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The Inclusion and Learning Opportunity Project (ILOP) A brief review and a research project*

The Inclusion and Learning Opportunity Project (ILOP) A brief review and a research project*. Maurizio Gentile Iprase del Trentino. *Based on a proceedings presented at the 16° International Scientific Meeting Of VCFSEF, 3-5 July 2009 Rome - http://www.vcfsef.org/. Summary.

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The Inclusion and Learning Opportunity Project (ILOP) A brief review and a research project*

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  1. The Inclusion and Learning Opportunity Project (ILOP)A brief review and a research project* Maurizio Gentile Iprase del Trentino *Based on a proceedings presented at the 16° International Scientific Meeting Of VCFSEF, 3-5 July 2009 Rome - http://www.vcfsef.org/ VCFSEF - International Scientific Meeting, 3-5 July 2009 Rome

  2. Summary • Overview: integration versus inclusion • ILOP: research methods and teaching components • Educating students with SEN: achievements and critical points of the Italian approach VCFSEF - International Scientific Meeting, 3-5 July 2009 Rome

  3. 1 Overview Integration versus Inclusion VCFSEF - International Scientific Meeting, 3-5 July 2009 Rome

  4. Inclusive education We propose to explain inclusive education as «a process of transformation of education systems and cultures which allows all students to participate fully and equitably in the process of learning in regular schools» (D’Alessio, 2008, p. 9) VCFSEF - International Scientific Meeting, 3-5 July 2009 Rome

  5. Integration versus Inclusion The two notions are very often used interchangeably: a CLARIFICATIONbecomes necessary Since the Salamanca Statement (UNESCO, 1994) the term “INCLUSION” has taken more and more space in the vocabulary of the international discussion about children with special educational needs Inclusion contains a very RADICAL IDEA OF DIVERSITY Using the term inclusion implies changes in the educational system, leaving the idea of homogeneity as an illusion behind. VCFSEF - International Scientific Meeting, 3-5 July 2009 Rome

  6. 2 ILOP Research methods and teaching components of a classroom environment intentionally oriented to inclusion VCFSEF - International Scientific Meeting, 3-5 July 2009 Rome

  7. Structure of research VCFSEF - International Scientific Meeting, 3-5 July 2009 Rome

  8. Research methods VCFSEF - International Scientific Meeting, 3-5 July 2009 Rome

  9. Supporting the teachers 1 Workshop (6 hours per meeting) 2 Assisted instructional design (4 hours per meeting) 3 Classroom Implementation + Observations of learning activity 4 Debriefing: discussions based on evidence and improvements VCFSEF - International Scientific Meeting, 3-5 July 2009 Rome

  10. Cooperative learning as primary strategy to organize the cognitive tasks and social relationship among pupils Teach-ware based on verbal problem-solving activity Interactive white board Teacher’s skills of classroom management Scaffolding, direct teaching of learning strategies Visual images as primary stimulus for conceptualization and access to knowledge (Gentile, 2008; 2009) Teaching strategies VCFSEF - International Scientific Meeting, 3-5 July 2009 Rome

  11. Teach ware based on verbal problem-solving and interactive white board Telling Writing Studying Analysing VCFSEF - International Scientific Meeting, 3-5 July 2009 Rome

  12. Teach-ware based on verbal problem-solving and interactive white board VCFSEF - International Scientific Meeting, 3-5 July 2009 Rome

  13. Direct teaching of learning strategies VCFSEF - International Scientific Meeting, 3-5 July 2009 Rome

  14. 1 4 2 3 Well-strutctured material Group mapping VCFSEF - International Scientific Meeting, 3-5 July 2009 Rome

  15. Writer Reader Cooperative learning and classroom management skills Autonomous work Monitored work VCFSEF - International Scientific Meeting, 3-5 July 2009 Rome

  16. Organisation of classroom environment Special teacher Thematic corner Smart Board Tables Teacher’s desk VCFSEF - International Scientific Meeting, 3-5 July 2009 Rome

  17. Reasonable expectation of positive effects regard to students with … • Learning disabilities (writing, reading, math) • Emotional and behavioral disorders • Under-achievements students • Middle retarded with mental handicap (2 years less than the chronological age) • Student at-risk • Sensorial impairments (e.g. deafness) • Foreign students with social disadvantages VCFSEF - International Scientific Meeting, 3-5 July 2009 Rome

