AUTUMN SEMINARS LLP Erasmus Intensive Program

1. AUTUMN SEMINARS LLP Erasmus Intensive Program Making Civil Society Work and Fighting Social Exclusion Pedagogy Institute of John Paul II Catholic University of Lublin November 2008 THE PRESENT SCHOOL: INTEGRATION AND INCLUSION OF THE SPECIAL EDUCATION NEED STUDENTS Professor: ZACARÍAS ADAME GARCÍA C.E.S. CARDENAL SPÍNOLA C.E.U. SEVILLE UNIVERSITY

2. The Giraldais the bell tower of the Cathedral of Seville. The Alcalá del Río tower (my town) Trinitarian Tower and Cathedral of Lublin.

3. SUMMARY • INTRODUCTION. • JUSTIFICATION. • DISCUSSION. • SIMULATIONS. • CONCLUSION. • REFERENCES. • ANNEXES.

4. INTRODUCTION • Along years, Education has had numerous changes in relation to those new educational models that have wanted to impose its hegemony in the society at that moment. Gradually, several paradigms have been set in which students are the education process protagonists, constructors of this process and all this educational environment is based on their characteristics, peculiarities and interests.

5. Nowadays, in our society, we have a much diversified population. If we centred this diversity in the school context, we would had numerous children with different characteristics and needs.

6. The students´ diversity is so high that they present different educative needs. For this reason, all children must be considered from their own personality, and we have to take care of their own needs (considering the familiar, school and socio-economic environment). Every student is different from other students, that's why we have to use different methodologies and resources in order to teach the same contents in dissimilar ways. Sola & López (2000).

7. The family is the principal educative atmosphere and all the Programs and Interventions must turn around it. Consequently, it’s the intention of this communication to present/display some Plans and Programs that are developed in our country, destined to the Attention of the Special Education Need Students and, in addition, to be able to construct some of them, like resource for make a Civil Society Work and Social Fighting Exclusion.

8. Then, the intention of our subject will be to know everything in relation to actual school, inclusive (far from saved integration).

9. 2. JUSTIFICATION Why this topic? From my point of view, because of The importance of the Students´ Diversity Attention (SDA). I’ve decided present you this subject for these several reasons:

10. 1) The first one, through my daily work as a professor, I could show you how we work in Spain with this kind of students and how they behave in an ordinary class. 2) To be able to display present you some social works from Spanish government [in Andalusia (a Spanish Region), we have a very updated Educative Legislation, for example, the new DIVERSITY ATTENTION ORDER, by it’s regulated the Students´ Diversity Attention who attend the basic education in the school publics of Andalusia (25th July 2008)].

11. 3) Finally, the most important main, is to present/display the differences that exist between Integration and the Inclusion School.

12. 3. DISCUSSION 3.1. Integration and Inclusion School. The present school has a new challenge: the Diversity Attention. There is Diversity when students are considered different, and when all students can work together (mainly capacities, motivation, interest and learning rates) or social (language, ethnic group, religion, and others). (Warnock, 1978).

13. But the Diversity exclusively doesn’t talk about the students: the Diversity between professors and between all the educative human groups also exists.

14. AN INCLUSIVE SCHOOL

15. That is the reason why nowadays, we attended a terminological discussion between Integration and Inclusion. Certain authors come indicating that the term Integration supposes a previous segregationand, for this reason, they propose an Inclusive Education that, firstly, accepts all the students, without estimating differences.

16. The Inclusive School is associated to the quality of education, for all the students, without exceptions, and with a philosophy that considering the school like a social change motor of articles of incorporation and attitudes, cradle in the equality contemplates and the democracy, where the diversity is a value in rise, starting of the following premise: any student is educable.

17. Stainback, S., Stainback, W. and Jackson, H.J. (in Ríos Hernández, 2003), characterize to the School Inclusive like: • A school where previously exclusion does not exist. • All the pupils must be included in the same schools and classrooms, without differences, adapting their education process and supporting pedagogically and socially all the students. • The school must facilitate the student’s autonomy and interdependence, with innovating strategies and resources that let all students work in the ordinary classrooms. • Communitarian networks of support must be developed and they should collaborate with the teaching staff.

