Estrategias para la inclusión social y escolar en ..
Estrategias para la inclusión social y escolar en la Europa multicultural y plurilingüe
Start date: 01 Jun 2016,
End date: 31 May 2018
Our centre is an educational institution that teaches in the levels of compulsory secondary education (ESO), baccalaureate and vocational training. Over the past decade, among other activities, we have specialized in the attention to students with special educational needs. First, through groups with diversified curriculum, later with the introduction of flexible reinforcement groups, academic support programs, groups of dropout prevention, activities for gifted students and curricular enrichment activities and, since two years course, lecturing in a group of pupils with autism spectrum disorders and language disorders.Like the rest of the schools in our area, we face the passing of being a bilingual school (Valencian-Castilian) to be a multilingual centre, but in our case with an additional incentive, and is one of our affiliated colleges It has implemented an experimental multilingual program, whose students will arrive in two courses to our centre.We must face the challenge of turning our centre in a multilingual centre, maintaining and even improving measures of attention to diversity that the centre displays.For several courses our teaching staff, either personally or through the annual training centre plan, are preparing themselves for the implementation of CLIL methodology in bilingual teaching in a secondary school. We want to go one step further and we would like, through this program to exchange experiences with other European centres of similar characteristics, and getting set up a network of contacts with these centres with a view to the implementation of strategic partnerships in the field of cooperation for innovation and the exchange of good practices. To achieve our goals we have set this plan of European mobility for a period of 24 months, in which we have tried to combine in a first training courses abroad, to then make observation periods and teaching. In total 10 mobilities are designed, 5 of which are directed to observation periods and teaching.Specifically, the training that we have raised the issue affects the dropout prevention, student motivation at risk of dropout and implementation of CLIL methodologies. The observation periods will be designed in countries with institutions with lower rates early school leavers.To achieve the mobility plan we have designed a candidate profile in which we demand an adequate level of the language in which the teachers will teach the courses and the language in which the teachers will be making periods of teaching and observation and it must be professionals with teaching in groups where we work with students at high risk of dropping out, either by unmotivation, either because they are students of special educational needs. Also, we demand the participant faculty involvement in the task of spreading their experiences through the annual training centre plan in which all the teaching staff are involved, and take part in the dissemination of these experiences in the local media and in the community of schools to which our institution belongs.During these performances expect to acquire enough experience to cause changes in our centre. Changes at the methodological level, organizational level and provide the centre of a network of centres that develop the European dimension we need to project in our environment.
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