Formazione e sviluppo professionale degli insegnanti: per una prospettiva di inclusione

Umberto Margiotta Universit Ca Foscari Venezia Castiglioncello 12 -5-2012

Quello che caratterizza lidentit umana la costruzione di un sistema concettuale che organizza una sorta di documentazione degli incontri attivi con il mondo, una registrazione che riferita al passato (e abbiamo la cosiddetta memoria autobiografica), ma che viene anche estrapolata per applicarla al futuro un s con storia e possibilit. E un s possibile che regola le aspirazioni, la fiducia, lottimismo e i loro contrari. (Bruner, 1997)

EUROPA 2020
Europa 2020 individua tre priorit:
crescita intelligente- sviluppare uneconomia basata sulla conoscenza e sullinnovazione crescita sostenibile- promuovere uneconomia pi efficiente sotto il profilo delle risorse, pi verde e pi competitiva crescita inclusiva- promuovere uneconomia con un alto tasso di occupazione, che favorisca la coesione economica, sociale e territoriale

RAPPORTO TALIS (OCSE, 2010) Teachers And Learning International Survey I docenti dei Paesi partecipanti (23) evidenziano limportanza dei seguenti aspetti: - la qualit della relazione educativa con gli studenti - le conoscenze e le competenze del proprio ambito disciplinare - la capacit di gestione della classe - il comportamento degli studenti in classe

- il modo con il quale i docenti si rapportano al dirigente scolastico e

ai colleghi I docenti italiani attribuiscono un peso scarso alla valutazione degli apprendimenti misurati con test

INDAGINE Iard 2008 necessit e adeguatezza della formazione interculturale insegnanti per tipo di scuola v %

Dirigenti
Prima ria Seco ndari a I gr. Secondaria di II grado Liceo IT IP Primar ia

Insegnanti
Seco nd.ari a I gr. Secondaria II grado Liceo IT IP

Non attuata ma necessaria

22,4

22,3

24,5

37,0

30,8

35,7

38,2

39,5

38,4

44,6

Attuata scarsa
Attuata adeguata Tot (base = )

ma
e

27,6
34,7
100

33,1
28,9
100

23,5
19,4
100

24,0
22,2
100

42,9
19,8
100

23,9
26,5
100

23,1
23,3
100

17,6
15,2
100

20,0
13,9
100

20,9
15,8
100

Key Principles for Promoting Quality in Inclusive Education Europea Agenda (2009).
Widening participation to increase educational opportunity for all learners; Education and training in inclusive education for all teachers; Organisational culture and ethos that promotes inclusion; Support structures organised so as to promote inclusion; Flexible resourcing systems that promote inclusion; Policies that promote inclusion; Legislation that promotes inclusion.

Peer Learning Activity ( 2007-2011)

Teacher education should: Engage teachers commitment to working in a culturally diverse society. Several basic teaching skills were felt to be particularly important in this context: Classroom research skills and the ability to engage with academic research; Monitoring the effectiveness of their classroom interventions; Reflecting critically on their own practice; Working collaboratively.

In addition, initial teacher education should equip teachers with the skills to: Examine and reassess their attitudes towards other cultures; Develop empathy and treat all students as individuals; Promote the success of all students and the strategies to deal appropriately with prejudice at school; Teach learners who lack a strong command of the language of instruction; Make good use of the resources that minority learners bring to the classroom; Communicate effectively and with cultural sensitivity with parents.

Inclusione
Il principio fondamentale che ogni bambino abbia lopportunit di apprendere. Il secondo principio che ogni bambinoi abbia lopportunit di apprendere insieme.
Peters, 2004

Dalla segregazione allintegrazione allinclusione

Special education

An education system for normal children (round pegs); a differentsystem for special needs children (square pegs).

Integrated Education

Integrated education Trying to change children so they fit into the normal system (making square pegs fit into round holes)

Inclusive Education

Inclusive education All children are different we change the system to accommodate everyone

AMARTYA SEN Funzionamenti e capacitazioni

CAPACITAZIONI (CAPABILITY): ci che le persone sono effettivamente capaci di fare e di essere; linsieme delle opportunit reali che una persona ha per realizzare la propria vita; la liberta di poter scegliere un comportamento alternativamente ad altri. FUNZIONAMENTI (FUNCTIONING): sono attivit che gli individui hanno buone ragioni di apprezzare. Queste ragioni riguardano in maniera profonda il nostro essere, cioe il tipo di persona che siamo o che vorremmo essere. ci che effettivamente si realizza.

