IGNASI PUIGDELLIVOL PDF

Seller Rating:. Condition: Bueno. Barcelona Seller Inventory More information about this seller Contact this seller 1. Condition: New.

Author:Dilkree Taukinos
Country:Eritrea
Language:English (Spanish)
Genre:Relationship
Published (Last):4 August 2007
Pages:160
PDF File Size:16.43 Mb
ePub File Size:9.7 Mb
ISBN:555-7-62205-259-8
Downloads:2109
Price:Free* [*Free Regsitration Required]
Uploader:Meztill



What is inclusive school? Unlike integration, inclusion focuses on the changes a school has to do to assist everyone, kids with disabilities or coming from a different culture. Therefore, this master has two itineraries, the two postgraduate courses that create it: one is focused on the difficulties of learning and the other is more social, aimed at the attention of diversity. In any of these cases, however, the perspective is the same, the teacher who goes to school willing to organize transforming process, advice colleagues with resources, etc.

In this sense, the master covers necessary fields. We first thought of the profile of the student, and basically, we thought of the special education teacher, also called support teacher and resource teacher, or therapeutic pedagogue. Yes, there is a part of the registered students who are interested in working as special education teachers, to accompany teachers or going to a special education school, which is also an option, but a lot of the registered students, and that is very positive, are general teachers who think this training will be useful to help the kids at school.

What students are involved in this inclusion? Not only kids with inabilities or learning difficulties, we also think of the social factors, such as newcomers, with a different language. Inclusion has a wide range of actions.

In our case, living in a western society, inclusion faces high indexes of educational failure which sometimes point to vulnerable minorities, immigration, the gypsy collective This would be the case we talked about when referring to assist diversity. Inclusion also has to face learning difficulties, we are not sure if they are caused by the kid or the wrong way the system works in, and the different incapacities. One of the keys we try to share with the students is the collaboration between the teacher and the support teacher, as well as the skills of supporting without constraining, helping and understanding how the student sees and experiences everything.

The different typologies of students who need support can involve very different specialities. The master is very ambitious in this sense. If I had to mention one differentiating trait it would be the teaching staff, because it is very powerful.

We have the collaboration of teachers of the University of Barcelona who majored in child abuse, in family assistance, immigration, autism, learning difficulties in mathematics and technology applied to educational support. When inclusion is done properly, the teaching quality grows no matter what. I have seen this here and in other places when I helped in integration issues. I mean this is a reality.

There is a second reality which I give a lot of importance to although not everyone does, and it is attitude. It is a high value task. There have been several researches on this topic and now there is one about to finish, by a teacher of the master, based on the experience of Catalan schools with the collaboration of the Ministry of Education. It analyses the relationship between the inclusion of the centres and the academic performance of the students.

Research from other countries says that there were no significant differences, but they measured the inclusion through the number of kids with disabilities in the centre. In this case the research has been carried out through a survey where the real level of inclusion is detected. However we have not detected significant differences in this case. Some say there is a positive relation between inclusion and academic performance.

However most of them do not see a significant correlation among both things. What we can confirm is that neither of the researches has concluded that the efficiency of the class lowers when their students are trained in inclusion. Universitat de Barcelona. Research and Innovation. Cercador Search. Mundet Campus. Share this at: More. Interesting links Press Review Events Experts guide.

Follow us:.

MENTAL RETARDASYON PDF

Ignasi Puigdellivol

What is inclusive school? Unlike integration, inclusion focuses on the changes a school has to do to assist everyone, kids with disabilities or coming from a different culture. Therefore, this master has two itineraries, the two postgraduate courses that create it: one is focused on the difficulties of learning and the other is more social, aimed at the attention of diversity. In any of these cases, however, the perspective is the same, the teacher who goes to school willing to organize transforming process, advice colleagues with resources, etc. In this sense, the master covers necessary fields. We first thought of the profile of the student, and basically, we thought of the special education teacher, also called support teacher and resource teacher, or therapeutic pedagogue.

JEREMY YUDKIN UNDERSTANDING MUSIC 6TH EDITION PDF

.

LA CIUDAD DEL SOL TOMMASO CAMPANELLA PDF

.

Related Articles