12.06.2023
Inclusive Schools Role Model Maria Lombardo
Hello, my name is Maria Lombardo. I'm an English teacher in fourth grade of primary school. I work at Crystal de la Yedra School in Granada, a city in Andalucia, in the south of Spain. I'm going to present a learning situation, taking into account that there is neurodiversity in all the classes of the school. In order to contextualize the activity it is essential to comment that this learning situation comes from the student's motivation to work on the topic of professions. This project arises from the pupils’ interest in a newspaper article that they themselves bring to class. Taking into consideration the principles of a Universal Design for Learning we are going to situate the project. Principle number one: Representation. We carry out the project through different forms of representation such as visual, using flashcards, auditory and written using the textbook as a support material, interaction of students with their own families who come to class dressed in their work uniform and explain to the students what they do in their work. Principle number two: Involvement. As I mentioned above to encourage the student’s motivation, we brainstorm their favourite professions and how they contribute to society. The activities carry out with the with self-regulation in mind that is different level of complexity. Principle number three: Action and Expressions. Through the pupils’ favourite games, different dynamics are put into practice such as mime, guessing professions while a pupil gesticulates, designing and making custom about their favourite profession using technology and recycled materials, group exhibitions about different types of professions, a game invented by the student called: “What am I?”. Pictures have been printed with the professions that children have chosen and we practice the grammar corresponding to the present simple and the verbs ‘work’ and ‘wear’. One child chooses a card and without looking at it, puts it on the head and starts asking questions to the
rest of the pupils trying to find out what profession it is.
Ready, steady, go!
Choose a card, Felipe.
Number… two. This?
One. One!
Ok, look at it.
Come on.
It’s a man?
No, it isn’t.
Does she work at night?
No, she…night.
No, she doesn’t.
Does she work indoors?
Yes, she does.
Felipe is thinking.
Does she wear a uniform?
Yes, she does.
It’s a doctor.
Yes, she is.
Lola, what is this?
Doctor. Doctor, very good!
In the light of all this evidence, inclusive education has not become an educational option, but it is and must be the path over the future. Although openness to diversity began to be fostered in its origins thanks to the charity of private educational institutions, as Jesús-Maria and its inclusive model of Crystal de la Yedra, today it has scientific backing and a moral, ethical, and legal foundation that leaves no room for doubt that it is the only possible form of education. This is the only way in which we will be able to make our young people healthier and happier while sowing the roots of a more tolerant, conscientious, and just society.
