The workshop took place on 20 and 21 October at the Teacher Training Institute No. 86. he participated in student of the Institute, teachers, social workers, psychologists and members of the Fundación Cecilia Grierson. The call was mixed: there were participants with many years of experience in the work of the social integration of people with disabilities in the classroom and many of them with very little.
The proposed work at the workshop was to discuss and reflect collectively on specific practices in the classroom in relation to the social integration of people with disabilities, in order to identify barriers to integration and find the resources necessary to begin troubleshooting. In relation to the issues that were working we could see, on the one hand, especially part of those who were beginning to form in the teaching work-a concern that perhaps we can make this: How do I work in the classroom with children with disabilities? Had that for example children with mental disabilities are often very warm and there are situations in which costs are excessive and hugs to a limit. How do you put a limit? "It is saying no? There, in the discussion and reflection with other on these issues, we have the subject of the barriers set by the teacher himself : their fears, their prejudices, or as one participant said: "disability is a mirror in which costs us recognize. " "It say no? What if you get frustrated? Likewise, how is working at the group level integration of a child with disabilities? Because tease boys, "children are amoral."
was very pleasing as be seeing the problems caused by the practice "were putting on the table." problems and questions that insisted in what many would share and that clarifying them were evident. Hence, we think, the importance of working in person and in groups on problems and experiences that each situation generates. The importance of working with what you believe, explain to others what you do and the difficulties involved in order to offer something else-actions to be in favor of integration, promote a different kind of relationship with the disability than the fear, prejudice, ignorance, or shame.
On the other hand, these questions were also made by teachers with more experience, but with different nuances. What do ever? Given that there is not, nor can there be a body of answers to how to respond in all cases, then, the work must be planned according to the characteristics and needs of each student and the group. It should then, work increasingly in situation, or the terms on which it raised one of the participants, with the pop. But there collective work spaces, meeting between peers to think and reflect on the practice of integration in the classroom? What role do the hurdles and problems that occur in actual practice? How do you hold onto a job as "craft" as is the integration?
We wonder. And integration work in the classroom requires other work by the teacher, the notorious work with heterogeneous classrooms, "do not might think that it becomes necessary to also re-configure the computers work, namely, cabinet, address, special school, etc. to think with others as a team to follow the guidance and support and supervise the practice, a space to explain what happens in fact to think about what you do and know what you think?
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