  18. 3 Educating students with SEN Achievements and critical points of the Italian approach Adapted from: Ianes, D. (2005). The Italian model for inclusion of children with special needs: some issues. Available on: http://www.darioianes.it/slide/Prague.pdf. VCFSEF - International Scientific Meeting, 3-5 July 2009 Rome

  19. Law on integrazione scolastica (Legge 517 del 1997) • In 1977, Italy passed an anti-discriminatory legislation known as integrazione scolastica (Ianes & Demo, 2008) • All students are admitted into regular schools for all academic levels (primary, middle and secondary) regardless of socioeconomic background, physical and intellectual impairments, or of any other selective criterion designed to segregate and exclude VCFSEF - International Scientific Meeting, 3-5 July 2009 Rome

  20. Two major guide lines 1 Knowledge and assessment of pupils with special needs through functional diagnosis Public healthcare service primarily responsible of this diagnostic task 2 Educational strategies for inclusion School service primarily responsible of this line VCFSEF - International Scientific Meeting, 3-5 July 2009 Rome

  21. Functional Diagnosis 1 VCFSEF - International Scientific Meeting, 3-5 July 2009 Rome

  22. School strategies for inclusion 2 VCFSEF - International Scientific Meeting, 3-5 July 2009 Rome

  23. References Borgnolo, G. et al. (2009). ICF e Convenzione ONU sui diritti delle persone con disabilità. Trento: Erickson. D’Alessio, S. (2008). A critical analysis of the policy of integrazione scolastica from an inclusive education perspective. An ethnographic study of disability, discourse and policy making in two lower secondary schools in Italy. Ph.D. Thesis Dissertation. London: University of London. Gentile, M. (2008). Nuove tecnologie e apprendimento cooperativo. Scuola e Formazione, 11(1-2), pp. 21-25. Available from: http://www.iprase.tn.it/attivit%C3%A0/studio_e_ricerca/red5_08/index.asp. Gentile, M. (2009). Ambienti di apprendimento inclusivi e tecnologie digitali. Available from:http://www.iprase.tn.it/attivit%C3%A0/studio_e_ricerca/red5_08/index.asp. Ianes, D. (2005). The Italian model for inclusion of children with special needs: some issues. Available from: http://www.darioianes.it/slide/Prague.pdf. Ianes, D. e Demo, H. (2008). L’integrazione scolastica dal 1997 al 2007: i primi risultati di una ricerca attraverso lo sguardo delle persone con disabilità e delle loro famiglie. Difficoltà di Apprendimento, 14(2), pp.176-196. Hinz, A. (2002). Von der Integration zur Inklusion - terminologisches Spiel oder konzeptionelle Weiterentwicklung? Zeitschrift für Heilpädagogik, 53(9), 354-361. Pigliapoco, E. e Sciapeconi, I (2007-2008). Lavagna interattiva e apprendimento cooperativo. L’educatore, 6, pp. 35-36. Schneider, C. (2009). Equal is not Enough. Current Issues in Inclusive Education in the Eyes of Children, International Journal of Education, 1(1), pp. 1-14. Available from: http://www.macrothink.org/journal/index.php/ije/article/viewFile/101/47. Sitta, E. (2008). Rinnovare la didattica con le LIM. Scuola e Didattica, 54 (6), pp. 73-76 UNESCO (1994). The Salamanca statement and framework for action on special needs education.Available from: http://www.unesco.org/education/pdf/SALAMA_E.PDF. VCFSEF - International Scientific Meeting, 3-5 July 2009 Rome

  24. Arduino Salatin Director of IPRASE, Trento (Italy) Simona D’Alessio European Agency for Development in Special Needs Education, Brussels (Belgium) Eva Pigliapoco e Ivan Sciapeconi Primary School “La Cittadella”, Modena (Italy) Enrico Sitta Middle School “G. Marconi”, Modena (Italy) Francesco Pisanu Iprase, Trento (Italy) Maurizio Gentile Senior researcher Iprase, Trento – Italy maurizio.gentile@iprase.tn.it Acknowledgements VCFSEF - International Scientific Meeting, 3-5 July 2009 Rome

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