jueves, 12 de mayo de 2022

Educational Goals Of Inclusive Didactics.

 An Inclusive School

There is an indispensable prerequisite for making an inclusive school: this Is  the  sincere, powerful trust in the various interests of the child, in her°his natural instinct to act and to know.

"The child must always be given work to do with her°his hands as she°he works with her°his mind, for the child's personality has a functional unity." Maria Montessori

In harmony with this assumption, we believe that task of an educating community is to identify and propose for each person a network of non standardized, integrated, educational actions aimed at fostering the unique and unrepeatable cognitive style of each child. To this purpose, we think it is necessary to develop a flexible and innovative learning approach, the creation, or the enhancement, of healthy and stimulating learning environments.

In this perspective, our educational offer plan and its related actions are: intentional, contextualized, systematic, flexible, based on the ‘learning by doing’ principle.

Elements of a teaching that aims at personalizing and including.

1) awareness that education is essentially a meaningful ‘relationship’ (Bruner); this relationship is nourished by empathy, active listening, mutual help; we believe that the school is a gymnasium where children learn about life, a place where children and educators experience and learn emotional literacy.

2) accurate detection of children's abilities, skills and competences, with continuous reference to each child’s zone of proximal development (ZPD, Lev Vigotsky);

3) Use of diversified teaching methods and strategies that promote the training success of each student: peer tutoring, cooperative learning, brain storming, problem solving, circle time.

4) Use of educational facilitators and "mediators": Presence Of technological equipments, Designed and scientifically organized environments where nothing is left to chance and where everything Supports the full Child’s development in her°his uniqueness and complexity.

5) Formative Assessment for a continual testing of the validity of structured paths.

Technical Aspects And Inclusive Actions (G.L.I. * Gruppo di Lavoro Per L'Inclusione * Working Group For Inclusion).

In Any School,  Diversity can not be anything but Wealth. 

The G.L.H. - Working Group On Handicap of our institution focuses Its Work on priorities related to all the Special Educational Needs. 

For each disabled pupil enrolled at Any Italian School Institution, an inter-institutional working group operates collegially: this is called the H Working Group (GLHO). It is composed by the Principal or by her°his delegate, by the Class Council or, on her°his behalf, by one or more teachers or by the support teacher, by the Psycho-Socio-Healthcare workers responsible for the case, by the parents of the pupil. In addition, educational, support, technical municipality operators, the school staff and all other institutional and professional staff  Who are of interest for the pupil's integration can participate in the GLHO's work. 

Members of G.L.H. are supplemented by all the human resources With Tasks Of Coordination present in the school to form the G.L.I., that is to say  the Working Group for Inclusion. The G.L.I. is thus formed by: the G.L.H. and by the all the 'funzioni strumentali' teachers whose task is to support the developement of specific areas of the overal educational offer plan (P.T.O.F.), by the special educational needs teachers (S.E.N.), the communication assistants, the experienced subject teachers, the class coordinators teachers, the parents, the institutional or external experts in agreement (convenzionati) with the School.

The Working Group for Inclusion is coordinated by the Principal or by one Delegate Member and performs the following tasks:

1. general survey of the Special Educational Needs present in the schools of the Institution;

2. collection and documentation of all the teaching and educational practices implemented also To Possibly propose And organize learning actions in network between schools and/or in connection with strategic actions of the Administration;

3. focus/comparison on cases, advice and support to The Class Teachers about appropriate class management strategies and or methodologies;

4. detection, monitoring and evaluation of the inclusiveness level, in one given Class And In the various Schools Of The Institution.

