School Community Project-INCLUSION

School Community Project: School Inclusion

Título TFG/TFM

TEACHER: JORGE RAUL LOPEZ LOPEZ

Fecha

Scope:: Promote critical thinking and decision-making for benefit through carrying out a community project in English.

PROJECT SCOPE

02. PROJECT INTRODUCTION

Objective: Introduce the topic of social inclusion and its construction of mes sages in English.

MAIN GOAL OF THE PROJECT:

03. GENERAL DESIGN

General Project Design Information: 2nd Semester Students will carry out a Project in Research teams on the Types of Inclusion, from which they will select one according to their interest and above all the type of inclusion selected must be applied according to its environment so that a plan can be developed based on the strategic for its reduction and improvement of its environment.

Key Words:

1. . Inclusion
2. Improvement
3. Reduction
4. Carry on

Presentation of a community project in English on inclusion: 1. Team Integration: Groups of 3 to 4 members 2. Steps to Follow: a) The Teacher will assign teams to carry out the community project. b) The Teacher will assign a group research activity so that the students Research the general concept of inclusion, types of inclusion, advantages and disadvantages. c) Students will investigate the general and specific concepts of the previous point mentioned. d) Students will select a type of inclusion presented in their environment to investigate it in more depth and carry out complementary research. e) Students must give possible alternatives for the selected inclusion through a critical opinion debate and develop a strategic plan to reduce this inclusion in their environment. f) Students will present their project in the community of preference in different government agencies and institutions. g) An observation list will be used for group and individual feedback on the project.

04. OPERATIONAL PLAN

SPECIFIC STEPS FOR THE PROJECT:

Inclusion is a theoretical concept that, in its application in education, refers to the way in which the school should respond to diversity. It is a concept that emerged in the 1980s and aims to replace integration, until then the dominant one in practice. Its basic assumption is that the school system must be modified so that it responds to the needs of all students, instead of students who must adapt to the system, integrating into it. The conscious and deliberate choice for heterogeneity in school that assigns value to diversity instead of considering it a problem constitutes one of the central pillars of the inclusive approach.

05. Appendix