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3D"Casella
1<= span lang=3DEN-US style=3D'font-family:"Arial Black";mso-special-format:lastCR; display:none'>
Flavio Fogarolo – CSA di V= icenza
Il progetto
Nuove Tecnologie <= span style=3D'mso-bidi-font-family:Arial;font-size:183%;color:#000066;mso-color= -index: 0'>e Disabilità

MIUR - MIT
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3D"Casella
2 <= /div>
Flavio Fogarolo – CSA di Vicenza
Riccione 11-13 aprile 2005
Gruppo 4 – Tecnologie e disabilità
 
Due nodi prioritari da risolvere
<= b>1 Garantire la fruizione delle tecnologie a tutti = gli alunni con disabilità che le possono usare = come strumenti personali per l'autonomia e = l'integrazione.
<= b>2  Attivarsi affinché tutte le attività informatiche = che si svolgono a scuola, in partico= lare quelle previste dalla riforma, te= ngano conto delle esige= nze degli alunni con disabilità e della = loro integrazione.  
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3D"Casella
3 <= /div>
Flavio Fogarolo – CSA di Vicenza
Il progetto
Nuove Tecnologie e Disabilità
Interviene sui fattori di criticità <= span style=3D'position:absolute;top:12.4%;left:0%;width:100.0%;height:13.17%'><= span style=3D'font-size:143%'>che condizionano l'utilizzo corretto <= span style=3D'font-size:143%'>e diffuso delle tecnologie per <= span style=3D'font-size:143%'>l'integrazione, per garantire a <= span style=3D'font-size:143%;color:#CC0000'>ciascun alunno con disabilit&agr= ave; la possibilità di usare efficacemente le tecnologie che gli servono per lo studio e l’integrazione.
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3D"Casella
4 <= /div>
Flavio Fogarolo – CSA di Vicenza
Fattori di criticità
nGestione degli acquisti;
nCompetenze degli operatori scolastici, sia tecniche che didattiche, considerando anc= he = l’elevata mobilità;
<= span style=3D'font-size:117%;color:#000066;mso-color-index:0;font-weight:normal= '>nCarenza di servizi di consulenza sul territorio; <= /span>
<= span style=3D'font-size:117%;color:#000066;mso-color-index:0;font-weight:normal= '>nScarsa accessibilità del software e dei <= span style=3D'font-size:117%;font-weight:normal;color:#000066;mso-color-index:0= '>laboratori;
<= span style=3D'font-size:117%;color:#000066;mso-color-index:0;font-weight:normal= '>nNecessità di strumenti e procedure = particolari per esigenze specific= he, poco diffuse.
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3D"Casella
5 <= /div>
Flavio Fogarolo – CSA di Vicenza
I Centri Territoriali di Supporto
Per risolvere q= uesti problemi è necessa= rio intervenire anche
<= b>sul territorio, vicino alle scuole.&= #13;
Il progetto preve= deva la costituzione
(o il potenziamento, se esist= enti) di  <= span style=3D'font-size:129%'>75 Centri Territoriali di supporto in <= span style=3D'font-size:129%'>tutte le regioni d’Italia.
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3D"Casella
6 <= /div>
Flavio Fogarolo – CSA di Vicenza
I Centri Territoriali di Supporto
 3 à 4
Sardegna
2 à<= /span> 4
Marche
 8 à 9
Sicilia
2 à<= /span> 3
Umbria
 4 à  5
Calabria
4
Toscana
 1 =
Basilicata
4 à<= /span> 5
Emilia R.
 6 =
Puglia
2
Friuli V.G.
