05 SES 11 A, Examining “Vulnerability” and “Fragility” in Children and Young People and their Experiences of Education
In schools of all kinds, the number of students with difficulties which prevent them from succeeding in education, but which are not recognised medically, is increasing. This paper is based on a mixed methods research project, conducted in 105 schools of different kinds in the province of Trento, Italy (Girelli & Bevilacqua, 2018). The study highlighted how the concept of educational fragilities should not only include children and young people with certified disabilities or learning disorders, but also students whose problematic functioning can be grouped into six categories: psycho-emotional fragilities; difficulties in adapting to their role; communication-relational fragilities; resistant–passive behaviours; learning problems; and hostile attitudes. One of the major side effects of the inductive identification of these categories was the need to distinguish objectively observable behaviours, the motivations behind these behaviours, and the needs of these children and young people, and support staff, to apply this process. This pedagogical perspective allows teachers to identify those elements – relating to students’ behaviours, needs and strengths – that can help educational interventions and strategies to be planned effectively. The research offered the opportunity to identify and explore a wide and varied landscape of educational experiences promoted specifically for students with educational fragilities. At the school level, specific teaching methods, techniques and projects were implemented, but the greater pedagogical attention of the teachers also assumed great value. One of the elements that most strongly characterized projects targeted towards students with educational fragilities is the constant involvement of the actors and agencies operating in the areas in which students live. In-depth data collection involving 63 representatives from local services has made it possible to understand better how educational networks support more effectively joint working on multiple fronts. This included: joint processing of information gathering and planning of interventions; better use of the resources available; strengthening inclusive education strategies; and focusing more clearly on children’s and young people’s lives. In this framework, SEN coordinators play a pivotal role (Bevilacqua, 2019). As a result of the research, in addition to recommendations for teachers, it was possible to formulate operational recommendations in terms of school policies and training activities for teachers. In particular, three operational tools will be outlined which have been created to support teacher in the identification, planning, monitoring and evaluation of educational projects for students with educational fragilities.
Bevilacqua, A. (2019), Prevenire l’insuccesso formativo per gli studenti con fragilità educative. Il ruolo chiave della funzione di middle management dei referenti BES, RicercAzione, Vol. 11, n. 1. 10.32076/RA11103 Centro di Ricerca Educativa sulla Professionalità dell’Insegnante (2016) Un’idea comune di Ricerca-Formazione all’interno del Centro CRESPI. European Commission (2015), Education & Training 2020. Schools policy. A whole school approach to tackling early school leaving: Policy messages. European Commission, EACEA, Eurydice & Cedefop (2014), Tackling Early Leaving from Education and Training in Europe: Strategies, Policies and Measures. Eurydice and Cedefop Report. Luxembourg: Publications Office of the European Union. Girelli, C. & Bevilacqua, A. (2018), Leggere le fragilità educative a scuola per intervenire. Una ricerca partecipativa per sostenere i processi di crescita degli studenti nelle scuole trentine, IPRASE. Trento. ISBN: 978-88-7702-427-5, pp. 21-32.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
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