It is drawn up for pupils for which special didactic needs have been detected, but not attributable to disability. For students with Bes it is the class council to decide whether it is appropriate to draw up the PDP, while in the case of children and teenagers with DSA it is a mandatory document
Sometimes, the choice of teachers of adopt different measures Depending on the single pupil, the parents can leave perplexed, who perhaps expect that it is more right to give all children and young people the same tools. But that’s really that a fair evaluation is obtained?
At school, teachers have no “all equal” students, with the same learning rhythms or the same neuropsychological characteristics. The choice to use different measures is therefore necessary for guarantee everyone the same right to study and the training success. With this spirit, in some situations a real action plan called is drawn up Personalized didactic plan (PDP). In other cases, however, the programming document is the Individualized educational plan (Pei).
In this article we will deepen What is a personalized didactic planhow to write and what is the difference between Pei and PDP.
Personalized didactic plan: what it is
The PDP to school It is necessary when the characteristics of the students are such as to require a different path. It is a document which contains both the detection of characteristics of the pupil (strengths and weaknesses, type of disorder), both method who are intended to be adopted.
In the PDP the Data relating to the pupilthe description of the operation
of instrumental skills and of learning process and, for each subject, the ways in which the teacher intends to proceed in order to achieve the objectives of his own subject, reporting in detail:
- educational strategies and methodologies;
- compensatory tools;
- dispensing measures;
- verification methods;
- evaluation criteria.
The PDP at school can be provided in the most of the BES (Special educational needs), of which we speak in depth within this article.
Difference between pei and pdp
From the table at the bottom of the paragraph it is easily seen that the PDP is drawn up for the pupils for which they were detected particular didactic needsbut not attributable to disability. In the last case, the programming document is instead called an individualized educational plan (PEI). There difference Between Pei and pdp lies in the contents and in the method of definition.
Objective of Pei It is the individualized design for students with disabilities, in order to guarantee school inclusion. The PEI is drawn up by the teachers at the beginning of each academic year, collecting with the family and with the health contacts who have drawn up the functional diagnosis of Student with disabilities.
(taken from Marcella Peroni, Pierluigi Cafaro, Sonia Lipparini, Francesca Ciceri, from diagnosis to teaching practice. School life, n ° 1. School joints, Florence, 2018.)
How to write a PDP
Let’s see below the indications necessary for the drafting of a PDP at school.
PDP for BES and PDP for DSA
For students with Beswhich do not fall within the protections referring to Law 104/1992 and Law 170/2010, it is the class council to decide whether it is appropriate to draw up the PDP. For students with specific learning disorders (DSA), the PDP is a document instead obligatory. In the guidelines attached to the 2011 Ministerial Decree, in fact, there is talk of a document in which “individualized recovery activities, the personalized didactic methods, as well as the compensatory tools and the dispensing measures will have to be from the explicit and formalized educational institutions, in order to ensure a tool useful for didactic continuity and sharing with the family of the initiatives undertaken”.
The editorial staff of PDP For students with DSA It is therefore an obligation and must contain at least the following items:
- personal data of the pupil;
- type of disorder;
- individualized didactic activities;
- personalized didactic activities;
- compensatory tools used;
- dispensing measures adopted;
- forms of customized verification and evaluation.
Who writes the PDP
Once the diagnosis is acquired, the compilation of the PDP at school is by the individual teachers And it can be coordinated by the contact person for the DSA, a reference figure who also deals with planning the family-banquets and collaborates in training activities for teachers.
In the preparation of the documentation by the school, the connection with the familywhich can communicate to the school any observations on experiences developed by the student also independently or through extracurricular paths.
Agree with family members, teachers can also interface with i clinical who have drawn up the neuropsychological evaluation or with Other professionals who have the student in charge; These figures can in fact make a valuable contribution in translating the diagnosis, reporting observations in contexts even other than the school one and therefore giving useful operational indications to be implemented at school. All this must take place in mutual respect of the roles: it will not be necessary to go into contradiction with the indications of clinicians, but the teachers will be responsible for the proposal to be presented to the family and therefore of the drafting of the PDP.
PDP: primary school and secondary school
The Ministry indicates to share the PDP with the family Before signing approval, so that parents have time to read it and maybe explain it to the student. In fact, it is necessary to find a way to make the pupil protagonist of his learning process, in terms adequate for age: the PDP must be drawn up, both in primary school both in the secondary school First and second degree, defining, depending on the school cycle, the training objectives.