 8 à13
Campania
5 à<= /span> 7
Veneto
 1 =
Molise
2 à<= /span> 3
Liguria
 2 =
Abruzzo
9 à<= /span> 12
Lombardia
 7 =
Lazio
5 à<= /span> 8 
Piemonte
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3D"Casella
7 <= /div>
Flavio Fogarolo – CSA di Vicenza
I Centri Territoriali di Supporto
Compiti dei Centri di Supporto:
n=  Ottimizzare le risorse intervenendo sia nella fase di acquisizione delle attrezzature che nella loro gestione, facilitando i trasferimenti da una = scuola all'altra secondo il variare dei bisogni;
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3D"Casella
8 <= /div>
Flavio Fogarolo – CSA di Vicenza
I Centri Territoriali di Supporto
Compiti dei Centri di Supporto:=
n Fornire assistenza tecnica, ossia aiutare le scuole a risolvere i più comuni problemi di funzionamento e adattamen= to delle tecnologie alle esigenze dei singoli utenti;
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3D"Casella
9 <= /div>
Flavio Fogarolo – CSA di Vicenza
I Centri Territoriali di Supporto
Compiti dei Centri di Supporto:=
n Fornire assistenza didattica, ossia aiutare le scuole a utilizzare lo strumento in modo davvero efficace in tutte le attività scolastiche, considerando anche gli aspetti psico-pedagogici e le esigenze delle varie discipline;
------=_NextPart_01C872CD.FA13E890 Content-Location: file:///C:/944AC9EF/Progetto_NT&D-Fogarolo_file/master03_image025.gif Content-Transfer-Encoding: base64 Content-Type: image/gif R0lGODlhHQAwAHcAMSH+GlNvZnR3YXJlOiBNaWNyb3NvZnQgT2ZmaWNlACH5BAEAAAAALAYAEgAN AAoAgAAAAP///wIUhIMZdur7Hoi02mlhxointoAhZhQAOx== ------=_NextPart_01C872CD.FA13E890 Content-Location: file:///C:/944AC9EF/Progetto_NT&D-Fogarolo_file/slide0223_image026.gif Content-Transfer-Encoding: base64 Content-Type: image/gif R0lGODlhrQEMAXcAMSH+GlNvZnR3YXJlOiBNaWNyb3NvZnQgT2ZmaWNlACH5BAEAAAAALAAAAACs AQoBgAAAAP///wL/jI+py+0Po5y02ouz3rz7D4biSJbmiabqyrbuC8fyTNf2jef6zvf+DwwKh8Si 8YhMKpfMpvMJjUqn1Kr1is1qt9yu9wsOi8fksvmMTqvX7Lb7DY/L5/S6/Y7P6/f8vv8PGCg4SFho eIiYqLjI2Oj4CBkpOUlZaXmJmam5ydnp+QkaKjpKWmp6ipqqusra6voKGys7S1tre4ubq7vL2+v7 CxwsPExcbHyMnKy8zNzs/AwdLT1NXW19jZ2tvc3d7f0NHi4+Tl5ufo6err7O3u7+Dh8vP09fb3+P n6+/z9/v/w8woMCBBAsaPIgwocKFDBs6fAgxosSJFCtavIgxo8aN4Bw7evwIMqTIkSRLmjyJMqXK lSxbunwJM6bMmTRr2ryJM6fOnTx7+vwJNKjQoUSLGj2KNKnSpUybOn0KNarUqVSrWr2KNavWrVy7 ev0KNqzYsWTLmj2LNq3atWzbun0LN67cuXTr2r2LN6/evXz7+v0LOLDgwYQLGz6MOLHixYwbO34M ObLkyZQrW76MObPmzZw7e/4MOrTo0aRLmz6NOrXq1axbu34NO7bs2bRr276NO7fu3bx7+/4NPLjw 4cSLGz+OPLny5cybO38OPbr06dSrW7+OPbv27dy7e/8O3mgBADs= ------=_NextPart_01C872CD.FA13E890 Content-Location: file:///C:/944AC9EF/Progetto_NT&D-Fogarolo_file/slide0224.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" Progetto Nuove Tecnologie e Disabilità - Sorrento
3D"Casella
10 <= /div>
Flavio Fogarolo – CSA di Vicenza
I Centri Territoriali di Supporto
Compiti dei Centri di Supporto:=
= n Curare con la scuola l'addestramento iniziale dello studente e seguirlo n= elle successive azioni volte ad accrescere le sue competenze;
