LISTENING TO UNDERSTAND, ORIENT, ACT 3 (Q4269338): Difference between revisions
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(Changed label, description and/or aliases in en: Setting new description) |
(Changed label, description and/or aliases in en, and other parts: Adding English translations) |
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LISTENING TO UNDERSTAND, ORIENT, ACT 3 | |||||||||||||||
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THE PROJECT, IN CONTINUITY WITH RESPECT TO 2016/17 AND 2017/18, RESPONDS TO THE NEED TO PROVIDE CONCRETE ANSWERS TO THE EDUCATIONAL NEEDS AND SOCIAL INCLUSION OF PUPILS IN THEIR SCHOOL ENVIRONMENT. IN OUR REALITY, IN THE CLASSES THERE ARE INCREASING PROPORTIONS OF DEMOTIVATION FOR THE PROPOSED LEARNINGS, ACCOMPANIED BY SCHOOL ANXIETY, POOR FAMILY SERENITY, BEHAVIORAL SYMPTOMS OF VARIOUS KINDS (LOW SELF-ESTEEM, HYPER-ACTIVITY), FEELINGS OF ANGER, ISOLATION AND POOR INTEGRATION IN THE CLASS GROUP; IN ADDITION TO THE ALREADY DIAGNOSED SITUATIONS OF DISCOMFORT (DSA, H), MORE OFTEN WE OBSERVE EMOTIONAL DISORDERS, COMMUNICATIVE, EDUCATIONAL DEPRIVATION, ABSENCE OF REFERENCES. DISCIPLINARY GAPS ARE BOTH THE INEVITABLE EXPRESSION OF THE PICTURE DESCRIBED AND A CROSS-CUTTING FACTOR TO THE VARIOUS FORMS OF DISCOMFORT. THE PRESENCE OF DISADAPTIVE AND CONFLICTING BEHAVIOURS, THE INSUFFICIENT DEVELOPMENT OF THE NORMATIVE SENSE AND THE PARTIAL DISRECOGNITION OF THE RUOLS (English) | |||||||||||||||
| Property / summary: THE PROJECT, IN CONTINUITY WITH RESPECT TO 2016/17 AND 2017/18, RESPONDS TO THE NEED TO PROVIDE CONCRETE ANSWERS TO THE EDUCATIONAL NEEDS AND SOCIAL INCLUSION OF PUPILS IN THEIR SCHOOL ENVIRONMENT. IN OUR REALITY, IN THE CLASSES THERE ARE INCREASING PROPORTIONS OF DEMOTIVATION FOR THE PROPOSED LEARNINGS, ACCOMPANIED BY SCHOOL ANXIETY, POOR FAMILY SERENITY, BEHAVIORAL SYMPTOMS OF VARIOUS KINDS (LOW SELF-ESTEEM, HYPER-ACTIVITY), FEELINGS OF ANGER, ISOLATION AND POOR INTEGRATION IN THE CLASS GROUP; IN ADDITION TO THE ALREADY DIAGNOSED SITUATIONS OF DISCOMFORT (DSA, H), MORE OFTEN WE OBSERVE EMOTIONAL DISORDERS, COMMUNICATIVE, EDUCATIONAL DEPRIVATION, ABSENCE OF REFERENCES. DISCIPLINARY GAPS ARE BOTH THE INEVITABLE EXPRESSION OF THE PICTURE DESCRIBED AND A CROSS-CUTTING FACTOR TO THE VARIOUS FORMS OF DISCOMFORT. THE PRESENCE OF DISADAPTIVE AND CONFLICTING BEHAVIOURS, THE INSUFFICIENT DEVELOPMENT OF THE NORMATIVE SENSE AND THE PARTIAL DISRECOGNITION OF THE RUOLS (English) / rank | |||||||||||||||
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| Property / summary: THE PROJECT, IN CONTINUITY WITH RESPECT TO 2016/17 AND 2017/18, RESPONDS TO THE NEED TO PROVIDE CONCRETE ANSWERS TO THE EDUCATIONAL NEEDS AND SOCIAL INCLUSION OF PUPILS IN THEIR SCHOOL ENVIRONMENT. IN OUR REALITY, IN THE CLASSES THERE ARE INCREASING PROPORTIONS OF DEMOTIVATION FOR THE PROPOSED LEARNINGS, ACCOMPANIED BY SCHOOL ANXIETY, POOR FAMILY SERENITY, BEHAVIORAL SYMPTOMS OF VARIOUS KINDS (LOW SELF-ESTEEM, HYPER-ACTIVITY), FEELINGS OF ANGER, ISOLATION AND POOR INTEGRATION IN THE CLASS GROUP; IN ADDITION TO THE ALREADY DIAGNOSED SITUATIONS OF DISCOMFORT (DSA, H), MORE OFTEN WE OBSERVE EMOTIONAL DISORDERS, COMMUNICATIVE, EDUCATIONAL DEPRIVATION, ABSENCE OF REFERENCES. DISCIPLINARY GAPS ARE BOTH THE INEVITABLE EXPRESSION OF THE PICTURE DESCRIBED AND A CROSS-CUTTING FACTOR TO THE VARIOUS FORMS OF DISCOMFORT. THE PRESENCE OF DISADAPTIVE AND CONFLICTING BEHAVIOURS, THE INSUFFICIENT DEVELOPMENT OF THE NORMATIVE SENSE AND THE PARTIAL DISRECOGNITION OF THE RUOLS (English) / qualifier | |||||||||||||||
