Activity 1

D. is a second-grader with a certified cognitive disability. He has a special needs teacher but does not like to leave the classroom for educational activities, he prefers to be with his classmates even though he follows differentiated programming. D. has developed good verbal language and has begun to learn to read, write and do calculations behind the pace of learning of the class. D. uses the computer to convey his learning, through a writing program that translates written words into symbols; he loves history and enjoys sharing his PC works with classmates.

  1. What strategies could the teacher adopt to make D. participate in the history lesson?
  2. Would small group work be preferable? If yes how would you exploit it?

Activity 2

Due to a high number of children testing positive for Covid-19 it is decided, in accordance with current regulations, to send the class to distance learning. There are 4 pupils with special educational needs in the class.

What kinds of activities could you think of as teachers to ensure the inclusiveness of these pupils even in the online distance learning mode?

  • Try to imagine a lesson in which you would have the whole class participate
  • Think about which lesson mode, whether synchronous or asynchronous, you would adopt
  • Consider whether or not you would need the cooperation of the family
  • Consider whether to initially divide the class into small groups and then provide a time for a collective lesson

Activity 3

Please choose the correct answer:

During the online distance learning lessons it is fundamental that educators and teachers:

a.To continue to connect what is explained in distance lessons with real-world implications. 

b.To limit themselves to the explanation of the theoretical lesson

c.To not connect what is explained in distance lessons with implications to the real world