Scarica Concorso docenti AB24/AB25 e più Guide, Progetti e Ricerche in PDF di Inglese solo su Docsity! SEN (Special Education Needs) Students The acronym groups together all the students who, for various reasons, need special help in the school environment. It is the equivalent of Italian “BES” (Bisogni Educativi Speciali) and nowadays it is a need to integrate students considered “different” through the adoptions of an inclusive approach, based on the identification of common educational goals. The World Health Organisation (Organizzazione Mondiale della Sanità – OMS) has included the concept of SEN in its International Classification of Functioning, Disability and Health (ICF) in 2001 with the purpose of recognizing perfect intervention modalities. The need to prevent all forms of discrimination and to facilitate the full participation of everyone in school life also forms the basis of the Italian Ministerial Directive of December 27, 2012, entitled “Strumenti di Intervento per alunni con BES e Organizzazione territorial per l’inclusione scolastica” (Intervention mechanisms for students with SEN and local organization for school inclusion). The DM 2012 identifies different SEN categories, including children and young people who have difficulties, even temporary, that prevent normal learning and require individualized support: 1) Students with disabilities as defined by Law 104/1992 and they can have a special needs teacher. 2) Students with specific developmental disorders, for example learning disabilities, language disorders or motor coordination deficiencies as set by Italian Law 170/2010. It includes students with SLD (Specific Learning Disorders – Italian equivalent DSA), neurobiological problems not related to any cognitive deficits. They can’t be totally healed during the growth, but a tempestive diagnosis could help to reduce them. The best-known examples are dyslexia (struggle to recognize letters, combine syllables), dysgraphia (difficulty in writing), dyscalculia (difficulty in performing calculations, counting, arranging numbers in sequence) and dysortography (difficulty in following spelling rules). 3) Students in socioeconomic, linguistic or cultural disadvantages: a bereavement, a prolonged illness, a situation of material or educational poverty, parental separation, emotional crisis or moving to another country can all potentially lead to the manifest of SEN. In the Ministerial Circular 8/2013 (C.M. 8/2013) which followed the 2012 Directive clarifies that it must be the Class Councils to identify the cases where it is necessary to adopt a personalized teaching. Disabled students need to present a medical certification and SLD can also only be certified with a diagnosis from specialists (psychologists, neuropsychiatrists or speech therapists). Other SEN cases aren’t identified clinically because they have purely pedagogical difficulties and the legislation provides for teachers to be able to identify them and address them with a Personalized Didactic Plan (PDP). PDP: a didactic document prepared for SEN students who present a certification of SLD or other SDD (Specific Developmental Disorders) or attention deficit or hyperactivity and to students who are in a situation of socioeconomic, linguistic or cultural disadvantage. It is prepared by the teachers of the class with the support of specialists and families. Goals are the same as the other students. IEP: the Individualized Educational Plan (PEI in Italian) is a document for the students with a statement of disability (L. 104/92). It is elaborated by the Operational Working Group (OWG), by the curricular teaching team or by the Class Council and the family. Both documents include the modifications to the standard teaching methods to support children and build their strengths. One example is the use of the so-called “compensatory measures”, the use of support tools such as a recording device, calculator, smart-pens or apps that allow on-screen text reading and dictation. Other tools are tables, forms and concept maps. If necessary, “dispensatory measures” include extra-time to complete tests or the amount of homework assigned may be reduced and oral assessment can replace written tests. All these measures serve to make teaching more inclusive. Some teaching methods are more inclusive than others, such as those based on cooperation and peer-learning, laboratory activities, experiential and outdoor learning, problem- solving and real-life tasks. The use of technology is always inclusive (ICT – Information and Communication Technologies – in Italian TIC – Tecnologie dell’Informazione e della Comunicazione) by which students gain knowledge and skills using technology (devices, apps, tools, online resources). Verification and Evaluation/Assessment The verification phase consists in the collection of objectives data through different tools: written tests, practical tests, class observation, oral interview, and these data will be evaluated. So, during the verification phase, teacher asks students to carry out a test. The aim is to assign a grade (mark) to each student and the phase ends with the verification of the performance. Not all tests are the same, in fact, depending on how they are structured, we can distinguish between: - Structured: true or false, clozes, quizzes with multiple answers, fill in exercises… - Semi-structured: open answer questions - Unstructured: themes, summaries and oral interview (but these last have other aims, such as the linguistic expression). The verification can be carried out at the end of a lesson or a series of lessons (in itinere) or at the end of the entire course of studies (final verification) to assess the skills achieved. It is necessary to avoid teacher’s subjectivity in order to offer students the same conditions to demonstrate their preparation. We also have the verification of pre-requisites (initial verification). The evaluation/assessment phase has the aim to assign a grade on the basis of objective data collected during the verification. The criteria must be objective so that the assessment is as unbiased as possible. Different tools are used during this phase: assessment grids, rubrics, observation grids… Assessment can be of three types: - Diagnostic: the purpose is to identify the starting level in terms of knowledge, skills and abilities before starting a learning pathway. Entrance test are an example and teachers tend to use structured tests to make assessment objective. - Formative: the aim is to provide a feedback to the student during the learning process. It is usually used in itinere to monitor the learning of the students. Teachers tend to use structured or semi-structured tests. - Summative: the aim is to give a grade that reflects the degree of the acquisition of knowledge, skills and competences. It is done at the end of a teaching period or an UDA (learning unit). Program” (CTP) and it needs to be drawn, with the approval of the family, by the first quarter of the year and provides for the adoption of compensatory and dispensatory measures and personalized methods of verification and evaluation. The school, the family and the student elaborate the PDP and it is necessary to know the student’s Funcional Plan in which cognitive, linguistic