Post on 15-May-2018
No single country, by it self, hasthe right solution or the experienceto find it.
SWEDEN
BULGARIA
ROMANIA
CYPRUS
SLOVENIA
TURKEY
ITALY
Risk factors in learning, reading and writing in pre-primary school Difficulties in language development:
- confusion about sound perception- incomplete sentences- inadequate syntax.
Risk factors in learning, reading and writing in pre-primary school Inadequate phonological control:
- substitution of letters such as s/z - r/l - p/b- omission of letters and parts of words- inadequate use of words in a specific context- lack of ability in linguistic games- lack of ability in inventing simple stories- lack of ability in finding out rhymes or inventing them- lack of ability in isolating the first or last sound in a word
Difficulty in making metaphonological exercises:i.e. – “Sunday": if I take off “ day“ what will remain?
Risk factors in learning, reading and writing in pre-primary school
Difficulty in copyng from a model and disorder on the sheet space
Risk factors in learning, reading and writing in pre-primary school Disturbance in short-term memory
- difficulty in learning rhymes
Difficulty in attention
Difficulty in fine manuality
- stressed clumsiness in dressing, lacing up shoes, rearranging
Inadequate recognition of right/ left - difficulty in repeating rythmical sequences and in keeping time
Difficulty in reading and writing in primary school Disturbance in reading (decodifying): • deficit in visual abilities• deficit in phonological abilities • deficit in spelling abilities • mixed deficit
Disturbance in text comprehention • difficulty in cognitive – linguistics abilities (lessical, semantic...) • difficulty in controlling the comprehention process (low metacognitive level, problems
in short-term memory...)
Disturbance in writing• deficit in phonological abilities • deficit in spelling abilities • deficit in composition • difficulties in prassie ( the set of voluntary praxis movements made in order to achieve a
result or a goal)
Difficulty in making calculations in primary school• lessical deficit of number
• deficit in storing and recovering numerical facts
• deficit in the acquisition of number syntax (positional value)
• secondary deficit and visuo-spatial disorders
• deficit in problem solving
Nonverbal or visuo-spatialsyndrome of learning in primaryschool• significant discrepancy between linguistic abilities
(preserved) and visuo – spatial abilities(compromised), valued through the administration ofWISC-R.
• deficit in visuo-spatial work memory
• alteration in speedy and exactness of the visualstimulus elaboration
• alteration in visual attention processes combined withlearning difficulties in calculation and/or problemsolving
emotions
relationships
Cognitive development
Strategies and methods ofcognition
(metacognition)
Target ofobservation
ChildObservationto identifylearning
difficulties
Templatesof
observation
ChildDevelopoment
Checklist
(Sasso, 2007)
International Classification of
functioning disability and
health for Children and Youth
(WHO, 2007)
Questionnaires of selected codes from the draft version of the ICF-CY for use in the field trial:- Version 1.B, 3-6 years (for field trial purpose only);- Version 1.C, 6-12 years (for research purpose only)
Questionnaire of selected codes from the draft version of the C.D.C.- Version 3-6 years (for field trial purpose only);.
The choice of ICF-CY It’s a means allowing to classify each individual’s
problems in the light of different factors which couldstop or help his development
Child development strategy
Learningdifficulty
FACILITATOR
BARRIERS
The individual body functions and structuresactivity/partecipation
Interaction between the child and the closeenvironment –activity/partecipation, environment
Interaction betweenpersons in the closeenvironment -environment
The indirect environment– service providers, environment
Macro-level: society, economy, laws, environment
Probematic family, different culture, difficult social situation,hostile attitudes, lack in services and resources…
A multidimensional model
Physical conditions
Contextual factors
Ambient Personal
Body functions
Body structures
Personal activities Social participation
Various diseases, acute or chronic
Difficulties in holding social roles , in takingpart in different social situations of varioussettings and environments
Scarce self-esteem, excessive emotionalreactions, poor motivation
Poor abilities in learning, in usingknowledge, in planning actions, in communicating
Visual, motory, attention deficits
Lack of a limb, of a part of the cortex…
ICF-CY: A multidimensional modelcombination of multiple vectors offunctioning
Self Care
Cognition
Education
Social activitiesOverall
Mobility
Hearing
Vision
Necessity for a version ofICF for children & youth
Nature and form of functioning,in children are different than in adult individuals.
Child is a “moving target” in the classification offunctioning.
Indicators of functional risk factors is crucial forprevention and early intervention.
