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Special Education meeting held

By Ka’ssee Burchfield

Not all children learn at the same pace, or even through the same methods. Because of this, educators- especially those working in special education — must be ready to work with each child’s individual learning behaviors. The Bell County Board of Education hosted a Southeast/South-Central Educational Cooperative (SESC) training on Friday for upcoming special education teachers in the region to learn how to do just that.

The individualized training program (IEP) brought in several new special education teachers from all across the area, many of whom just recently completed college. However, the meeting also consisted of several who have taught for years, but have decided to redirect their career towards a new path, as teaching those with special needs often provides teachers with a completely different component.

“When the opportunity arose for me to switch to special education I decided I would like to try it,” said former Knox County science teacher, April Helton. “What I love about teaching special education is the relationships you get to build with individual students. They trust you and you are the person they feel they can depend on.”

The session was led by Jim Feger, an educational consultant at SESC, who says the main purpose of the training is to help better prepare teachers with ways to provide consistency and clarity to children with special needs. Special education teachers are brought in and shown various ways to properly identify with and remediate children by developing general education plans.

“I look at this job as a privilege. I get to take my years of experience working with kids with special needs, and then be able to promote those practices to increase the quality of special designed instruction for kids within our region,” said Feger.

Educators left the session raving over the significant knowledge they were able to obtain in only one day, with several claiming to be in awe with just how much they learned from the SESC’s program.

“The program was excellent and the facilitator was exceptional. I feel I gained a lot of needed information that will help me for years to come,” said Helton.

SESC is a non-profit service agency which provides professional learning and support services to 27 different public school districts throughout the Appalachian region. Although beginning as a part of Eastern Kentucky University’s Community Outreach Program in 1991, SESC was — after many years of success — recognized as an independent entity in 2013. The agency’s slogan — “serving others as you serve them” — appears to be quite appropriate considering the various ongoing opportunities being offered to educators through the agency.

SESC hopes to be recognized as Kentucky’s leading educational cooperative by the year 2020 by continuing to provide services that are data-driven, evidence/research-based, and customer-focused. The agency also plans to soon incorporate various delivery methods for such services, including face-to-face and technologically-based delivery.

As the session came to an end, educators were given a short assessment in order to evaluate what they each learned during the program, as well as the opportunity to evaluate Feger and the way he handled operating the session. Then, they were each awarded with a certificate of completion, proving that they attended the program and now have the knowledge to provide specialized teaching methods to special needs students.

Due to the always ongoing growth and change in the education field, educators should be provided with up-to-date ways to stay in touch with those changes. In order to provide this, Feger has made plans to continue ongoing support for the new special educators of the region via Skype sessions.

While details have yet to be revealed, Dr. Mitch Bailey of the Bell County Board of Education also plans to contribute to the growth of special educators in the area. He is currently working on providing a Progress Monitoring Training for special education teachers within the school district in early to mid-October.

Source:

Special Education meeting held

 

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Donald Trump’s Addiction to Violence

BY HENRY GIROUX

The president has normalized violence by emboldening the idea that it is the only viable political response to social problems.

Donald Trump is addicted to violence. It is the principal force that shapes his language, politics and policies. He revels in a public discourse that threatens, humiliates, bullies and inflicts violence. He has used language as a weapon to humiliate women, a reporter with a disability, Pope Francis and any political opponent who criticizes him. He has publicly humiliated and waged symbolic violence on members of his own Cabinet, such as Attorney General Jeff Sessions, not to mention the insults and lies he perpetrated against former FBI Director James Comey after firing him.1 He has humiliated world leaders with a discourse that in its infantilism uses language to insult and belittle. In the case of North Korean leader Kim Jong-un, he has not only insulted him with the war-like moniker “Rocket Man,” he has appeared before the United Nations and blithely threatened to address the nuclear standoff with North Korea by wiping out its 25 million inhabitants.2 He has emboldened and indirectly supported the violent actions of white supremacists, and during the presidential campaign encouraged right-wing thugs to attack dissenters — especially people of color.

