AUTUMN SEMINARSAUTUMN SEMINARSLLP Erasmus Intensive Program

Making Civil Society Work and Fighting Social Exclusion

Pedagogy Institute of John Paul II Catholic University of LublinNovember 2008

Professor: ZACARÍAS ADAME GARCÍAProfessor: ZACARÍAS ADAME GARCÍAC.E.S. CARDENAL SPÍNOLA C.E.U.

SEVILLE UNIVERSITY

The Giralda is the bell tower of the Cathedral of

Seville.

The Alcalá del Río tower

(my town)Trinitarian Tower and Cathedral of Lublin.

SUMMARYSUMMARY

INTRODUCTION.

JUSTIFICATION.

DISCUSSION.

SIMULATIONS.

CONCLUSION.

REFERENCES.

ANNEXES.

1.1. INTRODUCTIONINTRODUCTION

AAlong years, Education has had numerous changes in relation to those new educational models that have wanted to impose its hegemony in the society at that moment. Gradually, several paradigms have been set in which students are the education process protagonists, constructors of this process and all this educational environment is based on their characteristics, peculiarities and interests.

Nowadays, in our society, we have a much

diversified population. If we centred this diversity

in the school context, we would had numerous

children with different characteristics and needs.

The students´ diversity is so high that they

present different educative needs. For this reason,

all children must be considered from their own

personality, and we have to take care of their own

needs (considering the familiar, school and socio-

economic environment).

Every student is different from other students,

that's why we have to use different methodologies

and resources in order to teach the same contents

in dissimilar ways. Sola & López (2000).

The family is the principal

educative atmosphere and all the

Programs and Interventions must turn

around it. Consequently, it’s the

intention of this communication to

present/display some Plans and

Programs that are developed in our

country, destined to the Attention of

the Special Education Need Students

and, in addition, to be able to

construct some of them, like resource

for make a Civil Society Work and

Social Fighting Exclusion.

Then, the intention of our subject will be to

know everything in relation to actual school,

inclusive (far from saved integration).

2. JUSTIFICATION2. JUSTIFICATION

Why this topic?Why this topic?

From my point of view, because of The

importance of the Students´ Diversity Attention (SDA).

I’ve decided present you this subject for these

several reasons:

1)1) The first one, through my daily work as a professor, I

could show you how we work in Spain with this kind of

students and how they behave in an ordinary class.

2)2) To be able to display present you some social works

from Spanish government [in Andalusia (a Spanish

Region), we have a very updated Educative Legislation,

for example, the new DIVERSITY ATTENTION ORDER,

by it’s regulated the Students´ Diversity Attention who

attend the basic education in the school publics of

Andalusia (25th July 2008)].

3)3) Finally, the most important main, is to

present/display the differences that exist between

Integration and the Inclusion School.

3. DISCUSSION3. DISCUSSION

3.1. Integration and Inclusion School.

The present school has a new challenge: the

Diversity Attention. There is Diversity when students are

considered different, and when all students can work

together (mainly capacities, motivation, interest and learning

rates) or social (language, ethnic group, religion, and

others). (Warnock, 1978).

But the Diversity exclusively doesn’t talk about

the students: the Diversity between professors and

between all the educative human groups also exists.

That is the reason why nowadays, we attended a terminological discussion between Integration and Inclusion.

Certain authors come indicating that the term Integration supposes a previous segregation and, for this reason, they propose an Inclusive Education that, firstly, accepts all the students, without estimating differences.

The Inclusive School is associated to the

quality of education, for all the students, without

exceptions, and with a philosophy that considering

the school like a social change motor of articles of

incorporation and attitudes, cradle in the equality

contemplates and the democracy, where the

diversity is a value in rise, starting of the following

premise: any student is educable.

Stainback, S., Stainback, W. and Jackson, H.J. (in Ríos Hernández, 2003), characterize to the School Inclusive like:

A school where previously exclusion does not exist. All the pupils must be included in the same schools and classrooms, without differences, adapting their education process and supporting pedagogically and socially all the students.

The school must facilitate the student’s autonomy and interdependence, with innovating strategies and resources that let all students work in the ordinary classrooms.

Communitarian networks of support must be developed and they should collaborate with the teaching staff.

3.2. Special Education Need Students.

DYNAMIC GROUP 1

What students do you think are disabled?

Could you recognize them in a picture?

Why?

Identify in the following images those students who have Special Educative Needs.

IMAGES SPECIAL EDUCATIVE NEEDS

OBSERVATIONS

11

22

33

44

55

66

77

88

99

1010

DYNAMIC GROUP 1

11

22

33

44

55

66

77

88

99

1010

In the actual Spanish educative legislation, the Diversity

Attention importance is located in the L.O.E. (our Education Law):

Law 2/2006, 3rd May, of Education.

TITLE II. Equity in the Education.

CHAPTER 1. Support educative specific need pupils:

Pupils who present/display special educative needs:

- Specific educative attention derived from incapacity. - Specific educative attention derived from serious

conduct problems.

Pupils with high intellectual capacities.

Pupils with delayed integration in the Spanish

educative system (immigrants, etc.).

