analysis of the level of inclusion in erasmus+ project...

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Szkoła Podstawowa nr 7 im. Wojska Polskiego w Lesznie

64-100 Leszno Al. Jana Pawła II 10 tel. (65)-520-40-05; (65)529-76-75 fax.: (65)-520-40-05 www.sp7.leszno.net e-mail: [email protected]

ANALYSIS

OF THE LEVEL OF INCLUSION

IN ERASMUS+ PROJECT

”EUROPE FOR INCLUSION”

http://www.sp7.leszno.net/

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COLLEGE JEAN JAURES – AQUITAINE- CENON – FRANCE

INSTITUTO COMPRENSIVO SAN DONATO - SASSARI - ITALY

TAUTSKOLA 99BALTIE ZIRGI - DRUSTI, DRUSTU PAGASTS, RAUNAS NOVADS- LATVIA

PRIENU RAJONO JIEZNO GIMNAZIJA – PRIENAI REGION – LITHUANIA SZKOŁA PODSTAWOWA NR 7 IM. WOJSKA POLSKIEGO – LESZNO – POLAND

ESCOLA BASICA DRAMARIA ALICE GOUVEIA – COIMBRA – PORTUGAL SCOALA GIMNAZIALA "I.I. MIRONESCU" TAZLAU - ROMANIA

GAP KIZ ANADOLU LISESI SECONDARY SCHOOL - SANLIURFA – TURKEY

COLLECTED BY THE POLISH TEAM

POLAND 2015

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Introduction

Inclusion is an important subject in European schools and countries. Being part of one European community and partners in

the Erasmus+ project at the same time, we wanted to research this subject more.

An inclusive approach in schools asks for important changes and, in order to analyze the level of inclusion in our schools,

the partnership has been using as guideline the kit for the self school analysis QUADIS, elaborated by a regional research

group in Lombardy ( ITALY ) for a pedagogic quality of inclusion.

The Quadis questionnaires take into examination the whole working of school in the 3 sections:

1) didactic – educative HOW school develops potentialities and keeps under control the students’ learning process

2) organizative HOW school organizes itself to lead, manage and support the process of inclusion

3) cultural- professional, HOW school practices the inclusion culture inside and outside school

The tools, ri-elaborated by the scientific committee, have been addressed to teachers, students, parents, school keepers ,

health assistants /educators and school principals.

The following booklet is a collection of the questionnaires from all the partners, the answers that were given and

comments presented by the Polish team.

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INSTITUTO COMPRENSIVO

SAN DONATO

- SASSARI - ITALY

Italy

7

ITALY

1. In the Personalized Plans related to children with difficulties the following information are clearly defined:

Yes Partly No

I have got no sufficient

elements to answer Total Yes Partly No

I have got no

sufficient elements to answer Total

1a. About the student’s difficulties 45 1 0 5 51 88% 2% 0% 10% 100%

1b. About the initial observation and the class contest 44 2 0 5 51 86% 4% 0% 10% 100%

1c. About the barriers and the facilitators 9 13 1 8 31 29% 42% 3% 26% 100%

1d. About strategies for the emergencies 34 8 0 9 51 67% 16% 0% 18% 100%

Yes Partly No



I have got no

sufficient elements to answer Total

2.In the definition of the objectives of the Personalized Plan the parents of LSN Children are consulted

37 5 5 4 51 73% 10% 10% 8% 100%

3. In this school the documentation related to LNS students is used. 48 1 1 0 50 96% 2% 2% 0% 100%

4. In the definition of the objectives of the Personalized Plan the parents of the children with learning problems are consulted

33 13 4 1 51 65% 25% 8% 2% 100%

5. The expertises’ opinions are really taken into account when elaborating the objectives f the Personalized Plan

39 9 1 2 51 76% 18% 2% 4% 100%

6. In the Personalized Plan related to children with difficulties, the objectives are punctually and clearly declined with respect to learning, sociality and autonomy.

36 10 2 2 50 72% 20% 4% 4% 100%

7. The assessment tests in the Personalized Plan are elaborated from all the supportive teachers and the discipline teachers

29 9 2 7 47 62% 19% 4% 15% 100%

8. 6. In the class teacher team there is attention and willingness to the curriculum to the learning rythms and necessities of children with special needs

36 9 0 4 49 73% 18% 0% 8% 100%

9. In this school teachers really plan and produce innovative methodological-didactic activities aimed at children with special needs.

