“All Inclusive” Meeting– Firenze – March 27/30 2012
March 27, 2012
Arrival in Firenze of all the partners, accommodation at the Hotel Privilege.
19:30 Meeting of all partners at the Hotel Privilege and dinner together in the center of Firenze. During dinner presentation of the program about next few days.
March 28, 2012
9:00 Meeting at Arca Cooperativa Sociale
Division of participants into 3 groups to visit the following services:
• Nursery “Tavarnuzze” : visit the nursery where they are inserted some disabled children
• Centro “Le Rose”: visit the Center where takes place “Disco” training project for youth people with disabilities
• Bar Ulisse: bar where there are some job placement of disabled young people
13:00 Meeting of all participants at the bar Ulisse and have lunch together
14:00 – 17:30 Return to the Arca main office. Work on a comparison of occupational profiles and on the national law for disability.
Evening and dinner free.
March 29, 2012
9:00 Meeting at Hotel Privilège and division of participants into 3 groups to visit:
• Istituto degli Innocenti di Firenze: visit at the nursery
• Nursery “Pane e Cioccolato”
• “Progetto Vai”: Adult and Independent Life project : the service is involved in training job, housing and spare time for disabled young people
13:00 Lunch organized for small groups according to the place visited.
14:00 – 17:30 Group work and reflection on experiences
19:00 Meeting to cook and dinner together at Ulisse
March 30, 2012
8:30 – 13:00 Coordinators meeting at Arca main office.
All Inclusive - Ldv Partnership
Wednesday, 22 February 2012
Wednesday, 8 February 2012
Firenze Hotel Reservation -
Good morning everybody!
It is very hard to find a hotel in Florence with more free rooms between 27 and 30 March, many hotels are already full.
This morning I saw the Hotel Privilege www.hotelprivilege.it
It is a three star hotel, They have, but not for long, the availability for:
1 Single Room at € 75
6 double rooms at 85 euros
3 triple rooms at 110 euros
Rates include buffet breakfast is not included but the tax of the City of Florence, 3 euros per person per day payable in cash on departure.
I need to know by tomorrow morning the type of room you want to book and what is the booking name.
They can not stop the rooms over tomorrow, so I expect one your urgent response.
I hope you enjoy the hotel!
It is very hard to find a hotel in Florence with more free rooms between 27 and 30 March, many hotels are already full.
This morning I saw the Hotel Privilege www.hotelprivilege.it
It is a three star hotel, They have, but not for long, the availability for:
1 Single Room at € 75
6 double rooms at 85 euros
3 triple rooms at 110 euros
Rates include buffet breakfast is not included but the tax of the City of Florence, 3 euros per person per day payable in cash on departure.
I need to know by tomorrow morning the type of room you want to book and what is the booking name.
They can not stop the rooms over tomorrow, so I expect one your urgent response.
I hope you enjoy the hotel!
Sunday, 5 February 2012
Thursday, 22 December 2011
Visit at the Peto Institute – 24 November 2011 – Budapest
In the 24 November morning we have visited the Peto Institute.
The Institute is located in the city of Budapest and it is accessible by public transport. It is a big one building and for the first impression I thought It was a chilly environment, more suitable for adult than child. It look like a college school. In the building there are not any architectural barriers.
After a brief visit at the institute, the organizers have divided us into two groups in order to visit and observe two different activities that are carried out to the Peto Institute.
I have visited the “Mother and Child Group” .
This group is for children with special needs and their mother. In the group there were two conductors, they work in the group with the conductive education program. We entered in the room and we sat down to look for the activity.
The conductors were doing some exercises with mother and child useful for the children’s rehabilitation. There are many toys in the room, useful for the exercise. All the toys are very engaging for the children. Usually take part at the group 8 child with 8 mother, in that occasion there were only 3 children with their mother. The role of the conductors is very important: the first conductor sing and show the exercise, the second one help the mothers to do the right move. Children learn the right moves by playing. All activities are done by song to give rhythm to the movements. Parents and child spend several weeks at the institute. During this period they have a lot of activities, also during the care moments. In this way when they come home they can continue with the exercises
It is very difficult to summarize in a few lines the experience at the Peto Institute. I Think also we had a few times to look for everything. I could not see if the children have any time for the free playing or some moments to play or relate together.
