AS2B Firenze
Concorso PNRR3 Prova orale
Candidate: Alessandra Triglia
Children and adults with special needs
overview
8- Pre-requisites
1- Context
9- Anticipated problems
2- Class
10- Materials and tools
3- Inclusion
11- Methodologies and strategies
4- National Guidelines
12- Lesson structure
5- General aims
13- Assessment
6- Specific aims
7- Key competences
14- References
Class
1 from India (A2 level)
1 from India (A2 level)
New Comer Student
25
Number of students
25
Age
16/17
2 with Dyslexia
2 with Dyslexia
SEN students
CEFR levels
B1+
Mild-cognitive disability student
Context
Type of school and location:
5th year Liceo Scienze Umane - G. Pascoli Massa (MS)
inclusion strategies
DISPENSATORY MEASURES
- Oral communication
- No spelling correction
- Avoiding reading aloud
- Communicative effectiveness rather than accuracy
COMPENSATORY TOOLS
- Visual support
- Tailored materials in content, layout and font type
- Group works
- Support teacher for disabled student
SEN STUDENTS Personalised learning plan
national guidelines for licei
inclusion laws
B2 level
general aims
Can understand the main ideas of complex text on both concrete and abstract topics
Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party
Can produce clear, detailed text on a wide range of subjects and explain their viewpoint efficiently
Can understand extended speech and follow even complex lines of argument provided the topic is reasonably familiar
specific aims
By the end of the lesson, SS will be able to
Knowledge
Ability
Competence
SS will master specific terms (impairment, accessibility, inclusive, education, caregivers, barrier-free); consolidation of modal and verbs in social contexts.
SS will be able to discuss rights and daily challenges, argue for inclusive solutions, draft a manifesto using a register for the intended audience.
SS will act as responsible citizens by showing empathy and respect for diversity and foster an open and global mindset.
Key competences
Council Recommendation of 22 May 2018 for lifelong learning
- Digital
- Personal, social and learning
- Cultural awareness and expression
- Citizenship
pre-requisites
Knowledge
Skills
- Ability to use basic ICT (web browsing, poster creation)
- Ability to understand short videos with subtitles
- Get used to group work
- B1+ Language proficiency
- Vocabulary related to health, emotions and social structures
- Modal verbs (should, must, have to)
anticipated problems
Problems
Solutions
Providing different tasks for different ability levels, scaffolding and foster groupwork
Mixed ability class
Providing extra handouts
Problems with Internet connection
Lack of autonomy
Scaffolding, pair work, group work
Engaging strategies and/or responsibility roles for lively students
Disruptive behaviour
10
materials and tools
Materials
ICT
11
methodologies and strategies
E.S.A.
Peer-to-Peer tutoring
Jigsaw
Scaffolding
Think-Pair-Share
12
lESSoN structure
3 lessons of 60 minutes each
Title here
Title here
12
lESSoN structure
lesson 1
The teacher asks: What do they have in common?
Title here
Title here
12
lESSoN structure
lesson 1
SCAFFOLDING: Bilingual glossary for the New Comer student. Simplified visual text and help of the support teacher for the disabled student. High readability font for SLD students.
Title here
Title here
12
lESSoN structure
lesson 1
BARRIERS FACILITATORS
Title here
Title here
12
lESSoN structure
lesson 2
SCAFFOLDING: SLD students, disabled student and New Comer student are given some useful language buut they only have to underline the words they hear.
Title here
Title here
12
lESSoN structure
lesson 2
Some students in each group read aloud the text for SEN students
Title here
Title here
12
lESSoN structure
lesson 2
Title here
Title here
12
lESSoN structure
lesson 3
Peer-to-Peer tutoring for sentence structure for SEN students
AT LAST! 10 minutes of "Positive peer feedback"
Title here
Title here
13
POSTER ASSESSMENT
13
self assessment
13
teacher assessment
- Did I manage to conclude each activity in time?
- Were the activities engaging enough?
- Did I manage to appropriately include everyone?