34 17 0 0 51 67% 33% 0% 0% 100%

10. During the lesson the supportive teacher is always involved in the class activites and it is considered a plus value.

45 2 1 2 50 90% 4% 2% 4% 100%

11. In this school the supportive teacher is properly used and not to face some emergencies ( substituing other teachers …)

36 13 2 0 51 71% 25% 4% 0% 100%

12. Tools in order to know if and at what exent the child with learning difficulties communicates with the other schoolmates are used

25 19 2 3 49 51% 39% 4% 6% 100%

13. During the lessons the supportive teacher pays attention so that the child with special needs takes part into the lesson at his/her maximun of potentiality.

39 6 0 4 49 80% 12% 0% 8% 100%

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14. During the lessons alternative and functional communicative channels to the children’s specific problematics are used.

39 8 0 4 51 76% 16% 0% 8% 100%

15. In this school the child with special needs has to respect the timetable of the lessons and the common rules compatibly with his/her difficulties

43 8 0 0 51 84% 16% 0% 0% 100%

16. In the didactic planning different cultural mediators are used ( concrete, iconic, analogical, simbolic ) according to the different needs of children

39 8 1 3 51 76% 16% 2% 6% 100%

17. In this school the specific competences of the curricular teachers , supportive teachers, educators, assistants and not teaching staff , according to the disability topic, are valorized

29 19 1 2 51 57% 37% 2% 4% 100%

18. In this school formative, informative and supportive moments are foreseen for the new operators

10 23 6 12 51 20% 45% 12% 24% 100%

19. In this school, everybody take responsbility of the organizzative choices related to inclusion

30 8 10 3 51 59% 16% 20% 6% 100%

20. In this school, in case of difficult communication among families, operators and supportive figures , the headmaster is willing to give help

46 4 1 0 51 90% 8% 2% 0% 100%

21. In this school human resourses, materials and financial supports are equally given in

19 17 4 11 51 37% 33% 8% 22% 100%

22. In this school tha acces to spaces, facilities and materials is regulamentated so that every child can use it in the same way

39 8 2 2 51 76% 16% 4% 4% 100%

23. In the relationship with children with special needs’ parents to know knowledges/useful information for the didactic praxis

29 17 3 2 51 57% 33% 6% 4% 100%

24. In this school all the information is given to make staff work properly 24 23 3 1 51 47% 45% 6% 2% 100%

25. The school headmaster’s actions are of concrete support to the processo f inclusion of children with special needs

43 5 1 0 49 88% 10% 2% 0% 100%

26. In the classes didactic modalities involving all the children in tutoring, mutal help, cooperative learning, peer learning and other inclusive didactic modalities are used

38 13 0 0 51 75% 25% 0% 0% 100%

27. During the didactic activity the teachers explains the motivation for some diversification in the task assigned

44 6 0 1 51 86% 12% 0% 2% 100%

10

Parents and representative parents I totally agree with it

I agree enough with it

I agree a little with it

I do not

agree at all

with it

Not enough

elements Total

1) In this school the teachers take care of teaching students competences which are useful for their life 75 31 5 0 3 114 out of 114 2) In this school it is easy to know who to ask for when problems come out 65 36 4 3 3 111

3) In this school information and training sessions on inclusion are organized for parents 56 35 11 2 7 111

4) In this school the professional competences, the structures, the tools aimed at inclusion of students with Special Educative Needs are a useful resources for all the students 68 26 8 2 8 112

5) In this school welcoming initiatives for making easier the inclusion of all students are foreseen 67 28 5 3 7 110

6)In this school parents can understand how inclusion is implemented (Formative Offer Plan, vademecum, presentation meetings) 60 38 4 3 6 111

7)In this school teachers have shown us plans according to which in the classrooms tasks of mutual help are given to the students 72 27 5 4 4 112

8) In this school questionnaires or other tools are given out in order to discover the level of user satisfaction 60 28 9 5 7 109

9) In this school, together with the Territory, initiatives are carried out in favor of the inclusion of Special Educative Needs students 59 26 7 3 12 107

