OR ALL OR NONE (Q4141086): Difference between revisions
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(Changed label, description and/or aliases in es, and other parts: Adding Spanish translations) |
(Changed label, description and/or aliases in en, and other parts: Adding English translations) |
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OR ALL OR NONE | |||||||||||||||
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THE INCLUSION IS ONE OF THE STRENGTHS IN OUR INSTITUTE, AS CAN BE SEEN FROM BOTH THE PTOF D’ISTITUTO, AND THE P.A.I., THE WORK INVOLVES ALL THE EDUCATIONAL COMPONENTS: THE TEACHERS, THE AT.A STAFF, THE STUDENT COMPONENT, THE FAMILIES, WHO ACTIVELY COLLABORATE THE SPECIOALISTIC ASSISTANTS, HAVE A SPECIAL ROLE, COLLABORATING IN SYNERGY WITH THE OTHER FIGURES MENTIONED ABOVE, FOR THE REALISATION OF INTERVENTIONS SUCH AS TUTORING, COOPERATIVE LEARNING, BOTH IN SCHOOL ACTIVITIES, IN THE LABORATORY ACTIVITIES OF DIRECTION AND DESIGN WITHIN THE INSTITUTE, AS WELL AS IN THE EXTERNAL WORK PLACEMENTS AND IN THE EDUCATIONAL OUTPUTS. THE INCLUSIVE ACTIVITIES ORGANISED BY THE INSTITUTE ARE DIVIDED INTO THREE DIFFERENT MACROAREAS: PERSONAL AND SOCIAL AUTONOMY, ALTERNATION OF WORK SCHOOL, TEACHING AUTONOMY. THERE ARE FOUR STAGES OF IMPLEMENTATION: SCHOOL YEAR START PHASE: RECEPTION, OBSERVATION AND KNOWLEDGE, EXECUTION PHASE: PARTICIPATION IN ALL THE ACTIVITIES IN THE CLASSROOM AND IN THE LABORATORIES OF (English) | |||||||||||||||
| Property / summary: THE INCLUSION IS ONE OF THE STRENGTHS IN OUR INSTITUTE, AS CAN BE SEEN FROM BOTH THE PTOF D’ISTITUTO, AND THE P.A.I., THE WORK INVOLVES ALL THE EDUCATIONAL COMPONENTS: THE TEACHERS, THE AT.A STAFF, THE STUDENT COMPONENT, THE FAMILIES, WHO ACTIVELY COLLABORATE THE SPECIOALISTIC ASSISTANTS, HAVE A SPECIAL ROLE, COLLABORATING IN SYNERGY WITH THE OTHER FIGURES MENTIONED ABOVE, FOR THE REALISATION OF INTERVENTIONS SUCH AS TUTORING, COOPERATIVE LEARNING, BOTH IN SCHOOL ACTIVITIES, IN THE LABORATORY ACTIVITIES OF DIRECTION AND DESIGN WITHIN THE INSTITUTE, AS WELL AS IN THE EXTERNAL WORK PLACEMENTS AND IN THE EDUCATIONAL OUTPUTS. THE INCLUSIVE ACTIVITIES ORGANISED BY THE INSTITUTE ARE DIVIDED INTO THREE DIFFERENT MACROAREAS: PERSONAL AND SOCIAL AUTONOMY, ALTERNATION OF WORK SCHOOL, TEACHING AUTONOMY. THERE ARE FOUR STAGES OF IMPLEMENTATION: SCHOOL YEAR START PHASE: RECEPTION, OBSERVATION AND KNOWLEDGE, EXECUTION PHASE: PARTICIPATION IN ALL THE ACTIVITIES IN THE CLASSROOM AND IN THE LABORATORIES OF (English) / rank | |||||||||||||||
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| Property / summary: THE INCLUSION IS ONE OF THE STRENGTHS IN OUR INSTITUTE, AS CAN BE SEEN FROM BOTH THE PTOF D’ISTITUTO, AND THE P.A.I., THE WORK INVOLVES ALL THE EDUCATIONAL COMPONENTS: THE TEACHERS, THE AT.A STAFF, THE STUDENT COMPONENT, THE FAMILIES, WHO ACTIVELY COLLABORATE THE SPECIOALISTIC ASSISTANTS, HAVE A SPECIAL ROLE, COLLABORATING IN SYNERGY WITH THE OTHER FIGURES MENTIONED ABOVE, FOR THE REALISATION OF INTERVENTIONS SUCH AS TUTORING, COOPERATIVE LEARNING, BOTH IN SCHOOL ACTIVITIES, IN THE LABORATORY ACTIVITIES OF DIRECTION AND DESIGN WITHIN THE INSTITUTE, AS WELL AS IN THE EXTERNAL WORK PLACEMENTS AND IN THE EDUCATIONAL OUTPUTS. THE INCLUSIVE ACTIVITIES ORGANISED BY THE INSTITUTE ARE DIVIDED INTO THREE DIFFERENT MACROAREAS: PERSONAL AND SOCIAL AUTONOMY, ALTERNATION OF WORK SCHOOL, TEACHING AUTONOMY. THERE ARE FOUR STAGES OF IMPLEMENTATION: SCHOOL YEAR START PHASE: RECEPTION, OBSERVATION AND KNOWLEDGE, EXECUTION PHASE: PARTICIPATION IN ALL THE ACTIVITIES IN THE CLASSROOM AND IN THE LABORATORIES OF (English) / qualifier | |||||||||||||||
point in time: 31 January 2022
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Revision as of 10:06, 31 January 2022
Project Q4141086 in Italy