During his presidential campaign, he endorsed state torture and pandered to the spectacle of violence that his adoring crowds treated like theater as they shouted and screamed for more. As Sasha Abramsky observes in The Nation, Trump’s embrace of torture made clear that he not only was willing to normalize the unspeakable, but was more than willing to turn the American government into a criminal organization. She writes:

Torture …in the campaign, [became] Trump’s leitmotif — and he did far more than applaud the waterboarding sanctioned by George W. Bush’s administration, as if that weren’t bad enough. Time and again, Trump urged his crowds of supporters on by dangling before them the prospect of violence for violence’s sake. Time and again, he flaunted his contempt for international norms by embracing torture — the word, for so long taboo, as much as the deed — as an official policy of state.3

Under such circumstances, violence for Trump became performative, used to draw attention to himself as the ultimate tough guy while signaling his embrace of a criminogenic ethic that allowed him to act as a mafia figure willing to engage in violence as an act of vengeance and retribution aimed at those who refused to buy into his retrograde nationalism, regressive militarism and nihilistic sadism. The endless call to “lock her up” signaled more than an attack on Hillary Clinton; he endorsed the making of a police state where the call to law and order become the foundation for Trump’s descent into authoritarianism.

On a policy level, he has instituted directives to remilitarize the police by providing them with all manner of Army surplus weapons — especially those local police forces dealing with issues of racism and poverty. While addressing a crowd of police officers in Long Island, New York, he endorsed and condoned police brutality.4 During his presidential campaign he stated that he would pay the legal costs of a thug who attacked a black protester. These are typical examples of many ways in which Trump repeatedly gives license to his base and others to commit acts of violence. He also appears to revel in producing representations of violence suggesting it is the medium by which to deal with news media, or the “fake news” crowd, that hold him accountable for his actions and policies. For instance, he tweeted an edited video showing him, body-slamming and punching a man with the CNN logo superimposed on his head during a wrestling match.5

This adulation of violence is mimicked in many of Trump’s domestic policies, which bear the weight of a form of domestic terrorism — a term I’m using in this case to describe an act of violence intended not only to harm or kill but also to instill fear through intimidation and coercion in specific populations. For instance, Trump’s call to deport 800,000 individuals brought to the United States as illegal immigrants through no intention of their own and who know no other country than the United States reflects more than a savage act of a white nationalism. It also suggests the underlying state violence inherent in embracing a politics of disappearance and disposability. Couple this cruel and inhumane policy with Trump’s pardon of the vile Joe Arpaio, the disgraced former Arizona sheriff and notorious racist who was renowned by white supremacists and bigots for his hatred of undocumented immigrants and his abuse and mistreatment of prisoners in his tent city jail. This marriage of a culture of cruelty and Trump’s backing of a sadistic racist offers support for a society of violence in the United States that before Trump’s election resided on the margins of power rather than as it does now, at the center of power.

This adulation of violence is mimicked in many of Trump’s domestic policies, which bear the weight of a form of domestic terrorism.

What Wendy Brown calls Trump’s “apocalyptic populism” has reinforced a savage form of neoliberalism that, as Pope Francis has pointed out, produces an economy that kills.6 Trump’s militarized disregard for human life is evident in a range of policies that extend from withdrawing from the Paris Agreement on climate change and slashing jobs at the Environmental Protection Agency to gutting teen pregnancy prevention programs and ending funds to fight white supremacy and other hate-producing, right-wing groups. At the same time, Trump has called for a $52 billion increase in the military budget while arguing for a revised health care bill being sponsored by Sens. Bill Cassidy (R-LA) and Lindsey Graham (R-SC) that would cut $4 trillion in health care over 20 years while allowing 32 million to lose health coverage by 2027. These figures speak clearly to Trump’s passion for violence, but his embrace of this form of domestic terrorism cannot be captured fully in critical commentaries about his ruthless domestic and foreign policies. The real measure of such policies must begin as Brad Evans argues in “the raw realities of suffering” and the terrible price many young, old and vulnerable populations pay with their lives.7