Conventions, laws and acts for the rightsof children
1989 UN Convention on the Rights of the Child: article 23
Standard Rules forEqualization ofOpportunities
Salamanca Statement on the Right to Education
Education for All-WorldEducation Forum
Different national Acts foreducation and health forperson with disabilities
Child development in transactionalprocesses
The interactive ICF-model hasthe potential to cover criticalaspects of child development
From dependency on others for all activities in infancy towardphysical, social and psychological maturity and indipendence in adolescence
The child’s functioning is dependent on continuoustransactions with the proximalenvironment
The crucial role of the physicaland social environment
Use of ICF-CY in intervention Profile of functioning, activities and partecipation to
complement/clarify diagnoses
Inclusion of environmental factors
Biopsychosocial framework of person- environmentinteraction as basis for individualized treatment planning
Clarification of partecipants roles in intervention
Psychological point of view The ICF teaches us to observe each situation in a global,
interconnected way, relating all the different factors.
Building and development of
identity
Actions
Targets
Motivations
Competences
Locus ofcontrol Self-esteem
Self-efficacy
Organizing individualizationPupil’s characteristics 1 2 3 4 5 6 7 8 9 1
011 12 13 14 15 16
Physical conditions
Body structures
Body functions
Personal activities
Social participation
Ambient contextualfactors
Personal contextualfactors
0= no problems, the situation can remain the same
1= low need of individualization
2= medium need of individualization
3= strong need of individualization
4= very strong need of individualization
Resources categories for individualization
1. School organization (times, routines, activities, classes formation...)
2. Spaces management and architectural aspects
3. Partnership and extra-school relations (with social services andtown council agents, with families, with community associations)
4. Forming ad specific updating needs about important competences
5. Needs for documentation, for experiences exchange, for contactingother schools having already experienced similar situations
6. Ordinary didactic methods (modifications)
7. Ordinary didactic matherial (modifications)
8. Individual didactics (in addition to the previous one and nototherwise)
9. Specific individual didactic matherial
Resources categories for individualization
10. Ordinary forming educational interventions (that is, activitiesregarding the autonomy of all pupils)
11. Individual forming educational interventions (that is, a teaching-learning course about the use of public transport, only for thedisabled pupil)
12. Ordinary relational educational interventions (that is, activities ofsocial-emotional familiarization, or of elaboration of formativecontract, or of development of the interpersonal competences for allpupils)
13. Individual relational educational interventions (that is, a course foremotions recognition, or about the teaching-learning of the abilityof controlling anger, only for the disabled pupil)
14. Supporting tools and technologies
15. Rehabilitative treatments
16. Health therapeutic interventions
Child development Checklist- CDC (Sasso, 2007) Observation is a kind of strategic model allowing to
point out the connections among experiences,possibilities, abilities and competences which form,are structured, develop and change all life long. In thecase of a child in pre-primary and primary school, thisforming period can be said life short (long) learning(short=childood)
So observation is not only a mean but also an aim, thatis, the necessity to highlight in daily routine allinformation consenting to go on the dynamic buildingof an individual planning for educational activities.
What is to observe: the contents to detect
Each moment in a school day offers importantobservation situations which consent to create achild profile, in the light of his/her experience athome or at school.
The main contents, consent to work out anindividual map for each child.
Observation areasSelf care
Mobility
General tasksand demands
Main life areasInterpersonal
interactions and relations
Communication
Learning and knowledge
applications
Learning area
Learningand
knowledgeapplication
Basiclearning
Knowledgeapplication
Intentionalsensory
experiences
Template for an Individual Support Plan
WebsiteParents guide
Teachersguide
Strategies of implementationproject to prevent learningdifficulties
1. Information about pupil
2. Observationchecklist
3. Behaviour, situations, context in whichthe pupilexpresses his/herbest abilities(strong points) and mostimportantdifficulties(weak points)
4. Strategies usedby the school toface the problemand alreadyactivatedresources
Collaborationbetween pre-prymaryand primary school
teachers
Knowledge ofindividual difficulties
by teachers
Reorientation ofpupils to new learning
processes
Overcome the lack ofunderstanding
between PP and P school teachers
Overcome fear and uncertainty in the
new learning process
Overcome anyprejudice in the peer
group
The strategies of the project
Specific Disorders oflearning
Reading
CalculationOrthography
DYSLEXIA
DYSORTHOGRAPHY
COMBINED DISORDER
ORTHOGRAPHY + CALCOLATION
Nonspecific Disorders
of learning:Cognitive baggage borderline
Mental retardation
or any other
framework within which
are compromised
all Learning areas
(Personality Disorder)
DYSCALCULIA
Nonverbal disorder
or visuo-spatial
syndrome?
Attention-
Deficit/Hy
peractivity
Disorder
(ADHD)
DSA The DSA are generally characterized as slow elaboration of the stimulus, for a
slow pace of learning.
These are disorders whose diagnosis requires the exclusion of neurological causes underlying the problem (Children’s Cerebral Palsy, or a physical impediment), a hearing disability, an emotional problem;
It is also necessary to exclude a general development retardation as in the case of mental insufficiency.
