1. “Outdoor learning and sport activities”
ERASMUS+ KA2
“Outdoor learning and sport activities”
Partinico 8th-12th May 2017
Istituto Comprensivo “Cassarà-Guida”

2. Inclusion: our main goal, our challenge, our daily choice Istituto Comprensivo “Cassarà- Guida” Partinico
Partinico 8th-12th May 2017

3. The Italian education system framework
In Italy the education system pays a great attention to inclusion issues, linked to disability, difference, disadvantage…
In 1992 students with disabilities were allowed to attend mainstream schools, within the ordinary sections and classes, at all educational levels.
In 2010 the education system recognized that pupils with learning disorders (dyslexia, dysgraphia, dysorthographia and dyscalculia) needed a new way of teaching according to their way of learning, rather than special teachers.

4. The Italian education system framework
In addition to the learning disorders, in 2012 the education system enlarged the inclusive process to other kinds of difficulties, as socio- economic, cultural or linguistic disadvantages.
Of course, these kinds of issues require more inclusive practices in classrooms through individualised and personalised education plans.

5. What does inclusion mean in our experience?
The Istituto comprensivo “ Cassarà Guida” is attended by 986 students aged 3 to 13:
3–5 = –10 = –13 = 356
65% belongs to middle-high class
35% comes from middle or low class.
The inclusion process is related to students with:
disabilities or specific learning disorders with medical certification (7%)
socio-economic disadvantages, low class origins or “at risk” families (11%)
cultural and linguistic disadvantages in relation with immigration process, coming from East European Countries and North Africa (3% )

6. Goals of our school education plan
All students are welcomed
Every pupil can feel well, can participate, give his/her positive contribution
Each one can learn according to his/her pace
Everyone knows that diversity is enriching
Every student is a full member of a community based on the respect of rules, respect of different origins, beliefs, cultures, way of living.
Eveybody can be an active member with a leading role in his/her learning process.

7. difficulties and limits we meet in everyday work
Classes composed of more than 25 students
Difficulty to give all students the time and the attention which everyone deserves
Behavioural problems: lack of respect of rules, other people, environment
Inability to work in groups and to cooperate
Failures in learning processes
Drop out (low percentage)

8. Our approaches to build an inclusive school - community:
As far the students with special needs:
Periodic meeting with the Work Group for Inclusion (GLI) between support teachers, medical staff, parents, professional figures involved in the student’s life
Draft of Individual Education Plan and individualised teaching and learning
Personalised use of technology and compensatory tools

9. Our approaches to build an inclusive school - community:
Focus on learner centred curriculum
In each class support teachers work with the whole class and cooperate with colleagues to promote inclusion through personalised learning;
Planning of activities by using inclusive methodologies such as cooperative learning, pair work and group work
Extra curricular projects about emotional education, active citizenship, metacognition
Drama, music, ceramics labs
Teacher training on inclusive strategies and methodologies

10. Our resources:
CTS: area support centre which provides compensatory tools to the schools of our local area
CTRH : area resource centre for disability constituted by a network of 15 schools.
Aims:
Coordinate Inter-Institutional Work-Group where teachers, medical staff, local institutions and parents meet to discuss disability issues
Foster inclusion of disabled students
Promote benchmarking and cooperation among schools in the local area
Purchase of tools, books, didactic equipment
Promote teacher training and new teaching methods
Collect materials and spread best practices

11. Our resources:
Erasmus+ projects about inclusion
The Erasmus+ KA1 project “Harmony of differences through an inclusive teaching methodology” includes:
Job shadowing activities
Teachers training
English courses for teachers
Within this project we have had the opportunity to visit and to exchange experiences with colleagues of other European schools, as in Bremen (Germany) and in Oporto (Portugal).

12. Our resources ERASMUS+KA2 “Outdoor learning and sport activities”
The project helps us to think about the value of our school system, to improve all that aspects that don’t facilitate inclusion and implement activities tailored on children with disabilities.

13. Thank you
for your attention!