10) The inclusion of students with Special Educative Needs in the classroom offers one more chance of learning for all the schoolmates 64 27 6 3 12 112

11)In this school there is a person who is in charge of coordinating the activities in favor of inclusion 59 24 7 1 18 109

11

Parents with children with special needs I totally agree with it



I do not agree at all

with it

Not enough

elements Total

1) In the definition of the objectives of the Personal Plan our point of view has been taken into account 6 5 3 14 2) This school’s teachers take care in getting the children in special needs to acquire life skills competences 9 4 0 0 1 14 3) From our child’s work we have realized that all the teachers of the different disciplines prepare materials and lessons tailored on their capacities 9 5 0 0 0 14

4) In this school information and training initiatives towards parents are held on the topic of inclusion 6 4 1 1 2 14 5)In this school is easy to understand who to refer to for the several problems which can occur 8 4 1 1 0 14 6) In the school regular meetings with parents and curricular – supportive teachers and educators are planned with the main aim of assessing the objectives of the Personal Plan 6 2 3 1 2 14

7) In the welcoming phase of children with special needs all the activities and actions school does in favor of inclusion are clearly explained 7 7 0 0 0 14

8) The teachers in this school have presented plans in which mutual helping tasks are arranged for students during class job 6 3 2 0 3 14

9) In this school initiatives in favor of inclusion are organized in collaboration with territory. 6 3 2 0 3 14 10) In this school questionnaires or other initiatives to know the level of customers’ satisfaction are taken into account 6 2 0 2 4 14

11) In this school there is a responsible in charge of the coordination of the initiatives towards inclusion 6 4 0 1 3 14

12

In the grid some situations which can occur in school or outside it are described . Put a cross on the answer which you agree more on or that better describes your experience. In my experience at school and/or in the district and/or in my family I have attended boys or girls

YES

NO

with handicaps 79 18

with special needs 76 21

of foreign nationality 74 22

Educative-didactic sphere Total

SITUATION POSSIBLE ANSWERS

In your class there are students with difficulties. According to you the lessons carried out in the classroom ….

Always favor the good learning of all students because the teachers take care in getting all of us to work;

51

Sometimes the teacher cannot attend students in difficulty and therefore they leave their task behind

21

Teachers place side by side a tutor-mate to help 24

When you fail in some disciplines, the teachers …

Help you understand where you were wrong 75

Encourage you by giving you some advices 22

Tell you off and give you some more homework 0

Tell you off and write a bad remark on the register 1

According to you, when you or your school mates have got a problem or fancy like to tell something …

Teachers help you understand and solve the problem 72

Teachers listen to us in the classroom 20

Teachers listen to us during the breaks 3

It is forbidden talking about it at school 0

If a child wants to tell something …

Teachers invite him to talk in the classroom and all the schoolmates listen to him ;

68

Teachers tell us that we can talk about it during the breaks

9

The child talk about it only to the teacher 16

Nobody listen to her/ him 1

13

You have seen somebody cheating a schoolmate of yours and you talk about it with your teachers …

Teachers discuss on this subject with all the children in the class;

66

Teachers say that it is forbidden behaving in this way 29

Teachers say that it is better to talk about it during the break

2

We are not supposed to talk about this kind of things in school

0

I can always rely on my teachers. They …

Understand If I’m crossed, in a bad mood or if I feel sick;

47

Help me in getting myself to accept my own moods but always respecting my schoolmates

46

Do not understand me and do not help me 1

In your class a new school mate has come

Teachers have prepared a warming welcoming and they take care of the new student;

57

Teachers invite us to collaborate in order to devote to her/him attention ;

36

Teachers are worried 0

The new student is welcomed with indifference 4

In your class there are some rules to reduce the obstacles to participation

Everybody have to respect them and who is not able asks for help

85

They are respected by those who want to respect them 9

There are no rules. 2

The teacher wants to explaing a new content . Usually… The teacher discusses about the topic, organizes the

group-work, gives materials to us, makes us assess on group-work.

