Scarica Domande Concorso Dirigenti scolastici - Prova Scritta. TUTTE LE TRACCIE e più Prove d'esame in PDF di Lingua Italiana solo su Docsity!
Prova Scritta - Prova B
DOMANDA 1
Il candidato evidenzi, in relazione al quadro normativo di riferimento ed alle responsabilità dirigenziali, le principali azioni del dirigente scolastico nella situazione e nel contesto professionale di seguito descritti: coordinamento delle attività degli organi collegiali nell'elaborazione, nell’attuazione e nel monitoraggio del Piano triennale dell’offerta formativa.
DOMANDA 2
Il candidato evidenzi, in relazione al quadro normativo di riferimento e alle responsabilità dirigenziali, le principali azioni del Dirigente scolastico nella situazione e nel contesto professionale di seguito descritti: procedure di individuazione di personale esperto, sia interno che esterno all'Istituzione scolastica, per l’attuazione di progetti per l’ampliamento dell’offerta formativa.
DOMANDA 3
Il candidato evidenzi, in relazione al quadro normativo di riferimento e alle responsabilità dirigenziali, le principali azioni del dirigente nella situazione e nel contesto professionale di seguito descritti: in un istituto di istruzione superiore si verificano un significativo assenteismo dalle lezioni degli studenti e frequenti ritardi nell’ingresso a scuola, nonostante i continui richiami e la convocazione dei genitori. Quali strumenti possono essere utilizzati per ridurre l’incidenza di tale fenomeno?
DOMANDA 4
Il candidato evidenzi, in relazione al quadro normativo di riferimento ed alle responsabilità dirigenziali, le principali azioni del dirigente scolastico nella situazione e nel contesto professionale di seguito descritti: raccordo tra l’attuazione del Piano triennale dell’offerta formativa e la gestione amministrativo-contabile dell’istituzione scolastica autonoma.
DOMANDA 5
Il candidato evidenzi, in relazione al quadro normativo di riferimento ed alle responsabilità dirigenziali, le principali azioni del dirigente scolastico nella situazione e nel contesto professionale di seguito descritti: attivazione di specifiche strategie per il miglioramento dei livelli di apprendimento parzialmente raggiunti o in via di prima acquisizione, rilevati nell'ambito del processo di valutazione degli alunni del primo ciclo
DOMANDA 6 - A INGLESE
Read the extract and for each question choose the answer which fits best according to the text Interaction with digital technologies is now commonplace among young people. However, mobile technologies still play only a minor role in education. When used appropriately, technologies can offer multiple forms of learning, rather than functioning as mechanisms to replace teachers. [ ... ] However, the key is to view technology not as the sole solution, but as an enabler within a culture of learning and collaboration. UNESCO notes that initiatives which transform mobile devices into tools for learning, and which support equitable opportunities for students who cannot afford them, generally provide affordable solutions to educational challenges. Research by Redecker et al. (2011) suggests that a mix of different technologies will transform learning by offering a diversity of learning activities, tools and materials, and by providing tools that enable continuous monitoring, and support diagnostic, formative and summative assessment. Making educational resources openly available is another gain for learners. As web-based multimedia production and distribution tools incorporating text, audio, photo and video capabilities continue to grow, teachers at all levels will be faced with new opportunities to integrate social media and technologies into teaching, learning and assessment. However, pairing this technology with new teaching practices is essential to realize its potential. Future learning processes will inevitably take place in environments in which learners select their own modes of learning and bring personal technologies into education. Mobile devices will facilitate learning by reducing the boundaries between formal and informal learning. By using a mobile device, learners can independently and easily access supplementary materials to clarify ideas and share that knowledge with others UNESCO (2012) believes that the portability and widespread use of mobile devices will make them ideal tools to influence teaching and learning in ways that surpass the use of personal computers. Likewise, the World Wide Web also continues to evolve in response to new technologies and changing user expectations. The next phase (Web 3.0) will analyse the question, search the internet for all possible answers and then organize the results, it will act like a personal assistant. [ ... ] Twenty-first century mobile devices can provide instant access to vast libraries of expert and amateur-sourced information, creating seekers, communicators and self-directed problem-solvers from youth already using technology outside of school. Due to their portability, mobile devices can also provide remarkable opportunities for ‘situated learning’ (i.e. learning in the field, at the point of contact, in settings that maximize understanding). Site-specific mobile applications can now facilitate learning in varied disciplines. Students studying botany, for example, can use mobile devices and discipline-specific applications to learn about particular plants while inspecting them in their natural habitats. The evolving capacity of Web 3.0 will soon allow learners to make such connections. [ ... ] In twenty-first century learning environments, teachers will need to transform their roles from ‘content conveyors to content curators’ (Institute for the Future, 2013). The ability to identify and locate information and resources for learning is a critical skill and teachers can support learners in identifying the necessary resources. Adapted from The Futures Of Learning 3: What Kind of Pedagogies for the 21st Century?, Unesco, 2015 pp. 8- http://unesdoc.unesco.org/images/0024/002431/243126e.pdf Digital technologies can
