SPECIFICS IN EDUCATION OF ROMA AND OTHER SOCIALLY DISADVANTAGED CHILDREN. May 17 – 21, 2011 Bratislava, Slovakia SPECIFICS IN EDUCATION OF SOCIALLY DISADVANTAGED CHILDREN IN ARAGÓN (SPAIN) Belén Palús Acín [email protected]
Dec 25, 2015
SPECIFICS IN EDUCATION OF ROMA AND OTHER SOCIALLY DISADVANTAGED CHILDREN.May 17 – 21, 2011
Bratislava, Slovakia
SPECIFICS IN EDUCATION OF SOCIALLY DISADVANTAGED CHILDREN IN ARAGÓN (SPAIN)
Belén Palús Ací[email protected]
SPECIFICS IN EDUCATION OF SOCIALLY DISADVANTAGED CHILDREN IN ARAGÓN (SPAIN)
Belén Palús Ací[email protected]
PRESENTATION: PRESENTATION:
• PHYSICAL EDUCATION TEACHER (SECONDARY SCHOOL) (government employee)
• DEGREE IN P.E. • DEGREE IN SOCIAL EDUCATION
• EDUCATIONAL ADVISER IN A CENTRE OF TEACHERS AND RESOURCES (temporary)
WHAT IS THE CENTRE OF TEACHERS AND RESOURCES ?WHAT IS THE CENTRE OF TEACHERS AND RESOURCES ?
• PUBLIC ORGANIZATION
• ADVISE TEACHERS (kindergarden, primary and secondary school)• ORGANIZE COURSES.
• MY JOB AREA: - COHABITATION IN SCHOOLS,
- SERVICES FOR MINORITY GROUPS- MULTICULTURALISM.
• Other areas: New technologies, Basic competences, school libraries.
GRAUS
HUESCA
Where?Where?
SPANISH EDUCATIONAL SYSTEMSPANISH EDUCATIONAL SYSTEM
years
SERVICES FOR DISADVANTAGED STUDENTSSERVICES FOR DISADVANTAGED STUDENTS
• Main principles:
• quality education to all students,• equality of opportunity, • inclusion and non-discrimination in education• flexibility to adapt teaching for diversity
What does diversity mean?What does diversity mean?
Inherent condition to the human development, each student has their own individual characteristics and differences affecting their learning process (different aptitudes, interests, cognitive styles, personality, etc..) WE ARE ALL DIFFERENT.
WHEN WHEREWHO HOW
Primary
Secondary
Head team
Tutor/PedagogicalTeam
Special NeedsTeachersOther specialists
Guidance services
Centre
Clasroom
Individual
General
Specífic
Attentionto Diversity Projects
CONCEPTUAL MAP – working with diversityCONCEPTUAL MAP – working with diversity
SUPPORT FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS
SUPPORT FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS
LOE (Art. 71): (main spanish education law)• Special Needs from disabilities or deep behaviour disorders (ACNEEs)
– Resolución del 26 de Octubre de 2010:
- Hearing disability- Visual disability- Physical disability - Intelectual disability- Speech or language disability- General development disorder- Behaviour disorder- Slow Developement
• Specific learning dificulties. • Gifted and talented• Late schooling• Personal and school background.
MEASURES BY THE CENTRE : perfomed by teams of teachers for educational centres
MEASURES BY THE CENTRE : perfomed by teams of teachers for educational centres
EDUCATIONAL PLAN OF THE SCHOOL : Identity, sensibility to attention to diversity
CURRICULAR PROJECT (Primary and Secondary Education )
PAT: Tutoring PlanPAD: Attention to Diversity Project.
• Based on normalization and social inclusion.• Establish decisions regarding educational support• Measures carried out by all teachers involved (general, specialist, special needs teacher)
CLASSROOM MEASURES: perfomed by each teacher for a particular group
CLASSROOM MEASURES: perfomed by each teacher for a particular group
METHODOLOGY: Classroom and spaces organization
Time organizationOutside of class organization
CONTENTS: Contextualized, Prioritized, Organized
MATERIALS: Selected, different access paths
ACTIVITIES: Introductory, reinforce, consolidation. Modify complexity and abstraction.
INDIVIDUAL MEASURES:perfomed by each teacher for a particular student
INDIVIDUAL MEASURES:perfomed by each teacher for a particular student
• Time flexibility
• Planning tasks
• Different ways of presenting information
• Giving examples
• Motivating and introducing significant topics.
