Fostering Inclusion in High School: A Practical Approach
Case Study: Fostering Inclusion at Central High School
Proposal:
Central High School has observed behaviors of rejection and disintegration between students with special educational needs and those without disabilities. The school requests an intervention plan to facilitate integration between these groups.
Key Questions: What teaching models are appropriate? What strategies can effectively promote integration?
1. Introduction: Context
A preliminary study will assess the situation’s severity. A more specific study will then focus on:
The Situation: School conditions, academic level, teaching staff suitability, objectives, and methodology.
The Problem: Students’ knowledge, ages, social status, culture, education level, and life goals.
2. Teaching Models
Given the issues of rejection and social disintegration, the communicative and collaborative models are appropriate. These models promote dialogue, integration, and solidarity through group work. The technology model can also be effective, leveraging adolescents’ interest in technology to bridge differences.
3. Objectives
- Integrate all students at Central High School.
- Design inclusive methods and activities.
- Provide an appropriate environment for each student’s needs.
- Foster acceptance and respect towards students with disabilities.
- Meet individual student needs.
- Promote interaction among students.
- Encourage open dialogue.
- Understand and respect generational differences.
- Identify specific needs in others.
- Develop empathy and solidarity.
- Enhance teamwork skills for common benefits.
4. Methodology
The teaching style will vary based on the activity. Key methods include:
- Task Allocation: Promoting teamwork.
- Reciprocal Teaching: Peer-to-peer learning.
- Group Problem-Solving: Emphasizing collaborative work.
Teaching strategies will encompass three dimensions:
Knowledge Dimension: Building on students’ prior knowledge to enhance understanding of diverse needs.
Expertise Dimension: Developing skills for task completion and positive communication.
Being Dimension: Focusing on affective development, instilling positive attitudes, and promoting autonomy.
5. Activities
- Awareness activities for teachers, parents, and students.
- Training activities.
- Self-esteem workshops (theater, dance, skills, risk prevention, sports, drawing).
- Educational group games.
- Conferences on special needs and disabilities.
- Film forums on disability, marginalization, and immigration.
- Debates on contemporary social issues.
- Collaborative work on various subjects.
- Gymkhanas.
- Themed chats.
- Activities with new technologies (computers, PDA).
- Extracurricular activities, sports, and trips.
6. Evaluation
Evaluation will be conducted through a report assessing the quality of educational processes, activity acceptance, individual and group work, objective achievement, and knowledge development.