These disorders are also characterized by significant changes in the manifestation of symptoms in relation to age (expression of the disorder, eg. hephonological control in specific language disturbance of phonetic-phonological type; the typical errors in reading disorders, etc.. ).
Learning Difficulties
Neuropsychological/neurolinguistics
rating
Intellective testReading/ writing testLanguage testVisual-spatial-praxic test
Anamnestic Interview
Affective-relationalCognitive
Metacognitivecompetences
Compences:Reading/writingMetaphonologic
LinguisticVisuo-SpatialMotor-praxic
AttentionVerbal memory
Visuo-spatial memory
Specific Learning DeficitAnswer interview
DSAAssessment of
orientation
Neurological Examination
EEGOculistic Exam
Audiometric Test
Other evaluation
PsychodiagnosticalEvaluation
yes
no
yes
no
Mediators
Central Cognitive System
Specific Learning Disability (SLD)
Mediators
Central Cognitive System
Generalized Learning Disability
Mediators
Central Cognitive System
Learning Disability due to sensorydeficit
Mediators
Central Cognitive System
Functional structure of the cognitive system
Mo
du
lar syste
m
Mo
du
lar syste
m
The cognitive system specific qualities
Specific qualities can be assumed onlysupposing a “modular” structure of the cognitive system and a “fragmentation” of itshidden functioning in specific elaboratingcomponents and processes.
Outside environments
DEFINITION
Clinicians and researchers agree that learning deficits are "specific-domain," meaning that the processing of certain information is compromised, although we very often test the presence of deficits associations and significant relationships between different domains reported (eg, Reading Disorder and Disorder of the calculation).
Therefore, the SLD are developmental disorders in writing, reading and calculating in absence of sensory, neurological, psychiatric, cognitive disorders and severe school and socio-cultural shortages.
Screening certainly can not talk about dyslexia, and then make a diagnosis.
It highlights only those children who are at risk of having a disorder such as dyslexia(or developing it, if screening is done on pre-requirements to 5 years) and should be evaluated by specialists as soon as possible.
For this reason we talk about : False positives =
Children who are bad at screening but once done the complete evaluation they are "healthy”.
False negatives =
Children who manage to pass the screening despite the presence of a specific difficulty that, in this case, did not emerge.
Each school work out itsForming Offer Plane
in accordance with all its components. The plane is the identity card
for each school.Our F.O.P.
is the official document whichgive an answer to the schoolambiental context demands,
respecting the general educational objectives given at a national level.
It addresses to:
PARENTS
SCHOOLOPERATORS
SCHOOLORGANS
IN ACCORDANCE WITH THE SCHOOL
The FormingOfferPlane
Best practices at Basile School Inclusion Project of all children
Chess project (National Champions under 11)
Music project
Psychomotricity in swimming-pool
“Bridge” Project (“ Progetto Ponte”)
Bandinelli strategy
Training activities
At school with brain, mind
and body
Informative questionnaire
about the didactic
organization of teaching-
learning and evaluation-
selfevaluation processes
Identifying and observation of
learning disabilities and need
cases in the classroom
Listening psychological
window
Operative working groups
between parents and teachers
Familiar advices
Reflection about the hidden
didactics
ICF-CY
Checklist to codify someone’s
functioning profile and to
understand if his living
environment is a barrier or a
facilitation for him
I CARE
Project
Multidimensionality
and Plurality
The personalized project for a
child with disability in the
light of ICF-CY classification
PDF Shared vision
PEI
Pupil’s personalized plan
IPDA
Observation questionnaire
osservativo for an early
identification of learning
disabilities in 5 years old
children
Medico-psycho-socio-
pedagogical team of “I
CARE” Project
City Council - Local Health
Authority - School
Training for teachers and
parents
Tools Resources Objectives
Inclusive education
Adaptation
ofCurriculum
objectives
ofteaching
strategiesthrough
oflearningcontext
additional semplified alternativeAddition
ofinputs
Modificationsof pupil’soutputs
Where? When?With
whom?
Hidden DidacticsIn the expression hidden didatcics we can include allthe dimensions composing the “forming setting" inwhich the teacher’s intentional action develops.Among these :
space managment, relating both to the variety andcharacteristics of the ambients used for the didacticaction, and to the classroom structuring (desks andfurniture disposal, specific corners and spacespreparation, didactic matherial placing…);
Hidden didactics time managment, relating to the sequence of the
didactic process (subjects, teachers, work methods)and to the didactic activities structuring;
the pupils’ grouping modalities , relating to thealternation of individual activities, in pair activities,little groups, big groups;
Hidden didactics the structuring degree of didactic delle proposals,
relating to the autonomy given to all pupils inmanaging the different works;
The rules, avowed or not, regulating the relational andfunctioning modalities of the class group;
the communication channels through which therelationship between teacher and pupils develops,above all the non-verbal communication and theprosodic and sovrasegmental aspects of verbalcommunication.
