LISTENING TO UNDERSTANDING, GUIDING, ACTING 3 (Q1952219): Difference between revisions
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(Created claim: summary (P836): THE PROJECT, IN CONTINUARIT FOR THE YEARS 2016/17 AND 2017/18, RESPONDS TO THE NEED TO PROVIDE CONCRETE RESPONSES TO THE EDUCATIONAL AND SOCIAL INCLUSION NEEDS OF PUPILS IN THEIR SCHOOL ENVIRONMENT. OUR WORK IN THE CLASSES SHOWS THAT THERE ARE INCREASING DEMOTIVATION QUOTAS FOR THE LEARNING PROPOSED, ACCOMPANIED BY SCHOOL ANXIETY, POOR FAMILY MEMBERS, BEHAVIOURAL SYMPTOMS OF VARIOUS KINDS (LOW SELF-ESTEEM, THE PER-ACTIVITY), FEELINGS OF ANGER, I...) |
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| Property / summary | |||
THE PROJECT, IN CONTINUARIT FOR THE YEARS 2016/17 AND 2017/18, RESPONDS TO THE NEED TO PROVIDE CONCRETE RESPONSES TO THE EDUCATIONAL AND SOCIAL INCLUSION NEEDS OF PUPILS IN THEIR SCHOOL ENVIRONMENT. OUR WORK IN THE CLASSES SHOWS THAT THERE ARE INCREASING DEMOTIVATION QUOTAS FOR THE LEARNING PROPOSED, ACCOMPANIED BY SCHOOL ANXIETY, POOR FAMILY MEMBERS, BEHAVIOURAL SYMPTOMS OF VARIOUS KINDS (LOW SELF-ESTEEM, THE PER-ACTIVITY), FEELINGS OF ANGER, ISOLATION AND A LACK OF INTEGRATION INTO THE GROUP; IN ADDITION TO DIAGNOSED DIFFICULTIES (DSA, H), THERE ARE OFTEN EMOTIONAL DISORDERS, COMMUNICATION, DEPRIVATION OF EDUCATION AND ABSENCE OF REFERENCES. DISCIPLINARY GAPS ARE BOTH THE UNAVOIDABLE EXPRESSION OF THE DESCRIBED FRAMEWORK AND A CROSS-CUTTING FACTOR IN THE VARIOUS FORMS OF DISTRESS. THE PRESENCE OF DISADACTIVE AND CONFLICTIVE BEHAVIOUR, THE INSUFFICIENT DEVELOPMENT OF THE REGULATORY SENSE AND THE PARTIAL DISREGARD OF THE LEGISLATION (English) | |||
| Property / summary: THE PROJECT, IN CONTINUARIT FOR THE YEARS 2016/17 AND 2017/18, RESPONDS TO THE NEED TO PROVIDE CONCRETE RESPONSES TO THE EDUCATIONAL AND SOCIAL INCLUSION NEEDS OF PUPILS IN THEIR SCHOOL ENVIRONMENT. OUR WORK IN THE CLASSES SHOWS THAT THERE ARE INCREASING DEMOTIVATION QUOTAS FOR THE LEARNING PROPOSED, ACCOMPANIED BY SCHOOL ANXIETY, POOR FAMILY MEMBERS, BEHAVIOURAL SYMPTOMS OF VARIOUS KINDS (LOW SELF-ESTEEM, THE PER-ACTIVITY), FEELINGS OF ANGER, ISOLATION AND A LACK OF INTEGRATION INTO THE GROUP; IN ADDITION TO DIAGNOSED DIFFICULTIES (DSA, H), THERE ARE OFTEN EMOTIONAL DISORDERS, COMMUNICATION, DEPRIVATION OF EDUCATION AND ABSENCE OF REFERENCES. DISCIPLINARY GAPS ARE BOTH THE UNAVOIDABLE EXPRESSION OF THE DESCRIBED FRAMEWORK AND A CROSS-CUTTING FACTOR IN THE VARIOUS FORMS OF DISTRESS. THE PRESENCE OF DISADACTIVE AND CONFLICTIVE BEHAVIOUR, THE INSUFFICIENT DEVELOPMENT OF THE REGULATORY SENSE AND THE PARTIAL DISREGARD OF THE LEGISLATION (English) / rank | |||
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Revision as of 11:58, 24 March 2020
Project in Italy financed by DG Regio
| Language | Label | Description | Also known as |
|---|---|---|---|
| English | LISTENING TO UNDERSTANDING, GUIDING, ACTING 3 |
Project in Italy financed by DG Regio |
Statements
14,400.0 Euro
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28,800.0 Euro
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50.0 percent
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3 October 2018
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31 August 2019
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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 CONTINUARIT FOR THE YEARS 2016/17 AND 2017/18, RESPONDS TO THE NEED TO PROVIDE CONCRETE RESPONSES TO THE EDUCATIONAL AND SOCIAL INCLUSION NEEDS OF PUPILS IN THEIR SCHOOL ENVIRONMENT. OUR WORK IN THE CLASSES SHOWS THAT THERE ARE INCREASING DEMOTIVATION QUOTAS FOR THE LEARNING PROPOSED, ACCOMPANIED BY SCHOOL ANXIETY, POOR FAMILY MEMBERS, BEHAVIOURAL SYMPTOMS OF VARIOUS KINDS (LOW SELF-ESTEEM, THE PER-ACTIVITY), FEELINGS OF ANGER, ISOLATION AND A LACK OF INTEGRATION INTO THE GROUP; IN ADDITION TO DIAGNOSED DIFFICULTIES (DSA, H), THERE ARE OFTEN EMOTIONAL DISORDERS, COMMUNICATION, DEPRIVATION OF EDUCATION AND ABSENCE OF REFERENCES. DISCIPLINARY GAPS ARE BOTH THE UNAVOIDABLE EXPRESSION OF THE DESCRIBED FRAMEWORK AND A CROSS-CUTTING FACTOR IN THE VARIOUS FORMS OF DISTRESS. THE PRESENCE OF DISADACTIVE AND CONFLICTIVE BEHAVIOUR, THE INSUFFICIENT DEVELOPMENT OF THE REGULATORY SENSE AND THE PARTIAL DISREGARD OF THE LEGISLATION (English)
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Identifiers
D93I18000130006
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