- replace teachers
- facilitate and support learning
- be harmful for teaching and learning
- be a key to learning
DOMANDA 6 - B INGLESE
Read the extract and for each question choose the answer which fits best according to the text
UNESCO notes that initiatives which transform mobile devices into tools for learning, and which support equitable opportunities for students who cannot afford them, generally provide affordable solutions to educational challenges. Research by Redecker et al. (2011) suggests that a mix of different technologies will transform learning by offering a diversity of learning activities, tools and materials, and by providing tools that enable continuous monitoring, and support diagnostic, formative and summative assessment. Making educational resources openly available is another gain for learners. As web-based multimedia production and distribution tools incorporating text, audio, photo and video capabilities continue to grow, teachers at all levels will be faced with new opportunities to integrate social media and technologies into teaching, learning and assessment. However, pairing this technology with new teaching practices is essential to realize its potential. Future learning processes will inevitably take place in environments in which learners select their own modes of learning and bring personal technologies into education. Mobile devices will facilitate learning by reducing the boundaries between formal and informal learning. By using a mobile device, learners can independently and easily access supplementary materials to clarify ideas and share that knowledge with others UNESCO (2012) believes that the portability and widespread use of mobile devices will make them ideal tools to influence teaching and learning in ways that surpass the use of personal computers. Likewise, the World Wide Web also continues to evolve in response to new technologies and changing user expectations. The next phase (Web 3.0) will analyse the question, search the internet for all possible answers and then organize the results, it will act like a personal assistant. [ ... ] Twenty-first century mobile devices can provide instant access to vast libraries of expert and amateur-sourced information, creating seekers, communicators and self-directed problem-solvers from youth already using technology outside of school. Due to their portability, mobile devices can also provide remarkable opportunities for ‘situated learning’ (i.e. learning in the field, at the point of contact, in settings that maximize understanding). Site-specific mobile applications can now facilitate learning in varied disciplines. Students studying botany, for example, can use mobile devices and discipline-specific applications to learn about particular plants while inspecting them in their natural habitats. The evolving capacity of Web 3.0 will soon allow learners to make such connections. [ ... ] In twenty-first century learning environments, teachers will need to transform their roles from ‘content conveyors to content curators’ (Institute for the Future, 2013). The ability to identify and locate information and resources for learning is a critical skill and teachers can support learners in identifying the necessary resources. Adapted from The Futures Of Learning 3: What Kind of Pedagogies for the 21st Century?, Unesco, 2015 pp. 8- http://unesdoc.unesco.org/images/0024/002431/243126e.pdf According to UNESCO mobile devices
- can often be turned into learning tools
- must be banned
- can be used for informal learning only
- reduce student autonomy
DOMANDA 6 - C INGLESE
Read the extract and for each question choose the answer which fits best according to the text Interaction with digital technologies is now commonplace among young people. However, mobile technologies still play only a minor role in education. When used appropriately, technologies can offer multiple forms of learning, rather than functioning as mechanisms to replace teachers. [ ... ] However, the key is to view technology not as the sole solution, but as an enabler within a culture of learning and collaboration. UNESCO notes that initiatives which transform mobile devices into tools for learning, and which support equitable opportunities for students who cannot afford them, generally provide affordable solutions to educational challenges. Research by Redecker et al. (2011) suggests that a mix of different technologies will transform learning by offering a diversity of learning activities, tools and materials, and by providing tools that enable continuous monitoring, and support diagnostic, formative and summative assessment. Making educational resources openly available is another gain for learners. As web-based multimedia production and distribution tools incorporating text, audio, photo and video capabilities continue to grow, teachers at all levels will be faced with new opportunities to integrate social media and technologies into teaching, learning and assessment. However, pairing this technology with new teaching practices is essential to realize its potential. Future learning processes will inevitably take place in
