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OUR LOCATIONS
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CONTACTS
CATANIA
Via Torino no. 61, Catania
Via V. Brancati no. 35, Catania
Via San Paolo 29, Catania
info@controventocatania.it
Administration
+39 3937129282
ASACOM
Office
095 2283712
CENTURIPE
Piazza Sciacca 5, Centuripe (EN)
Communication and Autonomy Assistant
Trasparenza
ACIREALE
Via Alessandro Manzoni 5Q, Acireale
"If a child cannot learn, teach them a method
with which they can learn how to learn"
(Reuven Feuerstein)
ASACOM
Communication and Autonomy Assistant
The service provides for the presence in the classroom of an educational tutor who accompanies the child in all activities related to communicative exchange and therefore integration into the class group and the learning of basic and integrative autonomy.
Professional Profiles
Involved in the provision of the Communication Assistance Service
ASACOM operator requirements
Personnel employed as Asacom operators meet the following requirements
Asacom operators are trained so that the service takes full charge of the user and therefore they must:
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The basic concept of the Feuerstein method is the structural cognitive modifiability, theory elaborated by Reuven Feuerstein in the 1950s and still today in continuous scientific evolution. If intelligence is a malleable entity whose plasticity extends well beyond childhood, mental activity is susceptible to modification and evolution at all ages and in all phases of its development. Feuerstein means a stable modification in time of the cognitive structure.
Final product is an autonomous cognitive functioning, that is:
• Correct orientation in space;
• Rich and complete control of language;
• Maturation of social skills;
• Ability to plan for the future.
The objective of learning are not concrete actions, but cognitive skills, that is, more than learning iment of contents, that of learning strategies.
The purpose of the individual tests is not the solution but the focus of the mental process through which the solution is reached: how did my mind reason? What strategies has it implemented? ”In the learning model proposed by Feuerstein, exposure to environmental stimuli plays an essential role, which already from the very earliest stages of development act on the organism producing changes.
The effectiveness of the stimuli extends well beyond childhood and influences learning throughout the life span as long as renewals and variations are ensured.
In addition to recognizing the importance of stimuli, Feuerstein identifies another more articulated and complex way of learning, characteristic of man: the child learns not only because he is exposed to the stimuli of the environment but also and above all because between him and the environment there is a figure, a parent, an educator, someone who takes care of him and who intervenes by carrying out a precious function of mediation. -biological and socio-cultural factors, modifying them.
The mediator, guided by intention, gives all his affective, emotional and intellectual patrimony, selects and organizes the stimuli that must reach the child, filters them and structures them. Through the mediator, the child acquires a series of learnings, behaviors, operational skills; for example, mental organization, the control of impulsiveness.