Decálogo de búsqueda de empleo - Poster / job search information

Evaluación

We will propose a specific activity for our project, we will explain what knowledge and competences our curriculum will develop the student through this activity. We will explain how we will evaluate the student in this activity.



Evaluation of my project

Within the project "Inclusion is change of Attitude: rights and equity" students and teachers will dynamize activities in the promotion of an inclusive school.


However, to adjust to this project, I will make a particular to the activity for students with SEN, which defines what they have to do, the purpose of those tasks and the way in which

- will be evaluated

- they will self-evaluate.



Activity:

Together, students with and without SEN, and teachers, form a music group. This musical group has its regulation in which tasks are defined for all the elements.

For some students with SEN there are the following goals (over three years in school):

-to know the musical instruments to use

- use the instruments

-be sure to take care, that instrument safely

-to get to play independently, within the group

- store, accommodate and transport these instruments

-saber / adjust to save the musical instruments of their peers

- be in public (school and community presentations)

-Saber calendar of public presentations

- be assiduous and punctual in the essays

- be regular and punctual in presentations

Future: be part of a musical group (in a playful way) and contribute to the logistic component of the group: take care of the maintenance of musical instruments; Maintain uniform care; transport instruments with security precautions; support the bosses; ...

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Propondremos una actividad concreta para nuestro proyecto, explicaremos qué conocimientos y competencias de nuestro currículo desarrollará el alumno mediante esta actividad. Explicaremos cómo evaluaremos al alumno en esta actividad.

Evaluación de mi proyecto
Dentro del proyecto "Inclusión es cambio de Actitud: derechos y equidad" alumnos y profesores dinamizarán actividades en la promoción de una escuela inclusiva.

Sin embargo, para ajustar a este proyecto, voy a particularizar una a la actividad para alumnos con NEE, que defina lo que tienen que hacer, el objetivo de esas tareas y la forma en que
- serán evaluados 
- se auto-evaluarán.

Actividad:
En conjunto, alumnos con y sin NEE, y profesores, forman un grupo de música. Este grupo musical tiene su reglamento en el que se definen tareas para todos los elementos.
para algunos alumnos con NEE hay las siguientes metas (a lo largo de tres años en la escuela):
-conocer los instrumentos musicales a usar
- utilizar los instrumentos
-saber cuidar, con seguridad ese instrumento
-conseguir tocar de forma independiente, dentro del grupo
- guardar, acomodar y transportar dichos instrumentos
-saber / ajuadar a guardar los instrumentos musicales de sus pares
- estar en público (presentaciones escolares y comunitarias)
-saber calendario de las presentaciones públicas
- ser asiduo y puntual en los ensayos
-ser asiduo y puntual en las presentaciones

Futuro: formar parte de un grupo musical (de forma lúdica) y contribuir al componente logístico del grupo: cuidar el mantenimiento de los instrumentos musicales; Mantener los cuidados uniformes; transportar instrumentos con cuidados de seguridad; apoyar a los jefes; ...

Evaluación:
Con rejillas de fácil lectura, accesibles y todos (posiblemente con sistema alternativo de comunicación). 
Por ejemplo:

Pasos para buscar empleo - Steps to look for a job - students with SEN

There are particular situations where the job search / post-school training MUST start in school.
In Portugal, for students with SEN, intellectual disabilities, begins at age 16:
1- to develop a PIT - Individual Transition Plan - whenever possible in the community, according to the potentialities and interests of students with SEN
2- this PIT be articulated between the families, the school and the employer
3- Stipulate and adapt the tasks that the students have to develop / mechanize to their profile
4-give continuity to the PIT, adapting the tasks, over 3 years (or until the student turns 18)
5- in the last year of schooling, establish partnerships with this entity or others that have the same employment / training valence
6 - teach / guide students to present themselves in an interview, self-regulate and
7-with families and students (where possible with a local, municipal and social transition element and institutions) foster placements and post-school training.
8- throughout the course: to develop students' self-determination skills and to meet and / or moderate expectations of families.

