Yes, I can

students with diverse needs, Assistance in learning, good practice, self-learning, Kikus Method, Breakout Edu, autism, yes i can

Country Studied: Italy

Area of Focus:  Multi sensory

The methodology uses an approach that concerns the affective sphere, to overcome the reading barriers experienced by SLD students (even in adulthood), when learning a language through reading and writing. Such approach works through the kinesthetic channel of theatre and the audiovisual channel of cinema, to help the students overcome the gap, by gradually lowering the affective filter that may initially hinder the use of reading and writing.

This methodology has been developed by the CPIA2 Alba-Mondovì, a public local adult education provider in the North of Italy.

The practice is delivered in the Cpia 2 Alba Mondovì, a public local adult education provider, within the 1st level / 1st period study cycle. Students who have reached the age of 16, and who obtained the License from Secondary Junior School, may access the course. After an initial reception phase, the participants take a test that allow educators to identify not only their skills, abilities and knowledge, but also their strengths, so to calibrate the learning path.

On the basis of the initial test results, and through an initial experimental phase, single lessons are prepared according to users’ characteristics and needs.

Adult students with SLD, who experienced school drop-out and early school leaving.

No, but the practice is assessed itself. The assessment is carried out through two modalities: qualified observation by the teacher; exchange between teacher and learner in order to favor self-assessment.

  • To allow the SLD students who experienced a failure in learning a foreign language, to discover new ways and different approaches for learning a new language.
  • To allow the students with SLD to get hold of a vocabulary that responds to their needs, to interact in both real situations and in the virtual world of the Internet, so relevant in COVID-19 times;
  • To increase the self-esteem of SLD students.

This path can be considered as a “practice” in light of the results gathered from the double assessment carried out through the quality observation by the teacher, and the self-assessment by the student, alongside the favorable learning environment that the practice fosters.

Kinesthetics / Art / Gesture / Affective approach to teach a foreign language.

There are always alternative paths to improve the quality of learning, for any discipline and any type of student.