47

The teacher does a lesson on the board, organizes

some group-work . The assessment is the same for all of us 28

The teacher does a lesson on the board, makes us

study in the book. The assessment is the same for all of us 10

The teacher reads on the book, make us study at

home. The assessment is the same for all of us 16

14

Organizative sphere Total


In your school there are frequent occasions of meeting and collaboration among the students from nursery, primary and lower secondary school.

I like these meetings as it is always a pleasure to meet mates from other schools.

72

According to you … It has happened just one time at the beginning of the

school year 7

No, it has never happened but I would have liked it. 13

I am not interested in these meetings. 7

In your opinion, in which way teachers valorize the cultural differences?

By favoring the sharing of different experiences among schoolmates ( through tales in class or drama activities )

62

By organizing parties on the topic and inviting families 21

In our school they have never organized sharing moments among school and families.

11

The school organizes didactic trips

Everybody take part in them; 50

Only children who can pay take part; 18

Only who wants takes part . 29

Cultural-professional sphere Total


In the afternoon there are activities in the district (soccer, other sports, parties …)

They must be opened to all the children 87

They must be opened to the good children 5

They must be opened to children with no problems 1

In your class a new teacher has come

The new teacher feels good because she/he has been informed before on what to do in the class

38

The new teacher needs to ask students to know about what to do

55

Teachers involve my family for …

Communicating my successes; 50

Communicating my difficulties; 29

Organizing several activities ; 8

Communicating only my failures . 2

Total

15

SITUATION

POSSIBLE ANSWERS

Out of 10

1.

When you have arrived in the school, have you been given all the information so that you could carry out your task properly and, if yes,

with which modalities?

’ Through a dedicated meeting from the Organization, some procedures put into action by the school for inclusion, some figures to refer to. 0

’ Meeting with the teacher team 6

’ Meeting with the supportive teachers 2

’ No formalized meeting at all, occasional exchange of information 2

2. In your job with the students, are you asked to

do any observation?

’ In a peculiar sphere ( personal autonomy, communication/interaction with the schoolmate, participation in the activities, using of tools ) with times and shared observation tools 4

’ In a peculiar sphere ( personal autonomy, communication/interaction with the schoolmate, participation in the activities, using of tools ) occasionally and informally 3

’ Observation is a teachers’ task 1

’ There are no observations at all. 1

3.

In your job with the students are you asked to work in a specific sphere? (personal

autonomy, communication/interaction with the schoolmate, participation in the activities)

’ Yes, if the objectives and the modalities of intervention are agreed and periodically defined in the Personalized Plan 2

’ Yes, and the objectives and the modalities of intervention are agreed periodically with the supportive teacher. 4

’ Yes, but superficially and without a request of assessment 3

’ No 1

4. How do you consider the collaborative climate related to inclusion in the school where you

work?

’ There is a good climate of collaboration among all the components: teachers, assistants collaborators and school principal 9

’ There is a good climate only among the teachers 0

’ There is collaboration only among the supportive teachers 1

’ There is no collaborative climate at all. 0

5. In this school the assistant/educators are

involved in the meeting in which the Personal Plans is defined and assessed?

’ Yes, they take part in the meeting with the Social/healthy operators, with the teachers and they collaborate during the evaluation meetings. 1

’ Yes, they take part to some meetings during the school year. 3

’ They take part now and then 0

’ No 6

6.

In the classes where you work, are strategies to favor the inclusion of children with special needs activated in order to match their own

personal style?

’ Yes, strategies are shared, assessed and defined in the Personal Plan 6

’ Yes, but not in all disciplines 0

’ Occasionally, it depends on teachers and on activities 1

’ Inclusion is not taken into account in class activities. 0

7. The timetable is built functionally to the children with special needs’ and class’

necessities?

’ When building the timetable the tasks of each one ( teachers/Assistants ) have been taken into account according to the necessities of children with special needs and the class.

9

’ When building the timetable the tasks of the teachers have been taken into account according to the necessities of children with special needs and the class.

1

16

’ No 0

8. How do you evaluate the availability to

spaces, resources, materials?

’ Set so that it is functional to the children with special needs’ and the class’ necessities. 4

’ It seems to be functional enough 5

’ It takes into account only the class’ necessities 0

’ It seems to be casual, not organized 1

9. Is the assistants/educators’ opinion taken into

account when elaborating the objectives of the Personalized plan?

