SPECIFICS IN EDUCATION OF ROMA AND OTHER SOCIALLY DISADVANTAGED CHILDREN.May 17 – 21, 2011

Bratislava, Slovakia

SPECIFICS IN EDUCATION OF SOCIALLY DISADVANTAGED CHILDREN IN ARAGÓN (SPAIN)

Belén Palús Acínmbpalus@educa.aragon.es

SPECIFICS IN EDUCATION OF SOCIALLY DISADVANTAGED CHILDREN IN ARAGÓN (SPAIN)

Belén Palús Acínmbpalus@educa.aragon.es

PRESENTATION: PRESENTATION:

• PHYSICAL EDUCATION TEACHER (SECONDARY SCHOOL) (government employee)

• DEGREE IN P.E. • DEGREE IN SOCIAL EDUCATION

• EDUCATIONAL ADVISER IN A CENTRE OF TEACHERS AND RESOURCES (temporary)

WHAT IS THE CENTRE OF TEACHERS AND RESOURCES ?WHAT IS THE CENTRE OF TEACHERS AND RESOURCES ?

• PUBLIC ORGANIZATION

• ADVISE TEACHERS (kindergarden, primary and secondary school)• ORGANIZE COURSES.

• MY JOB AREA: - COHABITATION IN SCHOOLS,

- SERVICES FOR MINORITY GROUPS- MULTICULTURALISM.

• Other areas: New technologies, Basic competences, school libraries.

GRAUS

HUESCA

Where?Where?

SPANISH EDUCATIONAL SYSTEMSPANISH EDUCATIONAL SYSTEM

years

SERVICES FOR DISADVANTAGED STUDENTSSERVICES FOR DISADVANTAGED STUDENTS

• Main principles:

• quality education to all students,• equality of opportunity, • inclusion and non-discrimination in education• flexibility to adapt teaching for diversity

What does diversity mean?What does diversity mean?

Inherent condition to the human development, each student has their own individual characteristics and differences affecting their learning process (different aptitudes, interests, cognitive styles, personality, etc..) WE ARE ALL DIFFERENT.

WHEN WHEREWHO HOW

Primary

Secondary

Head team

Tutor/PedagogicalTeam

Special NeedsTeachersOther specialists

Guidance services

Centre

Clasroom

Individual

General

Specífic

Attentionto Diversity Projects

CONCEPTUAL MAP – working with diversityCONCEPTUAL MAP – working with diversity

SUPPORT FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS

SUPPORT FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS

LOE (Art. 71): (main spanish education law)• Special Needs from disabilities or deep behaviour disorders (ACNEEs)

– Resolución del 26 de Octubre de 2010:

- Hearing disability- Visual disability- Physical disability - Intelectual disability- Speech or language disability- General development disorder- Behaviour disorder- Slow Developement

• Specific learning dificulties. • Gifted and talented• Late schooling• Personal and school background.

MEASURES BY THE CENTRE : perfomed by teams of teachers for educational centres

MEASURES BY THE CENTRE : perfomed by teams of teachers for educational centres

EDUCATIONAL PLAN OF THE SCHOOL : Identity, sensibility to attention to diversity

CURRICULAR PROJECT (Primary and Secondary Education )

PAT: Tutoring PlanPAD: Attention to Diversity Project.

• Based on normalization and social inclusion.• Establish decisions regarding educational support• Measures carried out by all teachers involved (general, specialist, special needs teacher)

CLASSROOM MEASURES: perfomed by each teacher for a particular group

CLASSROOM MEASURES: perfomed by each teacher for a particular group

METHODOLOGY: Classroom and spaces organization

Time organizationOutside of class organization

CONTENTS: Contextualized, Prioritized, Organized

MATERIALS: Selected, different access paths

ACTIVITIES: Introductory, reinforce, consolidation. Modify complexity and abstraction.

INDIVIDUAL MEASURES:perfomed by each teacher for a particular student

INDIVIDUAL MEASURES:perfomed by each teacher for a particular student

• Time flexibility

• Planning tasks

• Different ways of presenting information

• Giving examples

• Motivating and introducing significant topics.

• Anticipating tasks

• Curricular adaptations

o Access to learningo Curricular elements

ATTENTION TO DIVERSITYPrimary and Secondary

GENERALS MEASURES

MEASURES FOR STUDENTS WITH

SPECIFIC EDUCATIONAL

SUPPORT NEEDS

OFFICIAL PROGRAMS FOR ATTENTION TO

DIVERSITY

PURPOSE :to facilitate all students the consecution of basic skills and learning objetives, following and inclusive approach thoughout continuous improvement processes that promote their capabilities developement, complete learning and equality of opportunities (Art. 14. Orden 9.05.07-BOA 1.06.07)

ATTENTION TO DIVERSITY Primary Education

GENERAL MEASURES SPECIFIC MEASURES(ACNEAE) PROGRAMS

FLEXIBLE GROUPS

SUPPORT WITHIN ORDINARY GROUP

DIVIDED GROUPS

NON MEANINFUL CURRICULAR

ADAPTATIONS

SPECIAL EDUCATIONAL NEEDS

GIFTED AND TALENTED

(flexibilization)

