SANTA ANNA SCHOOL INSTITUTE
Emotions, communication, universal learning design.
The recognition of one's emotions, the self esteem, the communication and interaction between different ages and levels of learning is a very important part of our educational project.
From early childhood (3-year-old students) we develop a specific emotional well-being program, held once a week. We work on emotions through stories, pictures, pictograms.
The special education teacher carries out this program with the whole class group. She pays specific attention to students with special educational needs.
language, communication and speech
SUBJECT+VERB+COMPLEMENT
BIG CLASS BOOK
EACH GROUP OF 3 AND 4 YEARS OLD STUDENTS HAVE A BIG CLASS BOOK WITH EACH STUDENT PHOTO FOLLOWED BY TWO MORE SPACES IN ORDER TO ADD A PICTURE OF A VERB AND A PICTURE OF A COMPLEMENT. IN THIS WAY, WE HELP STUDENTS TO BUILD SENTENCES AND MAKE A GOOD USE OF SOME SIMPLE SENTENCE STRUCTURES.
DIFFERENT COMBINATIONS OF SENTENCES CAN BE MADE WITH THE IMAGES THEY find IN THE ENVELOPES OF VERBS AND COMPLEMENTS.
FAIRY MOUTH
THIS IS THE FAIRY MOUTH. she is with US IN THE LANGUAGE SESSIONS. IT'S AN OBJECT CHILDREN enjoy a lot. it helps teachers to POINT out the SPEECH ARTICULATION AND raise awareness about pronuntiation.
EACH CLASS HAS a poster with THE mouth POSITION CORRESPONDING TO EACH PHONEME. We do this work both IN SMALL GROUPs or THE WHOLE CLASS.
PHONETIC GRAPHICS
LSC COMMUNICATION NOTEBOOK
L S C
We have a 4 year old student with autism. He does not evoke vocabulary that can be understood, only some sounds. We started using some Catalan Sign Language (LSC) signs and we noticed that he was starting to use them at home. We found it necessary to offer him more signs to complement the spoken language and which could be a form of communication. He has his own notebook with the signs we are working on. Little by little we will increase the use. We have started with basic language and words from his personal environment (feelings, school, family, things he likes...)
When the teacher goes to find some children in the classrooms to do specific language work, she knocks on the door and starts singing....
EMOTIONS
THE WORK ON EMOTIONS BEGINS AT THE 3 YEARS OLD LEVEL WITH THE TALE OF THE COLOURED MONSTER. TWO SESSIONS ARE DEDICATED TO WORK ON EACH EMOTION: JOY, SADNESS, RAGE, FEAR, CALM AND LOVE.
THE EMOTIONS BOX
WE USE AN ENGAGING TOOL: THE EMOTIONS BOX WHICH CONTAINS THE STORIES AND VISUAL MATERIALS FOR EACH EMOTION.
A VERY IMPORTANT RESOURCE IS THE MIRROR WHERE STUDENTS CAN OBSERVE THEMSELVES, RECOGNIZE THEMSELVES AND REPRESENT THE EMOTION THEY FEEL.
WHEN WE WORK ON EMOTIONS WE INCLUDE 3 STEPS:- THE EMOTION RECOGNITION - THE EMOTION COMMUNICATION TO TALK ABOUT MOMENTS AND SITUATIONS IN WHICH WE FEEL - THE EMOTION REPRESENTATION USING MUSIC, DRAMA AND PAINTING.
SPECIFIC WORK WITH STUDENTS WITH SPECIAL EDUCATIONAL NEEDS
THE ARAASSAC PORTAL IS A GOOD RESOURCE TO FIND MATERIAL RELATED TO EMOTIONS, WE ALSO USE INFERENCES, SOCIAL STORIES...
WE WORK ON EMOTIONS WITH STUDENTS WITH SPECIAL EDUCATION NEEDS PARTICULARLY WITH CHILDREN WITH AUTISM. WE DO IT IN SMALL GROUPS.