Although we also were with other students who require special educative attention, like:

Socially underprivileged students.

Orphaned students.

Simply, any student who needs specific attentions:

For ex.: this student don't understand the

Mathematics

3.3. The Educative Inclusion from the Physical Education

and Sport.

The Special Physique Education is a “concept that tries

somehow to designer the sub-field of the Physical

education that works with Students who present

incapacity that, in the educative context are called

SPECIAL EDUCATION NEED STUDENTS. Zucchi (2004).

Nowadays, many initiatives,

plans and programs exist and,

from the Physical Education

and Sport, help to get an Inclusive

Education that responds to the

population needs.

Now, we will present some of these Plans and Programs:

Special Olympics

Plans and Programs.

Paralympics

Plans and Programs.

Law of dependency (in Spain)

There is a Dependence Law in order to help people that can not go on their own. They need other people to support them such as nurses and doctors. In addition the Spanish Government offers economic resources those families with this kind of needs.

Plans and Programs.

Plan of support to the families (Andalusia government)

Plans and Programs.

“The Sport in the School” (Andalusia government)

Plans and Programs.

“School: Space of Peace” (Andalusia government)

Plans and Programs.

Coeducation (Andalusia government)

Plans and Programs:

Plans of solidarity (city councils)

4. SIMULATION4. SIMULATION

Working in groups, with several established contexts,

you’ll prepare some materials to use in the discussion

panels (afternoon time).

DYNAMIC GROUP 2

SIMULATION ASIMULATION A

Context One school in the periphery of your city (far from all the community services.

Collective A group (classroom) with 24 students.

SDA (Students´ Diversity Attention)

There are two disabled children (sensorial disabled: blind children).

Educative Intervention Program

You must prepare one session about Basketball, Handball, and other sports, etc., with the following elements:

a) Objectives.

b) Main content.

c) Methodology.(SDA)

d) Activities, games, dynamics, etc.

e) Resources (spaces, materials and humans).

f) Evaluation.

g) Observations (f.ex.: collaboration of government institutions, city councils, etc.).

DYNAMIC GROUP 2

SIMULATION BSIMULATION B

Context One school in the city centre (with a lot of architectonic and humans barriers).

Collective A group (classroom) with 24 students.

SDA (Students´ Diversity Attention)

There are two disabled children (physique disabled: paraplegic children).

Educative Intervention Program

You must prepare one session about popular and traditional games of your country/region, with the following elements:

a) Objectives.

b) Main content.

c) Methodology.(SDA)

d) Activities, games, dynamics, etc.

e) Resources (spaces, materials and humans).

f) Evaluation.

g) Observations (f.ex.: collaboration of government institutions, city councils, etc.).

SIMULATION CSIMULATION C

Context One school located in rural village (with some communication problems: without telephone, Internet and heating).

Collective A small group (classroom) with 10 students.

SDA (Students´ Diversity Attention)

There are two disabled children (physique disabled: paraplegic children).

Educative Intervention Program

All the students present a different Special Education Needs (physique, sensorial and psychical disabled; immigrants and orphaned children; and others).

a) Objectives.

b) Main content.

c) Methodology.(SDA)

d) Activities, games, dynamics, etc.

e) Resources (spaces, materials and humans).

f) Evaluation.

g) Observations (f.ex.: collaboration of government institutions, city councils, etc.).

5. CONCLUSION5. CONCLUSION

To conclude, we can reflect concerning the real situation that exists in our different countries (Poland, Turkey, Slovakia, Lithuania, Finland, Germany, Spain, etc.), in relation to the SDA (Students´ Diversity Attention), with the following questions:

1. The SDA, it’s realised like INTREGRATION or INCLUSION? What would be the ideal? Nowadays, do we have in our schools INTEGRATION OR INCLUSION?

2. Do you consider the family like the most important element within the Educative Attention?

3. In your country…, do you have the enough resources to be able to take care the Special Education Need Students? Are people sensitized with this subject?

4. How do you think that the Government of your country would have to act of respect to these needs?

5. Personally, do you think that the Attention to the Special Education Need Students is an Important Social Work?

6. REFERENCES6. REFERENCES

GERMÁN ZUCCHI, D. (2004): Aportes de la Educación Física Especial al campo de la Educación Física. Revista Digital. Año 10 - N° 69. Buenos Aires. <http://www.efdeportes.com/>.

MEC (2006). Ley Orgánica de Educación, 2/2006, de 3 de mayo, de Educación. (BOE 106, 4-5-06).

RÍOS HERNÁNDEZ, M. (2003). “Manual de Educación Física adaptada al alumnado con discapacidad”. Barcelona. Ed. Paidotribo.

SOLA MARTÍNEZ, T. y LÓPEZ URQUIZAR, N. (2000): Enfoques didácticos y organizativos de la educación especial. Granada. Grupo Editorial Universitario.

WARNOCK, M. (1978). “WARNOCK, H.M. (1978). “Special education needs. Report of the Committee of Enquiry into the Education of Handicapped children and young people”. London. Her Majesty’s Stationery Office.

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Created by the Joseph P. Kennedy, Jr. Foundation

SPECIAL OLYMPICS

Thank you!!Thank you!!