In order to evaluate and fine-tune all the actions of the project, this multiplying event was held at the CAT (Early Attention Center) on October 6.

In that sense, it is necessary to thank the CAT for facilitating the space to develop this activity, besides being so important that it is an Early Attention Center, since these families are the ones who will be in the educational centers in a few years, and they have to be the ones who demand that all educational centers and services to which their children will attend are fully implemented this idea of Learning in Non-Formal Spaces, since it is where many opportunities for socialization can be generated, for girls and boys with and without disabilities.

Thus, in this event a total of

A total of 44 people participated in this event, 19 online and 25 in person.

Of particular importance was the attendance of:

Gey Lagar creator of Patios y Parques Dinámicos. Specialist in autism, accessibility and inclusion.

Sandra Ruiz Rico. VET teacher. From the family of Sociocultural and Community Services. In the CIP FP Batoi.

Sandra Molines Borrás. Doctor in Psychology and Professor at Florida University in the degrees of Early Childhood and Primary Education.

And the Councilor of Social Welfare of Onil, Rosana Silvestre.

As for the day, it also served to present the Inc-Lesi Project.

The conference also served to present the Inc-Lesiure Project, its objectives, products, motivations and actions carried out to promote the implementation of non-formal education in the educational development of children in our society.

Thus, the objectives of the project are in the form of joint workshops, training and learning activities for the transfer of good practices carried out in educational centers, and activities for the dissemination, promotion and transfer of the results obtained, in the form of practical materials for the implementation of ENFA.

– To develop values such as solidarity, respect, reflection on human behavior and coexistence with diversity and inclusion, citizen participation and sense of belonging in the school children’s community.

– To promote the acquisition of transversal competencies through non-formal learning in inclusive spaces and through participation and cooperative learning, stimulating the development of a critical spirit, creativity and acquiring habits of dialogue and the search for consensus.

– Provide flexibility to educational professionals to develop innovative and alternative non-formal educational methods to help students learn.

The project is articulated around a series of activities for the exchange of good practices among partner entities in the form of joint workshops, training and learning activities for the transfer of good practices carried out in educational centers, and activities for the dissemination, promotion and transfer of the results obtained.

Based on the experience provided by this project, the aim is to create inclusive models for promoting non-formal education as a way of learning transversal competencies in schools, which will lead to a long-term improvement in the participation rates of schoolchildren, a strengthening of relations between the children’s community, family, local entities, community and teachers, and a strengthening of the sense of belonging, with an impact on the early school dropout rate.

The project promotes the training of education professionals to acquire skills and resources to incorporate non-formal education activities into the curriculum through the exchange of best practices. The project is articulated around this aspect, the exchange of good practices, in which the projects and methods applied to promote and favor the social inclusion of children with intellectual disabilities or other causes of exclusion in school environments, and the successful results obtained, are presented.

 

4 results of this type:

IO1_ Methodology for educators Curricular integration of inclusive non-formal learning activities:

This guide aims to serve as a help map for school organizations, or those in the educational field, to design activities that promote and facilitate the social inclusion of cases of exclusion detected in their contexts, and to integrate them curricularly in their centers.

IO2_ Resources for designing non-formal inclusive learning spaces. Good practices identified in Portugal, Spain and Republic of North Macedonia.

This project aims to carry out an analysis and reflection on non-formal inclusive learning spaces, with a view to solving the problems of social exclusion in the school community. Its main objective is to develop resources to design inclusive non-formal learning spaces for all children and youth with disabilities.

IO3_ Guide for curricular integration of the Inclusive School Play mediator

step by step guide for the creation of an inclusive non-formal education facilitator and mediator in schools and other centers for children’s activities.

IO4_ Inc-Leisure Quality Seal: Self-assessment guide for inclusive non-formal learning spaces, activities and resources.

The objective of this guide is to provide support to teachers, principals and in general to educational staff, for the implementation of inclusive measures in their formal and non-formal educational spaces, such as school playgrounds, playgrounds, libraries, parks and other public and private spaces where children and youth can develop through play and socialization.

Once the parts and results have been presented, we will focus on the part developed specifically by Asociación Babilón (Quality Seal).

This Seal is designed so that each center, institution or service that wants to develop the achievement of making its non-formal education space a quality space that meets all the needs detected by the professional team, can have a guide; a path to follow. And, above all, where to start, which is often one of the main doubts that arise in work teams. Knowing where to start and having a path to follow and how to follow it is, from our point of view, a great help and makes it easier for work teams to start working as soon as possible.

It is a general reflection, knowing that making it easy for professional teams is one of the premises of this work / project.

We need that the people who have the illusion of starting to implement this methodology find everything necessary as specified and clear as possible, so that they can get the whole work team to join this project, because, as it was mentioned, it is necessary that the whole work team, and above all the management team, is totally convinced that the implementation is a necessity and that it is an element that can be a differentiating element with respect to the opportunities that all people have to socialize and achieve the objective that all people can participate in non-formal spaces, is totally convinced that the implementation is a necessity and is an element that can be a differentiating element with respect to the opportunities that all people have to socialize and to achieve the objective that all people can participate in non-formal spaces, and all the advantages that these proposals entail.

So this Seal is designed so that, based on a self-evaluation of all the parties involved in the resource to be implemented, an Excellent category can be achieved. Thus, the path of this Seal is as follows:

Self-assessment: It consists of answering a series of questions, so that the reality of the service and of all the parts that compose it is known.

Ready: First step for the implementation of the program. It offers the parameters or basic circumstances that must be met in order to have a work plan.

Steady: Second step, in which actions should already be implemented.

Go: The Plan is in place and validated by people.

Excellent: The Plan is perfectly established in the objectives and plans of the service and, in addition, it is disseminated and mentored to other centers and other organizations.

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