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Special Education Requirement and Overseas Students, Download Example of Personalized Research Program

The extent of educational deficiency is much broader than it is explicitly manifested by the presence of certain deficiencies or disadvantages. The

There are students in any class who pay special attention to a variety of reasons:

  • Social and cultural evil
  • Specific learning disorders and / or specific developmental disorders
  • Problems caused by lack of knowledge of Italian culture and language because they are part of different cultures.

The complexity of the classes in our schools

In the contrasting panorama of our schools, the complexity of the classes becomes more and more apparent.

This area of ​​educational issues, which includes a variety of issues, is referred to as the area of ​​special education needs (in other European countries, special education needs). Three main subcategories are included: disability; Specific developmental disorders and socio-economic, linguistic and cultural disadvantages.

Special education requirement refers to any developmental difficulty in operating in an educational and / or learning environment that requires a specialized personalized education aimed at inclusion.

Who is BES?

From an order of December 27, 2012: “… each student, for a continuous or period of time, may express special educational needs: for physical, biological, physiological or psychological, social reasons, it is necessary for schools to provide adequate and personalized response.”

Three different divisions of BES

We can identify three different and important types of special education needs:

  • Disability (Act 104/1992);
  • Specific developmental disorders (ASD / language deficiency, which should be differentiated into non-verbal skills of motor coordination, attention and speed disorder);
  • Socio-economic, linguistic and cultural evil.

February 2014 Guidelines for the reception and integration of foreign students

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In 2006, Minister Circular no. On March 10 and 24, the Ministry of Education issued guidelines for welcoming and co-ordinating foreign students with the aim of providing shared guidance at a cultural and educational level and making recommendations for a logistics and artificiality. Coordinating foreign students and promoting academic and training success. The 2006 guidelines were an important reference, but almost ten years later, it is necessary to reconsider the reality of the world of immigrants, which today is more complex in number and a cultural way of continuing visual integration due to the country’s diversity of origins and cultures. Thereafter, the demands for regulatory changes, needs and direction are derived from the fascinating world of schools and from those working in the community, and above all from the very rich and lucrative experience of our autonomous schools that have designed the Italian integration model. In recent years.

The February 2014 “Guidelines for the Welcome and Integration of Foreign Students” therefore refers to a work tool for DS, teachers, families and operators of associations who are responsible for identifying ways in which every aspect of student knowledge is confronted with the possibility of re-affirming artificial appearance for the benefit of each student. Representing. This, as mentioned, is an opportunity for change for the entire Italian school.

Welcome

The term “welcome” refers to a set of formal achievements and activities that relate the student and his or her family to the school situation.

Inscription

Registration marks an important moment for all Italian parents to make a choice that fully meets the educational needs of their children.

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Based on the provisions of Section 45 of Presidential Decree No. 45. 349/1999, When a student arrives in Italy, admission procedures may take place during the year.

On the other hand, students who have already entered the Italian school system and are required to attend the first classes of elementary, lower and secondary schools must be admitted within the period specified in the ministerial circulars.

If the family of a foreign minority is legally irregular, therefore, if the student does not have a tax code, the application must be drawn up by the school in any case, following the same rules that apply to enrolling students. In the student register. In this case, however, school admission, which is the right of every minority, is not a requirement to regulate presence in the Italian territory, but to the minority or his parents.

Type of special education requirement

If we specify a foreigner category there are a number of special education requirements:

  • NAI student (means foreign students entering our school system for the first time in the current or previous school year);
  • A foreign student who has come to Italy in the last three years (those who have passed the first education, but have not yet attained those skills in the Italian language, i.e. dealing with study subjects);
  • A foreign student who has been in Italy for many years – beyond the three-year period – finds difficulties in the Italian language and especially in research;
  • Foreign student who does not match the insertion class due to repeated or insertion into a “lower” class in agreement with the family.
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P.D.P.

Therefore, PDP must have all the characteristics that determine the sociological impairment necessary for it to function. We run one of the applications at the Santoni Higher Education Institute in Pisa with the full capacity of Professor Marricio Bernie, a well-structured, school manager. A useful model if placed in the context of “good practices” is that the ministry needs more active schools to support others.

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