2012. Starnberg / Germany, november 14-17
„ School
camp for youth”
Nowadays the integration, inclusion efforts are gaining in the education
of children and juveniles with special educational needs.
The most important requiring of these children, who need special
attention, is the assurance of the therapeutic procedures, the warm empathic
community and the flexible and well-qualified specialist.
On 15th of November, 2012 I had the opportunity to
participate in such a great program which was held in the school of Possenhofen
The class started with six children who were disabled and had different
damaged stages in mental development. The class is led by a teacher and two
conductors and it is financed by the state. Children can participate in the
classes till they become 12 years old. The number of children in increased from
nine to ten, in 2011 and the number of the conductors become three but still
remained one teacher. The conception of integration within the special classes
and special educational needs are based on these partnerships.
These children learn together on a daily basis and even some of the
lessons are led together for example music, daring or art and religious
education. These lessons are between 7.30-15.30. In these special classis
children are on different development levels, therefore ’’learning together’’
is more efficient, namely because the conductors are also involved in the
classes. Self-service is also emphasized on the cognitive improvement, it is a
Kind of daily activity but they spend sufficient time to practice it. The class
took part in a forest excursion, together with the partner class and this
excursion was on 15th of November.
It was a pleasant experience how the children greeted us. We sang
together and they put some questions and the surprising thing was that disabled
children were braver and more confident. Afterwards we could participate in a
Kind of survival program which was held in the nearby woods. By forming small
groups, in which was a disabled and two normal children, they had to look for
eatable plants. They also had to provide shelter for the night by collecting
small branches.
It was observable the way group work occurred and how the normal
children monitored the disabled people .
After the program we took part in a joint discussion, we could get
answers for the unanswered questions and could talk about the special education
of our countries, the level of that integration which is very different from
the local organization of the integration teaching.
Deák
Izolda
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