Recommended in the latest version of the Inclusion Index (Booth & Ainscow, 2011), this sintagma is used to direct attention of schools towards what needs to be done to improve education for every child. Students face difficulties when dealing with barriers to learning and participation. Barriers can be found in all aspects of school, as well as in communities and local or/and national policies. Barriers also arise in the interaction of students with what they are taught and the way they are taught. Minimizing barriers to learning and participation involves mobilizing resources from schools and communities. There are always more resources to support learning and participation than are currently used, and these resources are not just about money. Like barriers, they can be found in any aspect of the school: students, parents / caregivers, communities, teachers; changing cultures, policies and practices. Student resources, their ability to direct their own learning process and to support the learning of others, the potential of teachers in supporting the development of colleagues are resources that can all be capitalized. This is the foundation of our approach for collaborative learning environments.
Published in Chapter:
Collaborative Learning Environments for Autistic Children in the Inclusive School
Loredana Adriana Patrascoiu (University of Bucharest, Romania)
Copyright: © 2022
|Pages: 14
DOI: 10.4018/978-1-7998-8217-6.ch004
Abstract
One of the major challenges facing inclusive education for children with ASD is the identification and the removal of barriers of learning, ranging from attitudinal barriers to those related to how we organize workspaces and the conception of educational resources. The collaborative approach is one of the most effective ways of learning, and it has the benefit to develop the culture of inclusion in schools. In fact, the major challenge of the system is to personalize the educational therapeutic approach, respectively to create learning environments that generate meaningful learning experiences for each beneficiary. When the authors refer to the personalization of inclusive learning environments during pandemic period, they think both of indoor environments, but also of outdoor environments, as well as virtual environments, models of innovative practices regarding the preparation and organization of personalized collaborative spaces both in classrooms and also in learning spaces from the community, having a multi-, inter-, and transdisciplinary approach in order to develop life skills.