5. collection and coordination of all the proposals formulated by each operational GLH on the basis of the actual needs, pursuant to art. 1, c. 605, letter b, of law 296/2006, translated during the definition of the so called P.E.I. Individualized Educational Plan, as established by art. 10 paragraph 5 of the Law of 30 July 2010 no. 122;

6. Designing and proposing  a Plan For Inclusion with specific  reference to all the students with Special Educational Needs; this Plan has to be assessed at the end of each school year (within the month of June). For this purpose, the G.L.I. formulates a global hypothesis for the functional use of all the available resources in order to increase the Institution's overall level of inclusiveness; The G.L.I. also has the responsibility to require the amount of needed S.E.N. Teachers. In September, with reference to the staff actually assigned to the school, the Group will adapt the Plan, on the basis of which the Principal will proceed with the final work appointments.

Activities And Aims For Inclusion.

All the pupils formally recognized as disabled are entitled to a specific educational plan:
a) to a P.E.I. Individualized Educational Plan, pursuant to art. 12, paragraph 5 of Law 104/1992, in favor of students with disabilities;

b) To a P.D.P. Personalized Didactic Plan as per art. 5 of Ministerial Decree N ° 5669 of 12 July 2011 and point 3.1 of the Guidelines for students with DSA Specific Learning Impediments or with disorders referable to former point 1 of the Ministerial Directive of 27 December2012;

c) A P.D.P. Personalized Didactic Plan for all students with Impediments other than those referred to in letters "a" and "b". In the afore mentioned plans the teaching objectives to be pursued through the plans must be specified.

In addition to the specific teaching objectives, the following System Objectives of a transversal nature are also indicated:

1) Reception: all pupils, including those with S.E.N., are entitled to two forms of reception:
a) Social°Affective Welcome in the whole School Community;

b) Welcome Related to their specific cognitive style: e.g. the right to an educational communication (see next point 3) that takes into account the specific preferences and learning resources of each child; in this regard, we refer to: a) iconic channel (preference for working with drawings, images, diagrams, etc.), b) verbal channel (preferences for written/oral text), c) operative-motor channel (preference for manipulations, constructions, etc.).

The three afore mentioned channels typically activate and integrate in a Laboratory Setting.

2) breaking down / overcoming architectural and non-architectural barriers inside and outside the school;

3) didactic communication: the didactic communication will select and adjust appropriate teaching methodologies, subject contents, appropriate information flow;   the didactic communication will be inclusive also with reference to each Child’s communicative style variables: These includes encouraging evaluation,  teacher’s consideration for pupil's preferences, the assessment of the type of learning best suited to the pupil (Multiple Intelligences Theory), the treatment of the proxemics (Gestures And Their Meaning) and of the prosodic variables, the listening skill, the register and the tone of the voice, the modulation of loads and types of different assignments.

4) Use and adaptation of technological equipments to facilitate learning and educational inclusion

With Particular Reference To Our Aims.

A. Organizational and management aspects involved in an inclusive change

A1. Active listening and dialogue practices are considered as Key Components  of the educational relationship. It is Fundamental To Put into practice and / or enhance good pro-social practices (like: empathy, active listening, mutual help).

A2. School as a gymnasium for life skills for the fundamental "emotional literacy") we constantly refer to the principles of the peace code adopted by our institution starting from the reception.

A3. Continuous, shared research, use of active methodologies and enlivenment techniques able to develop children’s critical skills:  to ask questions, to learn to put oneself in someone else’s shoes , to activate networks of interaction, to get out of the box, to be creative and use the divergent thinking.

A4. Structuring learning environments that nourish children’s motivation and desire to research, an intense and emphatic relationship with things and tools,  stimulate learning in the group, create spaces where children can debate, can share interpretations, their emotions, their reflections.

A5. Use of teaching facilitators and mediators: these are technological equipments that improve the attractiveness and usability of the proposed learning.

A6. Managing the appointment of the teaching staff and of the auxiliary, technical, administrative Staff with special reference to the particular students’ needs and to the selected methodologies.

B. Adoption of evaluation strategies coherent and consistent with inclusive practices.

B1. To perform a continuous monitoring of the learning objectives achieved by each single student, considering the entry skills and the achievements acquired in progress and at the end of the path.

