Visibility of eTwinning Projects Group July 2023 Newsletter
social groups . As for key competences for lifelong learning , we promoted communication in the mother tongue and social and civic competences . For more details about out project , please visit our website : https :// drugaosck . wixsite . com / stories .
Inclusion of SEN Children in eTwinning Projects – Putting Inclusion into a Real Context by Olga Mosca
Inclusion is one of the most fashionable terms in politics and public life in general . But , what do we actually do that makes inclusion something real and concrete ? And at school , one of the cardinal organisations in our lives and communities , what should we do to favour the process of inclusion of each and everyone of us , especially those ‘ special ’ people ( SEN children , migrants and Gypsy / Romany )?
From left to right : Ioanna Palogou is an English teacher at 1st Primary School of Neapoli ( Crete ), Greece .
Cristina Palomo Ugidos is a primary school teacher at Colegio Sagrado Corazón in Guadalajara , Spain .
Johanna Laronsson is a primary school teacher at Rödebyskolan ( Karlskrona ), Sweden .
Maria Scarcipino Pattarello is a primary school teacher at Circolo Didattico San Giovanni Bosco in Biancavilla , Italy .
Branka Lamza is an English teacher at II . osnovna škola Čakovec , Croatia .
All the authors are Erasmus + school coordinators and active eTwinners . In 2019 they started the eTwinning project “ Stories Bring Us Closer ”, which developed into the Erasmus + partnership , and three more joint eTwinning projects .
I am writing this as someone who has been a specialist support teacher in Italian primary schools for the last 30 years . Across this arc of time , I have given my personal commitment to helping pupils with a range of disabilities : Microcefalia , meningoencephalitis , hyperactivity syndrome , SNC disturbances , trisomia X and syndromes on the autistic spectrum .
The role of the support teacher and Personal Education Plan in Italy This is a complex role as the educational challenges are many and constantly evolving . Collaboration and convergence with the family , with experts in rehabilitation , with medics , with the teaching staff as a whole …
The support teacher is called upon to assemble a dense and diverse network of relationships , of horizontal and vertical collaboration and sharing with the other organisations / agencies operating in the territory , stakeholders . Considering the particular characteristics of the pupil
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