A good practice in
inclusive education
1. Presentation of the VET centre
2. Socio-economic context
3. Typology of students
4. Some actions implemented in Otxarkoaga for an inclusive education
5. Results
1. Presentation of the VET
centre
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Otxarkoaga is an education centre member of HETEL.
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It provides education in different levels: obligatory secondary education (1218 years), Vocational Education in different levels (EQF 1-3) (16-20 years)
and training for unemployed and employed people.
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It has been recognized by the Ministry of Education of Spain with the
National ward for Inclusive Education (2006).
•
It hold different recognitions for its advanced management system (EQFM
Golden Q, UNE-EN-ISO 9001, UNE-EN-ISO 14001, OHSAS 18001…)
2. Socio-economic
context
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The centre provides education to people from 12 years old to any working
age.
•
Most of the students have difficulties for learning, due to diverse reasons
(socio-cultural origin, immigration, gypsies, special education needs…)
•
The characteristics of the students make necessary to have a specific
attention and a diversity of approaches for a development of their
competences but with the focus on guarenteeing the inclusion of every
student.
•
The approach is that students with learning difficulties will be able to
interact with students able to learn without a curricular gap.
3. Typology of students
Curriculum mismatches
Special education needs
Behavioural disorders
1.19%
Mental diseases
16.57%
29.70%
7.91%
97.91%
8.51%
Risk of exclusion (drugs comsupmtion, violence, family problems)
Bullies
5.52%
Victims of bullying
22.84%
Criminal record
21.79%
25.67%
Immigrants
2.99%
Refugees without a family
3.58%
1.34%
6.72% 5.52%
Gipsies
Drug consumers
98,51% of students face a “non
nomalized” socio-economic
context
From families without ec resources
Victims of family abuse
Assisted by social services
4. Some actions implemented
in Otxarkoaga for an inclusive
education
Action
Objectives
Methodological tools
Bikaintasunerantz
Project
-Improve teaching setting up the basis for
innovation in learning methodologies.
- Improve students comprehension
- Development of basic competences working with
multiple intelligences
- Emotional education
- Improve the student-teacher relation
-TREVA (Relaxation Techniques
Applied to the Classroom).
- Work on the class atmosphere
Specific education
reinforcement
-Addressed to students who are lagging behind in
courses under the ones corresponding to their age
and have behavioural problems.
- Improve the attitude and personal and social
behaviour of the students
- Improve their self-steem and their academic
expectations.
- Development of their basic competences for a
better social integration.
-Active learning: the student is the
subject of the learning process and
the teacher is a facilitator offering
guidance.
- Cooperative learning.
- Presence of 2 teachers in the class.
- Coordination with the families and
social organization to bear in mind
the personal characteristics of each
student, offering a personalised
learning path.
4. Some actions implemented
in Otxarkoaga for an inclusive
education
Action
Programme
addressed to
underaged
immigrants
without a
family in the
country
(mostly from
the North of
Africa)
Objectives
Methodological tools
- The students don´t know Spanish,
most of them are illiterates in their own
language, have different religion,
different habits and a different personal
approach to women, come from a
situation of defencelessness in their
country and have as a priority the
access to the labour market.
- Provide them with patterns for a social
and personal inclusion.
- Improve their Spanish competence to
guarantee a personal autonomy.
- Improve the interpersonal relations.
- Give them healthy and adapted
activities for their spare time.
- Provide them with tolerance, respect
and open mindness values.
- Provide them with professional
training
- The work is structured in 4 big areas:
- Communcation/development of their
competence in Spanish, using peer learning and
cooperative learning for a better integration.
- Training in tools to develop their autonomy,
helping them to express their opinions, collect,
organize and analyse information from daily life,
problem solving and conflict resolution.
- Professional skils in 4 areas: carpentry,
electricity, plumbing and food, to keep their
motivation offering them alternatives to live on
their own.
- Personal and social development, from the new
culture they come to (teaching them our
costumes, integrating them in traditional
activities…) and from their own culture, giving to
their own culture the space deserved and helping
to create emotional links with the trainers and
teachers. For both the centre develops different
activities and events along the year.
4. Some actions implemented
in Otxarkoaga for an inclusive
education
Other actions:
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•
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Creation of a classroom for those with special education needs.
Creation of a Section for Task Learning (SAT), addressed to students aged between 16-21
with special education needs linked to a disability.
Individualization of the learning process, adapting it to the personal characteristics of each
student.
Programme of Cerebral Stimulation to improve physical competences and cognitive
structures.
Use of the theory of multiple intelligences.
Creation of the Green Brigad, which aims the professional inclusion by learning gardening
activities.
Creation of the Cultural Reinforcement Group.
Training of teachers in different learning methodologies, in relaxing techniques applied to the
classroom and in the use of iPads as tools for learning addressed to students with intellectual
disabilities.
Thank you very much for
your attention!
Tamara Rodríguez
Responsible of International Projects
[email protected]
@trodriguezfer
Skype: trodriguezfer
www.otxarkoaga.org
@CF_Otxarkoaga