«Είμαι δυσλεκτικός»: Ένα βραβευμένο φιλμ που δείχνει την αγωνία των παιδιών με μαθησιακές δυσκολίες.

Mads Johan Øgaard

     Ένα μικρό παιδί με δυσλεξία χάνεται σε έναν κόσμο φτιαγμένο από βιβλία. Μόνο του στον κόσμο αυτό, αναγκάζεται να σκαρφαλώσει ένα βουνό που αντιπροσωπεύει το εκπαιδευτικό σύστημα.

     Η ταινία κινουμένων σχεδίων μικρού μήκους 'ΕΙΜΑΙ ΔΥΣΛΕΚΤΙΚΟΣ' εκφράζει το πως αισθάνεται κάποιος που έχει μαθησιακή διαφορά στο τωρινό σχολικό σύστημά. Η ταινία χρησιμοποιεί ισχυρές μεταφορές για να απεικονίσει αυτά τα συναισθήματα, ακολουθώντας ένα μικρό αγόρι στο ταξίδι του για να σκαρφαλώσει ένα βουνό σε έναν κόσμο φτιαγμένο από βιβλία.

     Το ΕΙΜΑΙ ΔΥΣΛΕΚΤΙΚΟΣ είναι μια φοιτητική ταινία κινουμένων σχεδίων μικρού μήκους παραγωγής, σκηνοθεσίας και σεναρίου των Mads Johan Øgaard και Katie Wyman. ‘Είμαστε και οι δύο Δυσλεκτικοί και έχουμε περάσει με διαφορετικό τρόπο τους τρόπους που το σχολικό σύστημα προσπαθεί να διαχειριστεί τους δυσλεκτικούς μαθητές, τους καλούς και τους κακούς. Δημιουργήσαμε αυτή την ταινία με την ελπίδα να δώσουμε στα άτομα με μαθησιακές διαφορές κάτι με το οποίο να ταυτίζονται. Κάτι που να λέει: «Ναι, είναι ένα δύσκολο ταξίδι, αλλά δεν είσαι μόνος σου και μπορείς να ξεπεράσεις τις δυσκολίες!». Είναι ένα μήνυμα που πολλοί από εμάς δεν είχαμε όσο μεγαλώναμε. Γι' αυτό και θέλουμε να δούνε αυτή την ταινία όσο περισσότεροι άνθρωποι γίνεται, ελπίζοντας ότι θα δώσει σε κάποιον το κουράγιο να συνεχίσει.’

                                  Global Teacher Prize

Andria Zafirakou 

Global Teacher Prize 2018 Winner

 Peter Tabichi

Global Teacher Prize 2019 Top 10 Finalist 

BRITISH CULTURE AND SOCIAL NORMS

 

 British culture has its roots in the United Kingdom‘s rich history, the people and the four countries — England, Wales, Scotland and Northern Ireland — that it’s made up of each with their own unique traditions and customs.British culture and social norms are very unique. One of the most important things to know before going to any country is what their cultural and social norms are.

Things you need to know about the British people

· The British are punctual. Being late is odd and, in some cases, considered to be rude. If you’re going to be late to something, contact those involved as soon as you know you will be late. Also, it is less rude to be late to a dinner party at someone’s home than it is to be late to a public meeting (such as dinner at a restaurant).

· Never jump lines, known as “queues” in UK. In some countries jumping the queue may be acceptable, but in UK, people may not be very happy with you and will definitely let you know how unhappy they are about the situation. Standing patiently in the queue is a normal part of British culture.

· In the UK, it’s acceptable to keep one arm’s length between yourself and those you are speaking with. Any closer is assumed to be aggressive and can be uncomfortable for those native to UK.

· Please, thank you, and sorry are normal parts of everyday conversations and interactions. Some people are simply baffled by how polite British people are. As an international student, you may not be used to this, but you will probably get used to it quickly after your arrival!

· When greeting a good friend or family member in UK, you do not simply shake their hand. Many times, especially if one of the people that are greeting or being greeted is female, you will frequently give and/or receive a small kiss on the cheek. If you are not a close friend or family member, then the physical touch is perceived as odd or uncomfortable (you may shake hands, but often a smile and a bow of the head is acceptable enough).