All this to make sure that the PDP does not reduce itself to a simple bureaucratic fulfillment, but rather creates a true sharing of assumption of educational liabilityof dialogue between school, family and student with DSA, so as to best encourage learning and teaching processes. Once the PDP has been signed, the family has the right to receive one copy from the school.
To write a PDP for primary or secondary school, teachers must observe the characteristics of the student, translate the indications contained in the neuropsychological assessments in operational terms and confront their parents.
As for the compensatory and dispensing measures To be implemented, a distinction must be made between actions and tools. For example, in the area of understanding the text, among the actions proposed as compensatory measures we find the explicit teaching of understanding strategies (dwelling on what to do before, during and after reading the text), while for compensatory tools there are the vocal synthesis, the digital dictionary and the use of adapted material.
PDP: An example
There are gods format of PDP made available by the Ministry. On the other hand, each school can prepare their own model of PDP independently. We will therefore find very different: some discursives; Others more schematic, in which numbered lists of compensatory tools, dispensing measures, methods of verification which are then reported, through the numerical codes, in the various subjects are reported.
Dispensing measures and compensatory tools
THE’pupil with dsa It is dispensed by some non -essential performance for the purposes of the concepts to be learned. These can be, depending on the discipline and chance:
- reading aloud;
- writing under dictation;
- Take notes;
- copy from the blackboard;
- compliance with the timing for the delivery of written tasks;
- the excessive quantity of homework;
- carrying out multiple evaluation tests in close times;
- the mnemonic study of formulas, tables, definitions;
- Replacement of writing with verbal and/or iconographic language.
The pupil with DSA can also take advantage of compensatory tools which allow to compensate for the functional deficiencies determined by the disorder: helping it in the automatic part of the delivery, allow the pupil to focus on cognitive tasks as well as having important repercussions on speed and correctness. Depending on the discipline and chance, the compensatory tools may be:
- Formulars, synthesis, patterns, conceptual maps of learning units;
- Table of geometric measures and formulas;
- Computer with a videosc’s program, spelling corrector; printer and scanner;
- calculator or computer with a spreadsheet and printer;
- Registration and audio resources (vocal synthesis, audiobooks, digital books);
- specific didactic software;
- computer with vocal synthesis;
- Multimedia vocabulary.
When is the PDP at school?
The PDP must be drawn up by maximum three months from the beginning of the school or, if the diagnosis is delivered during the year, in the shortest possible time (in the latter case, to obtain a PDP the diagnosis should be delivered by March 31, a term that is not worth if it is a first diagnosis).
Every year the PDP must be recomposedbecause the characteristics of the students are evolving and therefore the objectives should also change. Obviously, until a new PDP is drawn up, the one of the previous year remains valid, even in the degree passages, for example from primary school to secondary school.
The editorial staff of the PDP can also request A quartera time that may seem very long, but unfortunately often necessary for teachers to be able to observe and collect valuable information. In the period in which the methods of intervention that the school intends to adopt, the teachers should still follow the indications contained in the neuropsychological assessments and always follow the principle of common sense, so as not to disorientate students with documented difficulties, have not yet been put on white.
Once the PDP has been formalized, shared and approved, it can still be modified. In fact, it is possible that with the current school year, some measures are ineffective and therefore need adjustments. In Guidelines on DSA The need for periodic monitoring of the provisions of the PDP is underlined, in order to verify its reliability for achieving the set objectives. The PDP is therefore a flexible and modifiable document.
Conclusions
There is a well -known cartoon in which three children of different heights are depicted who look at a baseball game over a fence. In the first design, each child is standing on his wooden case, but the lowest child, despite the support, still cannot look beyond the barrier, unlike the other two. In the second drawing, the speakers are instead distributed so that all three can see the game: no case to the highest child, who can even support to look beyond the fence, a case to the second child and two speakers to the third.
Exactly as shown in the drawing, the PDP has the function of finding and agreed the supports to be able to put all in the same conditions and avoid “making the same parts between inequalities”. In the third design of the well -known cartoon, the barrier is replaced with a network that makes the game clearly visible, therefore children no longer need the speakers. A bit like suggesting that if you can reach this ability to inclusion in the school, perhaps the PDP will no longer be needed, which still remains a precious tool for now!