------=_NextPart_01C872CD.FA13E890 Content-Location: file:///C:/944AC9EF/Progetto_NT&D-Fogarolo_file/master03_image027.gif Content-Transfer-Encoding: base64 Content-Type: image/gif R0lGODlhHQAwAHcAMSH+GlNvZnR3YXJlOiBNaWNyb3NvZnQgT2ZmaWNlACH5BAEAAAAALAYADAAN ABYAgAAAAP///wIfhIMZdur7opy02otAZfrxD4biyGDmiSZdNqqkK8JcAQA7 ------=_NextPart_01C872CD.FA13E890 Content-Location: file:///C:/944AC9EF/Progetto_NT&D-Fogarolo_file/slide0224_image028.gif Content-Transfer-Encoding: base64 Content-Type: image/gif R0lGODlhsQEMAXcAMSH+GlNvZnR3YXJlOiBNaWNyb3NvZnQgT2ZmaWNlACH5BAEAAAAALAAAAACw AQoBgAAAAP///wL/jI+py+0Po5y02ouz3rz7D4biSJbmiabqyrbuC8fyTNf2jef6zvf+DwwKh8Si 8YhMKpfMpvMJjUqn1Kr1is1qt9yu9wsOi8fksvmMTqvX7Lb7DY/L5/S6/Y7P6/f8vv8PGCg4SFho eIiYqLjI2Oj4CBkpOUlZaXmJmam5ydnp+QkaKjpKWmp6ipqqusra6voKGys7S1tre4ubq7vL2+v7 CxwsPExcbHyMnKy8zNzs/AwdLT1NXW19jZ2tvc3d7f0NHi4+Tl5ufo6err7O3u7+Dh8vP09fb3+P n6+/z9/v/w8woMCBBAsaPIgwocKFDBs6fAgxosSJFCtavIgxo8aN4xw7evwIMqTIkSRLmjyJMqXK lSxbunwJM6bMmTRr2ryJM6fOnTx7+vwJNKjQoUSLGj2KNKnSpUybOn0KNarUqVSrWr2KNavWrVy7 ev0KNqzYsWTLmj2LNq3atWzbun0LN67cuXTr2r2LN6/evXz7+v0LOLDgwYQLGz6MOLHixYwbO34M ObLkyZQrW76MObPmzZw7e/4MOrTo0aRLmz6NOrXq1axbu34NO7bs2bRr276NO7fu3bx7+/4NPLjw 4cSLGz+OPLny5cybO38OPbr06dSrW7+OPbv27dy7e/8OPrz42QUAADs= ------=_NextPart_01C872CD.FA13E890 Content-Location: file:///C:/944AC9EF/Progetto_NT&D-Fogarolo_file/slide0225.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" Progetto Nuove Tecnologie e Disabilità - Sorrento
3D"Casella
11 <= /div>
Flavio Fogarolo – CSA di Vicenza
I Centri Territoriali di Supporto
Compiti dei Centri di Supporto:=
n Curare la formazione agli operatori con interventi flessibili e mir= ati, in grado di rispondere anche a esigenze contingenti <= span style=3D'position:absolute;top:59.0%;left:12.73%;width:86.7%;height:6.0%'>= (ad esempio per cambio di insegnanti o di scuola). 
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3D"Casella
12 <= /div>
Flavio Fogarolo – CSA di Vicenza
I Centri Territoriali di Supporto
I Centri di supporto vengono concretamente = sostenuti con:
n un <= /span>finanziamento di 18.600 euro a ciascuno dei centri inizialmente previsti, per l'avvio delle = nuove attività o il potenziamento di quelle= = esistenti.
La somma può essere sp= esa per l’acquisto delle attrezzature necessarie per la consulenza = e il supporto alle scuole.
Sono escluse le spese di funzionamento.
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3D"Casella
13 <= /div>
Flavio Fogarolo – CSA di Vicenza
I Centri Territoriali di Supporto
I Centri di supporto vengono concretamente sostenuti con:
n=  un <= /span>percorso di formazione, con attività sia <= /span>residenziali che on line, destinato a 2 operatori per ciascuno dei centri;
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3D"Casella
14 <= /div>
Flavio Fogarolo – CSA di Vicenza
I Centri Territoriali di Supporto
I Centri di supporto vengono concretamente sostenuti con:
n=  la possibilità di sostenere ulteriormente, con azioni da definire in un secondo tempo, i centri o le regioni che presentano particolari difficoltà nell'avvio del servizi= o;
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3D"Casella
15 <= /div>
Flavio Fogarolo – CSA di Vicenza
I Centri Territoriali di Supporto
I Centri di supporto vengono concretamente sostenuti con:
n=  un <= /span>servizio di supporto, consulenza e documentazione a livello nazionale, via internet e telefono, affidato all'INDIRE;
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3D"Casella
16 <= /div>
Flavio Fogarolo – CSA di Vicenza
I Centri Territoriali di Supporto
I Centri di supporto vengono concretamente sostenuti con:
n=  un finanziamento di 8.000 euro a<= /span> ciascuno dei centri inizialmente previsti per organizzare attività= ; di formazione e addestramento nel territorio di competenza di ciascun centro, rivolte a insegnanti, operatori, studenti e genitori.
