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4.7 Final P2P Activity: imagine and design the inclusive classroom of your dreams

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2 Imagine and design the inclusive classroom of your

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Modulo 4.5                       What’s your own case study?

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Modulo 4.5                       What’s your own case study?

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At the beginning of my teaching career the Italian law allowed the inclusion in the common classes of the compulsory school of students with mild disabilities, without any mention of special teaching. It will be necessary to wait for the L.104 / 1992 that does not focus only on assistance but also on integration and on the rights of the disabled. The Law also specified that school integration should take place for everyone and for every cycle, including university, in the common classes. That year a serious autistic child was inserted in my class with language difficulties (therefore difficulties in communication), in social relationships and in behavior. Understand that for us teachers it was absolutely new. We jumped in the dark.
Together with the family we had to face different difficulties for the insertion and acceptance of the child by the companions, but above all for their parents who saw only problems for their children in the child. At the beginning the specialist support teacher had not been assigned either. It was not easy but at the end of the three year course the classmates had a protective attitude towards him. Even now as adults they go to visit her and organize meetings for her, involving me.

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Modulo 4.4                           How would you respond as a teacher to this scenario?Do you recognize similar behaviors in any of the children you work with?

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Modulo 4.4                           How would you respond as a teacher to this scenario?Do you recognize similar behaviors in any of the children you work with?

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I teach in a kindergarten and within our classrooms there are children of three age groups of 3.4.5, old years. At the beginning of the year, a design is adapted to the three age groups. This design is not static but flexible and can be modified at any time according to the needs and needs of the small user. When in my class I realize that I have children who learn quickly and who are bored to perform the activities common to others considering such activities outdated for them, the design is reshaped and if they are really excellent in agreement with the families it is possible that they are registered at early primary school.

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How would you accommodate the learning of this student?

For teachers, who are having to manage children with ADHD, it is appropriate to know the diagnosis and appropriate strategies to be used at school and of course an excellent training because the behaviors of children with ADHD are not easy to understand. The child is not voluntarily "Inattentive" or "absent-minded", but does not have the capacity for self-regulation can not manage one's own behavior and emotions, this compromises learning.
The activities that could be implemented in the case of children with ADHD and in particular for Giuliana could be:
- first of all strategies for maintaining attention:
Give short deliveries and easy to understand;
Change the tone of the voice often;
Use images, stories and videos during the explanation;
prefer alternative ways to generate curiosity;
Use colored chalk on the blackboard;
Use and request eye contact during explanations;
While for strategies to manage hyperactivity:
- Avoid repetitive and particularly long jobs;
- Agree in advance with the child the phases of the work that will be carried out;
Make sure that the child has clearly understood what to do;

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On the occasion of the World Day for Autism Awareness on 2 April, the Erickson Study Center proposed ten educational strategies to involve the child with autism in the classroom, which each teacher could adopt to facilitate the cognitive and emotional development of these children. It can be summarized as follows:
1. Observing it ... to understand the form of communication that the child understands best and the way he communicates spontaneously.
2. Know it ... to identify the strengths and plan the activities also based on your specific interests.
3. Building the relationship ... reducing confusion, eliminating distractions and avoiding cognitive overload.
4. Structuring the environment ... defining spaces, organizing activities, making relationships predictable and anticipating changes.
5. Define the objectives ... in the short, medium and long term, in the perspective of a Life Project that develops more autonomy.
6. Define tasks and contents ... of adequate difficulty and which favor generalization strategies.
7. Help him ... using positive reinforcements and offering visual aids and models to imitate.
8. Communicate ... by issuing clear, concise and affirmative instructions.
9. Stimulate social interaction ... by making the child work in one-to-one relationships or in small groups.
10. Prepare it for the future ... using social stories, Augmentative and Alternative Communication or other assistive technologies that help the child to be autonomous in a real-life context.
These strategies applied in schools guarantee the real inclusion especially for Rosy to plan the activities according to her interest to involve Rosie with artistic activities related to the topics we have in the curriculum.

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Modulo 4.1                           How would you support Tyler?Describe one activity, resource, or methodology that addresses Tyler’s special needs.