For instance, Trump has added a new dimension of cruelty to the policies that affect children, especially the poor. He has supported cutting food stamp programs (SNAP) to the tune of $193 billion; slashing $610 billion over 10 years from Medicaid, which aids 37 million children; slashing $5.8 billion from the budget of the Children’s Health Insurance Program which serves 9 million kids; defunding public schools by $9.2 billion; and eliminating a number of community assisted programs for the poor and young people. Trump’s proposed 2018 budget is an act of unbridled cruelty given its draconian cuts in programs that benefit poor children. As Marian Wright Edelman, the president of the Children’s Defense Fund observes:

Our nation’s budget should reflect our nation’s professed values, but President Trump’s 2018 Federal Budget, “A New Foundation for America’s Greatness,” radically does the opposite. This immoral budget declares war on America’s children, our most vulnerable group, and the foundation of our nation’s current and future economic, military and leadership security. It cruelly dismantles and shreds America’s safety net laboriously woven over the past half century to help and give hope to the 14.5 million children struggling today in a sea of poverty, hunger, sickness, miseducation, homelessness and disabilities. It slashes trillions of dollars from health care, nutrition and other critical programs that give poor babies and children a decent foundation in life to assure trillions of dollars in tax cuts for millionaires and billionaires and powerful corporations who do not deserve massive doses of government support. The cruel Trump budget invests more in our military — already the most costly in the world — but denies vulnerable children and youths the income, health care, food, housing and education supports they need to become strong future soldiers to defend our country.

These draconian and cruel cuts merge with the ruthlessness of a punishing state that under Trump and Attorney General Sessions is poised to implement a vicious law and order campaign that criminalizes the behavior of the poor. It gets worse. At the same time, Trump supports policies that pollute the planet and increase health risks to the most vulnerable and powerless.

Violence runs through the United States like an electric current and has become the primary tool both for entertaining people and addressing social problems while also working to destroy the civic institutions and other institutions that make a democracy possible. Needless to say, Trump is not the sole reason for this more visible expression of extreme violence on the domestic and foreign fronts. On the contrary, he is the endpoint of a series of anti-democratic practices, policies and values that have been gaining ground since the emergence of the political and economic counterrevolution that gained full force with the election of Ronald Reagan in 1980, along with the rule of financial capital and the embrace of a culture of precarity. At one level, Trump is the unbridled legitimator-in-chief of a gun culture, police brutality, a war machine, a culture of violent hypermasculinity and a political and social order that expands the boundaries of social abandonment and the politics of disposability — especially for those marginalized by race and class. Trump has emboldened the idea that violence is the only viable political response to social problems and in doing so normalizes violence in its multiple expressions.

Violence that once seemed unthinkable has become central to how Trump’s understanding of American society now defines itself.

Violence that once seemed unthinkable has become central to how Trump’s understanding of American society now defines itself. Violence in its multiple hard and soft forms has become the very condition of our existence, both as a powerful structural force and an ideology wedded to the reproduction of human suffering. Language in the service of violence has a long history in the United States, and in the current historical moment has succumbed to what I have called the violence of organized forgetting. As memory recedes, violence as a toxin morphs into entertainment, policy and world views that embrace it less as a regime and practice of terror than as a template to guide all of social life.

What is different about Trump is that he relishes in the use of violence and warmongering brutality to inflict humiliation and pain on people; he pulls the curtains away from a systemic culture of cruelty, a racially inflected mass incarceration state, and in doing so refuses to hide his own sadistic investment in violence as a source of pleasure. Jeffrey St. Clair has argued that Trump is the great reveller who pulls back “the curtains on the cesspool of American politics for the inspection of all but the most timid” while going further by insisting that Trump is the bully-in-chief, a sadistic troll who has pushed the country — without any sense of ethical and social responsibility — deep into the abyss of authoritarianism and a culture of violence and cruelty that is as unchecked as it is poisonous and dangerous to human life and democracy itself.8