INFERENCES
UNIVERSAL DESIGN OF LEARNING AND EMOTIONS
IN ALL PRESCHOOL CLASSROOMS THERE IS A POSTER WITH EMOTION PICTOGRAMS
WE ALSO HAVE A SPECIFIC CLASSROOM WITH ELEMENTS THAT PROVIDE CALM, SUCH AS CUSHIONS, A CARPET, TABLES WITH SPECIFIC ELEMENTS FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS. THEY CAN BE USED BY THE REST OF BOYS AND GIRLS.
SELF-INSTRUCTIONS TO BE IN CALM
IT IS VERY IMPORTANT TO FIND A LINK FOR STUDENTS WITH A SERIOUS DISORDER BASED ON THEIR INTERESTS. THE COMMUNICATION BETWEEN THE SPECIAL EDUCATION TEACHER, OTHER TEAM TEACHERS, THE PSYCHO-EDUCATIONAL CENTRE AND OTHER EXTERNAL SERVICES IS A PRIORITY.
LEARNING ENVIROMENTS
WE DO 6 LEARNING ENVIROMENTS. STUDENTS WITH SPECIAL EDUCATIONAL NEEDS ARE ALWAYS ACCOMPANIED BY THE SPECIAL EDUCATION OR SUPPORT TEACHER. THE ENVIRONMENTS ARE: ART, EXPERIMENTATION, MONTESSORI, LIGHT AND SHADOW, CONSTRUCTIONS AND WRITING. THE INTERACTION BETWEEN DIFFERENT AGES AND PROPOSALS FACILITATES INCLUSION.
ONE OF THE MAIN CHALLENGES SCHOOLS ARE FACING TODAY IS TO WALK TOWARDS AN INCLUSIVE SCHOOL WHERE ALL NEEDS, DIVERSITY OR DIFFERENCES ARE ACCOMPANIED. THE METHODOLOGY CALLED LEARNING ENVIROMENTS EMERGES AN IDEA FOCUSED ON THE CHILD AS AN ACTIVE SUBJECT. IN OUR SCHOOL, CHILDREN AGED 3, 4 AND 5 WORK TOGETHER COOPERATIVELY AND THE RHYTHM AND PREFERENCES OF OUR STUDENTS ARE RESPECTED.
INCLUSIVE METHODOLOGIES, LEARNING ENVIRONMENTS, CORNERS, COOPERATIVE WORK
RESOURCES
SHORT FILMS TO WORK VALUES
TALES OF EMOTIONAL EDUCATION
PICTOGRAMS AAC
INTERNAL SERVICES SEN
- TWO SPECIAL EDUCATION TEACHERS FOR KINDERGARDEN AND PRIMARY AND ONE FOR SECONDARY EDUCATION.
- SUPPORT TEACHER TO ACCOMPANY CHILDREN WITH SERIOUS DIFFICULTIES AUTISM, BEHAVIOR.
- ONE MALL (AUDITION AND LANGUAGE TEACHER): SPEECH THERAPY.
SPECIAL NEEDS TEACHERS ARE COORDINATED WITH EXTERNAL SERVICES: PRIVATE CENTERS AND PUBLIC CENTERS.
EXTERNAL SERVICES SEN
WORK TO: - GIVE SPECIFIC TREATMENT FOR EACH CASE.
- GIVE RESOURCES TO TEACHERS.
EAP (PSYCHOPEDAGOGICAL CARE TEAM): PSICOPEDAGOGIC ATTENTION, HELPS TEACHER, OBSERVE PUPILS WITH DIFERENT DISORDERS.
CAEI: ONE DAY A WEEK ALL THE SPECIAL EDUCATION TEACHERS TALK ABOUT THE CHILDREN WITH THE EAP, ONE DAY EVERY MONT WITH SOCIAL SERVICES.