· The British have a high amount of respect for older adults and the disabled. If you are on public transportation, you are expected to give up your seat if someone who is disabled or older comes onto the tram (or whatever vehicle you are in) and there is no other seat. If an older adult or someone who is disabled seems to be struggling with something, you are also expected to ask the person if they need your assistance.

· British people rarely use superlatives and are not very animated when they speak. They value privacy over everything else, so be careful what you ask because you could be prying without meaning to.

· British people often avoid extended eye contact. They find it uncomfortable and intimidating.

· If you are invited to the home of a native British person, it is normal to bring along a gift, such as chocolate, wine, or flowers to say thank you.

· If you go to a pub with your friends, it is common practice to buy a round of drinksfor those who you came with.

· The person who has invited you to dinner is typically the one who pays. Do not argue about whose responsibility it is, rather, invite them out to dinner at some point and pay for them to reciprocate.

πηγή: https://www.studying-in-uk.org/british-culture-and-social-norms/

EDUCATION

UK Education System

The UK education system is worldwide reputed for its high quality and standards. In general, the British higher education system has five stages of education: early years, primary years, secondary education, Further Education (FE) and Higher Education (HE). Britons enter the education system at the age of three and up to 16 are obliged to attend school (compulsory education), while afterward is upon their choice.  Besides sharing many similarities, the UK education system at different levels at each zone of administration (England, Scotland, and Wales) differs a bit. Generally spoken these differences are not so meaningful that we can talk about the UK higher education as being one.  In UK everybody, aged over 5 and under 16 is obliged to attend school. This aging time frame contains two sections of the education system in UK: Primary and Secondary School.

The Compulsory Education in UK

Key Stage 1

This stage includes pupils at the primary school aged 5 to 7 years old. Basically, during the key stage 1, kids are introduced to some of the most basic knowledge on subjects like the English language, Mathematics, History, Physical Education, Geography, History and Music. During the first year of this stage, the structure of the curriculum contains the Phonic screening, a short assessment of kids’ ability to decode and understand phonics properly. Typically, the student will speak loudly to his teacher a list of 40 words. At the end of this stage (same as in each of them), these pupils will sit for an examination aiming to measure their development in English, Maths and Science.

Key Stage 2

Between 7 to 11 years pupils will be in the second Key Stage of the compulsory education. Now the curriculum aims to move them further in gaining a bit more knowledge on core subjects. At the end of this stage, they will be tested in the following subjects

• English reading
• English grammar, punctuation and spelling
• Mathematics
• Science

In English and Mathematics, the testing will be done through national assessment tests, while the teacher will independently assess the level of improvement of each student in Science.

Key Stage 3

Pupils aged 11 to 14 are in the third stage of compulsory education. To a certain degree, this period of their education is very important because only a few years later they will sit for the GCSE national qualification. The curriculum during this stage of education will also contain new subjects at which students are supposed to get some basic knowledge before moving any further in the upcoming stages of education. The subjects learned in Key Stage 3 are English, Mathematics, Science, History, Geography, Art and Design, Music, Physical Education, Modern Foreign Languages, Design and Technology and Computing. At the end of the Key Stage 3, some students may take their GCSE or other national qualifications.

Key Stage 4 

The final stage of the compulsory education, the Key Stage 4 lasts from the age of 14 to 16. This is the most common period of time for students to undertake the national assessment tests that will lead them to take a GCSE or other national qualifications. 

The compulsory national curriculum at this stage contains the “core” and “foundation” subjects. These are the “core” subjects taught at the Key Stage 4: 

• English
• Mathematics
• Science

And these are the “foundation” subjects taught at the Key Stage 4:

• Computing
• Physical Education
• Citizenship

Additionally, schools in UK are obliged to offer one of the following subjects during this stage of education

• Arts
• Design and Technology
• Humanities
• Modern Foreign Languages

  The Higher Education System in the United Kingdom

  In particular, the UK higher education is valued all over the world for its renowned standards and quality. Its higher education’s prestige it also emanates from its graduates’ work afterward. Many eminent people in many different areas whose work reached global recognition came out of British universities. Some of these universities and other higher education providers are ranked at the top among universities in the world. The UK capital city, London, not by accident, is considered to be the world’s capital city of higher education. With its four universities being ranked in the world’s top ten, London has the highest number of top worldwide ranked universities per city.
  By definition, the UK higher education is the level of education that follows the secondary school at the hierarchy of educational system in the UK. When the high school is over, Britons have to sit in a standard examination, which makes them eligible or not to continue their education in the higher level of education.
  In the UK education system in contrast to the US higher education, there is a difference between college and university. While in the US there is no distinction between college and university with most of the people referring to a higher education provider as a college, in the UK this is not the case. Here, a college is a Further Education institution which prepares its students to earn degrees, while a university is licensed HE institution so, at the end of it, students will gain a degree.
• πηγή: https://www.studying-in-uk.org/uk-education-system-guide/

