Coping with inclusion in primary schools

1. Coping with inclusion in primary schools Innovation in practical training

2. Primary educationStructure and organisation • Mainstream primary education: • Aimed at children from 6 to 12 • Number of pupils: 394.236 (2004-2005) • Special primary education • Aimed at children who need special help • Temporarily or permanently • Physical or mental disability • Serious behavioural or emotional problems • Serious learning difficulties • Number of pupils: 26.177 (2004 – 2005)

3. Primary educationStructure and organisation • Divided into 8 types, adapted to the educational and developmental needs • Type 1: children with a slight mental disability • Type 2: children with a moderate or serious mental disability • Type 3: children with serious emotional and/or behavioural problems • Type 4: children with a physical disability • Type 5: children admitted to hospital or in quarantine for medical reasons • Type 6: visually impaired children • Type 7: children with a hearing impairment • Type 8: children with serious learning difficulties

4. Integrated and inclusive education • Allowing disabled children or children having learning or educational difficulties to attend the lessons or activities in a school for mainstream education

5. What will change in this structure? Clusters: • No limitations (eg. ‘mainstream’ pupils) • Limitations in learning (eg. ‘dyslexia’) • Limitations in the functioning (eg. ‘hard of hearing’) • Limitations in social interaction (eg. ‘Behavioral problems’).

6. Taking Care Levels/ the level of taking care • First Level : prevention, differentiation, remediation • Second Level : facilitate, compensate, dispensation • Third Level: to individualize, make an educational plan of the actions to be undertaken • Fourth Level: to individualize, make an educational plan of the actions to be undertaken • 1 + 2: primary education (diploma or special certificate) • 3: mainstream primary education and special primary education (no diplomas but certificates) • 4: special primary education (certificate)

7. Schema bij discussietnota ‘Leerzorg in onderwijs, een kader voor zorg op maat van elke leerling’ (19/12/2005) Afkortingen: PBD: pedagogische begeleidingsdiensten, CLB: centrum voor leerlingenbegeleiding, BuO: buitengewoon onderwijs, GOK: gelijke onderwijskansen

8. Practical training • Most of the practical training is in the mainstream primary education • Mainstream primary schools in the area are partner of KaHo Sint-Lieven • Third year students are half a year in a school of mainstream primary education • Third year students can choose for a practical training in a different setting for two weeks • Schools with a special method • Schools of special education • …

9. Practical training of last years Innovation toward inclusion • 8 students are doing their practical training in a partner school of primary education where is special attention for inclusive education • Those students chose to do extra practical training every Friday morning in an inclusive class of this school • Together with the teacher of this inclusive class they give form to the inclusive setting (team-teaching, preparing and giving adapted class-sessions, making the teacher free for further formation in function of inclusion,…) • Experiences of those students shall be used for further inquiry