“See You” Project
What were the main aims of the initiative?
Traditional school culture and practices fail to provide an appropriate relational context to serve as a potential tool to promote the real involvement of disabled people (Convention on the Rights of Persons with Disabilities - section 1b). The innovative aspect of this project assumes that relationships in and out of the school context are a principal tool in inclusive practice. The inclusive process needs networks that support important continuing interactions in the school and in the social contexts. This project aims to create a relationship network to promote an inclusive culture in the pre-adolescent and adolescent context. The participants of the project are 46 young people attending lower secondary school and the process involves school and out of school activities.
The aims of the project are:
Location, setting, Scope, key events etc.
Differences are not readily accepted in school or in out of school contexts and important opportunities for inclusion are lost as a result. Such opportunities become much more difficult in the preadolescent and adolescent phases in which the possibilities of exclusion are many. The need to involve people connected to the young people (i.e., friends, families, supervisors of the activities) in the inclusive process is therefore fundamental. Indeed, only by this involvement can social and friendly relationships be developed and an inclusive culture created.
What issues/challenges does the example address?
The relationship between educational processes and involvement in school activities characterises the inclusion perspective and aims to achieve a cohesive process rather than requiring student adjustment to an organised context. This perspective asks the following question to the school and social sphere: “Is it enough to create supports for students without creating the conditions that allow complete participation in social and school communities?”
From this point, the project “See you” addresses scholastic inclusion experiences and class relationships within the community, giving inclusion a complete prospective including all the aspects of human life.
How was the Initiative implemented?
The project involves students, teachers and families from two lower secondary schools: l’Istituto Comprensivo C. Bazzano Monteveglio and l’lstituto Comprensivo di Zola Predosa (Bologna, Italy).
The project will last 10 months (September - June 2016). The activities and the phases are presented below and involve preadolescents and adolescents.
The planning and implementation of the project involves the teachers, an external consultant pedagogue and two coordinators belonging to the technical group “ASC Insieme” that financed the project.
a. Starting the project
All meetings are coordinated by the pedagogue and the teachers.
b. Project planning
b1. School hours (see attachment 1, 2 and 3)
The students will work with a peer with disabilities during usual school activities (e.g. on a written text, reading a book, solving problems, drawing) for a fixed time every day (tutoring). Moreover, they participate in laboratories to support inclusion (theatre, expressivity, multimedia, woodworking etc.).
b2. Out of school hours
During out of school hours, the students with disabilities will:
Moreover, the families will be involved to organise the activities. This phase will be supported by the families and supervisors of the activities.
What where the key Outcomes? What impact/added value did they prove? What were the biggest challenges?
Has the initiative been evaluated or are there plans for this in the future?
Intermediate and final evaluations are undertaken through focus groups and individual questionnaires involving students, teachers and families.
The intermediate evaluation will take place every two months involving:
Have any plans been made for future direction of the initiative?
The development of the project will include in the future:
What are the main learning points?
Are there further information about supporting materials?
Project information (laboratories):
Booth, T., & Ainscow, M. (2011). Index for Inclusion: Developing Learning and Participation in Schools. Bristol: CSIE.
Marra A.D. (2010). Diritto e Disability Studies. Materiali per una nuova ricerca multidisciplinare. Reggio Calabria: Falzea
Medeghini R.(2006). Le pratiche inclusive come presupposto di cittadinanza. In Animazione Sociale 10 pp. 70-80
Medeghini R et al (2009). L’inclusione scolastica. Processi e strumenti di autoanalisi per la qualità inclusiva. Brescia: Vannini Editrice
Medeghini R. et al. (2013). Il linguaggio come problema. In Medeghini R. et al. Disability Studies. Emancipazione, inclusione scolastica e sociale, cittadinanza. Trento: Centro Studi Erickson, pp.53-88
Medeghini R., D’Alessio S- et al. (2015). L’approccio dei Disability Studies per lo sviluppo delle pratiche scolastiche inclusive in Italia. In Vianello R., Di Novo S. Oltre le posizioni ideologiche: risultati della ricerca. Trento: Centro Studi Erickson
UN (2006). Convention on the Rights of People with Disabilities. New York: UN