inclusive teaching programmes: let‘s develop it together 22.-23.10.2015 salzburg austria

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!