and psychological skills and the relational situation are described. The Guidelines refer to the choice of an individualized and personalized didactics that allows students with SLD to achieve the disciplinary and training objectives of their study path. Students with SLD have to achieve the same teaching objectives as the rest of the class, using different strategies. Personalized teaching means putting the student with SLD at the centre, aiming at achieving the best possible results. - Directive of 27 December, 2012 → it identifies the categories of students with SEN. - MIUR note 4233/2014 → inclusion and integration of foreign students: for foreign students, acceptance in school and learning Italian in the first stages of school life is very important to socialize and interact within the context. It is important to improve the language so it becomes a means for learning. Foreign students who live in Italy were granted the right and duty to education in the same way ad Italian citizens. At the time of the final evaluation, the legal criteria are provided by the DPR 122/2009 which states that they are evaluated in the same forms provided for Italian students. In some cases, Italian is a L2 for them, so it is necessary to activate specific linguistic courses. - MIUR note 7443/2014 → Guidelines to enhance the education right of adopted students. - DLg (Legislative Decree) 66/2017 → rules for promoting the scholastic inclusion of students with disabilities, in accordance with Law 107/2015. Inclusion is achieved through educational and teaching methods that promote the individual’s strengths. The success of inclusion is the result of a collaboration between national and local authorities. Notes: • PEI (Piano Educativo Individualizzato) • PAI (Piano Annuale d’Inclusione) • PDP (Piano Didattico Personalizzato) • GLI (Gruppo di Lavoro per l’Inclusione – formed by the teachers, the ASL, the parents and the student) • GIT (Gruppo per l’Inclusione Territoriale – in relation with the Regional Office) - DSg 96/2019 → expands the 66/2017 directing involvement of the students and their families in scheduling support teacher hours. - ONU 2007 New Definition of Disability → a person is not disabled, but it’s the gap between the society and environment and the person to generate impairment and disabilities. Laws for foreign language teaching - Law 148/1990 → reform on primary school system and the DM in 1991 provided for the gradual introduction of a compulsory foreign language at the primary level. - DPR 275/1999 → Content on Language Integrated Learning (CLIL) is the teaching of a non-linguistic subject in a foreign language, so students learn a subject and a L2 at the same time. It can be developed in every order of school. The Decree let each school voluntarily decide to activate CLIL activities; Law 53/2003 made it mandatory for upper secondary school. CLIL teachers must have a C1 level of language (CEFR). - Law 53/2003 – Moratti Reform → introduces English from the 1st year of the primary school and a L2 from the 1st year of a secondary school. - National Guidelines 2012 → the teaching of English can be increased from 3 to 5 hours per week, using the 2 hours allocated per week to the teaching of a second foreign language. In this case the level reached at the end of lower secondary school isn’t A2 but A2+/B1. These 2 hours can also be used for teaching Italian to foreign students. [Framework for Key Competences for Lifelong Learning set up by the European Parliament and the Council of the European Union through the Recommendation of 18 December 2006]. - Council Recommendation of 22 May 2018 → Key Competences for Lifelong Learning → the Council of the European Union adopted a recommendation on key competences for lifelong learning which identifies 8 key competences essential to citizens for personal fulfilment, a healthy and sustainable lifestyle, employability, active citizenship and social inclusion. They are developed in a lifelong perspective, from childhood through adult life, in formal and informal learning in all contexts (school, family, workplace). The 2nd competence is the “Multilingual Competence”, which defines the ability to use different languages appropriately and effectively for communication (listening, speaking, writing and reading). It also involves positive attitude and respect to cultural and language diversity. - Council of Europe Recommendation 22 May 2019 → the commission has made a proposal for a comprehensive approach to the teaching and learning of languages. It aims to: achieving specific competences based on the levels of the CEFR, boosting language learning by the end of compulsory education, introduce into education the concept of language awareness, ensure language teachers the opportunity to learn and study abroad, promote innovative, inclusive and multilingual teaching methods using tools and platforms. - The 2030 Agenda for Sustainable Development → adopted by all the 193 UE member States in 2015 and entered into force the following year. It is the new Universal Frame of Reference for national and international efforts to jointly solve major global challenges such as extreme poverty, climate change, environmental degradation and health crises. Laws for School Evaluation - Moratti Reform 53/2003 → it introduces the creation of a system of evaluation (National Institute for the Evaluation of the Education System, known as “INVALSI”). It will periodically examine the education and training pathways and the overall quality of the education provided by the scholastic institutes. - DPR 80/2013 → today the National Institute for the Evaluation is regulated by this Decree, which identifies the subjects of the National Evaluation System. The evaluation process consists of 4 phases: 1) Self-evaluation of schools: all schools engage in self-evaluations so as to be prepared for national NEV inspection (visit). 2) External evaluation of schools: INVALSI – a research institute with the task of carrying out periodic checks on the studies of Italian students, improving the evaluation activities of the school system. 3) Improvement actions: improvement plan PDM (Piano di Miglioramento) 4) Public accountability of schools : Scuola in chiaro - Law 176/2007 → introduction of the INVALSI tests taken in April. - DLgs. 62/2017 → expansion of “Buona Scuola” and INVALSI are now computer based, not included in the final exams of lower primary school. Laws for students’ Evaluation - DLgs 62/2017 → abolishes the previous one 122/2009 and includes rules on the assessment and certification of competences in the 1st cycle and state examinations. The Decree confirms the principle that the formative assessment documents the development of the personal identity of each student and promote the self-assessment on the acquisition of knowledge, skills and competences. For the primary school, students are admitted to the next class and to the 1st class of lower secondary school whether levels of learning are achieved or in the process of being first acquired. For the secondary school, admission to the next year is allowed even if competences are not fully consolidated but every school is obliged to undertake remedial courses and to improve learning levels.