LATE SCHOOLING (a year late schooling and

suppot)

Spanish classroom for immigrants

Educational reinforcement

program

School mentoring program -

Support and Reinforcement

Program for Capabilities

Developement

ATTENTION TO DIVERSITY ESO

GENERAL MEASURES SPECIFIC MEASURES(ACNEAE)

PROGRAMS

FLEXIBLE GROUPS

SUPPORT WITHIN ORDINARY GROUP

DIVIDED GROUPS

NON MEANINFUL CURRICULAR

ADAPTATIONS

OPTIONALSUBJECTS

OPTIONAL SUBJECTS 4 º ESO

VARIOUS SUBJECTS

SPECIAL EDUCATIONAL NEEDS

REINFORCE FOR GENERAL LEARNING DIFICULTIES

GIFTED AND TALENTED (significant- flexibility)

LATE SCHOOLING (a year late schooling and support

and temporary support groups)

EXCEPTIONALDROP OUT RISK (Modalidades organizativa

extraordinarias)

P.A.B.(Basic Learning Program)

P.D.C.(Curricular diversification

Program)P.C.P.I.

(Initial Professional Qualification Program)

OTHER PROGRAMS

Spanish classroom for immigrants

Educational reinforcement program

School mentoring program -

Support and Reinforcement

EDUCATIONAL INTERVENTION FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS: PERSONAL SOCIAL AND CULTURAL DIFFICULTIES OR SERIOUS ADAPTATIONAL

PROBLEMS IN SCHOOLS

EDUCATIONAL INTERVENTION FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS: PERSONAL SOCIAL AND CULTURAL DIFFICULTIES OR SERIOUS ADAPTATIONAL

PROBLEMS IN SCHOOLS

• Students – with social factors that put them at a disadvantage in the

educational system, as well as problems with integrating or starting school late.

– belonging to ethnic or cultural minorities.– who have personal, family or social reasons that make it

difficult for them to follow a regular school process.

TARGET GROUPS:TARGET GROUPS:

ACTIONS:• Compensation plan of education in schools.• KINDERGARDEN AND PRIMARY SCHOOL:

Curricula actions: adaptation of the curriculum to the needs of students, cooperative methodologies, adding elements of different cultural and social groups found in the schools...

Organizational actions: flexible grouping, specific interventions outside the classroom with another teacher.Tutorship actions: individual monitoring of students, connecting families with the centre.

• SECONDARY SCHOOL:Regular measures: individualized support in the classroom (Maths and Spanish literature) ,splitting of groups of students, flexible grouping.Special measure: support groups (out of the classroom-max: 15 hours/week).

Important coordination between primary and secondary schools.

SERVICES FOR IMMIGRANT STUDENTS:

WELCOME PROGRAM AND INTEGRATION OF IMMIGRANT STUDENTS

In school centres:• Development of a protocol for reception and

integration• Tutor for immigrants• Spanish language classes for immigrant pupils.• Linguistic and curricular support

• MORE SERVICES:• Counseling for diversity in resource and teachers

centres.• Counseling for diversity in educational administration.• Inspection of education.• CAREI: Aragonés Resource Centre for Intercultural

Education– www.carei.es

It is a centre created by the Department of Education, Culture and Sport of the Government of Aragon serving the Aragon education community for everything related to the induction and integration of the immigrant population in an educational context and from and inter-cultural viewpoint.Interesting documents translated into these languages : Chinese, Romanian, Russian, Arabic, French, English, Portuguese, Bulgarian, Polish, Wolof (Senegal).

• Pío XII Primary School is located in Huesca, a small town of about 45,000. It is located in northern Spain.

PUPILS

INMIGRANTS

GYPSIES

SPANISH DESCENT

REAL EXAMPLE: PÍO XII SCHOOL (PRIMARY)REAL EXAMPLE: PÍO XII SCHOOL (PRIMARY)

With childrens:

• Workshops with the participation of families (kindergarden stage)• A child is chosen to be ¨Star of the week¨ in kindergarden stage.• Activities to encourage reading.• Tutorial Action Plan: Social skills.• Organization of fun playtime.• Coexistence with other primary and secondary schools

EDUCATIONAL ACTIVITIESEDUCATIONAL ACTIVITIES

• More activities:• School recreational activities (after lunch)• Choir• Mediation• Assemblies• Cooperative work• Spanish classroom

• With families:• Information meetings and particular interviews.• Literary gatherings of families and teachers.

• With teachers:

• Welcome meeting in the beginning of the academic year.

• Coordination and information meetings.

• Training: working in groups, training projects in the Centre

• Coexistence group formed for teachers.

• Literary gatherings of families and teachers.

• Danger of creating "ghetto schools" in cities.

Equal distribution of students in different districts of the city.

No African schools.No American schools.No Moroccan schools.No Spanish schools…

MULTICULTURAL EDUCATION

ACCEPT DIVERSITY IN THE SCHOOLS

WORKSHOPS BY A GYPSY MOTHER

Family Workshops

Time for Storytelling

Immigrant & Gypsy Mothers

THANK YOU FOR YOUR ATTENTION