Contributions from: Rafael Garcia Nadal and Nuria Illan Romeu - University de Murcia; Jose Anto Marin, Juan de Dios Hernandez, Juan Saura and Encarna Rocamora - IES Floridablanca de Murcia.
Abstract
The main goal of this research is to present the project developed in one High School in Murcia's Region (Spain), about the design, development and new curricula for listening to the several approaches in education, giving different answers regarding to the special needs of the students. In fact, we have started with the Reference Program of Multiple Curricula (from 17 to 18 years old students), belonging to the Compulsory Secondary School. The teacher staff have developed, design, stat, and assess one Inclusive Didactic Unit, also to respond on one hand the different mechanism of communication and coordination in the centre, and on the other, to make move reflexive the teachers' work, which sometimes does not have the enough well-considered social and scientific opinion.
1. INTRODUCTION:
The main goal of this research is to present the project developed in one High School in Murcia's Region (Spain), about the design, development and new curricula for listening to the several approaches in education, giving different answers regarding to the special needs of the students.
In fact, we have started with the Reference Program of Multiple Curricula (from 16 to 18 years old students), belonging to the Compulsory Secundary School. The teacher staff have developed, design, starting, and assess one Inclusive Didactic Unit, also to respond on one hand the different mechanism of communication and coordination in the center, and on the other, to make move reflexive the teachers' work, which sometimes does not have the enough well-considered social and scientific opinion.
2. WHAT WE DO PRETEND WITH THIS NEW EXPERIENCE?
We present you a new educative experience that we have been working out among several teachers from different compasses and educational levels (University teachers, Post-graduated students, Tutors, Special Education teachers, Primary and Secondary Teachers, so on) about Looking After Diversity in Compulsory School.
This innovating project will help us, for sure, to continue with more researches always around the same consolidated philosophy, and to accept properly the nowadays challenge we find in compulsory schools.
Through this work we point out the analysed, valoration and explanation we carried out in the Compulsory School Floridablanca in our scientific research called "Diversity Programmes". In this way we do think it is really important to have a new knowledge about this new educational policy, not only because we are just starting with this new way of teaching-learning approach, but also because of our deep interest in the understanding of the Difference.
One of our last Educative Laws was L.O.G.S.E (1990). It brought us many and strong changes whether for schools and teachers. Changes that not always find the best answer either help to be faced in the real school time. In our Compulsory School we got in touch also with social aspects, that frecuently make us understand the wide difference that exists between social classes as well as the obligation of studying until the age of sixteen.
There are two aspects, the Comprehension and the Diversity. Through the comprehension we try to have the same contents for each level, but also has a diversity in the contents depending of the capacity of the pupils. It would be an education for all.
We know how difficult is it for teachers of Secondary Obligatory School (E.S.O.), because there is not time enough to study, and co-ordinate it. It is being successful only in the schools where there are other students to help them to co-ordinate it.
Since the new reform in the Spanish schools (1990), the new idea of the diversity for pupils has been scorn for some teachers because they think there is no material enough and they think it is only an utopia.
We could say that the principal objective of our investigation is to analyse the capacity of our Model of working, and its application in the Program of Diversity in studies (PDC following) wich will give to the pupils suitable answers in the diversity of schools.
3. THE INCLUSIVE DIDACTIC UNIT: IN THE WAY IT WORKED IN THE HIGH SCHOOL "I.E.S. FLORIDABLANCA" IN MURCIA (Spain).
We are going to present an Inclusive Didactic Unit in the I.E.S. Floridablaca in Murcia, made for some teachers of this High School and some assessors from the University of Murcia, as for the teachers from a Secundary School called "Monte-Azahar" (Murcia - Spain).
3.1. SCIENTIFIC JUSTIFICATION OF OUR WORK
We understand that the inclusion of the pupils is a new way of teaching for everyone, the opposite to the traditional way of teaching without points in common in the subjets. With this curricular inclusion we want the teachers to supervise in the planning, development and evaluation of the curriculum, and not just accept the all proposes in the editorials (picture 1).
