Inclusive teaching, family and social cousenling for disadvantaged students and in order to prevent the early dropout
The course aims to develop skills and competences of teachers to design effective educational tools to meet the needs of students and to go towards educational inclusion in school and to prevent the early dropout.
Educational inclusion is seen as the global policy prescribing development towards a regular school that welcomes all students with their unique individual characteristics, interests, abilities and learning needs, all children with and without special needs and disabilities.
The School which combats discriminatory attitudes and offers a meaningful and individually adapted education to every student benefits the community of the class and the school.
We need to rethink the learning oriented to new pedagogical approaches, to develop and to strengthen the students’ awareness of their own learning process playing an active role in it.
An inclusive school must ensure the right to education of all learners taking into account the specific characteristics of each, so teaching practices are needed and procedural models is aimed at supporting the situations of learning difficulties, at strengthening learning skills.
1) Content Training in classes
- To know the characteristics of an inclusive school
- To know the techniques for optimistic management of class
- Making an inclusive pedagogy
- To know and how to use the technologies in inclusive education and the use of maps in learning
- Knowing how to facilitate communication processes and develop emotional competence in teachers, pupils, parents; learn how to grow the school motivation and self-esteem
- To know how to promote the continuity of education and teaching
2) Practical Training
- The Programming of the Head teacher
- The co-responsibility in education and training of teachers
- Positive classroom climate: multi sensorial approach
- Techniques of learning-teaching
- The right evaluation
- The strategic collaboration with the teacher of support
- Principles of inclusive pedagogy
- Methodological, didactical and emotional Implications
- Establishment of Special Support Plan (SSP): areas of excellence of each one
- Interactive Whiteboard: strengths and weaknesses
- The use of mind maps
- Active listening and sharing problems with students and parents
- Techniques and strategies for reduction of the levels of conflict and stress and to increase team working, trade relations and sharing emotional experiences between students and parents
- Tools to develop within the students the ability to think, recognize and to put into words the emotions underlying the painful experiences: multi sensory-approach
- Protocol for the transition between kindergarten and primary school, primary and secondary school and secondary school degree
- Analysis and discussion of cases
- Construction of a Protocol for inclusive teaching
- Making a lesson with interactive whiteboard, creation of a digital book and realization of conceptual maps to study
- Meeting with Director and teachers of a kindergarten school; focus on techniques used in inclusive teaching and family counselling
- Meeting with Director and teachers of a primary school; focus on the use of techniques used in inclusive teaching and family and social counselling
- Socialization games with active mediation and listening techniques for teachers and pupils
- Workshop and role-plays
: teachers in childhood and school education
the trainers involved have gained a strong experience in the field of “Inclusive teaching, family and social counseling for disadvantaged students”.
Dr. Fulvia Cetrullo
, pedagogist, founder and director of a Montessori School (3-6 aged and 6-11 aged), trainer accredited by IMI
(International Montessori Institute), trainer at University of Barcelona in the Master of Montessori Pedagogy
for children 0-6 aged
Dr. Rachele Giammario
, therapist of neuro and psychomotor developmental age, psychologist, educator, primary school teacher and lecturer at the University of L’Aquila, Regional President of AIDAI (Italian Association of ADHD)
teacher’s slides and operative cards.
Other activities provided
Duration*: 42 hrs
- On the arrival and departure days: transfer to accommodation from Vasto terminal bus or train station is provided.
- The last day of the course includes evaluation of the course, awarding of Certificates of Participation (2 hrs) and farewell dinner in a typical Italian restaurant offered by Polaris.
- The program provides also cultural activities as visits to the city and surrounding area to discover the art, traditions, history, nature, typical foods, wine and culinary products of the Abruzzo area.
- Free support in reservation phase for the transfer from the airports to Vasto and in research of a comfortable and suitable accommodation is provided based on the participants needs and at Polaris’ sole and absolute discretion.
(in class and practical training), 6 days
from Monday to Saturday (excluded travel days).
- 420 € +70 € (registration fee) per person
- for groups of 3 or more people from the same sending organisation (consortium/school) discounts on registration fee apply
– The course would be immediately confirmed with a group of 6 registered participants or more.
– With groups of 6 or more participants the course dates and the duration could be arranged with the applicant (please note fee would vary depending on the duration).
– With registration of less than 6 participants of the same group the confirmation of the course would be notified 3 months before the starting date or 2 months before when registration occurs less than 3 months before.