Eutopia 2020 Pescara Meeting. Social Exclusion

 

grup-sencerAt the meeting all partners will present the characteristic for their countries, regions and schools to know better each other’s. During the visit we will see the resulting audiovisual works meeting in previous meetings.

From the educational point of view, to fight against social exclusion it is necessary the elaboration of good teaching practices to combat social discrimination by guaranteeing the access to education to people who suffer any kind of exclusion. Thus, allowing them to live with dignity and to participate actively in society. 

Education is neither the only cause for social exclusion nor the unique solution to the problem, but, by giving support to schools that welcome a big amount of students from disadvantaged social or physical background, teaching in an innovative way, offering training to the teachers, facilitating the cooperation with other professionals and allocating appropriate resources, we can help to overcome the social exclusion.

How is it linked to other EU priorities? It is linked to the prevention of early dropout, a problem associated to exclusion, and to guaranteeing the necessary conditions for the students with special educational needs so that they can successfully integrate in the general system.

The Liceo Statale “G. Marconi” aims to strengthen the culture of inclusion to respond effectively to the needs of every student who shows special educational needs.

 For this purpose we always:

  • try to create a friendly and welcoming atmosphere
  • support learning through a curriculum review developing individual educational attention;
  • promote the active participation of all students in the learning process;
  • center the action on the class for every single students;
  • foster the acquisition of collaborative skills;
  • promote policy cultures and inclusive practices through closer collaboration among all components of the educating community;

The main objective is the reduction of barriers that limit learning and social participation through the use of facilitators and the analysis of the contextual factors, both personal and environmental, causing those barriers.

The subjects of the intervention in favour of the inclusion in school are all pupils with Special educational needs, including:

  • disability;
  • specific development disorders;
  • students with socio-economic disadvantages;
  • pupils with linguistic and/or cultural disadvantages;
  • A special educational need is a difficulty that is evident in developmental age and/or learning education. 

When subjects show problematic behavior in terms of damage, obstacle or social stigma they require and are given an individualized education plan.

The Ministerial Directive of December 27, 2012 points out that “every student, continuously or for certain periods, may show the necessity to have Special Educational Needs for physical, biological, physiological reasons or even for psychological, social reasons. So that our schools must provide adequate and personalized help”.

For each subject we build an education course aimed to:

  • respond to individual needs
  • monitor the growth of the person and the success of actions
  • monitor the entire course
  • promote the success of a person respecting each personality and identity.