HEY project refers to the adequacy of training approaches used by primary school's teachers with relation to the main trends of social change in progress. These trends apply to: • Family changes and the arrival of new type of families, more complex and with more members; • Evolution of educational and existential styles; • Diversification of cultural context; • Extension of the gap between rich and poor people and the crisis of middle class; • New learning approaches and educational disadvantage. “Inequalities persist in European education systems. Pupils from poor socio-economic backgrounds perform worse at school than their peers in all EU countries. Children from immigrant backgrounds, the disabled, and Roma children are among the most vulnerable groups affected. At the same time, there are large differences between countries in the extent to which family background influences learning outcomes". (Source: EU Commission). In this context, the school is one of the main pillar against the process of social molecularization but, in order to act efficiently, must be able to engage with different interlocutors than those of the past and different from each other for many reasons: needs, expectations, values, training models. The project is based on the idea to create specific training tools to enable teachers to engage directly, at least potentially, with each student (especially with those at risks of exclusion for social or economic reasons, or for cognitive or physical disabilities) and each family in an individual and group way, to reconnect this relationship into networks of exchange and social cohesion to take them away to their solitude and/or prevent the risk that they establish new types of solitude in their scholastic experience. This dual ability to welcome/receive, through enhancing practices of individualization and the connection of individual differences, is the essential requirement of every inclusive school, able to reflect the evolution of the needs traditionally attributed to the deficit area. The aim of the project is to empower teachers engaged in children education (and, consequently, the students together with their families) in practical skills that allows them to handle daily challenges more effectively and enhance their ability of inclusion and their level of social wellbeing in a sustainable way. Moreover, an added value is the creation of a "Protocol" containing the procedures, the learning approaches, training tools and physical/logistic aspects of the "inclusive learning environments" that will be used as a guide for the validation and certification of these specific inclusive skills and competencies. So, in this framework, the expected results, can be listed as follow:1. raising awareness of the importance of inclusion and social wellbeing and families/schools relationship in educational paths. 2. building the ability of teachers to engage directly with each student and each family in an individual way, (to reconnect this relationship into networks of exchange and social cohesion to take them away to their solitude and to prevent the risk that they establish new types of solitude in their scholastic experience). lt is expected to transfer, in a first step, to 12 primary school teachers (2 per partner), the inclusive competencies provided by the use of the new training tools. Considering a so called "cascade model" effect, these teachers will transfer to other 10 colleagues these competencies (at the end of the project, the teachers trained will be 120). 3. providing training tools to ensure an optimal and social environment; (the use of tools by more than 2,500 teachers is expected in the schools of the partner countries involved and in general in Europe). 4. creation of a more inclusive school structure model and a more inclusive model of learning environment, easily transferrable. In this way the training facilitates the target groups to improve their performances, under the different points of view, in educational paths. 5. creating electronic tools, apps for smartphones and other online tools, addressed to target groups, with the aim to facilitate the decreased early school leaving among the students involved. 6. creating a protocol, containing a scheme for the validation of competencies (according to EQF) in the framework of social inclusion in school teaching. (nr of expected adoption of the Protocol by schools or public bodies: 5 per partner country + nr of teachers requiring the certification of competencies through the procedures contained in the protocol: 500).
il progetto europeo “Hey! Teacher, don't leave the kids alone” promosso dal Consorzio Internazionale che lavora sul concetto di educazione inclusiva costituito da Alma Mater Studiorum – Università di Bologna (IT), coordinatore scientifico Prof.ssa Patrizia Sandri, IERFOP Onlus (IT), University of Lodz (PL), Tricherousa primary School (CY), Vilnius College (LT), Novo Mesto (SL), è focalizzato sull’appropriatezza degli approcci di formazione utilizzati dagli insegnanti della scuola primaria in relazione alle principali tendenze dei mutamenti sociali in corso. Queste tendenze si riferiscono a: • le modifiche familiari e l'arrivo di nuovi tipi di famiglie, più complessi e con più membri; • Evoluzione degli stili educativi ed esistenziali; • diversificazione del contesto culturale; • Estensione del divario tra ricchi e poveri e crisi della classe media; • nuovi approcci di apprendimento e svantaggi educativi. "Le disparità persistono nei sistemi educativi europei. Gli alunni provenienti da famiglie con un livello socio economico basso hanno risultati scolastici peggiori rispetto ai loro coetanei in tutti i paesi dell'UE. I bambini immigrati, i disabili e i rom sono tra i gruppi più vulnerabili. Allo stesso tempo, esistono grandi differenze tra i paesi anche se sembra che comunque lo sfondo familiare influenzi i risultati dell'apprendimento "(Fonte: Commissione dell'UE). In questo contesto, la scuola è uno dei pilastri principali contro il processo di molecolarizzazione sociale, ma per agire in modo efficiente deve essere in grado di impegnarsi con interlocutori diversi da quelli del passato e diversi tra loro per molte ragioni: bisogni, aspettative, valori, modelli di formazione. Il progetto si basa sull'idea di creare strumenti specifici di formazione per consentire agli insegnanti di impegnarsi direttamente, almeno potenzialmente, con ciascun studente (in particolare con quelli a rischio di esclusione per ragioni sociali o economiche, o per disabilità cognitive o fisiche) e con ogni rispettiva famiglia. In modo individuale e collettivo, ricollegare questa relazione in reti di scambio e coesione sociale per allontanarle nella loro solitudine e / o impedire il rischio di instaurare nuovi tipi di solitudine nella loro esperienza scolastica. Questa doppia capacità di accogliere / ricevere, attraverso la valorizzazione delle pratiche di individualizzazione in base alle differenze individuali, è il requisito essenziale di ogni scuola inclusiva, in grado di