C. Management of the different types of support present within the school.

C1. To increase open classes didactics, teaching°learning in small groups of students (homogeneous and heterogeneous), teaching° learning with projects.

We constantly aim at obtain and work with additional staff resources (conpresenze): copresent educators can guide and help learners with difficulties, or support outstanding students.

C2. Four-monthly meetings (October, February, June) for the G.L.I., Working Group For Inclusion;

C3. Approval of additional teaching time, appointment of supplementary teaching staff to classes or schools with a relevant percentage of s.e.n. Students: cfr.  Former art.9 of the Italian CCNL - National Common Job Contract for the Teachers,  or even acquired from the whole teaching staff of the institution.

D. Acquisition and distribution of additional Teaching resources who can be used for project implementation On inclusion.

D1. Maintenance and/or  increase of additional staff, possibly specifically trained, as support for s.e.n. students or for students with specific learning impediments (d.s.a., Disturbi Specifici dell’Apprendimento).

E. Attention devoted to the transition phases that mark the student’s path into the whole school system; attention devoted to the continuity between the different levels of schooling: preprimary – primary – lower secondary – upper secondary.

E1. Where necessary, Increase of meetings between all the subject teachers  to promote a real continuity between the different school Levels (Caring For The Student’s Life project);

E2. Reflective practices and pedagogical components. The teachers can meet, share and reflect on the different educational paths that the student has performed in her°his previous school stages.

E3. Involved teachers are invited to conceive, design and implement a flexible and personalized educational path, with particular attention to transition between the various school stages; in each of these school stages teachers can create special ad hoc projects for these students.

Our school Operates For Facilitating And Supporting:
a. the construction of  The Student’s personal and cultural identity;
b. the sense of belonging and the integration to a group;
c. the interaction with diversity And otherness;
d. the development and enrichment of communications and exchanges.

: We believe that, in order to fully respond to the emerging special educational needs, it is important for the schools to choose a dialogic method of work including all those involved in the student’s educational path. Let us recognize, develop and enhance the potential of each individual in its specificity and in its uniqueness! 

miércoles, 19 de mayo de 2021

domingo, 31 de mayo de 2020

Showing Málaga (Spain)

Because of general school lockdown, Spain has designed presentations about Mijas, Fuengirola and Málaga and so you all can discover online some spots about these three cities.

 These cities you may discover during our Erasmus+ meeting delayed because of COVID world crisis.

 There are 3 small games where you can know the knowledge level about these cities after watch the presentations.

 Hope you enjoy them







In other way, we show you another work.  This work is part of other project where our school participate. But reflect the spirit of the new way for education durin the COVID lockdown all around the world


lunes, 25 de mayo de 2020

Spanish week in Latvia

Thanks to Latvia for their work about Spain. It´s Wonderful.

Lessons about Mijas, Malaga and Fuengirola

The trip planned for this year to go to Spain (Erasmus project) has been cancelled due to travel restrictions imposed by the EU-countries. Therefore we carried out a virtual trip to Málaga, Mijas and Fuengirola.

Carmelo, a teacher from Spain created some presentations about those cities. The children of the third, fourth and fifth class of the primary school, Borgo Antico (Monte Santa Maria Tiberina) took part in this virtual trip. We could learn many things about those beautiful places. We visited different museums in Málaga (after Carmelo there are more than 60 in the city, among them: Picasso, Thyssen and Pompidou museums). We visited the Arabic castle and the fortress, the town hall and the city park, the harbor, the Roman theater and the modern theater Soho.  We travelled to the past and to the present as well to discover people and some of the touristic sites of Mijas (its small bullring, its miniature museum, its coastal pathway and the Arabic street). Finally we visited the beach of Fuengirola and discovered some typical Spanish dishes!  The children participated in some interactive tests. They wrote a summary about this experience and concluded with a drawing of their preferred touristic site.