At the current moment, it may seem impossible to offer any resistance to this authoritarian order without talking about violence, how it works, who benefits from it, whom it affects and why it has become so normalized. This does not have to be the case once it is recognized that the scourge of American violence is as much an educational issue as it is a political concern. The challenge here, in part, for progressives is to address how people might be educated about violence through rigorous and accessible historical, social, relational analysis and narratives that provide a comprehensive understanding of how the different registers of violence are connected to new modes of American authoritarianism. This means making power and its connection to violence visible through the exposure of larger structural and systemic economic forces. It means illustrating with great care and detail how violence is reproduced and legitimated through the manufacture of mass illiteracy and the reproduction of dead zones of the imagination. It means moving away from analyzing violence as an abstraction by showing how it works concretely at the level of everyday life to inflict massive human suffering and despair.

The American public needs a new understanding of how civic institutions collapse under the force of state violence, how language coarsens in the service of carnage, how a culture hardens in a market society so as to foster contempt for compassion while exalting a culture of cruelty. How does neoliberal capitalism work to spread the celebration of violence through its commanding cultural apparatuses and social media? How does war culture come to dominate civic life and become the most honored ideal in American society? Unless Americans can begin to address these issues as part of a broader discourse committed to resisting the existent authoritarianism in America, the plague of mass violence will continue and the promise of a radical democracy will become nothing more than a relic of history.

 


 

1. Henry A. Giroux, “Trump vs. Comey: The Politics of Lawlessness, Lying and Fake News,” Ragazine (June 10, 2017). 

[2] Harriet Alexander, “Donald Trump says US may have to ‘totally destroy’ North Korea,” The Telegraph (Sept. 19, 2017).

[3] Sasha Abramsky, “How Trump Has Normalized the Unspeakable,” The Nation (Sept. 20, 2017).

[4] Amy Goodman and Denis Moynihan, “Trump’s Call for Police Brutality is No Joke,” DemocracyNow (Aug. 3, 2017). 

[5] Michael M. Grynbaum, “Trump Tweets a Video of Him Wrestling ‘CNN’ to the Ground,” The New York Times (July 2, 2017). 

[6] Wendy Brown, “Apocalyptic Populism,” Eurozine, (Sept. 5, 2017).

[7]7 Brad Evans, “Remembering the 43,” Los Angeles Review Blog (Sept. 9, 2017). 

[8] Jeffrey St. Clair, “To See or to Nazi: Trump’s Moral Blindspot is America’s.” CounterPunch, (Aug. 18, 2017). 

Source:

Donald Trump’s Addiction to Violence

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EEUU: Trump to create $200M grant program for computer education

EEUU/September 26, 2017/By: DARLENE SUPERVILLE/Source: http://www.seattletimes.com

President Donald Trump on Monday directed his education secretary to prioritize science and technology education and spend at least $200 million annually on competitive grants so schools can broaden access to computer science education in particular.

During an Oval Office appearance, where he was surrounded by students from local schools, Trump said more than half of U.S. high schools don’t teach computer programming and that nearly 40 percent don’t offer physics.

He said more widespread access to such instruction will help students develop the skills they need to compete and win in tomorrow’s workforce.

 “Who likes to win?” Trump asked the students. “Who likes to lose?”

Ivanka Trump, the president’s daughter and senior White House adviser on the workforce issues, told reporters during a telephone briefing earlier Monday that it is vital that students, especially girls and racial minorities, learn how to write computer code and study computer science.

 She said exposure in grades K-12 is vital.

“Today represents a giant leap forward as we think about aligning the skills that are taught in the classroom with the skills that are in demand in the modern economy,” Ivanka Trump said in the Oval Office before the president signed a directive instructing Education Secretary Betsy DeVos to act.

 Money for the grants has been appropriated by Congress, officials said. Trump’s order asks DeVos to prioritize high-quality STEM – science, technology, engineering and math – education along with computer science education under an existing grant program that schools and districts have access to.

Ivanka Trump said she would visit Detroit on Tuesday with private sector officials as they announce pledges in support of computer science education.