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Modulo 4.1                           How would you support Tyler?Describe one activity, resource, or methodology that addresses Tyler’s special needs.

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Teaching students with dyslexia is a real challenge is not easy.
It is important for the teacher to identify the appropriate methodology to help TYLER.
This will be possible through the use of materials, interactive teaching strategies such as:
- Simplify written deliveries and since the greatest difficulties are in writing, use the recorder, so that the student can hear deliveries;
- present a small amount of work;
- Highlight essential information;
- to simultaneously combine verbal and visual information;
- encourage the use of graphic organizers;
- Allowing the use of teaching aids (letter strips, number lines, Pythagorean tables);
- Highlight essential information;

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Reflect on what you have learned in this module

Have you achieved some of your learning objectives? What questions remain for you?

in this module I learned that you never stop learning.
first of all how important collaboration between teachers, teachers and family is.
I think it is useful to exchange experiences and knowledge of children with SEN

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I am a primary school teacher and the age range is between three and six years old The children are very young and the challenges of the general teacher and special education are: the inclusion of those with special educational needs in the ordinary school and the management of the lack of support from some of their parents who may be disinterested in the well-being of their children, or do not accept the fact that they may have problems of this kind that do not provide them with adequate care. Alternatively, they could be overly protective. Both can be problematic for the child and their teacher.

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Modulo 3.2                            Express your needsDefine whether you are a general or special education teacher, and express your needs when collaborating with people. Take the time to comment on one another’s needs from the standpoint of your own role.

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Modulo 3.2                            Express your needsDefine whether you are a general or special education teacher, and express your needs when collaborating with people. Take the time to comment on one another’s needs from the standpoint of your own role.

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I'm a general teacher. I have often worked with the special education teacher, in class with me.
I think the most important thing is the collaboration between the teacher of general class the teacher teacher of special education, if there is agreement and collaboration will be a benefit for SEN students
I too seldom have the opportunity to work with very competent support staff to work together, interact and find alternative ways of working to improve everyone's inclusion and learning.
it is very difficult to find a special teacher who is really specialized, prepared and adequate and I agree with my colleague Dina, Verona, Italy when he says that "I think there is a big gap in the training of specialized teachers, especially for LSD students. Very often these young teachers ask for advice from me or colleagues with a little more experience, and they do not seem to have a true and complete training on pathologies, on non-traditional teaching techniques. "

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I am a class teacher, that is, a general teacher. I have often worked with the special education teacher, in class with me. I must say that in recent years in Italy it is very difficult to find a special teacher (we call it support) really specialized, trained and adequate. It seems to me that there is a big gap in the training of specialized teachers especially for LSD students. Very often these young teachers ask for advice from me or colleagues with a little more experience. Furthermore, it seems to me that they do not have a true and complete formation on pathologies, on non-traditional teaching techniques. Very often I see that they sit close to the pupil and simply help him to complete the work assigned to the other students. Although rarely, I have nevertheless had the opportunity to work with very competent support insiders with whom we could collaborate, interact and find alternative ways of working to improve everyone's inclusion and learning. My expectation is that all teachers, class and support, are more scientifically and didactically prepared.

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Looking ahead...

Which of the techniques and tools introduced in Module 2 will you try out or adapt in your classroom? Why these?

- I am a teacher of pre-primary childhood and I will use the tool for self-reflection on the educational environment

however I think that using a variety of methods, techniques and tools is really important in teaching.

the relationship with families that is delicate, often complex, sometimes difficult is truly impotent. In these liquid times it is increasingly important to better manage the intertwining relationship between educators / teachers, children and parents.