CDIAP CENTER FOR CHILD DEVELOPMENT AND EARLY CARE
CSMIJ CHILD AND YOUTH MENTAL HEALTH SERVICE
CREDA RESOURCE CENTER FOR THE HEARING IMPAIRED
¡gracias, MULȚUMESC,THANK YOU,GRÀCIES!
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Transcript
SANTA ANNA SCHOOL INSTITUTE
Emotions, communication, universal learning design.
The recognition of one's emotions, the self esteem, the communication and interaction between different ages and levels of learning is a very important part of our educational project.
From early childhood (3-year-old students) we develop a specific emotional well-being program, held once a week. We work on emotions through stories, pictures, pictograms.
The special education teacher carries out this program with the whole class group. She pays specific attention to students with special educational needs.
language, communication and speech
SUBJECT+VERB+COMPLEMENT
BIG CLASS BOOK
EACH GROUP OF 3 AND 4 YEARS OLD STUDENTS HAVE A BIG CLASS BOOK WITH EACH STUDENT PHOTO FOLLOWED BY TWO MORE SPACES IN ORDER TO ADD A PICTURE OF A VERB AND A PICTURE OF A COMPLEMENT. IN THIS WAY, WE HELP STUDENTS TO BUILD SENTENCES AND MAKE A GOOD USE OF SOME SIMPLE SENTENCE STRUCTURES.
DIFFERENT COMBINATIONS OF SENTENCES CAN BE MADE WITH THE IMAGES THEY find IN THE ENVELOPES OF VERBS AND COMPLEMENTS.
FAIRY MOUTH
THIS IS THE FAIRY MOUTH. she is with US IN THE LANGUAGE SESSIONS. IT'S AN OBJECT CHILDREN enjoy a lot. it helps teachers to POINT out the SPEECH ARTICULATION AND raise awareness about pronuntiation.
EACH CLASS HAS a poster with THE mouth POSITION CORRESPONDING TO EACH PHONEME. We do this work both IN SMALL GROUPs or THE WHOLE CLASS.
PHONETIC GRAPHICS
LSC COMMUNICATION NOTEBOOK
L S C
We have a 4 year old student with autism. He does not evoke vocabulary that can be understood, only some sounds. We started using some Catalan Sign Language (LSC) signs and we noticed that he was starting to use them at home. We found it necessary to offer him more signs to complement the spoken language and which could be a form of communication. He has his own notebook with the signs we are working on. Little by little we will increase the use. We have started with basic language and words from his personal environment (feelings, school, family, things he likes...)
When the teacher goes to find some children in the classrooms to do specific language work, she knocks on the door and starts singing....
EMOTIONS
THE WORK ON EMOTIONS BEGINS AT THE 3 YEARS OLD LEVEL WITH THE TALE OF THE COLOURED MONSTER. TWO SESSIONS ARE DEDICATED TO WORK ON EACH EMOTION: JOY, SADNESS, RAGE, FEAR, CALM AND LOVE.
THE EMOTIONS BOX
WE USE AN ENGAGING TOOL: THE EMOTIONS BOX WHICH CONTAINS THE STORIES AND VISUAL MATERIALS FOR EACH EMOTION.
A VERY IMPORTANT RESOURCE IS THE MIRROR WHERE STUDENTS CAN OBSERVE THEMSELVES, RECOGNIZE THEMSELVES AND REPRESENT THE EMOTION THEY FEEL.
WHEN WE WORK ON EMOTIONS WE INCLUDE 3 STEPS:- THE EMOTION RECOGNITION - THE EMOTION COMMUNICATION TO TALK ABOUT MOMENTS AND SITUATIONS IN WHICH WE FEEL - THE EMOTION REPRESENTATION USING MUSIC, DRAMA AND PAINTING.
SPECIFIC WORK WITH STUDENTS WITH SPECIAL EDUCATIONAL NEEDS
THE ARAASSAC PORTAL IS A GOOD RESOURCE TO FIND MATERIAL RELATED TO EMOTIONS, WE ALSO USE INFERENCES, SOCIAL STORIES...
