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Karel de Grote-Hogeschool Antwerpen, Belgium

Theme 12 Teacher training for inclusion: Experience from Bachelor training for Special Educational Needs and Bachelor Training for Special Needs and Remedial teaching. Karel de Grote-Hogeschool Antwerpen, Belgium. Wanted ? / Needed!. Modern society has to be as inclusive as possible.

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Karel de Grote-Hogeschool Antwerpen, Belgium

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  1. Theme 12Teacher training for inclusion:Experience fromBachelor training for Special Educational Needs andBachelor Training for Special Needs and Remedial teaching Karel de Grote-Hogeschool Antwerpen, Belgium

  2. Wanted ? / Needed! Modern society has to be as inclusive as possible. So teachers in this society have (f.i.) to be able to: • focus on social- emotional and cognitive development of children with SEN • implement orthopedagogical and orthodidactical knowledge, perspectives and interventions. • differentiate in didactic and pedagogical approach • work with different disciplines • work in a systematic way with diagnostic/testing, evaluation and written reporting • be a specialist in a team • ….. (annex: Policy of education in Flanders: Learning Support framework)

  3. Competence Matrix The 5 major Competences are: 1. plan the assistance of the individual child with SEN and his environment 2. differentiate approach and offer according to needs of each SEN child in the group. 3. be a partner with all people involved 4. be a coach and a coordinator for implementation of change in the school 5. be reflective and learn from your own and other people’s experiences. (annex: Competentiematrices NL BaBO en BaZO)

  4. SEN teacher Training • Content: • Frameworks • Orthodidactical theme’s • Orthopedagogical theme’s • Communication • Professional Developmental Plan • Optional subjects • Action-research thesis • Cross table: matching content and competences=> internal validation • (in annex: folder and cross table)

  5. Attitude =>aptitude?! • Working methods : • Lectures • Learning by doing/working • Supervision • Professional Developmental Plan (PDP): • Guide lines and evaluation methods

  6. Challenges • In the short term • Students develop high professional standards • Higher % of students working in inclusive setting • Collaboration with schools • Critical success factors in inclusive projects • Internationale exchange • In the long term • Our role in inclusive projects? • Regional networking • Class-assistant • Our role in the gradual introduction of the learning support framework

  7. Annexes • 1.Learning Support System (Educ. Policy) (EN - ppt) • 2.Competentiematrix BO/ZO (NL - word doc.) • 3.Folder opleidingen (NL - pdf file) • 4.Table of Concordance (Concordantietabel): Opleidingsonderdelen en competentiematrix. Matching competences and content (NL-xls tab.)

  8. Cluster 1 No inherent impairment Cluster 2 Learning impairment Cluster 3 Functional impairment Cluster 4 Disorders in social interaction Adapted Learning support LEVEL I (joint curriculum – mainstream certificate) Prevention, differentiation, remediation, Adapted Learning support LEVEL II (joint curriculum – mainstream certificate) Compensation, dispensation, additional learning objectives, reasonable adjustments Integrated education Mainstream education Special education Adapted Learning support LEVEL III (individual curriculum – alternative certificate) IEP - inclusion Adapted Learning support LEVEL IV (individual curriculum – alternative certificate) IEP – care/therapy Adapted Learning support LEVEL V Partially education (e.g. hospital schools) Mainstream education ADAPTED LEARNING SUPPORT FRAMEWORK E F D C D A B G H E F C D G H E F

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