A compass to face complexity
Monica Zudè
The dynamics of co-design involves the ability to reorganize projects based on the needs that emerge in the school and in the environment outside the school, starting from the resources, dreams and interests of the protagonists. The institutional framework in which the teacher works is represented by the school and the territory in which it is located; therefore, it is necessary to consider the physical, economic, social and anthropological characteristics of the territory, as resources for inclusion. This process must involve all students. We describe an experience of school-work alternation of a boy with autism involving a company and a laboratory within the school. In the school context, peers support colleagues with disabilities to develop autonomy, self-determination and specific skills. Peer tutors increase their own sense of self-efficacy, learn to consider the perspectives of others, experience a caring relationship capable of empowering others, and learn to value their own specificities as well.
Keywords
Collaboration with mediation or intercultural centers in the area, Adequacy in out-of-school contexts, Company tutor, School experience (laboratory), Universal Design for Learning approach.