Source:

http://www.seattletimes.com/nation-world/nation-politics/trump-to-create-200m-grant-program-for-computer-education/?utm_source=RSS&utm_medium=Referral&utm_campaign=RSS_all

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La música alegre potencia la creatividad

Por: Tendencias 21

Investigadores, de la Universidad Radboud de Nijmegen (Holanda) y de la Universidad de Tecnología de Sídney (Australia) han descubierto que  escuchar música positiva puede mejorar nuestra creatividad. Los resultados de esta investigación se publican en la revista PLOS One.

Los investigadores plantearon un cuestionario a 155 personas (121 de ellas mujeres), con una edad media de 22,5 años, con la finalidad de determinar su estado de ánimo en relación con la música. Las separaron en cinco grupos diferentes, cuatro de ellos destinados a oír distintos tipos de música y un quinto grupo de control, que estuvo en silencio durante el experimento.

El primero de los grupos escuchó música tranquila (“El Cisne”, del carnaval de los animales de Camille Saint-Saens). El segundo grupo escuchó música alegre (“Las cuatro estaciones” de Vivaldi). El tercer grupo una música triste (El “Adagio para cuerdas” de Samuel Barber). El cuarto grupo escuchó música ansiógena (“Marte, el portador de la guerra”, sacada de la suite «Los Planetas» de Gustav Holst).

Todos los participantes escucharon durante quince segundos la pieza musical señalada (o permanecían en silencio). A continuación, su inventiva fue evaluada por una serie de cuestionarios de una duración máxima de tres minutos, durante los cuales volvían a escuchar la música correspondiente a su grupo.

Este test medía por una parte la creatividad divergente, cuya característica es encontrar múltiples soluciones originales a un problema, y por otra parte la creatividad convergente, descubriendo sin más la mejor solución a un problema concreto.

Con este experimento se comprobó que los que escucharon “Las Cuatro Estaciones” mejoraron su creatividad divergente, alcanzando un rango de pensamiento divergente de 93,9 (+/- 32), contra 76,1 (+/- 33) de los miembros del grupo de silencio. Sin embargo, esta música no aumentó su capacidad lógica o convergente. Las otras tres músicas (calma, triste o ansiógena) no modificaron ninguna forma de creatividad en los participantes.

Según los investigadores, la música alegre, por su carácter positivo y animoso, aumenta la flexibilidad del pensamiento, permitiéndonos estar más atentos a nuevas soluciones. Asimismo, puede disminuir las inhibiciones y estimular el riesgo, además de aumentar nuestra capacidad de asociar informaciones aparentemente inconexas.

Factor clave del siglo XXI 
Para los autores de esta investigación, la creatividad puede ser considerada como uno de los componentes clave del siglo XXI. Es una cualidad importante en nuestro mundo complejo y cambiante, ya que nos permite generar soluciones innovadoras para una amplia gama de problemas y llegar a nuevas ideas.

La cuestión de lo que facilita la cognición creativa ha sido estudiada durante mucho tiempo, y aunque previamente se ha demostrado que la música beneficia a la cognición, poco se sabe sobre cómo el hecho de escuchar música afecta específicamente a la capacidad creativa.

Este estudio demuestra que la cognición creativa puede ser mejorada a través de la música, así como que escuchar música podría promover el pensamiento creativo de manera económica y eficiente en diversos contextos científicos, educativos y organizacionales.

Futuras investigaciones podrían explorar cómo diferentes sonidos ambientales pueden afectar a la creatividad e incluir participantes de diversas culturas, grupos de edad y diferentes niveles de la experiencia musical. De esta forma, esta primera constatación adquiriría mayor consistencia científica.

Si en la Edad Media la creatividad se consideraba una inspiración divina, y en el Renacimiento una virtud reservada a los genios, en la actualidad, el pensamiento divergente aparece como una facultad que puede ser potenciada en cualquier persona. Y ya sabemos una fórmula eficaz: escuchando a Vivaldi.

