear expectations and rules consistently, and focusing on personal progress rather than comparing students.
3. An inclusive teacher understands the specific needs of each student, provides support to benefit all, and allows multiple ways for students to demonstrate learning.
Agenda ro
This document outlines the agenda for a training event titled "Innovative and Effective Approaches in Inclusive Education" taking place from December 6-10, 2021. The agenda includes presentations and workshops on topics like the host country's education system, social skills development, classroom management, and stimulating learning. Participants will conduct activities with students at the host school and observe an inclusive education program at another school. The expected results are that participating schools will integrate innovative inclusive education approaches, increase international cooperation, and apply what they learned through Erasmus clubs until the next training meeting.
Agenda polonya -07.11-12.11.2021 (2)
The agenda outlines a 5-day conference on innovative and effective approaches to inclusive education among schools in multiple countries. The schedule includes presentations on each country's education systems and inclusive education practices, workshops on collaboration models in inclusive education like co-teaching and peer coaching, and activities where participants conduct lessons with host school students. Participants will observe an inclusive education program in Poland and evaluate the week's projects. The expected results are that participating schools will adopt new inclusive pedagogies, cooperation between schools will increase, and participants will apply their learning in their own schools until the next meeting.
Agenda 23.08-27.08.2021
This document provides an agenda for an event focused on innovative and effective approaches to inclusive education from August 23-27, 2021. The agenda includes presentations and discussions on topics like the roles of teachers, families and administrators in inclusive education, overcoming differences between students, communication barriers in the classroom, and adapting education for disadvantaged students. Participants will conduct group activities and studies with students to share their knowledge and experiences, which will be videotaped. The event aims to help participating schools integrate innovative inclusive education methods into their systems and increase international recognition. Participants will apply their learning through Erasmus+ clubs and evaluate results at a future meeting.
Social skills ppp
This document discusses teaching social skills in the classroom. It begins by defining social skills as the abilities to initiate, build, and maintain positive relationships through communication, problem-solving, decision making, and peer relations. It notes that not everyone naturally develops strong social skills and there is a correlation between poor social skills and behavior problems or lack of academic achievement. The document then outlines reasons to teach social skills like helping students participate in groups, form friendships, and have success after school. It discusses strategies for teaching social skills, including discrete trial training, incidental teaching, social stories, cognitive rehearsal, and structured learning. It provides examples of activities and tips for incorporating social skills training into the classroom.
Classroom management
This document provides an overview of inclusive education and effective classroom management strategies. It discusses five principles of classroom management: 1) identifying and teaching clear expectations to students, 2) establishing consistent procedures and structure in the classroom, 3) actively engaging students through frequent opportunities to respond, 4) reinforcing positive behaviors through praise and acknowledgment, and 5) managing misbehavior by addressing its function and teaching replacement behaviors. Specific strategies are outlined for each principle, such as using examples and non-examples to teach expectations, designing the physical classroom layout to facilitate supervision, increasing peer interactions, and establishing a continuum of consequences to shape behavior. The overall message is that effective classroom management is rooted in proactively teaching, reinforcing, and supporting positive
sistem de inv. in romania
The education system in Romania includes pre-primary, primary, lower secondary, upper secondary, post-secondary, and higher education. Pre-primary education is optional and lasts from ages 3-7. Primary school is compulsory and lasts 8 years. At the end of 8th grade, a national exam is taken to determine placement in upper secondary education, which includes various types of high schools that last 4 years. Post-secondary education offers 1-3 year programs for vocational qualifications. Higher education involves 3 cycles - undergraduate studies lasting about 3 years, 1-2 year master's programs, and 3 year doctoral programs.
Id 2022-literatura
This document outlines the activities and timeline of a project combining approaches to literature and language learning from 2020-2022. It involves several schools collaborating on activities like reading clubs, cinema outings focused on literary adaptations, book reviews on social media, dramatizing works, debates on science and ethics, and creating a final literature fair and student bookazine to showcase works from throughout the project. The overarching goals are to develop students' literacy and language skills while fostering creativity and collaboration between partner schools.