18. 3.2. Special Education Need Students. DYNAMIC GROUP 1 What students do you think are disabled? Could you recognize them in a picture? Why?

19. DYNAMIC GROUP 1

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30. In the actual Spanish educative legislation, the Diversity Attention importance is located in the L.O.E. (our Education Law): • Law 2/2006, 3rd May, of Education. • TITLE II. Equity in the Education. • CHAPTER 1. Support educative specific need pupils: • Pupils who present/display special educative needs: • - Specific educative attention derived from incapacity. • - Specific educative attention derived from serious conduct problems. • Pupils with high intellectual capacities. • Pupils with delayed integration in the Spanish educative system (immigrants, etc.).

31. Although we also were with other students who require special educative attention, like: • Socially underprivileged students. • Orphaned students. • Simply, any student who needs specific attentions: For ex.: this student don't understand the Mathematics

32. 3.3. The Educative Inclusion from the Physical Education and Sport. The Special Physique Education is a “concept that tries somehow to designer the sub-field of the Physical education that works with Students who present incapacity that, in the educative context are called SPECIAL EDUCATION NEED STUDENTS.Zucchi (2004). Nowadays, many initiatives, plans and programs exist and, from the Physical Education and Sport, help to get an Inclusive Education that responds to the population needs.

33. Now, we will present some of these Plans and Programs: Special Olympics

34. Plans and Programs. Paralympics

35. Plans and Programs. Law of dependency (in Spain) There is a Dependence Law in order to help people that can not go on their own. They need other people to support them such as nurses and doctors. In addition the Spanish Government offers economic resources those families with this kind of needs.

36. Plans and Programs. Plan of support to the families (Andalusia government)

37. Plans and Programs. “The Sport in the School” (Andalusia government)

38. Plans and Programs. “School: Space of Peace” (Andalusia government)

39. Plans and Programs. Coeducation (Andalusia government)

40. Plans and Programs: Plans of solidarity (city councils)

41. 4. SIMULATION Working in groups, with several established contexts, you’ll prepare some materials to use in the discussion panels (afternoon time). DYNAMIC GROUP 2

42. DYNAMIC GROUP 2

45. 5. CONCLUSION To conclude, we can reflect concerning the real situation that exists in our different countries (Poland, Turkey, Slovakia, Lithuania, Finland, Germany, Spain, etc.), in relation to the SDA (Students´ Diversity Attention), with the following questions: 1. The SDA, it’s realised like INTREGRATION or INCLUSION? What would be the ideal? Nowadays, do we have in our schools INTEGRATION OR INCLUSION? 2. Do you consider the family like the most important element within the Educative Attention?

46. 3. In your country…, do you have the enough resources to be able to take care the Special Education Need Students? Are people sensitized with this subject? 4.How do you think that the Government of your country would have to act of respect to these needs? 5.Personally, do you think that the Attention to the Special Education Need Students is an Important Social Work?

47. 6. REFERENCES • GERMÁN ZUCCHI, D. (2004): Aportes de la Educación Física Especial al campo de la Educación Física. Revista Digital. Año 10 - N° 69. Buenos Aires. <http://www.efdeportes.com/>. • MEC (2006). Ley Orgánica de Educación, 2/2006, de 3 de mayo, de Educación. (BOE 106, 4-5-06). • RÍOS HERNÁNDEZ, M. (2003). “Manual de Educación Física adaptada al alumnado con discapacidad”. Barcelona. Ed. Paidotribo. • SOLA MARTÍNEZ, T. y LÓPEZ URQUIZAR, N. (2000): Enfoques didácticos y organizativos de la educación especial. Granada. Grupo Editorial Universitario. • WARNOCK, M. (1978). “WARNOCK, H.M. (1978). “Special education needs. Report of the Committee of Enquiry into the Education of Handicapped children and young people”. London. Her Majesty’s Stationery Office.

48. "Let me win. But if I cannot win, let me be brave in the attempt.“ Created by the Joseph P. Kennedy, Jr. Foundation SPECIAL OLYMPICS Thank you!!