Enjoy their works here!


jueves, 23 de abril de 2020

The Schoolhouse of Monte Santa Maria Tiberina


By Emanuela Gherardini

     Chiara Gustinelli

This new experience of school has led us to deal with the structuring of a class with all new "virtual learning spaces".
The first thing we thought of doing was the creation of a background
that children see every day and  must convey serenity and joy when they connect each other.
To achieve this, after the first two days of connection, we asked, through a small interview with the children, how they wanted to "furnish" their virtual classroom.
These are our stages of work to achieve it;
1)The children talked about trees, rainbows and clouds so each of us
made a tree;
2)The tree was placed in a space chosen by the students with parents help to build "the new classroom" inside each of their own homes. The classroom is a fixed space where children go every morning to connect with teachers and classmates;

3)This space has been equipped with a yoga and physical activity mat, with colors of all kinds, recycled material, glue and various paper;

4)This tree has multiple functions, is a calendar of emotions and is also the place where all the products we make remotely are attached
(Butterflies, ladybugs, flowers, swallows etc.

5) In that new space that we will call a new classroom  we find messages such as "Everything will be fine"

6)We have given ourselves some rules which are: taking care of the class by keeping it
clean and tidy;

7)This space will change when children request it or need a new learning space.

After a month of distance teaching we can feel happy with our work even if it requires many hours of preparation, meetings, programming between colleagues and high concentration during the activities but the effort is satisfied by the commitment that we recognize in our  small pupils and in joy of their eyes in being together.


I would like to share with you a letter that a mother wrote to us to thank us for being with their children in this hard and difficult moment.

Dear teachers,
I am Amelie Biagioli's mum  and I am writing to you because I would like to share with you some thoughts that are mine but I think they also belong to many other parents. I address all of you from the Borgo Antico school of Monte Santa Maria Tiberina which is not only a school but, as I call it, it is a family school.
My thoughts are born to make you understand how important you are becoming for us in this period that I would call "so HARD" ... dear teachers, your presence every morning started to be part of our daily lives but I don't just talk about children, I also speak of us as
parents. Never would I have thought of waking up in the morning and thinking "what color is the whale today?"Or to find myself singing Panciovilla in the shower ... I never thought of seeing Luca, my boyfriend  who is so committed to painting branches and flowers ...
you entered our house and it is nice to wait for our 10 o'clock appointment because at that now the house is filled with voices ... the tv is turned off and we all listen together, including usforgetting us for an hour about the distance, the forced arrests, the sirens and the numbers so heavy and so painful.
Dear teachers, you are now part of many families. We have entered your home, on your sofas, in your rooms ... we have known your children, your animals and we have seen a tiny piece of your home ... just yesterday Amelie makes me "Mum... teacher Giulia has the kitchen as Aunt Nadia !! ".
We have seen how much the teacher Emanuela looks like her sister, we have heard the black cat of the teacher Giulia scratching, we know that the teacher Sara has a house near the bells but that she is now upside down for her house we know that the teacher
Marco diligently did (after buying back the red) all the little jobs that promptly appear behind him every morning and we saw where the teacher Katarina plays at home.
Paradoxically, this situation has made us reach an intimacy between you and us that otherwise would never have been possible.
There is also more that I want to tell you ... we see you ... we see the commitment but above all the LOVE that you put in that hour to make it appear normal that which has nothing at all normal ... we see the energy that you bring out also when your eyes say you can't take virtual meetings anymore, technological stuff, connections that doesn't run, or "turn off the microphones" "turn on the microphones" "hear me don't hear me" "see me don't see me" ... you are simply BIG for how you are doing your job and the impression I often had is that, it is not only the children who need you, but it is you who need them
as a testimony to the passion you put into what you do ... THANK YOU
I thought that these words could be one more reason for you to be proud of yourself and to continue to be strong and motivated together.
A simple questionnaire was not enough to express all of this ... great job teachers!