BRAILLE

THE  LEGO  FOUNDATION  AND  LEGO   GROUP 

TEAM UP WITH BLIND ASSOCIATIONS TO PILOT  LEGO® BRAILLE BRICKS

 AND DEVELOP CHILDREN’S BREADTH OF SKILL

Motivated by stories and ideas from blind people around the world, the LEGO Foundation and LEGO Group will pilot a grassroots innovation that can help blind and visually impaired children learn through play using LEGO® bricks.

Paris, France April 24: Today, the LEGO Foundation and LEGO Group will announce their support of a pioneering project that will help blind and visually impaired children learn Braille in a playful and engaging way using Braille customised LEGO® bricks. The project, LEGO Braille Bricks, will be unveiled today at the Sustainable Brands Conference in Paris, France.

The concept behind LEGO Braille Bricks was first proposed to the LEGO Foundation in 2011 by the Danish Association of the Blind and again in 2017 by the Brazilian-based Dorina Nowill Foundation for the Blind. It has since been further shaped in close collaboration among blind associations from Denmark, Brazil, UK, and Norway and the first prototypes are now in those same countries for concept testing.

“With thousands of audiobooks and computer programs now available, fewer kids are learning to read Braille,” said Philippe Chazal, Treasurer of the European Blind Union. “This is particularly critical when we know that Braille users often are more independent, have a higher level of education and better employment opportunities. We strongly believe LEGO Braille Bricks can help boost the level of interest in learning Braille, so we’re thrilled that the LEGO Foundation is making it possible to further this concept and bring it to children around the world.”

LEGO Braille Bricks will be moulded with the same number of studs used for individual letters and numbers in the Braille alphabet, while remaining fully compatible with the LEGO System in Play. To ensure the tool is inclusive allowing sighted teachers, students and family members to interact on equal terms, each brick will also feature a printed letter or character. This ingenious combination brings a whole new and playful approach to get blind and visually impaired children interested in learning Braille, enabling them to develop a breadth of skills needed to thrive and succeed in a fast-paced world.

LEGO Group Senior Art Director, Morten Bonde, who suffers from a genetic eye disorder that is gradually turning him blind, worked as an internal consultant on the project. Morten currently has 4-degree sight left but is determined not to let his loss of sight limit him.

“Experiencing reactions from both students and teachers to LEGO Braille Bricks has been hugely inspirational and reminded me that the only limitations I will meet in life are those I create in my mind. The children’s level of engagement and their interest in being independent and included on equal terms in society is so evident. I am moved to see the impact this product has on developing blind and visually impaired children’s academic confidence and curiosity already in its infant days.”

The product is currently being tested in Danish, Norwegian, English and Portuguese, while German, Spanish and French will be tested in Q3 2019. The final LEGO Braille Bricks kit is expected to launch in 2020 and will be distributed free of charge to select institutions through participating partner networks in the markets where testing is being carried out with partners. It will contain approximately 250 LEGO Braille Bricks covering the full alphabet, numbers 0-9, select math symbols and inspiration for teaching and interactive games.

“Blind and visually impaired children have dreams and aspirations for their future just as sighted children” said John Goodwin, CEO of the LEGO Foundation. “They have the same desire and need to explore the world and socialise through play, but often face involuntary isolation as a consequence of exclusion from activities. In the LEGO Foundation, we believe children learn best through play and in turn develop the breadth of skills, such as creativity, collaboration and communication, that they need in the post 4th Industrial Revolution. With this project, we are bringing a playful and inclusive approach to learning Braille to children. I hope children, parents, caregivers, teachers and practitioners worldwide will be as excited as we are, and we can’t wait to see the positive impact.”

-Ends-

πηγή: https://www.lego.com/en-us/aboutus/news-room/2019/april/lego-braille-bricks

DYSLEXIA

WHAT IS DYSLEXIA?   Kelly Sandman - Hurley