- Were the specific aims met overall?
- What worked well?
- What can be improved?
14
references
- CEFR Companion Volume (2021)
- Key Competences for Lifelong Learning (Council Recommendation, 2018)
- National Guidelines for Licei
- D.P.R 89/2010
- Law 170/2010
- Law 104/1992
- D.Lgs. 66/2017
- Ministerial Directive 27/12/2012
- Textbook: "Growing into old age" Zanichelli ed.
Thank you
Thank You
for your nice attention
for your nice attention
for your nice attention
Candidate: Alessandra Triglia
Alessandra Triglia
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Transcript
AS2B Firenze
Concorso PNRR3 Prova orale
Candidate: Alessandra Triglia
Children and adults with special needs
overview
8- Pre-requisites
1- Context
9- Anticipated problems
2- Class
10- Materials and tools
3- Inclusion
11- Methodologies and strategies
4- National Guidelines
12- Lesson structure
5- General aims
13- Assessment
6- Specific aims
7- Key competences
14- References
Class
1 from India (A2 level)
1 from India (A2 level)
New Comer Student
25
Number of students
25
Age
16/17
2 with Dyslexia
2 with Dyslexia
SEN students
CEFR levels
B1+
Mild-cognitive disability student
Context
Type of school and location:
5th year Liceo Scienze Umane - G. Pascoli Massa (MS)
inclusion strategies
DISPENSATORY MEASURES
COMPENSATORY TOOLS
SEN STUDENTS Personalised learning plan
national guidelines for licei
inclusion laws
B2 level
general aims
Can understand the main ideas of complex text on both concrete and abstract topics
Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party
Can produce clear, detailed text on a wide range of subjects and explain their viewpoint efficiently
Can understand extended speech and follow even complex lines of argument provided the topic is reasonably familiar
specific aims
By the end of the lesson, SS will be able to
Knowledge
Ability
Competence
SS will master specific terms (impairment, accessibility, inclusive, education, caregivers, barrier-free); consolidation of modal and verbs in social contexts.
SS will be able to discuss rights and daily challenges, argue for inclusive solutions, draft a manifesto using a register for the intended audience.
SS will act as responsible citizens by showing empathy and respect for diversity and foster an open and global mindset.
Key competences
Council Recommendation of 22 May 2018 for lifelong learning
pre-requisites
Knowledge
Skills
anticipated problems
Problems
Solutions
Providing different tasks for different ability levels, scaffolding and foster groupwork
Mixed ability class
Providing extra handouts
Problems with Internet connection
Lack of autonomy
Scaffolding, pair work, group work
Engaging strategies and/or responsibility roles for lively students
Disruptive behaviour
10
materials and tools
Materials
ICT
11
methodologies and strategies
E.S.A.
Peer-to-Peer tutoring
Jigsaw
Scaffolding
Think-Pair-Share
12
lESSoN structure
3 lessons of 60 minutes each
Title here
Title here
12
lESSoN structure
lesson 1
The teacher asks: What do they have in common?
Title here
Title here
12
lESSoN structure
lesson 1
SCAFFOLDING: Bilingual glossary for the New Comer student. Simplified visual text and help of the support teacher for the disabled student. High readability font for SLD students.
Title here
Title here
12
lESSoN structure
lesson 1
BARRIERS FACILITATORS
Title here
Title here
12
lESSoN structure
lesson 2
SCAFFOLDING: SLD students, disabled student and New Comer student are given some useful language buut they only have to underline the words they hear.
Title here
Title here
12
lESSoN structure
lesson 2
Some students in each group read aloud the text for SEN students
Title here
Title here
12
lESSoN structure
lesson 2
Title here
Title here
12
lESSoN structure
lesson 3
Peer-to-Peer tutoring for sentence structure for SEN students
AT LAST! 10 minutes of "Positive peer feedback"
Title here
Title here
13
POSTER ASSESSMENT
13
self assessment
13
teacher assessment
14
references
Thank you
Thank You
for your nice attention
for your nice attention
for your nice attention