environments in which learners select their own modes of learning and bring personal technologies into education. Mobile devices will facilitate learning by reducing the boundaries between formal and informal learning. By using a mobile device, learners can independently and easily access supplementary materials to clarify ideas and share that knowledge with others UNESCO (2012) believes that the portability and widespread use of mobile devices will make them ideal tools to influence teaching and learning in ways that surpass the use of personal computers. Likewise, the World Wide Web also continues to
connections. [ ... ] In twenty-first century learning environments, teachers will need to transform their roles from ‘content conveyors to content curators’ (Institute for the Future, 2013). The ability to identify and locate information and resources for learning is a critical skill and teachers can support learners in identifying the necessary resources. Adapted from The Futures Of Learning 3: What Kind of Pedagogies for the 21st Century?, Unesco, 2015 pp. 8- http://unesdoc.unesco.org/images/0024/002431/243126e.pdf
In order to realize the learning potential of social media and technologies
- teachers are to be provided with new opportunities
- new teachers will have to be employed
- teachers’ salaries will be increased
- innovative teaching methods need to be implemented
DOMANDA 6 - E INGLESE
Read the extract and for each question choose the answer which fits best according to the text Interaction with digital technologies is now commonplace among young people. However, mobile technologies still play only a minor role in education. When used appropriately, technologies can offer multiple forms of learning, rather than functioning as mechanisms to replace teachers. [ ... ] However, the key is to view technology not as the sole solution, but as an enabler within a culture of learning and collaboration. UNESCO notes that initiatives which transform mobile devices into tools for learning, and which support equitable opportunities for students who cannot afford them, generally provide affordable solutions to educational challenges. Research by Redecker et al. (2011) suggests that a mix of different technologies will transform learning by offering a diversity of learning activities, tools and materials, and by providing tools that enable continuous monitoring, and support diagnostic, formative and summative assessment. Making educational resources openly available is another gain for learners. As web-based multimedia production and distribution tools incorporating text, audio, photo and video capabilities continue to grow, teachers at all levels will be faced with new opportunities to integrate social media and technologies into teaching, learning and assessment. However, pairing this technology with new teaching practices is essential to realize its potential. Future learning processes will inevitably take place in environments in which learners select their own modes of learning and bring personal technologies into education. Mobile devices will facilitate learning by reducing the boundaries between formal and informal learning. By using a mobile device, learners can independently and easily access supplementary materials to clarify ideas and share that knowledge with others UNESCO (2012) believes that the portability and widespread use of mobile devices will make them ideal tools to influence teaching and learning in ways that surpass the use of personal computers. Likewise, the World Wide Web also continues to evolve in response to new technologies and changing user expectations. The next phase (Web 3.0) will analyse the question, search the internet for all possible answers and then organize the results, it will act like a personal assistant. [ ... ] Twenty-first century mobile devices can provide instant access to vast libraries of expert and amateur-sourced information, creating seekers, communicators and self-directed problem-solvers from youth already using technology outside of school. Due to their portability, mobile devices can also provide remarkable opportunities for ‘situated learning’ (i.e. learning in the field, at the point of contact, in settings that maximize understanding). Site-specific mobile applications can now facilitate learning in varied disciplines. Students studying botany, for example, can use mobile devices and discipline-specific applications to learn about particular plants while inspecting them in their natural habitats. The evolving capacity of Web 3.0 will soon allow learners to make such connections. [ ... ] In twenty-first century learning environments, teachers will need to transform their roles from ‘content conveyors to content curators’ (Institute for the Future, 2013). The ability to identify and locate information and resources for learning is a critical skill and teachers can support learners in identifying the necessary resources. Adapted from The Futures Of Learning 3: What Kind of Pedagogies for the 21st Century?, Unesco, 2015 pp. 8- http://unesdoc.unesco.org/images/0024/002431/243126e.pdf Mobile devices can greatly enhance learning thanks to their