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Inclusion through coding activities in the classroom

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Inclusion through coding activities in the classroom

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Activities of CodyFeet unplugged in the section of years 4 of Pesso Dietro S. Leonardo of I.C. "G.Vasi" Corleone (Palermo). The main objective is to bring the children closer to coding in a playful way, consolidating the ability to orient themselves in space and the lateralization for the development of computational thinking.
TARGETS
• Develop spatial perception and laterality concepts;
• Increase curiosity and desire to participate in the proposed activities;
• Develop concentration, motivation, attention;
• Start developing the ability to analyze and solve problems;
• Develop operational autonomy;
• Stimulate creative thinking;
• Increase decision-making skills, sense of responsibility and self-esteem;
• Start the acquisition of a programming language;
• Make group work experience;
• To foster the collaborative spirit
EXPERIENCED FIELDS OF EXPERIENCE
• The self and the other; • Body and movement; • Color sounds images; • Speeches and words; • Knowledge of the world
MATERIALS
- Woc cards without border in the measure 25cm by 25cm printed on strong and plasticized cardboard. The red cards will be used to indicate "Turn right" the yellow cards to indicate "Turn left" and the gray card to indicate -------------
- a mat divided into 25 squares measuring 25cm by 25cm.
- Obstacles to be inserted in the grid
The methods of peer interaction and Cooperative Learning will be used, allowing all children to participate in the proposed activities developing their skills by comparing and collaborating with others. It will be necessary to think and realize logical sequences to reach an objective (to bring back the sbadatella bee to its hive), to translate them into a reference code, to make them active through the motor game.
ACTIVITY '
1. story of the "APE SBADATELLA" who loved flying out of his beehive and having lost his way back to the hive he turned to the children and they agreed to help her by giving her the exact directions to get to the hive
2. Reworking of the story and creation of the characters
3. We learn to distinguish "the right" and "the left" through bodily games and the use of colored bracelets
4. make a puzzle path with the directional Woc cards on the mat where the start (lawn) and end point (the hive) will be indicated
5. The sbadatella bee (A child of section) will travel the route to the hive by executing the commands given by the companions.
Red means turned right. Yellow means turn left. Gray means take a step back.
VERIFICATION AND EVALUATION The evaluation will be carried out thanks to the direct observation of the teacher and the interest and involvement of the children for the activities carried out and the ability to feel good together will be evaluated. Changes will be made to the activities presented if inadequate to the needs expressed by the children during the project
Informazioni su Google TraduttoreCommunityPer cellulariTutto su GooglePrivacy e TerminiGuidaInvia commenti

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thanks for the resources of knowledge and experience through UDL considered a valid tool to improve inclusiveness even through the use of technological tools

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modulo 2.3                    Through the lens of Universal Design for LearningSelect one of your own resources, try to make it more accessible and post the "before" and "after" of it.

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modulo 2.3                    Through the lens of Universal Design for LearningSelect one of your own resources, try to make it more accessible and post the "before" and "after" of it.

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I teach to 4 year old children and the strategies adopted for SEN children have been chosen and modified according to the needs of each of them. The game constitutes in this age a privileged resource of the teaching activity in the different fields of experience. the games used are suitable to teach the "mutual look" others the joint attention, others the shift exchange.

Games with soap bubbles, balloons, games with voice, movement games, constructive games and nursery rhymes ect.

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2.2. Share your self-reflection on inclusive education

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2.2. Share your self-reflection on inclusive education

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ON THE POINT OF STRENGTH AND WEAKNESS OF MY SCHOOL
Strengths:
- Educational strategies and methodologies
- Class management
- Special didactics and educational projects that are prevalent
inclusive subject
- Shared intervention procedures on diversity
- Shared procedures for intervention on hardship and the like
- Relations with families
- Individualized and small group activities
- Integrated laboratory activities (open classes, protected laboratories
CRITICAL POINTS:
- lack of SEN alumni teaching assistants
- ICT not sufficient
Ability to structure specific training and refresher courses for teachers
Integrated territorial plans

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Challenges of special education and general teachers

Special education teachers and general teachers face many challenges daily trying to reach all learners. What’s yours?

every day is a constant challenge for me. Children are aged between three and five years old and when there are even SEN students it is a greater challenge.

It's hard to deal with the needs of all of them.without any assistant teachers

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Reflect on what you have learned in this module

The videos are really interesting and useful for our work. Usually when we talk about Sen we refer only to people with learning difficulties, but even gifted and talented students sometimes find themselves in difficulty as highlighted in the video. Furthermore, it was really interesting to know all the various national policies related to education and in particular to SEN students. I realized that in the end we all have the same problems and a strong motivation to find new methods, strategies, suggestions to do our job better.
I was very impressed with the "Teach Special Education" video.
https://www.european-agency.org/sites/default/files/Legislation%20Updates%202017.pdf

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modulo 1.5                           How can you design inclusive educational environments? What key ingredients could you add to your current classroom to make it more inclusive?