’ Yes 5

’ Only for our own specific field 1

’ Partially 1

’ No 3

10. The assistants are actively involved in the

school educative function?

’ Yes, and their own specific competences are valorizated 5

’ Yes, even if in a generic way 3

’ Partly, with specific reference to the children with specific needs 2

’ No 0

11. In this school the assistants/educators take

part into initiatives of training and information on topics about special educative needs.

’ Yes, the participation is agreed at the beginning of the school year with the Association involved

2

’ Yes, when the timetable allows it 3

’ No, their participation is not planned nor asked. 4

12.

In this school the assistants/educators are represented in the Inclusion Institute Group ?

’ Yes, the participation of one of them is agreed at the beginning of the school year with the Association involved 3

’ Yes, but only for some topics

’ Yes, but only as observers 1

’ No 5

19

Total

SITUATION POSSIBLE ANSWERS out of 19

1. In this school the non-teaching staff is

represented in the Inclusive Institute Group.

Yes 5

No 8

I have got no sufficient elements to answer. 6

2. In this school the non-teaching staff is involved

with specific roles in the educative planning

yes 4

No 13

20

devoted to students with special educative needs I agree enough 0

I agree little 1

I have got no sufficient elements to answer 1

3.

In this school the non-teaching staff with specific roles in the education planning ( see question n.

2 ) is involved by the teacher teams when evaluating the educative plan.

yes 1

No 14

I agree enough 0

I agree little 0


4. The non-teaching staff is careful to the

communication with the children with special educative needs.

yes 12

No 1

I agree enough 1

I agree little 1


5.

In this school the non-teaching staff is adequately informed on the interactive

modalities to use with the students with special educative needs.

yes 2

No 12

I agree enough 3

I agree little 1


6.

In this school the non-teaching staff, together with the teacher staffs, asks for the respect of the

common rules from the students with learning difficulties , compatibly with the students’

difficulties

yes 11

No 2

I agree enough 2

I agree little 0


7. The non-teaching staff knows to whom refer in

case of problems with students with special educative needs.

yes 9

No 4

I agree enough 1

I agree little 0


8. The non-teacher staff is actively involved in the

educative role of the school

yes 9

No 9

I agree enough 1

I agree little 0


9. In this school the Headmaster supports as much yes 14

21

as she/he can the inclusion of the children with special educative needs.

No 1

I agree enough 0

I agree little 1


10. In this school the non-teaching staff takes part to

training or informative sessions related to the topic of inclusion.

yes 1

No 16

I agree enough 0

I agree little 0


11. In this school the access to spaces, facilities and materials is normed so that an equal chance of

usage can be guaranteed.

yes 8

No 6

I agree enough 1

I agree little 1


12. In this school everybody take responsibility of

the organizative choices related to the inclusion of the students with special educative needs

yes 6

No 8

I agree enough 0

I agree little 4


23

Comments on the questionnaires - ITALY Comments regarding students In Italy the majority of children attending San Donato school are aware of the fact that there are children with special educational needs (handicapped, special needs and foreigners). They also realise that the teachers should pay more attention to these students and take more care of them. In Italian schools students like meetings with students from other schools, kindergartens because they see it as an opportunity to share different experiences. Children see a chance to integrate with other students in the afternoon activities. Comments regarding parents The parents are aware that they can request special attention from teachers if their child has problems. They consider that the teachers are attentive; they do not know whether anyone is responsible for inclusion. In Italian school parents have been shown plans concerning inclusion. Some parents do not know if there is a person responsible for inclusion. Parents of children with special needs are aware their children acquire life skills competences and that materials used during the lesson tailored to their capacities.

Comments regarding teachers Students with special educational needs do not take the same examinations as ordinary students, the tests are especially produced for them on the basis of the Personalised Plan. Teachers often develop specific materials. There is always somebody in the classroom to help them and it is considered a plus value.

Comments regarding educational assistants Despite the fact that the assistants are not involved in pedagogical choices (these are made by teachers) there is a good climate of collaboration between teachers and assistants. While building the timetable of the tasks of teachers or assistants, children and classes needs have been taken into account. What is interesting, the assistants' participation in initatitives of training and information on topics about special education needs is not planned. Comments regarding non-teaching staff Non-teaching staff is not involved in specific roles in the educative planning devoted to students with special needs. They are not engaged by teacher teams, either.