- attractiveness
- low cost
- portability
- similarity to personal computers
Read the extract and for each question choose the answer which fits best according to the text The Dutch system makes extensive use of early tracking [ ... ] and school choice [ ... ] and is above the OECD average in grade repetition rates [ ... ] Yet the country is a consistently high performer in international assessments and shows satisfactory levels of academic equity. In particular, the Netherlands has policies and practices in place to mediate the effects of early tracking. As in many other countries, most students in the Netherlands start secondary education at the age of 12. What distinguishes their path through education from that of their counterparts in many other countries is that, after completing primary school, they no longer follow a unified curriculum. Instead, they are selected into one of eight different programmes that will prepare them for vastly different occupations later in life. For those who are educated in comprehensive systems, these choices are typically made much later, at the age of 15 or 16, once students have had more time to develop and explore their academic potential and their career interests (OECD, 2016a). [ ... ] Although compulsory education begins at age 5, enrolment in early childhood education and care at age 4 is nearly universal in the Netherlands. Unlike many other countries, a substantial proportion (nearly one-third) of spending on pre-primary education comes from public funds. Day care centres and pre-kindergartens also offer free supplementary programmes for disadvantaged children between the ages of 2.5 and 6 years for up to four days per week. These programmes, called VVE (voor en vroeg schoolse educatie), focus on Dutch language development and are publicly funded. Education is compulsory from the age of 5 to 18. Primary school lasts 8 years, typically from the age of 4 to 12. There is no national curriculum; instead, there are national attainment targets and reference levels for literacy and numeracy, which gives schools and teachers considerable freedom in selecting content and teaching methods. At the end of primary school, students are selected into one of the education tracks offering practical training, pre-vocational, general and pre-university secondary education. Students are assigned to various tracks based on their performance on a national examination at the end of primary school and on their primary teachers’ recommendation. Responsibility over national education policy, examinations and standards of quality lies with central authorities while matters concerning school management and school policies are largely decided at the local level by school boards and schools. Teachers are evaluated every three or four years, and the results of their appraisal can have an impact on their career advancement. [ ... ] Schools receive block grants based on their student population, and special funds are available to schools that serve disadvantaged students as well as those with special needs. At the primary level, schools receive grants from the government based on the educational background of the parents. At the secondary level, schools also receive extra funds for disadvantaged students; those funds, however, are not based on the educational background of the parents, but on school location. Targeted funding is also available to schools for special purposes (e.g. dropout prevention) and weighted formulas are used to ensure social diversity in schools. Adapted from OECD (2016), PISA 2015 Results (Volume II): Policies and Practices for Successful Schools, PISA, OECD Publishing, Paris. pp. 173- http://dx.doi.org/10.1787/9789264267510-en pp. 173-174 In the Dutch system early tracking
- is a serious issue
- is ineffective
- is counterbalanced by effective policies
- causes grade repetition
DOMANDA 7 - B INGLESE
Read the extract and for each question choose the answer which fits best according to the text The Dutch system makes extensive use of early tracking [ ... ] and school choice [ ... ] and is above the OECD average in grade repetition rates [ ... ] Yet the country is a consistently high performer in international assessments and shows satisfactory levels of academic equity. In particular, the Netherlands has policies and practices in place to mediate the effects of early tracking. As in many other countries, most students in the Netherlands start secondary education at the age of 12. What distinguishes their path through education from that of their counterparts in many other countries is that, after
completing primary school, they no longer follow a unified curriculum. Instead, they are selected into one of eight different programmes that will prepare them for vastly different occupations later in life. For those who are educated in comprehensive systems, these choices are typically made much later, at the age of 15 or 16, once students have had more time to develop and explore their academic potential and their career interests (OECD, 2016a).