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3D"Casella
17 <= /div>
Flavio Fogarolo – CSA di Vicenza
L’avvio della fase ese= cutiva del progetto ha ric= hiesto una <= b>progettazione a livello  regionale =
 
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3D"Casella
18 <= /div>
Flavio Fogarolo – CSA di Vicenza
Il numero dei Centri indicat= i per ogni regione riguard= a solo i finanziamenti e il numero = di operatori da formare.
Le singoli Direz= ioni Regionali possono <= /b>= organizzare diversamente il serv= izio attivando un numero maggiore = o minore di Centri, secondo le esigenze = del territorio e considerando i servizi già= ; = esistenti.
La progettazione regionale
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19 <= /div>
Flavio Fogarolo – CSA di Vicenza
I centri di sup= porto non vanno intesi come nuove entità da costruire fisicamente nel = territorio, con nuove sedi, uffici, personale = di gestione e altro, ma come estensione <= span style=3D'font-size:114%;color:#CC0000'>dei servizi offerti da strutture già esistenti (scuole singole o in rete, = consorzi di scuole, CSA, ecc.) che = <= span style=3D'font-size:114%'>verranno aiutate a farsi carico di questo = = nuovo ruolo.
La progettazione regionale
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20 <= /div>
Flavio Fogarolo – CSA di Vicenza
= Nella progettazione regionale si è chiesto di = indicare:
1. Referente ed eventuale = nucleo di progettazione
<= span style=3D'font-weight:bold'>2. Analisi dei bisogni e delle ri= sorse disponibili nel territorio.
<= span style=3D'font-weight:bold'>3. Organizzazione del servizio, indicando i Centri che si intendono attivare e il riparto = e la destinazione dei finanziamenti.
<= span style=3D'font-weight:bold'>4. Strategie per garantire continuità al servizio dopo la conclusione del progetto.
La progettazione regionale
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21 <= /div>
Flavio Fogarolo – CSA di Vicenza
Inoltre per ciascun Centro di supporto:
1. Istituto Scolastico gestore
2. Punti di forza, esperienze pregresse, reti <= /div>
3. Identificazione degli utenti
4. Strutture disponibili
5. Collaborazioni esterne
6. Carenze e criticità
7. Operatori
8. Piano di spesa (in linea di massima)
La progettazione regionale
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22 <= /div>
Flavio Fogarolo – CSA di Vicenza
Azione 1  Ricerca sulle tecnologie disponibili
e sulle esperienze condotte
Azione 2  Realizzazione di un Sistema di Condivisione e Gest= ione delle Conoscenze
Azione 3  Accessibilità del software didattico
Azione 4  Rete territoriale di supporto
Azione 5  Interventi locali di formazione
Azione 6  Progetti di ricerca per l'innovazione
Azione 7  Intervento per gli alunni con dis= lessia
Il progetto
Nuove Tecnologie e Disabilità
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23 <= /div>
Flavio Fogarolo – CSA di Vicenza
§<= /span> Raccogliere, anche a livello = internazionale, o= gni informazione possibile sulle migliori pratiche e su strumenti, processi, esperienze relative = all'uso delle tecnologie per l'integrazione di alunni disabili nella scuola.
L’azione 1 è affidata all’INDIRE
Azione 1 
Ricerca sulle tecnologie disponibili
e sulle esperienze condotte
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24 <= /div>
Flavio Fogarolo – CSA di Vicenza
Viene sollecitato l’invio di esperienze da = <= span style=3D'font-family:Arial;font-size:133%;color:#CC0000'>parte delle sc= uole.
Sono stanziati 240.000 euro per sostenere le attività di documentazione delle scuole e la messa a punto dei prodotti presentati.