24

PRIENU RAJONO

JIEZNO GIMNAZIJA

– PRIENAI REGION – LITHUANIA

Lithuania

25

LITHUANIA 1. In the Personalized Plans related to children with difficulties the following information

are clearly defined:

Yes Partly No



I have got no sufficient elements

to answer Total

1a. About the student’s difficulties 6 7 0 0 13 46% 54% 0% 0%

100%

1b.About the initial observation and the class contest 3 7 3 0 13 23% 54% 23% 0%

100%

1c. About the barriers and the facilitators 3 9 1 0 13 23% 69% 8% 0%

100%

1d. About strategies for the emergencies 2 5 4 2 13 15% 38% 31% 15%

100%

2. In the definition of the objectives of the Personalized Plan the parents of LSN Children are consulted

3 2 5 3 13 23% 15% 38% 23% 100%

3. In this school the documentation related to LNS students is used.

11 1 0 1 13 85% 8% 0% 8% 100%


1 2 6 4 13 8% 15% 46% 31% 100%


8 5 0 0 13 62% 38% 0% 0% 100%


11 2 0 0 13 85% 15% 0% 0% 100%


2 4 1 6 13 15% 31% 8% 46% 100%


5 7 0 1 13 38% 54% 0% 8% 100%


3 7 0 3 13 23% 54% 0% 23% 100%


3 3 1 5 12 25% 25% 8% 42% 100%

11. In this school the supportive teacher is properly used and not be face some emergencies ( substituing other teachers …)

3 1 1 8 13 23% 8% 8% 62% 100%

26


6 1 1 5 13 46% 8% 8% 38% 100%


6 1 1 5 13 46% 8% 8% 38% 100%


7 6 0 0 13 54% 46% 0% 0% 100%


13 0 0 0 13 100% 0% 0% 0% 100%


4 7 1 1 13 31% 54% 8% 8% 100%


6 3 1 3 13 46% 23% 8% 23% 100%

18. In this school formative, informative and supportive moments are foreste for the new operators

3 3 2 5 13 23% 23% 15% 38% 100%


5 7 0 1 13 38% 54% 0% 8% 100%


6 4 0 3 13 46% 31% 0% 23% 100%


2 8 1 2 13 15% 62% 8% 15% 100%


7 4 1 1 13 54% 31% 8% 8% 100%


4 5 0 4 13 31% 38% 0% 31% 100%

24. In this school all the information is given to make staff work properly

2 9 0 2 13 15% 69% 0% 15% 100%


7 6 0 0 13 54% 46% 0% 0% 100%


5 8 0 0 13 38% 62% 0% 0% 100%


6 7 0 0 13 46% 54% 0% 0% 100%

28

Parents and representative parents I totally agree with

it I agree enough

with it I agree a little with

it I do not agree at

all with it Not enough elements Total

1) In this school the teachers take care of teaching students competences which are useful for their life 57 43 0 0 0 100

2) In this school it is easy to know who to ask for when problems come out 29 42 29 0 0 100 3) In this school information and training sessions on inclusion are organized for parents 14 57 29 0 0 100

4) In this school the professional competences, the structures, the tools aimed at inclusion of students with Special Educative Needs are a useful resources for all the students

14 43 43 0 0 100








29

Parents with children with special needs I totally

agree with it I agree

enough with it I agree a little with it I do not agree at all with it Not enough elements Total

1) In the definition of the objectives of the Personal Plan our point of view has been taken into account 17 3 0 0 0 20

2) This school’s teachers take care in getting the children in special needs to acquire life skills competences 13 5 2 0 0 20

3) From our child’s work we have realized that all the teachers of the different disciplines prepare materials and lessons tailored on their capacities

5 11 4 0 0 20

4) In this school information and training initiatives towards parents are held on the topic of inclusion 4 15 1 0 0 20

5)In this school is easy to understand who to refer to for the several problems which can occur 7 11 2 0 0 20

6) In the school regular meetings with parents and curricular – supportive teachers and educators are planned with the main aim of assessing the objectives of the Personal Plan

14 3 3 0 0 20



9) In this school initiatives in favor of inclusion are organized in collaboration with territory. 3 12 0 0 5 20

10) In this school questionnaires or other initiatives to know the level of customers’ satisfaction are taken into account 4 13 1 0 2 20


30

In the grid some situations which can occur in school or outside it are described . Put a cross on the answer which you agree more on or that better describes your experience.