There is no national curriculum; instead, there are national attainment targets and reference levels for literacy and numeracy, which gives schools and teachers considerable freedom in selecting content and teaching methods. At the end of primary school, students are selected into one of the education tracks offering practical training, pre-vocational, general and pre-university secondary education. Students are assigned to various tracks based on their performance on a national examination at the end of primary school and on their primary teachers’ recommendation. Responsibility over national education policy, examinations and standards of quality lies with central authorities while matters concerning school management and school policies are largely
decided at the local level by school boards and schools. Teachers are evaluated every three or four years, and the results of their appraisal can have an impact on their career advancement. [ ... ] Schools receive block grants based on their student population, and special funds are available to schools that serve disadvantaged students as well as those with special needs. At the primary level, schools receive grants from the government based on the educational background of the parents. At the secondary level, schools also receive extra funds for disadvantaged students; those funds, however, are not based on the educational background of the parents, but on school location. Targeted funding is also available to schools for special purposes (e.g. dropout prevention) and weighted formulas are used to ensure social diversity in schools. Adapted from OECD (2016), PISA 2015 Results (Volume II): Policies and Practices for Successful Schools, PISA, OECD Publishing, Paris. pp. 173- http://dx.doi.org/10.1787/9789264267510-en pp. 173-174 A very high percentage of children attend
- pre-primary education in the Netherlands
- privately funded kindergartens
- supplementary programmes
- playgroups
DOMANDA 7 - D INGLESE
Read the extract and for each question choose the answer which fits best according to the text The Dutch system makes extensive use of early tracking [ ... ] and school choice [ ... ] and is above the OECD average in grade repetition rates [ ... ] Yet the country is a consistently high performer in international assessments and shows satisfactory levels of academic equity. In particular, the Netherlands has policies and practices in place to mediate the effects of early tracking. As in many other countries, most students in the Netherlands start secondary education at the age of 12. What distinguishes their path through education from that of their counterparts in many other countries is that, after completing primary school, they no longer follow a unified curriculum. Instead, they are selected into one of eight different programmes that will prepare them for vastly different occupations later in life. For those who are educated in comprehensive systems, these choices are typically made much later, at the age of 15 or 16, once students have had more time to develop and explore their academic potential and their career interests (OECD, 2016a). [ ... ] Although compulsory education begins at age 5, enrolment in early childhood education and care at age 4 is nearly universal in the Netherlands. Unlike many other countries, a substantial proportion (nearly one-third) of spending on pre-primary education comes from public funds. Day care centres and pre-kindergartens also offer free supplementary programmes for disadvantaged children between the ages of 2.5 and 6 years for up to four days per week. These programmes, called VVE (voor en vroeg schoolse educatie), focus on Dutch language development and are publicly funded. Education is compulsory from the age of 5 to 18. Primary school lasts 8 years, typically from the age of 4 to 12. There is no national curriculum; instead, there are national attainment targets and reference levels for literacy and numeracy, which gives schools and teachers considerable freedom in selecting content and teaching methods. At the end of primary school, students are selected into one of the education tracks offering practical training, pre-vocational, general and pre-university secondary education. Students are assigned to various tracks based on their performance on a national examination at the end of primary school and on their primary teachers’ recommendation. Responsibility over national education policy, examinations and standards of quality lies with central authorities while matters concerning school management and school policies are largely decided at the local level by school boards and schools. Teachers are evaluated every three or four years, and the results of their appraisal can have an impact on their career advancement. [ ... ] Schools receive block grants based on their student population, and special funds are available to schools that serve disadvantaged students as well as those with special needs. At the primary level, schools receive grants from the government based on the educational background of the parents. At the secondary level, schools also receive extra funds for disadvantaged students; those funds, however, are not based on the educational background of the parents, but on school location. Targeted funding is also available to schools for special purposes (e.g. dropout prevention) and weighted formulas are used to ensure social diversity in schools.
