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Focus Group IC Bozzano, Italy
Partner Organization: IC BOZZANO – BRINDISI – ITALY
Date and venue: 04.03.2022 – Meet online platform
Supporting materials used before Focus Group:
- Invitation letters to participants containig an overall of the Project and of Index for Inclusion;
- Focus Group Agenda;
- Inventory profiles (paper format);
- Link to join the Focus Group
Supporting materials used during the Focus Group:
- PPT Presentations:
- All in school: un percorso verso l’inclusione;
- Index for Inclusion: dalla letteratura alla crescita;
- Syllabus: quali competenze per l’insegnante inclusivo?;
- Introduzione all’Inventory;
- Sviluppo dell’Inventory: competenze – indicatori – item.
NAME AND ROLE OF PARTICIPANTS
| 1. ANDREINA GIANNIELLO | Primary school teacher ( Scientific – Mathematical field) |
| 2. ANNA MARIA CARLUCCIO | Lower Secondary school teacher (Italian – History – Geography) |
| 3. ANNA MARIA SIMEONE | Lower Secondary school teacher (Math – Science) |
| 4. CATERINA SARDELLA | Primary school teacher (Scientific – Mathematical field) |
| 5. FRANCESCA RUSSO | Lower Secondary school teacher (History – Geography) |
| 6. GABRIELLA MAGGIORE | Primary school teacher (Linguistic – Anthropological field) |
| 7. GRAZIA MARIA TODISCO | Lower Secondary school teacher (English) |
| 8. LIVIA MANGANARO | Lower Secondary school teacher (Italian – History – Geography) |
| 9. PATRIZIA VECCHIO | Primary school teacher (Linguistic – Anthropological field) |
STAFF PARTICIPANTS
ANTONIA GENTILE, DANIELA LEONE, FRANCESCA MANCARELLA, GABRIELA RODI, GIULIANA SGURA, GIULIO PINO D’ASTORE, MARIA RITA METRANGOLO
WORKING PROGRAM
h. 16.30 – Welcoming the participants
h. 16: 35 Participants presentation
h. 16: 40 Il Progetto ALL IN SCHOOL: un percorso verso l’inclusione (All School Project: rationale, aims, duration, outputs)
h. 16: 50 INDEX FOR INCLUSION: dalla letteratura alla crescita (Presentation of the Index: its philosophy, structure, dimensions)
h. 17: 10 SYLLABUS: quali competenze per l’insegnante inclusivo? (Presentation of Syllabus)
h. 17: 20 Introduzione all’INVENTORY (Inventory overall)
h. 17:25 Sviluppo dell’Inventory: competenze – indicatori – item (Inventory in details)
h. 17:30 La parola ai partecipanti (Question list – Debate among participants)
h. 18:30 – Il percorso dell’autovalutazione (Self-assessment questionnaire)
h. 19:00 – Sintesi dei lavori (Conclusions)
DEBATE RESULTS
After the debate among the participants, stimulated by the questions proposed and the Swot analysis, the following opinions and strengths emerged regarding the usefulness of a tool for self-assessment of inclusive skills, in summary:
It is a tool that generates new stimuli and opportunities for professional growth.
It is a real opportunity to test your teaching method on a practical basis.
It is a concrete stimulus to question oneself in order to confront the other.
It is an opportunity that allows you to work synergistically as a team.
It encompasses everything that represents inclusiveness, examines inclusion from many points of view, in general and in detail.
As regards the threats and weaknesses, the participants identified in summary:
It is a tool whose use if left to personal initiative, therefore it can remain unused.
Sometimes, a path of personal self-evaluation can lead to a lack of shared dialogue.
It is a tool that must be disseminated as much as possible for it to become truly profitable, otherwise it remains a weak tool.
It is necessary to identify and define precise times for the implementation of the self-assessment, cadenced throughout the school year and subsequently plan learning paths that are well defined within the institutional meetings.
Finally, the opportunities that have emerged concern, in summary:
It is a useful tool to expand the possibilities of confrontation with colleagues in a vertical manner.
It makes the use of innovative tools functional.
It favors collaboration, the sharing of intentions and, therefore, teamwork.
It creates meeting opportunities to share the various problems and common paths, it allows you to get out of the classic institutional role and makes attention to new languages more feasible.