I think it is a very important method of medical rehabilitation, but still have not understood the educational point of view.
The Institute is located in the city of Budapest and it is accessible by public transport. It is a big one building and for the first impression I thought It was a chilly environment, more suitable for adult than child. It look like a college school. In the building there are not any architectural barriers.
After a brief visit at the institute, the organizers have divided us into two groups in order to visit and observe two different activities that are carried out to the Peto Institute.
I have visited the “Mother and Child Group” .
This group is for children with special needs and their mother. In the group there were two conductors, they work in the group with the conductive education program. We entered in the room and we sat down to look for the activity.
The conductors were doing some exercises with mother and child useful for the children’s rehabilitation. There are many toys in the room, useful for the exercise. All the toys are very engaging for the children. Usually take part at the group 8 child with 8 mother, in that occasion there were only 3 children with their mother. The role of the conductors is very important: the first conductor sing and show the exercise, the second one help the mothers to do the right move. Children learn the right moves by playing. All activities are done by song to give rhythm to the movements. Parents and child spend several weeks at the institute. During this period they have a lot of activities, also during the care moments. In this way when they come home they can continue with the exercises
It is very difficult to summarize in a few lines the experience at the Peto Institute. I Think also we had a few times to look for everything. I could not see if the children have any time for the free playing or some moments to play or relate together.
I think it is a very important method of medical rehabilitation, but still have not understood the educational point of view.
Wednesday, 21 December 2011
On October 24, 2011 we visited the Peto Institute, in an easily reachable site, and there we could observe the application of the conductive education method.
Obviously we could only see a small part of the work provided, and we realize that we cannot give the complex opinion that this method would demand.
As far as mothers – children work is concerned they explained that they start with a residential three weeks full immersion, where conductors teach mothers how to interact with children, paying attention to the daily routines.
We could only see only the work in the gym and as far as we could observe, this method is based on stimulating the body to give correct answers, so that children will acquire the motricity necessary to adapt to the environment. Instruments used in this phase are various and very simple (chairs, sticks, ropes, puzzles etc.) so that the same kind of work may be done at home too.
As far as the activities of the observed integrated group, it is to be appreciated the structure of the classroom through the order of placement of games and ludic educational instruments in the classrom itself. From a certain point of view this is an easily traceable reference for children with different needs.
It is to be appreciated conductors’ technical organizative ability in establishing the child/group relation, intercrossing in the level of attention of the group “class” in relation with the conductor’s directions.
Unfortunately we could not verify the aspect of the ludic/didactic dimension in the free game, this being an important phase in the educational and rehabilitation iter of every single child, particularly children bearing different needs.
Techniques to be applied in a predefinite and precise setting are offered, more or less the same for everybody, a strong discipline is demanded.
Our impression is that the focus of this method is mostly rehabilitative, even if the work with the children is of fundamental importance for a complementary and consequent educational work.
The place is rather cold and aseptic: a big Institute and as such absolutely unfamiliar.
On October 24, 2011 we visited the Peto Institute, in an easily reachable site, and there we could observe the application of the conductive education method.
Obviously we could only see a small part of the work provided, and we realize that we cannot give the complex opinion that this method would demand.
As far as mothers – children work is concerned they explained that they start with a residential three weeks full immersion, where conductors teach mothers how to interact with children, paying attention to the daily routines.
We could only see only the work in the gym and as far as we could observe, this method is based on stimulating the body to give correct answers, so that children will acquire the motricity necessary to adapt to the environment. Instruments used in this phase are various and very simple (chairs, sticks, ropes, puzzles etc.) so that the same kind of work may be done at home too.
As far as the activities of the observed integrated group, it is to be appreciated the structure of the classroom through the order of placement of games and ludic educational instruments in the classrom itself. From a certain point of view this is an easily traceable reference for children with different needs.