DOMANDA 6 - A TEDESCO
Lesen Sie den folgenden Text und beantworten Sie ausschließlich auf der Grundlage des Textes die folgende Frage, indem Sie die richtige Antwort ankreuzen. Nur eine Antwort ist korrekt. Barrierefreie Schulen – Junge Delegierte diskutieren Viele Barrieren an Schulen sind bereits aus dem Weg geräumt worden, es sollten aber alle Barrieren beseitigt werden, um in der Lage zu sein, alle lokalen Bildungsanstalten physisch zu erreichen, sie betreten und sich barrierefrei in ihnen bewegen zu können:
- Bei Umbauten oder Modernisierungen von Bildungsanstalten müssen die Grundlagen der Barrierefreiheit respektiert werden, indem beispielsweise multifunktionelle Räume und/oder Ruheräume in Schulen geschaffen und in größerem Umfang flexible Unterrichtsmaterialien zur Verfügung gestellt werden. • In Abstimmung auf die individuellen Bedürfnisse sollten außerdem geeignete technische Hilfsmittel und Ausbildungsmaterialien angeboten werden. Die Jugendlichen diskutierten vier Problembereiche. Erstens kann die Erreichbarkeit von Bildungsanstalten nach wie vor schwierig sein. Die Nutzung öffentlicher Verkehrsmittel ist die bevorzugte Möglichkeit, diesbezüglich müssen aber Anpassungen vorgenommen werden. Sonderbeförderungsmittel werden nur dann als Alternative betrachtet, wenn es keine andere Möglichkeit gibt. Den Jugendlichen zufolge scheint der Mangel an praktikablen Beförderungsmitteln einer der Faktoren zu sein, die verhindern, dass Lernende vor Ort zur Schule gehen. Zweitens berichteten die Jugendlichen, dass Schulen inzwischen besser zugänglich sind. Die Anpassungsfähigkeit und Zugänglichkeit ihrer Schulen seien zufriedenstellend, sowohl formell – durch Einrichtung von Rampen, Aufzügen und angepassten Toiletten – als auch „kreativ“ – wenn Schulen und (hauptsächlich) Klassenkameraden bereit sind, bei Erschwernissen (zum Beispiel, wenn der Aufzug ausfällt) behilflich zu sein. Was die Einrichtung des Zugangs zu Notausgängen, zu verschiedenen Räumen, z. B. der Sporthalle und der Kantine, oder zu Aufzügen anbelangt, für die ein Schlüssel benötigt wird, um sie zu öffnen, sind Verbesserungen notwendig. Es ist wichtig, den persönlichen Schutz und die Sicherheit aller Lernenden sicherzustellen. Drittens wird die Bewegungsfreiheit innerhalb der Schule zunehmend erweitert und verbessert. Den Jugendlichen zufolge gibt es breite Flure und Schilder in Brailleschrift an wichtigen Stellen. Ruheräume und multifunktionelle Räumlichkeiten an Schulen werden als Mittler zwischen allen Lernenden empfunden und sollten häufiger eingerichtet werden. Die Delegierten berichteten, dass Unterrichtsstunden in Klassenzimmern stattfinden, die für alle Klassenkameraden zugänglich sind. Schließlich seien auch immer mehr angepasste technische Hilfsmittel und Materialien verfügbar, die eine Voraussetzung für Inklusion darstellen. Die jungen Lernenden waren sich einig, dass es keine universellen Lösungen gebe, weshalb es umso wichtiger sei, nach den Bedürfnissen des Einzelnen zu fragen und sie zu respektieren. Schulen müssen flexibel sein und über Alternativen verfügen, um improvisieren können. Die Einrichtungen an der Schule sollten die Bedürfnisse