point in time: 2 February 2022
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Revision as of 12:42, 2 February 2022
Project Q4269338 in Italy
| Language | Label | Description | Also known as |
|---|---|---|---|
| English | LISTENING TO UNDERSTAND, ORIENT, ACT 3 |
Project Q4269338 in Italy |
Statements
14,400.0 Euro
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28,800.0 Euro
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50.0 percent
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ISTITUTO COMPRENSIVO SEBASTIANO SATTA PERFUGAS
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IL PROGETTO, IN CONTINUITà RISPETTO ALLE ANNUALITà 2016/17 E 2017/18, RISPONDE ALL'ESIGENZA DI FORNIRE RISPOSTE CONCRETE AI BISOGNI FORMATIVI E D'INCLUSIONE SOCIALE DEGLI ALUNNI NEL PROPRIO AMBIENTE SCOLASTICO. NELLA NOSTRA REALTà , NELLE CLASSI SI EVIDENZIANO QUOTE CRESCENTI DI DEMOTIVAZIONE PER GLI APPRENDIMENTI PROPOSTI, ACCOMPAGNATE DA ANSIA SCOLASTICA, SCARSA SERENITà FAMILIARE, SINTOMI COMPORTAMENTALI DI VARIA NATURA (BASSA AUTOSTIMA, IPER-ATTIVITà ), SENTIMENTI DI RABBIA, ISOLAMENTO E SCARSA INTEGRAZIONE NEL GRUPPO CLASSE; OLTRE ALLE SITUAZIONI DI DISAGIO GIà DIAGNOSTICATE (DSA, H), PIù SPESSO SI OSSERVANO DISORDINI DI TIPO EMOTIVO, COMUNICATIVO, DEPRIVAZIONE EDUCATIVA, ASSENZA DI RIFERIMENTI. LE LACUNE DISCIPLINARI COSTITUISCONO SIA L'ESPRESSIONE INEVITABILE DEL QUADRO DESCRITTO, SIA UN FATTORE TRASVERSALE ALLE VARIE FORME DI DISAGIO. LA PRESENZA DI COMPORTAMENTI DISADATTIVI E CONFLITTUALI, L'INSUFFICIENTE SVILUPPO DEL SENSO NORMATIVO E IL PARZIALE DISCONOSCIMENTO DEI RUOL (Italian)
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THE PROJECT, IN CONTINUITY WITH RESPECT TO 2016/17 AND 2017/18, RESPONDS TO THE NEED TO PROVIDE CONCRETE ANSWERS TO THE EDUCATIONAL NEEDS AND SOCIAL INCLUSION OF PUPILS IN THEIR SCHOOL ENVIRONMENT. IN OUR REALITY, IN THE CLASSES THERE ARE INCREASING PROPORTIONS OF DEMOTIVATION FOR THE PROPOSED LEARNINGS, ACCOMPANIED BY SCHOOL ANXIETY, POOR FAMILY SERENITY, BEHAVIORAL SYMPTOMS OF VARIOUS KINDS (LOW SELF-ESTEEM, HYPER-ACTIVITY), FEELINGS OF ANGER, ISOLATION AND POOR INTEGRATION IN THE CLASS GROUP; IN ADDITION TO THE ALREADY DIAGNOSED SITUATIONS OF DISCOMFORT (DSA, H), MORE OFTEN WE OBSERVE EMOTIONAL DISORDERS, COMMUNICATIVE, EDUCATIONAL DEPRIVATION, ABSENCE OF REFERENCES. DISCIPLINARY GAPS ARE BOTH THE INEVITABLE EXPRESSION OF THE PICTURE DESCRIBED AND A CROSS-CUTTING FACTOR TO THE VARIOUS FORMS OF DISCOMFORT. THE PRESENCE OF DISADAPTIVE AND CONFLICTING BEHAVIOURS, THE INSUFFICIENT DEVELOPMENT OF THE NORMATIVE SENSE AND THE PARTIAL DISRECOGNITION OF THE RUOLS (English)
2 February 2022
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TUTTI I COMUNI
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