Azione 1 
Ricerca sulle tecnologie disponibili
e sulle esperienze condotte
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25 <= /div>
Flavio Fogarolo – CSA di Vicenza
È uscito recentemente il bando <= span style=3D'font-family:Arial;font-size:183%;color:#000066;mso-color-index:0'= >per le scuole.
Sito handitecno:
http://handitecno.indire.it
Azione 1 
Il bando per le scuole
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26 <= /div>
Flavio Fogarolo – CSA di Vicenza
Cosa si cerca:
Esperienze significative sull’uso delle <= span style=3D'font-family:Arial;font-size:133%;color:#000066;mso-color-index:0'= >NT per l’integrazione.
Criteri di valutazione:
•Innovazione
•Efficacia
•Trasferibilità  
Azione 1 
Il bando per le scuole
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27 <= /div>
Flavio Fogarolo – CSA di Vicenza
Ad esempio:= 3;
<= span style=3D'font-family:Arial;color:#000066;mso-color-index:0'>•<= /span>innovazioni di= tipo organizzativo volte a superare i problemi legati all'integrazione ne= lle attività informatiche curriculari<= span style=3D'font-family:Arial;color:#000066;mso-color-index:0'>; <= /span>
•<= /span>soluzioni effi= caci volte a superare problemi derivanti da situazioni particolari o poco frequenti; <= /span>
•strategie volt= e a superare problemi di ordine comportamentale e psicologico;
•<= /span>accorgimenti innovativi volti a = personalizzare la postazione di lavoro degli alunni disabili;
•utilizzo non convenzionale degli ausili, delle = periferiche st= andard o del software.
Azione 1 
Il bando per le scuole
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28 <= /div>
Flavio Fogarolo – CSA di Vicenza
Fattori di criticità:
• Gli insegnanti sono oberati di imp= egni, spesso sfiduciati e demotivati;
• La documentazione richiede quasi sempre  un = impegno supplementare, più o meno oneroso, = scarsamente riconosciuto;
• Non è detto che chi ha cond= otto esperienze interessanti sappia anche descriverle in = modo efficace; i materiali raccolti usano spesso un <= /span>= linguaggio burocratico, poco coinvolgente.
Azione 1 
Il bando per le scuole
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29 <= /div>
Flavio Fogarolo – CSA di Vicenza
Str= ategie per superare i fattori di criticità
La preparazione del materiale è divisa in tre fasi:
<= /div>
1. All’inizio si chiede alle scuole di inviare solo = materiale già pronto, con una semplicissima presentazione.
La selezione dell’INDIRE si basa sull’esperienza condotta, non sulla qualità d= ella documentazione.
Le scuole che hanno inviato le esperienze = selezionate ricevono un contributo di 800 euro.
Azione 1 
Il bando per le scuole
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30 <= /div>
Flavio Fogarolo – CSA di Vicenza
<= /div>
2. L’INDIRE può chiedere alle scuole di integrare = = la documentazione delle esperienze selezionate.
Il lavoro di integrazione viene quantificato e <= /span>= sostenuto con un apposito finanziamento supplementare (fino a 4.000 euro).
Azione 1 
Il bando per le scuole
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31 <= /div>
Flavio Fogarolo – CSA di Vicenza
<= /div>
3. Infine l’INDIRE interverrà sul materiale con un = intervento di tipo redazionale per migliorare la comunicazione.
Azione 1 
Il bando per le scuole
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3D"Casella
32 <= /div>
Flavio Fogarolo – CSA di Vicenza
Due scadenze:
20 giugno 2006
20 ottobre 2006
Azione 1 
Il bando per le scuole
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3D"Casella
33 <= /div>
Flavio Fogarolo – CSA di Vicenza
§<= /span> Organizzare un servizio permanente in grado di conservare e diffondere il patrimonio di conoscenze del progetto.
§<= /span> Organizzare il servizio di informazione e supporto a livello nazionale per le scuole e le famiglie e per i Centri = Territoriali.
Azione 2 
Realizzazione di un Sistema di Condivisione
e Gestione delle Conoscenze
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3D"Casella
34 <= /div>
Flavio Fogarolo – CSA di Vicenza
Anche l’azione 2 viene gestita dall’= INDIRE = con il potenziamento, tra l’altro, del portale = Handitecno= .
Azione 2 
Realizzazione di un Sistema di Condivisione
e Gestione delle Conoscenze
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3D"Casella
35 <= /div>