aller Lernenden abdecken. Beispiele von Delegierten zum Schwerpunkt Barrierefreiheit in der Schule: 1) Die Schule ist für Schüler mit körperlicher Behinderung und für Rollstuhlfahrer zugänglich, z. B. gibt es Rampen, Aufzüge, barrierefreie Toiletten usw. 2) An unserem Gymnasium gibt es Aufzüge, aber auch viele Treppen. Wir haben vier Stockwerke, und man braucht einen Schlüssel, um den Aufzug zu benutzen; das macht es sehr kompliziert. Die Schule hat versprochen, etwas dagegen zu tun. 3) Bei Umbauplänen für Schulen müssen physische Barrieren berücksichtigt werden. Es steht genug Geld zur Verfügung. 4) Meine Schule versucht, Geldmittel aufzutreiben, um die noch vorhandenen Barrieren zu beseitigen, aber es ist schwierig. „Aktiv werden für inklusive Bildung“ 2016, Seiten 11-13 (21.09.2018) https://www.european-agency.org/sites/default/files/Take%20Action%20for%20Inclusive %20Education_DE.pdf Was bedeutet der Satz „Viele Barrieren an Schulen sind bereits geräumt worden“?
- Viele Barrieren an Schulen sind schon entfernt worden.
- Viele Schulen sind komplett barrierefrei.
- Alle Schulen sind physisch zu erreichen.
- Viele Barrieren an Schulen sind noch nicht entfernt worden.
Barrierefreie Schulen – Junge Delegierte diskutieren Viele Barrieren an Schulen sind bereits aus dem Weg geräumt worden, es sollten aber alle Barrieren beseitigt werden, um in der Lage zu sein, alle lokalen Bildungsanstalten physisch zu erreichen, sie betreten und sich barrierefrei in ihnen bewegen zu können:
- Bei Umbauten oder Modernisierungen von Bildungsanstalten müssen die Grundlagen der Barrierefreiheit respektiert werden, indem beispielsweise multifunktionelle Räume und/oder Ruheräume in Schulen geschaffen und in größerem Umfang flexible Unterrichtsmaterialien zur Verfügung gestellt werden. • In Abstimmung auf die individuellen Bedürfnisse sollten außerdem geeignete technische Hilfsmittel und Ausbildungsmaterialien angeboten werden. Die Jugendlichen diskutierten vier Problembereiche. Erstens kann die Erreichbarkeit von Bildungsanstalten nach wie vor schwierig sein. Die Nutzung öffentlicher Verkehrsmittel ist die bevorzugte Möglichkeit, diesbezüglich müssen aber Anpassungen vorgenommen werden. Sonderbeförderungsmittel werden nur dann als Alternative betrachtet, wenn es keine andere Möglichkeit gibt. Den Jugendlichen zufolge scheint der Mangel an praktikablen Beförderungsmitteln einer der Faktoren zu sein, die verhindern, dass Lernende vor Ort zur Schule gehen. Zweitens berichteten die Jugendlichen, dass Schulen inzwischen besser zugänglich sind. Die Anpassungsfähigkeit und Zugänglichkeit ihrer Schulen seien zufriedenstellend, sowohl formell – durch Einrichtung von Rampen, Aufzügen und angepassten Toiletten – als auch „kreativ“ – wenn Schulen und (hauptsächlich) Klassenkameraden bereit sind, bei Erschwernissen (zum Beispiel, wenn der Aufzug ausfällt) behilflich zu sein. Was die Einrichtung des Zugangs zu Notausgängen, zu verschiedenen Räumen, z. B. der Sporthalle und der Kantine, oder zu Aufzügen anbelangt, für die ein Schlüssel benötigt wird, um sie zu öffnen, sind Verbesserungen notwendig. Es ist wichtig, den persönlichen Schutz und die Sicherheit