Teachers training
Forming courses for school operators and families,regarding:
• The quality of didactic strategies (Bandinelli methodand metacognitive didactics)
• The life project, including school and extra schooleducational routes in local ambit
• Network activities among schools, institutions,associations (medico-socio-psycho-pedagogical team)
Project “Bridge year” to help children aged 5 to pass in primary schoolWith the aim of:
1. facilitating the pupils’ transaction from pre-primary to primary school;
2. Early identifying of possible learning difficulties about reading, writing and calculation;
3. Motivating pupils to active participation in the teaching-learning process;
The life project is…
Thinking in a future outlook
A double thought
to imagine, to deam up, towish, to aim, to want…
(warm thought)
To prepare necessary acts, toforesee different stages, tomanage times, to weight prosand cons, to understand the feasibility…
(cold thought)
Forming experience in Balint Groups
4. adopting methodologies allowing to face and to overcome possible obstacles to the learning process;
5. working out the educational, didactic continuitybetween pre-primary and primary school;
6. structuring the right learning environment to give ananswer to all demands of each school subject;
We made the choice to organize and structurethe teaching-learning activities using innovative strategies.
Project “Bridge year” to help children aged 5 to pass in primary school
Purposes
The Project wanted to face, and to solve if possible, those problems not allowing all pupils to reach resultsadequated to their own possibilities, stopping them tolevels not corresponding to their real performancesand competences.
General aims
To promote a supplemented and right developmentmaking the individual able to represent and benefitfrom messages through a coscious use of schoollearning (internal locus of control).
Specific Objectives
Offer situations and tools to master the learning requirements in a supportive environment that assists the educational activity of teachers.
Progress about:- attention- memorization- decisional ability- intellectual efficiency- creativity- training commitment and organization methodology of
the study
Receivers
All pupils in first class and one section of the kindergarten of this institute.
There were involved 112 pupils
Operational Details
• Among the methodological and teaching strategies we can find those based on educational principles of Angela Carlino Bandinelli and Giacomo Stella.
• Epidemiological data show that it is highly likely that in any class there are pupils with specific learning disabilities (sld), and so it was planned the following route operating:
Operational Route Observation of performance considered as risk
indicators
Analysis of productions, spontaneous and induced, of the pupils
Formal evaluation of the same to identify those whoneed assistance in different areas
Designing of activities aimed at overcoming the difficulties through cognitive strengthening
Operational Route Designing of activities in the use of computer
technology for pupils who have difficulty performing normal teaching activities.
Designing of activities aimed to allow an appropriate development to those pupils who are in state of excellence.
Application of special teaching methods for the individualization of teaching
Operational Route Check of the projectual programmed situation every
two weeks, through the comparison among teachersabout both the used methodologic modalities and their relapse on pupils’ production.
Check of the teaching-learning process through the arranged check lists.
New programmations following the changes in the route.
Monitoring, check and validationof the project
The project was controlled during its relization.
With these monitoring activities we noted:
the incidence on development of all the abilities related to metacognitive learning process; the phonological competences; the communicationcpmpetences; the ability to work in groups; the knowledge of contents; the basic competences(writing, reading, calculation); the ability in carringout simple orders.
Metacognitive processes and courses In the ambit of dyslexia we can consider three
elements, related to the Vygotskji’s Theory, which Itraced in a study of mine, named “Mal di scuola”, aboutthe connection between psychosomatic reactions andlearning difficulties.
One of the main difficulties for children with cognitiveretardation, is that they don’t think over what they do,or they do it little and really superficially.
Teaching-learning processes andcourses Social competence, and then the individual one,
develop in a proportionate way to the considerationand consciousness degree about what someone isdoing.
School therefore can’t restrict itself to teachingprocesses, but it must help children to learn thinkingover what they are doing (metacognitive didactics).
Three essential elements ofVygotskji’s Theory
Positive atmosphere
Socialized learning in the area of proximal
development
Interiorization ofsocializedknowledge
external to the subject
The family’s role The role of family is determinant, too, both in the
acquisition and in the maintenance of metacognitivecompetences.
The public aknowledgment of acquired competenceshas a fundamental value in pupil’s appreciation.
Considerations It would be easier for teachers to work out a Life
Project as:
1. they can analyse a competence wanted by a specificcontext in a series of abilities;
2. they can plan gradual learning courses about theseabilities;
3. they can realize teaching-learning methods directedto the involved contexts and directly experienced inreal life.