Referencia

Happy creativity: Listening to happy music facilitates divergent thinking. PLOS One, https://doi.org/10.1371/journal.pone.0182210
Fuente: http://www.tendencias21.net/La-musica-alegre-potencia-la-creatividad_a44159.html
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Comprobado. La diversidad cultural en la sala de clases forma niños más seguros de sí mismos

Por: María Jesús Martínez-Conde

Un 72% han aumentado alumnos inmigrantes de la comuna de Santiago, los últimos cuatro años. Cada vez es más común en algunas regiones que niños chilenos compartan la sala de clases con haitianos, peruanos, venezolanos o colombianos, lo que dista mucho de la experiencia que tuvieron sus padres. ¿Cómo influye esta experiencia en ellos?

Según los estudios más recientes, realizados en Estados Unidos, cuanto más contacto con ambientes multiculturales tenga un niño durante su escolaridad, será más seguro de sí mismo e incluso tendrá mejores resultados académicos. Aquí te explicamos por qué.

Salas de clase diversas, ¡alumnos seguros!

Un estudio se preguntó cuándo y cómo los estudiantes se benefician de la diversidad étnica. Analizaron a 4.302 estudiantes en 26 escuelas intermedias del sur de California, en donde el 41% de los alumnos eran latinos, el 26% estadounidenses (“blancos” indica el estudio), el 18% correspondían a asiáticos y el 15% a afroamericanos. El resto eran de las islas del Pacífico y de Medio Oriente. Una muestra sumamente diversa en uno de los estados más diversos del país.

Lo interesante fue que se metieron a las clases de sexto grado, analizaron sus dinámicas y vieron cómo eran sus desempeños en las distintas materias. Buscaban saber si los distintos grupos se sentían seguros o vulnerables ante el resto, si creían que el trato que les daban los profesores era justo y equitativo, y si jugaban o almorzaban juntos o segregados culturalmente.

Los resultados fueron fascinantes. En la medida en que el sexto grado era más equilibrado racialmente, los niños decían sentirse menos solos, menos intimidados y muy seguros. Consideraban que los profesores eran justos y buscaban voluntariamente juntarse a jugar baloncesto o almorzar con estudiantes de otros grupos culturales. Si bien había casos en que ciertos alumnos latinos o afroamericanos habían sido víctimas de burlas, el estudio no pudo pesquisar quiénes habían sido los culpables.

Por otra parte, el estudio concluyó que la diversidad dentro del aula tiene una importancia fundamental, porque las escuelas que tienen miembros de distintas etnias, pero se encuentran segregados en distintas salas, no se benefician de estos valores y se genera más tensión y sentimientos de injusticia.

Todo indica que saben que la piel puede tener muchos colores y que conocen que su religión o sus creencias no son las únicas, sienten que viven en un mundo mucho más manejable y seguro. Resulta lógico pensar que el enfrentarse tempranamente a realidades diversas, los hace menos vulnerables a que lo distinto los espante. E incluso lo buscarán, porque encontrarán las semejanzas y no las diferencias entre unos y otros.

No sólo se ven favorecidas las minorías

Cuando el periodista Jeremy Adam Smith publicó un informe que mostraba la segregación racial de las escuelas de San Francisco, muchos lectores reaccionaron hostilmente diciéndole que ellos “priorizaban la excelencia académica, por encima de la diversidad”. Si bien la multiculturalidad era evidente en las calles de la ciudad, al momento de entrar a clases, esto no se reflejaba, como también sucede en muchos colegios chilenos.

Un estudio de The National Coalition on School Diversity que abarcó 60 años y aplicó pruebas multidisciplinarias, llegó a la conclusión de que este tipo de enseñanza acarrea beneficios para todos, y no únicamente para la inclusión de las minorías. Indican que, por diversos factores, los resultados académicos de los estudiantes “blancos” son a la larga superiores a los de quienes han estudiado en entornos cerrados. La buena noticia es que, mientras en 1942 sólo un 33% de los blancos pensaban que los niños debían asistir a escuelas multirraciales, hoy el 95% piensa de esta forma.

