inclusive teaching programmes: let‘s develop it together 22.-23.10.2015 salzburg austria
TRANSCRIPT
Inclusive teaching programmes:
Let‘s develop it together22.-23.10.2015
SalzburgAUSTRIA
www.easpd.eu
Topics of the conference
• Conference of ALDO (adult with a learning disability - observatory of best practice): Austria, Belgium, Cyprus, Ireland, Romania, Spain
• Conference of EQF meets ECVET (modularization and recognition of basic VET qualification): Austria, Belgium, Germany, Italy, Lithuania, Slovenia
• Conference of INVESTT (inclusive vocational education and specialised tailor-made training): Austria, Belgium, Germany, Norway, Slovenia
• Conference of TIDE (towards inclusive development education): Finland, Hungary, Italy, Wales
INVESTT
INVESTT – Inclusive Vovational Education and Specialised Tailor-made Training
• Developed by the Standing Committee on Education of EASPD
• Follow-up of the project Pathways to Inclusion (P2i)(2009-2012)
• Three-year project funded by the Lifelong Learning Leonardo Da Vinci Programme (EU)
INVESTT
INVESTT – Inclusive Vovational Education and Specialised Tailor-made Training
4 vocational schools in Europe - Austria (Salzburg), Belgium (Wetteren), Norway (Gand) and Slovenia (Celje) - are piloting new practices in Vocational Education and Training together with local service providers and researchers.
Cleves Primary School
A model inclusive school in the Borough of Newham, London,
England
A story
Beliefs at Cleves
Children must have the right to go to their local community school whatever their physical and learning ability or needs. In our society thereshould not be segregated schoolingfor children with disabilities. I thinkthat by all children going to the localschool, society will have to move towards developing greater tolerance,understanding, celebrating differenceand ensuring equality of opportunity.
Brigid Jackson-Dooley, Head Teacher
Children Together at Cleves
Inclusion is “the right thing” to do
Inclusion in school, the community and in society is a basic human right and any barriers to that should bebroken down. The work that we do at Cleves is about breaking down those barriers and showing otherpeople that this can be done and that it is the 'RIGHT‘ thing to do.
Debbie Lakey, Deputy Head
Teachers and Inclusion
I very much enjoy working at Cleves because it is a school which goes some way to providing inclusive education. I believe inclusion is about creating
enabling environments where the adults are sensitive to individual learners andlearning styles. Janet Towlson, Team Leader
Inclusion is Fulltime
Inclusion requires preparation
Inclusion is Fun Time
Friends Are Important
At Cleves all are welcome
But there is a challenge
Two school visits in Cleves Primary School: Newham,London:Visit 2009 Visit 2015
Full Inclusion
Mutual learning in all subjects
Open architecture (open classrooms, learning niches …)
Pleasant atmosphere, defined by the kids
Academic achievement till 2008 in average of national scores
General challenges
School visit in Cleves Primary School Newham, London:Visit 2009 Visit 2015
Full Inclusion Ressource room for students with complex needs
Mutual learning in all subjects Major subjects (mathe, reading, writing, science) without students with severe disabilities
Open architecture (open classrooms, learning niches …)
Classrooms with doors
Pleasant atmosphere, defined by the kids High pressure to perform and extrem discipline, defined by the teacher
Academic achievement till 2008 in average
Academic achievement 2011 till 2013 in average, 2014 good
General challenges
What has happened?
• Multiple changes of head teachers after 2009
• Change of government in 2010 from Labour to the Conservatives; that increased the pressure on the school to perform better in the academic subjects (assessment results in Mathe, Reading, Writing, Science)
Requirements for a sustainable inclusive education
We need to discuss a new definition of school achievement
We need to define broad international/national standards of qualification (compare EQF – NQF)
We need to describe equal reference levels for educational standards in connection to professional requirements
Requirements for a sustainable inclusive education
Please take these thoughts to the discussions during the next days
and
influence the Salzburg declaration on inclusive education.
Thank you very much!