• Anticipating tasks
• Curricular adaptations
o Access to learningo Curricular elements
ATTENTION TO DIVERSITYPrimary and Secondary
GENERALS MEASURES
MEASURES FOR STUDENTS WITH
SPECIFIC EDUCATIONAL
SUPPORT NEEDS
OFFICIAL PROGRAMS FOR ATTENTION TO
DIVERSITY
PURPOSE :to facilitate all students the consecution of basic skills and learning objetives, following and inclusive approach thoughout continuous improvement processes that promote their capabilities developement, complete learning and equality of opportunities (Art. 14. Orden 9.05.07-BOA 1.06.07)
ATTENTION TO DIVERSITY Primary Education
GENERAL MEASURES SPECIFIC MEASURES(ACNEAE) PROGRAMS
FLEXIBLE GROUPS
SUPPORT WITHIN ORDINARY GROUP
DIVIDED GROUPS
NON MEANINFUL CURRICULAR
ADAPTATIONS
SPECIAL EDUCATIONAL NEEDS
GIFTED AND TALENTED
(flexibilization)
LATE SCHOOLING (a year late schooling and
suppot)
Spanish classroom for immigrants
Educational reinforcement
program
School mentoring program -
Support and Reinforcement
Program for Capabilities
Developement
ATTENTION TO DIVERSITY ESO
GENERAL MEASURES SPECIFIC MEASURES(ACNEAE)
PROGRAMS
FLEXIBLE GROUPS
SUPPORT WITHIN ORDINARY GROUP
DIVIDED GROUPS
NON MEANINFUL CURRICULAR
ADAPTATIONS
OPTIONALSUBJECTS
OPTIONAL SUBJECTS 4 º ESO
VARIOUS SUBJECTS
SPECIAL EDUCATIONAL NEEDS
REINFORCE FOR GENERAL LEARNING DIFICULTIES
GIFTED AND TALENTED (significant- flexibility)
LATE SCHOOLING (a year late schooling and support
and temporary support groups)
EXCEPTIONALDROP OUT RISK (Modalidades organizativa
extraordinarias)
P.A.B.(Basic Learning Program)
P.D.C.(Curricular diversification
Program)P.C.P.I.
(Initial Professional Qualification Program)
OTHER PROGRAMS
Spanish classroom for immigrants
Educational reinforcement program
School mentoring program -
Support and Reinforcement
EDUCATIONAL INTERVENTION FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS: PERSONAL SOCIAL AND CULTURAL DIFFICULTIES OR SERIOUS ADAPTATIONAL
PROBLEMS IN SCHOOLS
EDUCATIONAL INTERVENTION FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS: PERSONAL SOCIAL AND CULTURAL DIFFICULTIES OR SERIOUS ADAPTATIONAL
PROBLEMS IN SCHOOLS
• Students – with social factors that put them at a disadvantage in the
educational system, as well as problems with integrating or starting school late.
– belonging to ethnic or cultural minorities.– who have personal, family or social reasons that make it
difficult for them to follow a regular school process.
TARGET GROUPS:TARGET GROUPS:
ACTIONS:• Compensation plan of education in schools.• KINDERGARDEN AND PRIMARY SCHOOL:
Curricula actions: adaptation of the curriculum to the needs of students, cooperative methodologies, adding elements of different cultural and social groups found in the schools...
Organizational actions: flexible grouping, specific interventions outside the classroom with another teacher.Tutorship actions: individual monitoring of students, connecting families with the centre.
• SECONDARY SCHOOL:Regular measures: individualized support in the classroom (Maths and Spanish literature) ,splitting of groups of students, flexible grouping.Special measure: support groups (out of the classroom-max: 15 hours/week).
Important coordination between primary and secondary schools.
SERVICES FOR IMMIGRANT STUDENTS:
WELCOME PROGRAM AND INTEGRATION OF IMMIGRANT STUDENTS
In school centres:• Development of a protocol for reception and
integration• Tutor for immigrants• Spanish language classes for immigrant pupils.• Linguistic and curricular support
• MORE SERVICES:• Counseling for diversity in resource and teachers
centres.• Counseling for diversity in educational administration.• Inspection of education.• CAREI: Aragonés Resource Centre for Intercultural
Education– www.carei.es
It is a centre created by the Department of Education, Culture and Sport of the Government of Aragon serving the Aragon education community for everything related to the induction and integration of the immigrant population in an educational context and from and inter-cultural viewpoint.Interesting documents translated into these languages : Chinese, Romanian, Russian, Arabic, French, English, Portuguese, Bulgarian, Polish, Wolof (Senegal).
• Pío XII Primary School is located in Huesca, a small town of about 45,000. It is located in northern Spain.
PUPILS
INMIGRANTS
GYPSIES
SPANISH DESCENT
REAL EXAMPLE: PÍO XII SCHOOL (PRIMARY)REAL EXAMPLE: PÍO XII SCHOOL (PRIMARY)
With childrens:
• Workshops with the participation of families (kindergarden stage)• A child is chosen to be ¨Star of the week¨ in kindergarden stage.• Activities to encourage reading.• Tutorial Action Plan: Social skills.• Organization of fun playtime.• Coexistence with other primary and secondary schools
EDUCATIONAL ACTIVITIESEDUCATIONAL ACTIVITIES
• More activities:• School recreational activities (after lunch)• Choir• Mediation• Assemblies• Cooperative work• Spanish classroom
• With families:• Information meetings and particular interviews.• Literary gatherings of families and teachers.
• With teachers:
• Welcome meeting in the beginning of the academic year.
• Coordination and information meetings.
• Training: working in groups, training projects in the Centre
• Coexistence group formed for teachers.
• Literary gatherings of families and teachers.
• Danger of creating "ghetto schools" in cities.
Equal distribution of students in different districts of the city.
No African schools.No American schools.No Moroccan schools.No Spanish schools…
MULTICULTURAL EDUCATION
ACCEPT DIVERSITY IN THE SCHOOLS