“Las familias blancas que desean maximizar los beneficios académicos y sociales de la educación de sus hijos, pueden buscar activamente escuelas diversas, asegurando que sus propios hijos serán fuertemente favorecidos por la experiencia”, concluyen.

Si bien en Chile las condiciones son muy distintas a Estados Unidos, un estudio como éste podría dar seguridad a aquellos padres que creen, por ejemplo, que la educación de sus hijos se podría ver perjudicada al compartir la sala con niños que tienen otras religiones o costumbres. Al contrario, un ambiente diverso les dará a los niños muchas más herramientas para enfrentar su futuro.

Además, ese miedo viene finalmente de la idea de que niños de ciertos países puedan tener un nivel más bajo de educación (pocos dudan de alumnos de Canadá, Francia o Inglaterra). Eso nos lleva al tema del rendimiento, donde se teme que unos alumnos con malas notas influencien a otros. Pero, ¿conviene separarlos culturalmente?, ¿qué dice la evidencia? No es recomendable. Esa separación no es efectiva, pues las tensiones se acrecientan.

En Chile: ¿cómo han cambiado nuestras escuelas?

Estos dos estudios estadounidenses son muy relevantes, considerando que Chile está en vías de convertirse en un país multicultural. Según datos de Extranjería, entre 2005 y 2010, se emitieron 376.668 visas, mientras que entre 2011 y 2016, el número subió a 795.921, un aumento que hizo despegar a nuestro país en términos de diversidad. Se nota en las calles, en la micro, en los servicios en general y, por supuesto, en las aulas de clases.

Como te contamos hace poco en El Definido, muchas escuelas públicas y liceos en Chile están abriendo sus puertas a estudiantes inmigrantes, que llegan con urgencia buscando instituciones que los acojan. Comunas como Estación Central o Santiago, son un claro ejemplo de ello. En la Escuela Humberto Valenzuela (Estación Central), por ejemplo, de sus 360 estudiantes, 140 son inmigrantes. La Escuela República del Líbano (Santiago) cuenta con un 44% de alumnos extranjeros, y hasta hay cursos en donde superan a los alumnos chilenos. También en la Escuela República de Colombia (Santiago) se la están jugando por acoger a los niños extranjeros, aquí un 54% de ellos vienen de otros países.

Gracias a un trabajo diario, a docentes muy comprometidos, a equipos de psicólogos y a profesores multilingües, se han logrado ya muchos avances. A veces, el currículum escolar ha debido adaptarse y no solamente enseñar Historia de Chile, por ejemplo, sino realizar vínculos con otros lugares de América Latina.

De acuerdo a Carolina Stefoni, académica de sociología de la U. Alberto Hurtado, esto “abre una serie de oportunidades en la formación de los estudiantes, permite que se conecten con la sociedad que se está construyendo hoy día, que es mucho más globalizada y donde uno se encuentra con personas que vienen de múltiples contextos”.

Y ojo, que esta repentina oleada no sólo ha permitido un rico contacto multicultural, sino también ha copado las matrículaslo que ha favorecido enormemente a las escuelas municipales, las que desde hace algunos años habían estado perdiendo a bastantes alumnos.

¿Crees que la educación en Chile debería ser más diversa y multicultural ahora?

 Fuente: http://www.eldefinido.cl/actualidad/mundo/8918/Comprobado-La-diversidad-cultural-forma-ninos-mas-seguros-de-si-mismos/

 

 

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EEUU: Destacan educación temprana para prevenir drogadicción

América del Norte/Estados Unidos/24 Septiembre 2017/Fuente y Autor:20minutos

Más de 100 niños en la ciudad más grande de Nueva Hampshire han presenciado a un adulto con sobredosis en su hogar desde 2016. Ahora la policía local ha lanzado un programa para evitar que los niños sufran la misma suerte, y esperan que se reproduzca en otros lugares de Estados Unidos. Varios líderes políticos y de las fuerzas del orden se reunieron el viernes para promover la educación y la intervención desde la infancia para prevenir el abuso de sustancias controladas.

