index for inclusion. the inclusive culture at school tremser teich five years ago, our school got...

Index for Inclusion

The inclusive culture at School Tremser Teich

Five years ago, our school got changed into a comprehensive school.

Therefore, the school concept had to be developed completely new .

Within this development, a lot of aspects of the index of inclusion were realised

ExamplesDimension A A.1.3. Staff collaborate with each other

• Headteachers, mainstream teachers and special needs teachers share

their ideas of working

• Mainstream teachers and special needs teachers plan, act and review

in teams

• Teachers and school assistants work together

ExamplesDimension A A.1.3. Staff collaborate with each otherDimension C C.1.8 Teachers plan, act and review in

teamsWorking in teams: team of headteachers team for school development

teams for year 1 to 10class teamsteams for each subject

The teams prepare all topics and themes together or try to share work.They evaluate the results .They review their work , so everything is developing.

For most settings, the dates are fixed in the conference schedule:

Example Dimension B B.1.2. All new staff are helped to settle

into school

- All new teachers are members of teams from the first day.

- They get any infomation from their colleagues .

- Every new teacher gets a folder which contains the following papers:

the concept of our school

the school rules

a floor plan of the school building

a list of the most important phone numbers

e-mail addresses from their colleagues

the conference schedule

05.08.2013 07.45 – 08.30 am staff assembly; 8.30-11.15 am lessons only by class teachers

1st semester 2nd semesterDate 1.45 pm 2.30 – 4.00 pm 4.00 pm Date 1.45 pm 2.30 – 4.00 pm 4.00 Uhr

13.08.2013 Various agreements

Meeting: team 5Meeting: team 1

Meeting: school administration







11.02.2014 14.00 Uhr staff conference














Meeting: team 9





17.09.2013 14.00 Uhr staff conference 11.03.2014 Various agreements

Meeting: team 9



concept group



Concept group Meeting: school administration


ConferenceGerman Sec IMathematics Pr



Conference German Sec I Mathematics Pr



Conference Mathematics Sec IEnglish Pr



Conference Mathematics Sec IEnglish Pr



Conference Englisch Sec IGerman Pr



Conference English Sec IGerman Pr



Conference WK (?), Science, Politics HSU (?) Pr




ConferenceMusic, Art, PE Pr + Sec I



ConferenceWK, Science, Politics HSU Pr



Meeting: team Primary School



ConferenceMusic, Art, PE Pr + Sek I




Meeting: team Secondary School





Meeting: teamPrimary School



Concept group



Concept group Team 5 new



Meeting: teamSecondary School



conferencePrognosis year 7




30.06.2014 14.00 Uhr – grade conferences Primary School

20.01.2014 14.00 Uhr – grade conferences Primary School

01.07.2014 14.00 Uhr – grade conferences Secondary School

21.01.2014 14.00 Uhr – grade conferences Secondary School

08.07.2014 14.00 Uhr – staff conference

School Tremser Teich – conference schedule school year 2013/2014

What to do next!

There is one group of assistants, who is not involved really well into our school life.

We tried to improve this development.

Example Dimension B B.2.1. All forms of support are

co-ordinated

Inclusion in Schleswig – Holstein

It is actually concerned with integration of children having social emotional andlearning difficulties. Only few schools integrate children with severe mental and physical disabilities.

Most school buildings still have spatial barriers (no disabled toilets and no lifts).

Organisation

• If children with learning difficulties are taught in main stream schools they are supported by special school teachers. Those teachers are well trained and as a member of the class team, the support usually is very effectiv.In fact, they don‘t get enough lessons for support.

• - Children with social emotional difficulties don‘t get any professional support. - Parents can ask for an adult to help their child. - If their demand is successful an untrained adult will accompany their child for at most 20 hours a week.- Some of these persons have got an intuitive understanding, some haven‘t. In this case the child again gets a new assisting adult.- Up to now schools have not had any influence on the selection of these assistants.

• Sometimes there are 4 or 5 assisting adults in one class.

• It should be the task of the primary school teachers to coordinate this support but they don`t get any extra time for it.

Development

Last year, school managements and school inspectors have met to change this organisation as follows:

• Every school gets a pool of assisting adults.

• They stay at least for one school term, if possible longer.

• Every school decides on its own responsibility in which form these assistants are put into action.

Advantages

• There are not more than two assistants in one class.

• They don‘t only care about one child, but also about the whole class, if necessary.

• The assistants are now part of the class team and the class teacher can give them useful tasks.

• The school can have an influence on the selection of assistants.

Disadvantages

• The teachers in school will continue to train the assistants themselves.

• The working hours of assistants in our school were cut by one third – to save money.

Outlook

Looking at inclusion it is more and more obvious that not all pupils with learning difficulties need a professional support from special school teachers. But children with a social emotional need for help should really be supported professionally. Moreover, the number of these children is increasing from year to year.

It remains to be seen if schools can have an influence on this development in the near future.

index for inclusion. the inclusive culture at school tremser teich five years ago, our school got...

Documents

various agreements meeting

school administration

school concept

team of headteachers

mathematics pr meeting

school rules

school assistants

comprehensive school