aller Lernenden sicherzustellen. Drittens wird die Bewegungsfreiheit innerhalb der Schule zunehmend erweitert und verbessert. Den Jugendlichen zufolge gibt es breite Flure und Schilder in Brailleschrift an wichtigen Stellen. Ruheräume und multifunktionelle Räumlichkeiten an Schulen werden als Mittler zwischen allen Lernenden empfunden und sollten häufiger eingerichtet werden. Die Delegierten berichteten, dass Unterrichtsstunden in Klassenzimmern stattfinden, die für alle Klassenkameraden zugänglich sind. Schließlich seien auch immer mehr angepasste technische Hilfsmittel und Materialien verfügbar, die eine Voraussetzung für Inklusion darstellen. Die jungen Lernenden waren sich einig, dass es keine universellen Lösungen gebe, weshalb es umso wichtiger sei, nach den Bedürfnissen des Einzelnen zu fragen und sie zu respektieren. Schulen müssen flexibel sein und über Alternativen verfügen, um improvisieren können. Die Einrichtungen an der Schule sollten die Bedürfnisse aller Lernenden abdecken. Beispiele von Delegierten zum Schwerpunkt Barrierefreiheit in der Schule: 1) Die Schule ist für Schüler mit körperlicher Behinderung und für Rollstuhlfahrer zugänglich, z. B. gibt es Rampen, Aufzüge, barrierefreie Toiletten usw. 2) An unserem Gymnasium gibt es Aufzüge, aber auch viele Treppen. Wir haben vier Stockwerke, und man braucht einen Schlüssel, um den Aufzug zu benutzen; das macht es sehr kompliziert. Die Schule hat versprochen, etwas dagegen zu tun. 3) Bei Umbauplänen für Schulen müssen physische Barrieren berücksichtigt werden. Es steht genug Geld zur Verfügung. 4) Meine Schule versucht, Geldmittel aufzutreiben, um die noch vorhandenen Barrieren zu beseitigen, aber es ist schwierig. „Aktiv werden für inklusive Bildung“ 2016, Seiten 11-13 (21.09.2018) https://www.european-agency.org/sites/default/files/Take%20Action%20for%20Inclusive %20Education_DE.pdf Wenn man eine Schule renoviert,
- muss man multifunktionelle Räume abschaffen.
- muss man über technische Hilfsmittel abstimmen.
- muss man auf die Barrierefreiheit achten.
- muss man individuelle Bedürfnisse anbieten.
DOMANDA 6 - C TEDESCO
Lesen Sie den folgenden Text und beantworten Sie ausschließlich auf der Grundlage des Textes die folgende Frage, indem Sie die richtige Antwort ankreuzen. Nur eine Antwort ist korrekt. Barrierefreie Schulen – Junge Delegierte diskutieren Viele Barrieren an Schulen sind bereits aus dem Weg geräumt worden, es sollten aber alle Barrieren beseitigt werden, um in der Lage zu sein, alle lokalen Bildungsanstalten physisch zu erreichen, sie betreten und sich barrierefrei in ihnen bewegen zu können:
- Bei Umbauten oder Modernisierungen von Bildungsanstalten müssen die Grundlagen der Barrierefreiheit
respektiert werden, indem beispielsweise multifunktionelle Räume und/oder Ruheräume in Schulen geschaffen und in größerem Umfang flexible Unterrichtsmaterialien zur Verfügung gestellt werden. • In Abstimmung auf die individuellen Bedürfnisse sollten außerdem geeignete technische Hilfsmittel und Ausbildungsmaterialien angeboten werden. Die Jugendlichen diskutierten vier Problembereiche. Erstens kann die Erreichbarkeit von Bildungsanstalten nach wie vor