Destacaron los logros obtenidos por un grupo de la ciudad de Manchester, el Adverse Childhood Experiences Response Team (Equipo de respuesta a las experiencias adversas en la infancia), que incluye un policía, un abogado especializado en servicios de crisis y un profesional de salud conductual que responde a los incidentes y determina la mejor manera de ayudar a un niño, ya sea con grupos de apoyo, consejería o programas de educación temprana. El objetivo es dar a los niños que sean testigos de violencia o trauma el mismo tipo de apoyo que reciben las víctimas de delitos, con la esperanza de prevenir problemas en el futuro.

Su jefe, Nick Willard, dijo que hasta ahora, el equipo ha ayudado a 203 niños de 120 familias. «¿Qué estamos haciendo para ayudar a los niños a seguir su vida después de estas llamadas que hacemos? Los niños están viendo demasiado en sus vidas», dijo Willard durante una conferencia de prensa organizada por Spark NH, un consejo no partidista asesor para la primera infancia.

El grupo _designado por el gobernador_ aboga por programas como el de Willard y un acceso amplio a la educación de la primera infancia, como el programa Early Head Start de Southern New Hampshire Services, donde se realizó la conferencia de prensa. Laura Milliken, directora de Spark NH, dijo que estos programas desempeñan un papel esencial para proteger a los niños del llamado estrés tóxico.

«Los programas de infancia temprana son la mejor prevención contra el uso indebido de sustancias», afirmó Milliken. La directora ejecutiva de Southern New Hampshire Services, Donnalee Lozeau, coincidió. «Aunque hemos visto antes algunas de estas cosas, estamos viendo un aumento», dijo. «Hay abuelos criando a sus nietos. Aumenta la falta de vivienda cuando las familias se ven afectadas por esto…

Esta crisis de opiáceos y lo que le está haciendo a los niños es muy diferente y está impactando de una manera que no hemos visto antes», añadió.

Fuente de la noticia: http://www.20minutos.com/noticia/96279/0/eeuu-destacan-educacion-temprana-para-prevenir-drogadiccion/

Fuente de la imagen:

 http://1.bp.blogspot.com/_Vu4cDVjjvVI/TLWdQCb6NdI/AAAAAAAACgo/QpWqOh7UYrs/s640/drogasniño.jp

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EEUU: Teachers to get a view of hi-tech future at education conference

EEUU, September 23, 2017. By:education.einnews.com.

Teachers and school workers are being invited to get a glimpse of the future of education at a county conference.

Shropshire Council’s EdTech (Education Technology) conference will be held at Theatre Severn on Wednesday and is for anyone working in a school across the UK, but especially those in Shropshire.

Hosted by Shropshire Council, it is hoped to be the first of many similar conferences.

Large technology and software companies will be attending the event including BT, Microsoft, Sophos and Capita.

There will be a range of exclusive talks and hands-on sessions providing delegates with tools to deal with current IT challenges. They will include everything from e-safety to social media, to digital literacy targets. More than 80 schools have already signed up to attend but there are still limited spaces available.

Nick Bardsley, Shropshire Council’sCabinet member for children’s services and education, said: «This is an amazing opportunity for all local schools and education providers to take control of the ever-evolving face of technology and learn to use it to their advantage.

«The aim of this is to benefit the teachers, support staff and of course students by giving you a glimpse of the future, as well as helping children and young people to be as well-equipped as possible to handle the challenges of navigating the internet, and the potential dangers that come with it.

«Shropshire Council is pleased to have significant buying power, meaning that we can deliver a reduced cost service for those receiving services.

Delighted «I am delighted by the large number of schools already signed up, and would like to take this opportunity to welcome and encourage everyone to book their places without delay.»

People can sign up to attend the event at https://www.eventbrite.co.uk/e/edtech-shropshire-wednesday-27th-septem-ber-2017.

From: http://education.einnews.com/article/405641375/Zt_SN5iNZJcIfx2K?lcf=ZdFIsVy5FNL1d6BCqG9muZ1ThG_8NrDelJyazu0BSuo%3D

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