WE WORK ON EMOTIONS WITH STUDENTS WITH SPECIAL EDUCATION NEEDS PARTICULARLY WITH CHILDREN WITH AUTISM. WE DO IT IN SMALL GROUPS.
INFERENCES
UNIVERSAL DESIGN OF LEARNING AND EMOTIONS
IN ALL PRESCHOOL CLASSROOMS THERE IS A POSTER WITH EMOTION PICTOGRAMS
WE ALSO HAVE A SPECIFIC CLASSROOM WITH ELEMENTS THAT PROVIDE CALM, SUCH AS CUSHIONS, A CARPET, TABLES WITH SPECIFIC ELEMENTS FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS. THEY CAN BE USED BY THE REST OF BOYS AND GIRLS.
SELF-INSTRUCTIONS TO BE IN CALM
IT IS VERY IMPORTANT TO FIND A LINK FOR STUDENTS WITH A SERIOUS DISORDER BASED ON THEIR INTERESTS. THE COMMUNICATION BETWEEN THE SPECIAL EDUCATION TEACHER, OTHER TEAM TEACHERS, THE PSYCHO-EDUCATIONAL CENTRE AND OTHER EXTERNAL SERVICES IS A PRIORITY.
LEARNING ENVIROMENTS
WE DO 6 LEARNING ENVIROMENTS. STUDENTS WITH SPECIAL EDUCATIONAL NEEDS ARE ALWAYS ACCOMPANIED BY THE SPECIAL EDUCATION OR SUPPORT TEACHER. THE ENVIRONMENTS ARE: ART, EXPERIMENTATION, MONTESSORI, LIGHT AND SHADOW, CONSTRUCTIONS AND WRITING. THE INTERACTION BETWEEN DIFFERENT AGES AND PROPOSALS FACILITATES INCLUSION.
ONE OF THE MAIN CHALLENGES SCHOOLS ARE FACING TODAY IS TO WALK TOWARDS AN INCLUSIVE SCHOOL WHERE ALL NEEDS, DIVERSITY OR DIFFERENCES ARE ACCOMPANIED. THE METHODOLOGY CALLED LEARNING ENVIROMENTS EMERGES AN IDEA FOCUSED ON THE CHILD AS AN ACTIVE SUBJECT. IN OUR SCHOOL, CHILDREN AGED 3, 4 AND 5 WORK TOGETHER COOPERATIVELY AND THE RHYTHM AND PREFERENCES OF OUR STUDENTS ARE RESPECTED.
INCLUSIVE METHODOLOGIES, LEARNING ENVIRONMENTS, CORNERS, COOPERATIVE WORK
RESOURCES
SHORT FILMS TO WORK VALUES
TALES OF EMOTIONAL EDUCATION
PICTOGRAMS AAC
INTERNAL SERVICES SEN
SPECIAL NEEDS TEACHERS ARE COORDINATED WITH EXTERNAL SERVICES: PRIVATE CENTERS AND PUBLIC CENTERS.
EXTERNAL SERVICES SEN
WORK TO:- GIVE SPECIFIC TREATMENT FOR EACH CASE.
- GIVE RESOURCES TO TEACHERS.
EAP (PSYCHOPEDAGOGICAL CARE TEAM): PSICOPEDAGOGIC ATTENTION, HELPS TEACHER, OBSERVE PUPILS WITH DIFERENT DISORDERS.
CAEI: ONE DAY A WEEK ALL THE SPECIAL EDUCATION TEACHERS TALK ABOUT THE CHILDREN WITH THE EAP, ONE DAY EVERY MONT WITH SOCIAL SERVICES.
CDIAP CENTER FOR CHILD DEVELOPMENT AND EARLY CARE
CSMIJ CHILD AND YOUTH MENTAL HEALTH SERVICE
CREDA RESOURCE CENTER FOR THE HEARING IMPAIRED
¡gracias, MULȚUMESC,THANK YOU,GRÀCIES!