Visit plan 25 30.10.2021 (2)
This document contains a visit plan for a group participating in an Erasmus+ project in Naples, Italy. The visit plan outlines activities over several days, including: visits to local schools, museums, historical sites around Naples, Pompeii excavations, and meetings with regional government officials. The itinerary also includes meals at local restaurants and free time. The visit concludes on October 30th with the group's departure.
Pdf invito erasmus romania
This document is an invitation from the Istituto Omnicomprensivo Marsicovetere in Italy to Liceul Teoretic 'Tudor Arghezi' in Romania to participate in an Erasmus+ project called "Be Human, Be Eco: grow in a sustainable environment". The Italian school invites two Romanian teachers and eight Romanian students to attend project activities and visits from January 10th to 15th, 2022. The invitation letter lists the names of the teachers and students who are confirmed to participate.
Pdf agenda erasmus inglese
The document contains the agenda for a short-term student exchange program between Italy and other countries focused on environmental sustainability. Students will participate in workshops and activities exploring how humans have modified the environment, visit local sites of environmental impact and solutions, interview local institutions, and create a newspaper about their experiences. The itinerary includes visits to archaeological sites, oil extraction areas, and the city of Matera, as well as meetings, debates, and uploading presentations to eTwinning.
Internat contact
This document appears to be the results of a questionnaire or survey given to teachers regarding inclusive education practices. It contains responses to 30 questions with answers of yes or no and numbers ranging from 0 to 30 for each response. The questions cover topics like classroom discipline, accommodating students with learning disabilities, preferences for individual or group work, involvement of parents and specialists, and views on inclusive education. The numbers seem to indicate the number of teachers who responded yes or no to each question.
Gardner
The document discusses Howard Gardner's theory of multiple intelligences, which proposes that people have different kinds of intelligences and learn in different ways. It describes eight types of intelligence: musical, visual, verbal, logical, physical, interpersonal, intrapersonal, and naturalistic. The document advocates for inclusive classrooms that incorporate strategies to engage students with different intelligences, such as using music, images, group work, individual reflection, and natural examples. This allows all students to learn in a way that suits their strengths and needs.
PARTENERIAT TRANSFRONTALIER REPUBLICA MOLDOVA-ROMÂNIA
olaborarea la nivel transfrontalier prin împărtășirea opiniilor, practicilor, metodelor și strategiilor de lucru cu cadrele didactice din Republica Moldova și România pentru îmbunătățirea procesului educațional cu finalități comune.
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se referă la procesul natural prin care apa circulă pe Pământ, trecând prin diferite stadii de agregare, locații și forme.
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Classroom management
This document provides an overview of inclusive education and effective classroom management strategies. It discusses five principles of classroom management: 1) identifying and teaching clear expectations to students, 2) establishing consistent procedures and structure in the classroom, 3) actively engaging students through frequent opportunities to respond, 4) reinforcing positive behaviors through praise and acknowledgment, and 5) managing misbehavior by addressing its function and teaching replacement behaviors. Specific strategies are outlined for each principle, such as using examples and non-examples to teach expectations, designing the physical classroom layout to facilitate supervision, increasing peer interactions, and establishing a continuum of consequences to shape behavior. The overall message is that effective classroom management is rooted in proactively teaching, reinforcing, and supporting positive
sistem de inv. in romania
The education system in Romania includes pre-primary, primary, lower secondary, upper secondary, post-secondary, and higher education. Pre-primary education is optional and lasts from ages 3-7. Primary school is compulsory and lasts 8 years. At the end of 8th grade, a national exam is taken to determine placement in upper secondary education, which includes various types of high schools that last 4 years. Post-secondary education offers 1-3 year programs for vocational qualifications. Higher education involves 3 cycles - undergraduate studies lasting about 3 years, 1-2 year master's programs, and 3 year doctoral programs.
Id 2022-literatura
This document outlines the activities and timeline of a project combining approaches to literature and language learning from 2020-2022. It involves several schools collaborating on activities like reading clubs, cinema outings focused on literary adaptations, book reviews on social media, dramatizing works, debates on science and ethics, and creating a final literature fair and student bookazine to showcase works from throughout the project. The overarching goals are to develop students' literacy and language skills while fostering creativity and collaboration between partner schools.