Integrated Education
Does not respond Cannot learn
Needs special teacher

Has special needs

Needs special environment

Child as Problem

Needs special equipment

Is different to other children

Cannot get to school

Agra Conference 1998

Inclusive Education
Poor quality teaching Teachers attitudes Rigid methods Rigid curriculum

Lack of teaching aids and equipment

Education System As A Problem

Inaccessible Environments

Parents not involved Teachers and Schools Not supported Agra Conference 1998

Many drop outs Many repeaters

Organisation

Developing Inclusive Education

Activity
Ensure all disabled children identified are enrolled in their local schools Run regular training for and with disabled advocates and activists Utilise those within the community who have completed their elementary education to support learning Run regular training on inclusive teaching and learning for teachers and teacher exchanges Run regular training for parents and community leaders on inclusive education Train and use local unemployed to build and adapt school environments that are accessible. Support parents of disabled children to empower their children

Education administrators link with health and CBR workers with a joint inclusion strategy Education Administrations link with and develop disabled advisors Recruit sufficient teachers and support staff and to reduce class size Training for teachers, parents, and community leaders Develop centers with equipment and expertise on techniques e.g. augmented and alternative communication Sufficient schools and that they are accessible. Specialist teachers in teaching those with visual ,hearing, learning or behavioural impairments work with a range of schools.

Developing Inclusive EducationSchool/Classroom

Organisation
Ensure sufficient staff and volunteers are in place to provide support for disabled children Ensure all staff understand and know what is required of them to include disabled children Support an innovative curriculum Create a school/classes that welcomes difference and in which pupils support each other. Assessment is continuous and flexible Make the school the hub of the community

Activity
Inclusion audit regularly and then ensure school environment & activities accessible and information available in alternative forms as required e.g. Braille, audio, pictures, signing, objects, movement. Make sure the curriculum and how it is taught is accessible to all with a range of learning situations, styles and paces Teachers support each other in planning and developing inclusive practice Assessment is formatively used to assess what children have learnt.

INITIAL TEACHER EDUCATION FOR INCLUSION (ITE)

Stayton and McCollun (2002) identificano tre modelli: The Infusion model: gli studenti seguono 1 o 2 corsi di inclusive education Collaborative Training model, molti pi corsi di inclusive education sviluppati in classi inclusive, con esperienze in classi con alunni diversi che sviluppano insieme le loro esperienze di apprendimento. The Unification model, tutti gli studeni sviluppano lo stesso curriculum e realizzano esperienze collaborative di pratica con focus sugli alunni con bisogni speciali

Key competences teachers & learning environment

Cross-curricular key competences: Digital; Social and Civic; Entrepreneurship; Cultural; Learning to Learn

Working with local community; parents; enterprises; NGOs; other schools Learners experience. And development of key competences
Source: http://ec.europa.eu/education/policies/2010/doc/basicpaper2004.pdf
Tina Bertzeletou

From Lisbon to Europe 2020: A new decade for VET

18

Learning Communities
Vision: shared values; objectives, expectations and competency needs Leadership: Shared; tools and responsibilities for learning

Learning Communities
Ethos: Open, based on dialogue; professional; focus on (mutual!) learning Teachers: Informed, trusted; collaborative; expertise valued and shared

Source: http://ec.europa.eu/education/policies/2010/doc/basicpaper2004.pdf
Tina Bertzeletou

From Lisbon to Europe 2020: A new decade for VET

19

Teachers are lifelong learners, too!

INITIAL INDUCTION - CONTINUING

An opportunity! Personal, social, professional development by Mentoring level of Peer support; qualification; Expertise theory / Self-reflection practice; core skills

Learning needs; Effective means; School development

Source: http://ec.europa.eu/education/policies/2010/doc/basicpaper2004.pdf
Tina Bertzeletou

From Lisbon to Europe 2020: A new decade for VET

20