In my experience at school and/or in the district and/or in my family I have attended boys or girls

YES

NO

with handicaps 28 4







23


9














9

Teachers tell us that we can talk about it during the breaks 14





18


Teachers say that it is better to talk about it during the break 2

We are not supposed to talk about this kind of things in school 4

31


Understand If I’m crossed, in a bad mood or if I feel sick; 19


5




11


19





17



The teacher wants to explaing a new content . Usually… The teacher discusses about the topic, organizes the group-

work, gives materials to us, makes us assess on group-work. 12

The teacher does a lesson on the board, organizes some

group-work . The assessment is the same for all of us 10

The teacher does a lesson on the board, makes us study in

the book. The assessment is the same for all of us 10

The teacher reads on the book, make us study at home. The

assessment is the same for all of us 1

0





16

According to you … It has happened just one time at the beginning of the school

year 3





15



11





32









13


20






33

Total


1.

When you have arrived in the school, have you been given all the information so that you could

carry out your task properly and, if yes, with which modalities?





2.

In your job with the students, are you asked to do any observation?





3.

In your job with the students are you asked to work in a specific sphere? (personal autonomy, communication/interaction with the schoolmate,

participation in the activities)




’ No 0

4.

How do you consider the collaborative climate related to inclusion in the school where you

work?





5.

In this school the assistant/educators are involved in the meeting in which the Personal

Plans is defined and assessed?




’ No 0

6.

In the classes where you work, are strategies to favor the inclusion of children with special needs

activated in order to match their own personal style?





7. The timetable is built functionally to the children

with special needs’ and class’ necessities? ’

1

34

When building the timetable the tasks of each one ( teachers/Assistants ) have been taken into account according to the necessities of children with special needs and the class.


1

’ No 0

8.

How do you evaluate the availability to spaces, resources, materials?





9.

Is the assistants/educators’ opinion taken into account when elaborating the objectives of the

Personalized plan?

’ Yes 1


’ Partially 1

’ No 0

10.

The assistants are actively involved in the school educative function?




’ No 0

11.

In this school the assistants/educators take part into initiatives of training and information on

topics about special educative needs.


1



12. In this school the assistants/educators are

represented in the Inclusion Institute Group ?

’ Yes, the participation of one of them is agreed at the beginning of the school year with the Association involved


’ Yes, but only as observers

’ No

38

Total


1. In this school the non-teaching staff is represented in the Inclusive Institute Group.

Yes

No

I have got no sufficient elements to answer.

2.

In this school the non-teaching staff is involved with specific roles in the educative planning

devoted to students with special educative needs

yes 3

No 4

I agree enough 0

I agree little 0


3.

In this school the non-teaching staff with specific roles in the education planning ( see question n. 2 ) is involved by the teacher teams when evaluating

the educative plan.

yes 2

No 3

I agree enough 1

I agree little 0


4.

The non-teaching staff is careful to the communication with the children with special

educative needs.

yes 5

No 0

I agree enough 2

I agree little 0


5.

In this school the non-teaching staff is adequately informed on the interactive modalities to use with

the students with special educative needs.

yes 3

No 2

I agree enough 0

I agree little 0


6.



difficulties

yes 5

No 2

I agree enough 0

I agree little 0


7.

The non-teaching staff knows to whom refer in case of problems with students with special

yes 4

No 1

39

educative needs. I agree enough 2

I agree little 0


8.

The non-teacher staff is actively involved in the educative role of the school

yes 3

No 2

I agree enough 1

I agree little 0


9.

In this school the Headmaster supports as much as she/he can the inclusion of the children with

special educative needs.

yes 5

No 0

I agree enough 2

I agree little 0


10.

In this school the non-teaching staff takes part to training or informative sessions related to the topic

of inclusion.

yes 2

No 3

I agree enough 0

I agree little 0


11.

In this school the access to spaces, facilities and materials is normed so that an equal chance of


yes 5

No 0

I agree enough 1

I agree little 1


12.