Visit plan 25 30.10.2021 (2)
This document contains a visit plan for a group participating in an Erasmus+ project in Naples, Italy. The visit plan outlines activities over several days, including: visits to local schools, museums, historical sites around Naples, Pompeii excavations, and meetings with regional government officials. The itinerary also includes meals at local restaurants and free time. The visit concludes on October 30th with the group's departure.
Pdf invito erasmus romania
This document is an invitation from the Istituto Omnicomprensivo Marsicovetere in Italy to Liceul Teoretic 'Tudor Arghezi' in Romania to participate in an Erasmus+ project called "Be Human, Be Eco: grow in a sustainable environment". The Italian school invites two Romanian teachers and eight Romanian students to attend project activities and visits from January 10th to 15th, 2022. The invitation letter lists the names of the teachers and students who are confirmed to participate.
Pdf agenda erasmus inglese
The document contains the agenda for a short-term student exchange program between Italy and other countries focused on environmental sustainability. Students will participate in workshops and activities exploring how humans have modified the environment, visit local sites of environmental impact and solutions, interview local institutions, and create a newspaper about their experiences. The itinerary includes visits to archaeological sites, oil extraction areas, and the city of Matera, as well as meetings, debates, and uploading presentations to eTwinning.
Internat contact
This document appears to be the results of a questionnaire or survey given to teachers regarding inclusive education practices. It contains responses to 30 questions with answers of yes or no and numbers ranging from 0 to 30 for each response. The questions cover topics like classroom discipline, accommodating students with learning disabilities, preferences for individual or group work, involvement of parents and specialists, and views on inclusive education. The numbers seem to indicate the number of teachers who responded yes or no to each question.
Gardner
The document discusses Howard Gardner's theory of multiple intelligences, which proposes that people have different kinds of intelligences and learn in different ways. It describes eight types of intelligence: musical, visual, verbal, logical, physical, interpersonal, intrapersonal, and naturalistic. The document advocates for inclusive classrooms that incorporate strategies to engage students with different intelligences, such as using music, images, group work, individual reflection, and natural examples. This allows all students to learn in a way that suits their strengths and needs.
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DE LA SF LA VIATA REALA.ppt
- 1. DE LA SF LA VIAȚA REALĂ
- 2. “Singurul mod de a descoperi limitele posibilului este să ne aventurăm puțin încolo, în imposibil.” Arthur C.Clarke Știința și imaginația (SF) este în general puțin apreciată și atinge puțin cititori (de 10 ori mai puțin decât romanul polițist). Simplificând puțin, publicul o cunoaște mai ales datorită filmelor și, in special, datorită seriei de filme ,,Star Wars’’. Înainte de toate, SF-ul este un gen literar. A luat naștere în Occident, o dată cu dezvoltarea societății în secolul XIX. Totuși este prezent și în literatură din antichitate. Este prezent încă de la început în multe domenii:literatura, cinema, BD (benzi desenate), TV, arhitectura, publicitate și chiar modă.
- 4. PADD (personal access display devices) descris în seria televizată ,,Star Trek’’, acum mulți ani, se aseamănă cu tabletele din ziua de azi, tehnologie care a intrat în lumea reală.
- 5. SF-ul modern cunoaște doi parinți fondatori: -Jules Verne cu ,,De la Pământ la Lună” sau ,,20.000 de leghe sub mări”; -H.G.Wells cu ,,Mașina timpului”, ,,Omul Invizibil” și ,,Războiul lumilor”.
- 6. • Liceul Teoretic “Tudor Arghezi” Craiova • Clasa a IX-a B • Stănescu Mădălina-Adelaida-Ștefania Veritabil dialog între prezent și ideea unui viitor alimentat de dezvoltarea științelor și a întrebărilor pe care le suscită, SF-ul nu are ambiția de a prezice viitorul, vrea să ne întrebe despre starea prezentului nostru. Civilizația noastră confruntată cu revoluția informaticii nu are mare nevoie de SF?