riflettere l'evoluzione delle esigenze tradizionalmente attribuite all'area del deficit. L'obiettivo del progetto è quello di potenziare gli insegnanti impegnati nella didattica (rivolta agli studenti e alle loro famiglie) nelle competenze pratiche che permettano loro di gestire efficacemente le sfide quotidiane e di aumentare la loro capacità di inclusione e il livello di benessere sociale in modo sostenibile. Inoltre, un valore aggiunto è la creazione di un "Protocollo" contenente le procedure, gli approcci di apprendimento, gli strumenti di formazione e gli aspetti fisici / logistici degli "ambienti di apprendimento inclusi" che saranno utilizzati come guida per la convalida e la certificazione di tali specifiche capacità e competenze comprensive. Quindi, in questo quadro, i risultati attesi, possono essere elencati come segue: 1. sensibilizzare circa l'importanza dell'integrazione e del benessere sociale e delle relazioni familiari / scolastiche nei percorsi formativi; 2. costruire la capacità degli insegnanti di impegnarsi direttamente con ciascun studente e con ogni famiglia in modo individuale (per ricollegare questo rapporto in reti di scambio e coesione sociale per allontanarle nella loro solitudine e impedire il rischio di stabilire nuovi tipi di solitudine nella loro esperienza scolastica). Si è previsto di trasferire, in un primo passo, a 12 insegnanti di scuola primaria (2 per partner), le competenze comprensive fornite dall'uso di nuovi strumenti di formazione. Considerando un cosiddetto "modello a cascata", questi docenti trasferiranno ad altri colleghi le competenze acquisite; 3. fornire strumenti di formazione per garantire un ambiente sociale e di apprendimento ottimale; 4. la creazione di un modello di struttura scolastica più inclusiva e un modello di insegnamento/apprendimento più inclusivo facilmente trasferibile; In questo modo la formazione aiuta i destinatari a migliorare le loro prestazioni, sotto i diversi punti di vista, nei percorsi educativi. 5. creazione di strumenti elettronici, applicazioni per smartphone e altri strumenti online, destinati a gruppi target, con l'obiettivo di diminuire la dispersione scolastica tra gli studenti coinvolti. 6. la creazione di un protocollo contenente uno schema per la convalida delle competenze (secondo EQF) nel quadro dell'inclusione sociale nell'insegnamento scolastico.
Hey! Teachers don't leave the kids alone
Patrizia Sandri
2018
Abstract
HEY project refers to the adequacy of training approaches used by primary school's teachers with relation to the main trends of social change in progress. These trends apply to: • Family changes and the arrival of new type of families, more complex and with more members; • Evolution of educational and existential styles; • Diversification of cultural context; • Extension of the gap between rich and poor people and the crisis of middle class; • New learning approaches and educational disadvantage. “Inequalities persist in European education systems. Pupils from poor socio-economic backgrounds perform worse at school than their peers in all EU countries. Children from immigrant backgrounds, the disabled, and Roma children are among the most vulnerable groups affected. At the same time, there are large differences between countries in the extent to which family background influences learning outcomes". (Source: EU Commission). In this context, the school is one of the main pillar against the process of social molecularization but, in order to act efficiently, must be able to engage with different interlocutors than those of the past and different from each other for many reasons: needs, expectations, values, training models. The project is based on the idea to create specific training tools to enable teachers to engage directly, at least potentially, with each student (especially with those at risks of exclusion for social or economic reasons, or for cognitive or physical disabilities) and each family in an individual and group way, to reconnect this relationship into networks of exchange and social cohesion to take them away to their solitude and/or prevent the risk that they establish new types of solitude in their scholastic experience. This dual ability to welcome/receive, through enhancing practices of individualization and the connection of individual differences, is the essential requirement of every inclusive school, able to reflect the evolution of the needs traditionally attributed to the deficit area. The aim of the project is to empower teachers engaged in children education (and, consequently, the students together with their families) in practical skills that allows them to handle daily challenges more effectively and enhance their ability of inclusion and their level of social wellbeing in a sustainable way. Moreover, an added value is the creation of a "Protocol" containing the procedures, the learning approaches, training tools and physical/logistic aspects of the "inclusive learning environments" that will be used as a guide for the validation and certification of these specific inclusive skills and competencies. So, in this framework, the expected results, can be listed as follow:1. raising awareness of the importance of inclusion and social wellbeing and families/schools relationship in educational paths. 2. building the ability of teachers to engage directly with each student and each family in an individual way, (to reconnect this relationship into networks of exchange and social cohesion to take them away to their solitude and to prevent the risk that they establish new types of solitude in their scholastic experience). lt is expected to transfer, in a first step, to 12 primary school teachers (2 per partner), the inclusive competencies provided by the use of the new training tools. Considering a so called "cascade model" effect, these teachers will transfer to other 10 colleagues these competencies (at the end of the project, the teachers trained will be 120). 3. providing training tools to ensure an optimal and social environment; (the use of tools by more than 2,500 teachers is expected in the schools of the partner countries involved and in general in Europe). 4. creation of a more inclusive school structure model and a more inclusive model of learning environment, easily transferrable. In this way the training facilitates the target groups to improve their performances, under the different points of view, in educational paths. 5. creating electronic tools, apps for smartphones and other online tools, addressed to target groups, with the aim to facilitate the decreased early school leaving among the students involved. 6. creating a protocol, containing a scheme for the validation of competencies (according to EQF) in the framework of social inclusion in school teaching. (nr of expected adoption of the Protocol by schools or public bodies: 5 per partner country + nr of teachers requiring the certification of competencies through the procedures contained in the protocol: 500).I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