It is to be appreciated conductors’ technical organizative ability in establishing the child/group relation, intercrossing in the level of attention of the group “class” in relation with the conductor’s directions.
Unfortunately we could not verify the aspect of the ludic/didactic dimension in the free game, this being an important phase in the educational and rehabilitation iter of every single child, particularly children bearing different needs.
Techniques to be applied in a predefinite and precise setting are offered, more or less the same for everybody, a strong discipline is demanded.
Our impression is that the focus of this method is mostly rehabilitative, even if the work with the children is of fundamental importance for a complementary and consequent educational work.
The place is rather cold and aseptic: a big Institute and as such absolutely unfamiliar.
Obviously we could only see a small part of the work provided, and we realize that we cannot give the complex opinion that this method would demand.
As far as mothers – children work is concerned they explained that they start with a residential three weeks full immersion, where conductors teach mothers how to interact with children, paying attention to the daily routines.
We could only see only the work in the gym and as far as we could observe, this method is based on stimulating the body to give correct answers, so that children will acquire the motricity necessary to adapt to the environment. Instruments used in this phase are various and very simple (chairs, sticks, ropes, puzzles etc.) so that the same kind of work may be done at home too.
As far as the activities of the observed integrated group, it is to be appreciated the structure of the classroom through the order of placement of games and ludic educational instruments in the classrom itself. From a certain point of view this is an easily traceable reference for children with different needs.
It is to be appreciated conductors’ technical organizative ability in establishing the child/group relation, intercrossing in the level of attention of the group “class” in relation with the conductor’s directions.
Unfortunately we could not verify the aspect of the ludic/didactic dimension in the free game, this being an important phase in the educational and rehabilitation iter of every single child, particularly children bearing different needs.
Techniques to be applied in a predefinite and precise setting are offered, more or less the same for everybody, a strong discipline is demanded.
Our impression is that the focus of this method is mostly rehabilitative, even if the work with the children is of fundamental importance for a complementary and consequent educational work.
The place is rather cold and aseptic: a big Institute and as such absolutely unfamiliar.
On October 24, 2011 we visited the Peto Institute, in an easily reachable site, and there we could observe the application of the conductive education method.
Obviously we could only see a small part of the work provided, and we realize that we cannot give the complex opinion that this method would demand.
As far as mothers – children work is concerned they explained that they start with a residential three weeks full immersion, where conductors teach mothers how to interact with children, paying attention to the daily routines.
We could only see only the work in the gym and as far as we could observe, this method is based on stimulating the body to give correct answers, so that children will acquire the motricity necessary to adapt to the environment. Instruments used in this phase are various and very simple (chairs, sticks, ropes, puzzles etc.) so that the same kind of work may be done at home too.
As far as the activities of the observed integrated group, it is to be appreciated the structure of the classroom through the order of placement of games and ludic educational instruments in the classrom itself. From a certain point of view this is an easily traceable reference for children with different needs.
It is to be appreciated conductors’ technical organizative ability in establishing the child/group relation, intercrossing in the level of attention of the group “class” in relation with the conductor’s directions.
Unfortunately we could not verify the aspect of the ludic/didactic dimension in the free game, this being an important phase in the educational and rehabilitation iter of every single child, particularly children bearing different needs.
Techniques to be applied in a predefinite and precise setting are offered, more or less the same for everybody, a strong discipline is demanded.
Our impression is that the focus of this method is mostly rehabilitative, even if the work with the children is of fundamental importance for a complementary and consequent educational work.
The place is rather cold and aseptic: a big Institute and as such absolutely unfamiliar.
Sunday, 18 December 2011
introduction prezi at the Pető workshop
All Inclusive - Ldv Partnership: The introduction prezi at the Pető workshop: http://prezi.com/7oox4b-bn3i5/ldv-partnership-all-inclusive/
Monday, 5 December 2011
The introduction prezi at the Pető workshop
http://prezi.com/7oox4b-bn3i5/ldv-partnership-all-inclusive/
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