In several times (Torres, 1987; Román y Díez, 1994) has been mentioned the advantages of an inclusion in the subjects. Doing more stress not only in the few possibilities for the teachers in working in groups and co-operation, also in the limits between subjects, limits who made a wall for the pupils, who can fix the relationship between the whole knowledge.
Inflexible hourly, without times to have meetings between teachers, bureaucratic problems, not true in the innovator way of teaching... etc. These are the conditions that does not let us work with the new possibilities, which would give the pupils the possibility of having a relationship between subjects and real live, and we will not listen any more: "...and teacher...how could we use this in the real live".
We have in mind that, to learn an innovation in the way of teaching so big is not easy, and also we are trying also with hypothetical problems we could have trying to change the actual system.
3.2. THE PROPOSITION OF OUR INCLUSIVE DIDACTIC UNIT
It has four parts: Choosing a topic, choosing objectives, choosing contents and its inclusion, and the Inclusive Didactic Unit in action.
3.2.1. First part: Choosing a topic. A topic for an Inclusive Didactic Unit (IDU following), is a point where there is an union between different knowledge. We understand that firs teachers should study the class or group which they are going to teach, having in mind the interests, the motivations, levels of comprehension... etc. To receive a better answer for the pupils, and to solve the problem of motivation in the group.
3.2.2 Second part: choosing objectives. Choosing the objectives is a long process which does not finish till you do not know the results, of the whole Inclusive Didactic Unit.
It can change intro the same level/year, because you could find new objectives or the situation could make you do more stress in a particular objective for your group. In the same way, the changes you could find in the object, could change the objectives in the Inclusive Didactic Unit. On the other hand, the objectives must be into the principal objectives in the basic studies for your school.
3.2.3. Third part: choosing contents and its inclusion. After the objectives, this part is one of the most important, and here is when the teachers work more co-ordinated.
Realise that the first part is that each subject must be studied by each teacher in their especialities, and after trying to find some points in common with different subjects which are going to be the contents for the Inclusive Didactic Unit.
Once the group has found the points in common between subjects in the IDU (choose a topic, choose the objectives, choose the contents and its inclusion), is possible to start with the Inclusive Didactic Unit in action.
3.2.4. Fourth part: The Inclusive Didactic Unit in Action. The Inclusive Didactic Unit in Action has three parts. The first one is showing us the contents to the pupils in a way, where the pupils could feel the motivation for these arguments. Following comes an important part in the IDU, where the arguments are to be worked for teachers and pupils. Lastly we should give the pupils the possibility of think about these arguments in a situation in the real live, in the street. In that moment is when pupils can feel and understand the meaning of the contents and subjects like an unity.
3.3. THE INCLUSIVE DIDACTIC UNIT: "ALIMENTATION AND HABITS FOR A HEALTHY LIFE"
3.3.1. Justification for the Inclusive Didactic Units (IDUs) The didactic unit must show the interactions in a space and time context. We must be able to organise the contents chose after having the objectives, and work on it in a constructive way, and doing it with a significant apprenticeship.
A direct relationship between what the pupils are learning and the knowledge they have had before, knowing the previous knowledge and the motivation in learning the knew material. The didactic unit has the "activities to learn and evaluation", which were made for the teachers, trying to answer the questions about the curriculum. (picture 2).
More concretely the name for the Inclusive Didactic Unit is "Alimentation and habits for a healthy life", and it is for pupils for last year in the Secondary Obligatory School (E.S.O.).
To finish, as a consolidated investigation team, we have the guaranty of our success because we have two important points in our favour. Firstly we have received the help from Seneca Foundation Project. And also that we are working in innovator ideas in five different groups of investigation in different universities in Spain, named Atlantida Project, as well that we are working with IDUs since 1993 in Secondary Private School and since 1998 in Primary and Secondary Public School.
Through this job, we hope let you know the principal characteristics of the Inclusive Didactic Unit, his sense and importance as an useful tool for the diversity of the pupils. As soon as possible, we will be able to work with it and test it from its drawing till the process we have done. Then we will be able to present conclusions above it.
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