Session Information
20 SES 03 B, Inclusion in Practice
Paper Session
Contribution
The project we've done is the set of ideas and experiences of the group of professionals who are part of the special needs education centre for St. Joan de la Creu. Our society evolves, suffers new phenomena involving new situations, new conflicts that require different approaches and solutions. The current social and educational changes force us to rethink many basic points on which the school is focused
One issue that we confront as an educational community is the kind of school that we would be over and see that everything is the student, the child, measure the extent of its development to exploit its potential, possibilities ... order to provide this, we have received schooling in the Shared mode: these students made a part of the timetable to our Centre and elsewhere in mainstream schools.
These types of schooling is appropriate for students who require specialized and individualized attention, close to the centre specific but, they can enjoy the aspects involved socialize ordinary school.
From the school, I saw that as most of our students have some pretty serious pathologies (physical, sensory, intellectual property and severe mental illness) can not enjoy these schooling, that's why we are making a new mode "shared activities"
We appreciate that some students could have input more difficult to assume a shared education could also be convenient to live together and share, at least, some sporadic activity, with pupils of ordinary closest they can offer an appropriate model of socialization. Besides this experience could mean a preparation towards a shared future schooling if it looked appropriate and possible.
We analyze situations which could promote interaction between students and decided that a pair-group tutoring of students in the school went to a centre with their regular teacher and tutor support if you need someone else will be integrated at group class that has more or less the age of our students share their time, space and some activities (fine arts, music, physical education, swimming and recreation).
Method
Expected Outcomes
References
Borsani, M. J. (2007). Integración educativa, diversidad y discapacidad en la escuela plural 50 talleres de capacitación. Buenos Aires: Novedades Educativas. Gallardo Vázquez, P. (2005). Deficiencia mental y necesidades educativas especiales. [Sevilla]: Departamento de Teoría e Historia de la Educación y Pedagogía Social, Universidad de Sevilla. Generalitat de Catalunya (2009). Llei d’Educació de Catalunya (LEC) [disponible el 10-09-09 en http://www.gencat.cat/diari/5422/09190005.htm] Gómez Martínez, J. (2007). Necesidades educativas especiales e integración. Almería: Háblame Ediciones. Hermoso Bullón, G. (2008). Autismo y síndrome de Asperger Conceptualización y necesidades educativas especiales. Málaga: Ediped. López Sánchez, M. (2006). La dignificación del alumnado con necesidades educativas especiales. Granada: Grupo Editorial Universitario. Marchesi, A., Coll, C., & Palacios González, J. (2005). Trastornos del desarrollo y necesidades educativas especiales. Desarrollo Psicológico Y Educación. Madrid: Alianza ed. Slee, R. (2009). Irregular Schooling Special Education, Regular Education and Inclusive Education. New York: Routledge
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