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modulo 1.5                           How can you design inclusive educational environments? What key ingredients could you add to your current classroom to make it more inclusive?

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For a truly inclusive environment it is necessary to have large outdoor spaces used for educational activities. In addition, the classrooms of the pre primary school should also be equipped with appropriate materials and its support. Last but not least, there should be curricular and support teachers prepared with special human qualities.

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modulo 1.4                          What is the current situation in your country regarding the education of students with SEN? Where are SEN students taught?

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modulo 1.4                          What is the current situation in your country regarding the education of students with SEN? Where are SEN students taught?

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In Italy, even pre-primary school, children with SEN are in the same class together with other students. They have a personalized educational plan, shared with their families. There are not so many specialized teachers unfortunately only some SEN are entitled to a support teacher so the main teacher in the childhood school has to teach and manage the class alone. Thanks to these personalized educational plans the teacher is obliged to think differently to these students. The correct application of these plans depends on the teacher. This is very difficult for their age ranging from three to five years old

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Ø Hello! My name is Giusi Ridulfo and I am a pre-school teacher in Italy. I constantly look for better ways to facilitate the learning process for my students   at  and I hope this course .will improve my awareness about sen children and provide me the necessary skills to deal with them in the classroom every day

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USEFUL REMINDER TO REMEMBER                           Five Strategies for Learning Online.Strategy 1: Reflect on how you learn best

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USEFUL REMINDER TO REMEMBER                           Five Strategies for Learning Online.Strategy 1: Reflect on how you learn best

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https://www.youtube.com/watch?v=fmoX9MP0fv
Strategy 2: Plan your learning
https://www.youtube.com/watch?v=-QHepECV2LY
Strategy 3: Use a learning diary
https://www.sutori.com/story/how-to-create-your-learning-diary
Strategy 4: Build a personal learning network
https://www.youtube.com/watch?v=aQAbrLo8Zp0
Strategy 5: Find support when you need it
https://www.youtube.com/watch?v=UqBI6Qd-S5E

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Modulo 1.1                       School Education Gateway poll on special educational needs

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Modulo 1.1                       School Education Gateway poll on special educational needs

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What is your opinion towards the inclusive classroom?

One of the teacher's tasks is to adapt the activities to be performed in such a way that all the pupils are able to perform them. To accomplish this goal, you need to know what each student can do and how. Sometimes it is as simple as adapting the time left to the student to finish the task, sometimes what we adapt will be the methodology, other times we can adapt the materials to be used or the way to evaluate. It is important to convey the idea that all people are different, with their own virtues and defects and that there is wealth in the class group. On the one hand, it must encourage collaborative and supportive behaviors and, on the other, create an environment in which everyone can express themselves freely. It is about changing the way of teaching, banning classes in which the student is a mere observer to become the protagonist of their own learning. How do we do it? Through activities that involve thinking, reflecting, relating old acquaintances with new ones, activities of discovery, experimentation, manipulation, etc. For learning to take place, there must be motivation to learn. In the education of kindergartens it is very typical to spend a lot of time to deal with issues concerning the group, to resolve conflicts, to work on emotional education, etc. We propose activities with homogeneous or heterogeneous groups, that is of different ages and that promote actions of aid between one and the other. Situations such as these can encourage students with special educational needs, feel good able to help young children in things they already know how to do, thus improving their self-esteem. Furthermore, it is important to maintain a relationship of trust with the family that represents a precious resource in the goal of creating an inclusive classroom.

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I am a pre primary school teacher and the age range is from three to six years old Children are very young and the challenges of the special education teacher are: the inclusion of the ones with special educational needs in the ordinary school and the management of the lack of support from some of their parents who can be disinterested in the welfare of their children, or do not accept the fact that they may have these kind of problems failing to provide them adequate care. Alternatively, they may be overly protective. Both can be problematic for the child and for their teacher. .