| Language | Label | Description | Also known as |
|---|---|---|---|
| English | OR ALL OR NONE |
Project Q4141086 in Italy |
Statements
89,809.2 Euro
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179,618.4 Euro
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50.0 percent
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ISTITUTO PER L'ENOGASTRONOMIA E L'OSPITALITÃ ALBERGHIERA VINCENZO GIOBERTI ROMA
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L'INCLUSIONE Ê UNO DEI PUNTI DI FORZA NEL NOSTRO ISTITUTO, COME SI EVINCE SIA DAL PTOF D'ISTITUTO, CHE DAL P.A.I. IL LAVORO COINVOLGE TUTTE LE COMPONENTI SCOLASTICHE: I DOCENTI, IL PERSONALE AT.A, LA COMPONENTE STUDENTESCA, LE FAMIGLIE, CHE COLLABORANO ATTIVAMENTE GLI ASSISTENTI SPECIOALISTICI HANNO UN PRECIPUO RUOLO, COLLABORANDO IN SINERGIA CON LE ALTRE FIGURE SOPRA MENZIONATE, PER LA REALIZZAZIONE DI INTERVENTI QUALI IL TUTORING, COOPERATIVE LEARNING , SIA NELLE ATTIVITà SCOLASTICHE, SIA NELLE ATTIVITà LABORATORIALI DI INDIRIZZO E PROGETTUALI ALL'INTERNO DELL'ISTITUTO, SIA NEGLI STAGE LAVORATIVI ESTERNI E NELLE USCITE DIDATTICHE. LE ATTIVITà INCLUSIVE PREDISPOSTE DALL'ISTITUTO SI DIVIDONO IN TRE DIVERSE MACROAREE: AUTONOMIA PERSONALE E SOCIALE, ALTERNANZA SCUOLA LAVORO, AUTONOMIA DIDATTICA. LE FASI DI ATTUAZIONE SONO QUATTRO: FASE DI INIZIO ANNO SCOLASTICO: ACCOGLIENZA, OSSERVAZIONE E CONOSCENZA, FASE ESECUTIVA: PARTECIPAZIONE A TUTTE LE ATTIVITà IN CLASSE E NEI LABORATORI DI (Italian)
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LA INCLUSIÓN ES UNA DE LAS FORTALEZAS DE NUESTRO INSTITUTO, COMO SE PUEDE VER TANTO EN EL PTOF D’ISTITUTO, COMO EN EL P.A.I., EL TRABAJO INVOLUCRA TODOS LOS COMPONENTES EDUCATIVOS: LOS PROFESORES, EL PERSONAL DE AT.A, EL COMPONENTE ESTUDIANTIL, LAS FAMILIAS, QUE COLABORAN ACTIVAMENTE CON LOS ASISTENTES SPECIOALISTIC, TIENEN UN PAPEL ESPECIAL, COLABORANDO EN SINERGIA CON LAS OTRAS FIGURAS MENCIONADAS ANTERIORMENTE, PARA LA REALIZACIÓN DE INTERVENCIONES COMO TUTORÍA, APRENDIZAJE COOPERATIVO, TANTO EN ACTIVIDADES ESCOLARES, EN LAS ACTIVIDADES DE LABORATORIO DE DIRECCIÓN Y DISEÑO DENTRO DEL INSTITUTO, ASÍ COMO EN LAS COLOCACIONES LABORALES EXTERNAS Y EN LOS RESULTADOS EDUCATIVOS. LAS ACTIVIDADES INCLUSIVAS ORGANIZADAS POR EL INSTITUTO SE DIVIDEN EN TRES MACROÁREAS DIFERENTES: AUTONOMÍA PERSONAL Y SOCIAL, ALTERNANCIA DE LA ESCUELA DE TRABAJO, AUTONOMÍA DOCENTE. HAY CUATRO ETAPAS DE APLICACIÓN: FASE DE INICIO DEL AÑO ESCOLAR: RECEPCIÓN, OBSERVACIÓN Y CONOCIMIENTO, FASE DE EJECUCIÓN: PARTICIPACIÓN EN TODAS LAS ACTIVIDADES EN EL AULA Y EN LOS LABORATORIOS DE (Spanish)
30 January 2022
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THE INCLUSION IS ONE OF THE STRENGTHS IN OUR INSTITUTE, AS CAN BE SEEN FROM BOTH THE PTOF D’ISTITUTO, AND THE P.A.I., THE WORK INVOLVES ALL THE EDUCATIONAL COMPONENTS: THE TEACHERS, THE AT.A STAFF, THE STUDENT COMPONENT, THE FAMILIES, WHO ACTIVELY COLLABORATE THE SPECIOALISTIC ASSISTANTS, HAVE A SPECIAL ROLE, COLLABORATING IN SYNERGY WITH THE OTHER FIGURES MENTIONED ABOVE, FOR THE REALISATION OF INTERVENTIONS SUCH AS TUTORING, COOPERATIVE LEARNING, BOTH IN SCHOOL ACTIVITIES, IN THE LABORATORY ACTIVITIES OF DIRECTION AND DESIGN WITHIN THE INSTITUTE, AS WELL AS IN THE EXTERNAL WORK PLACEMENTS AND IN THE EDUCATIONAL OUTPUTS. THE INCLUSIVE ACTIVITIES ORGANISED BY THE INSTITUTE ARE DIVIDED INTO THREE DIFFERENT MACROAREAS: PERSONAL AND SOCIAL AUTONOMY, ALTERNATION OF WORK SCHOOL, TEACHING AUTONOMY. THERE ARE FOUR STAGES OF IMPLEMENTATION: SCHOOL YEAR START PHASE: RECEPTION, OBSERVATION AND KNOWLEDGE, EXECUTION PHASE: PARTICIPATION IN ALL THE ACTIVITIES IN THE CLASSROOM AND IN THE LABORATORIES OF (English)
31 January 2022
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ROMA
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