Actividad: el currículo en mi proyecto - The curriculum in my project

Portugal is in a phase of full change towards an inclusive school, a school of all for all. In this sense, where the project that I have in progress can be enriched with the entry of a new Task / activity: to show and share realigned activities with and by the students, towards the achievement of the Profile of Students Exiting Compulsory Schooling, in which a Humanist background profile is highlighted whose curriculum addresses Essential Learning and Enhances Student Success.

It is the duty of the school to provide young people with knowledge to build a more just society and to act upon the world as well as to preserve. Knowledge is understood as fundamental to a society centered on the person and human dignity as priceless values. B. Educate teaching for the effective attainment of learning - learning is the center of the educational process. Without good learning, there are no good results. Education should intentionally promote the development of the capacity to learn, the basis of lifelong learning. The profile of the student provides a domain of skills and knowledge that supports the development of his ability to learn and value education throughout his life. C. Include as an education requirement - compulsory schooling belongs to all and for all. The contemporary school brings together a diversity of students both from the socioeconomic and cultural point of view as well as from the cognitive and motivational point of view. Adoption of the profile is critical for everyone to be included and for everyone to understand that exclusion is incompatible with the concept of equity and democracy. D. Contribute to sustainable development - there are sustainability risks that affect the planet and the human being. The citizen of the 21st century acts in an emergency context of action for development, in a globalizing perspective, but based on local action. E. Educate teaching with coherence and flexibility - flexibility is instrumental in giving everyone the opportunity to achieve the proposed profile, in a coherent way, guaranteeing everyone access to learning. It is through the flexible management of the curriculum, the teachers' joint work on the curriculum, the access and participation of the students in their own process of formation and construction of life, that it is possible to explore differentiated themes, bring reality to the center of the targeted learning . F. Acting with adaptability and daring - the uncertainty of the 21st century is that today it is fundamental to be able to adapt to new contexts and new structures, mobilizing the key competences, but also being prepared to update knowledge and perform new functions. G. Ensuring Stability - Educating for a broad competency profile requires time and persistence. A competency profile based on a matrix of knowledge, skills and attitudes must have the characteristics that allow a revolution to be faced in any area of ​​knowledge and have stability for the system to adapt and the guidelines introduced have an effect. 9 H. Value knowledge - all action, in a reflexive way, must be sustained in an effective knowledge. The school's mission is to awaken and promote intellectual curiosity and create citizens who, throughout their lives, value knowledge (MEC, 2018)

https://youtu.be/9ISIBlEP_as

It is important that the project evidence the articulation between the curriculum / students and the methodology of work, differentiated pedagogy that the foundation

etw project - Inclusion is change in attitude: rights and equity

This is a project I have been developing with my students since September:

https://live.etwinning.net/projects/project/177140

With the ideal of the project "Change the day of the person with disabilities / everyday of ALL people" it is intended to create a network of sharing in which the schools / students show their work in the day to day. 
The idea basic is inclusive practices, demonstration of student empowerment, activities in context, experiences, among others.
We want to show that, at school and in the community, inclusive practices are encouraged every day and not just on the international day of the disabilities people: December 3th.

My Presentation

I am a teacher of Special Education in a Portuguese school of public education. I work with students with intellectual disabilities, aged between 11 and 18 years old. I love my work, I dedicate many hours to professional training, formal and non-formal, and I ´m part of associations that focus on Inclusive Education. Apart from the professional aspect, the most important is my family and I "rejuvenate" with the observation / sitting on the beach and breathe the sea air.

Participant in the Learning Event 2018: eTwinning y la Formación Profesional: un mundo a explorar

I intend to learn and evolve as an etwinner and as a teacher, joining the knowledge I have of project work, curricular involvement and evaluation.

Blog Aims

Ties and Traits - aims to be a space of sharing in which each one establishes ties with others based on their traits (identity)