In this school everybody take responsibility of the organizative choices related to the inclusion of the

students with special educative needs

yes 3

No 1

I agree enough 1

I agree little 0


41

Comments on the questionnaires - LITHUANIA Comments regarding students A lot of Lithuanian students have met handicapped students and students with special needs. None of the questioned students met foreign peers. Students are aware that the teachers are attentive to difficulties of students with special needs. The majority of students stated that they enjoy the meetings among students from all kinds of schools. Interestingly enough, almost a half of students said that afternoon activities must be opened to children with no problems. Comments regarding parents Many parents in Lithuanian school state that their children are taught competences which are useful in their life. Another interesting fact is that 100% of parents agreed enough with the fact that questionnaires and other tools are given out in order to discover the level of user's satisfaction. Lithuanian parents underlined that their point of view had been taken into account while defining the objectives of the Personal Plan. Comments regarding teachers In Lithuanian Personalised Plans related to children with difficulties not all information is clearly defined about students' difficulties or barriers and facilitators. In the schools documenatation realated to LNS students is used. Additionally, in the Personalised Plan related to children with difficulties the objectives are punctually and clearly defined. All children with special need must respect the timetable of lessons. Comments regarding educational assistants (AVSs) There are only two assistant teachers in Lithuanian school. They participate in the meetings with the social / health operators, with the teachers and they collaborate during the evaluation meetings. Assistants are partly actively involved in the school educative function with specific reference to the children with specific needs.

Comments regarding non-teaching staff They are not involved in the educational process. They are careful to the communication with LSN children. In the school the non-teaching staff asks for the respect of common rules from the students with learning difficulities. The majority of the non-teaching staff said that the access to spaces, facilities and materials in normed so that an equal chance of usage can be guaranteed.

42

TAUTSKOLA 99BALTIE ZIRGI - DRUSTI,

DRUSTU PAGASTS, RAUNAS NOVADS - LATVIA

Latvia

43

LATVIA 1. In the Personalized Plans related to children with difficulties the following information


Yes Partly No



I have got no sufficient elements to

answer Total


100%

1b. About the initial observation and the class contest 1 2 3 3 9 11% 22% 33% 33%

100%

1c.About the barriers and the facilitators 1 3 2 3 9 11% 33% 22% 33%

100%


100%


3 3 1 2 9 33% 33% 11% 22% 100%

3. In this school the documentation related to LNS students is used.

1 3 3 2 9 11% 33% 33% 22% 100%


3 3 1 2 9 33% 33% 11% 22% 100%


3 2 2 2 9 33% 22% 22% 22% 100%


1 3 2 3 9 11% 33% 22% 33% 100%


2 3 2 2 9 22% 33% 22% 22% 100%


3 3 1 2 9 33% 33% 11% 22% 100%


3 3 1 2 9 33% 33% 11% 22% 100%


1 3 2 3 9 11% 33% 22% 33% 100%


1 3 3 2 9 11% 33% 33% 22% 100%

44


3 3 1 2 9 33% 33% 11% 22% 100%


2 3 2 2 9 22% 33% 22% 22% 100%


2 2 2 3 9 22% 22% 22% 33% 100%


1 3 3 2 9 11% 33% 33% 22% 100%


3 3 1 2 9 33% 33% 11% 22% 100%


2 3 2 2 9 22% 33% 22% 22% 100%


1 3 2 3 9 11% 33% 22% 33% 100%


2 3 2 2 9 22% 33% 22% 22% 100%


3 3 1 2 9 33% 33% 11% 22% 100%


0 2 3 4 9 0% 22% 33% 44% 100%


2 3 2 2 9 22% 33% 22% 22% 100%


2 1 1 5 9 22% 11% 11% 56% 100%


2 2 3 2 9 22% 22% 33% 22% 100%


1 4 2 2 9 11% 44% 22% 22% 100%


2 4 0 3 9 22% 44% 0% 33% 100%


2 3 2 2 9 22% 33% 22% 22% 100%

46


it I agree enough with it I agree a little with it

I do not agree at all with it

Not enough elements Total


2) In this school it is easy to know who to ask for when problems come out 10 5 2 0 2 19



9 5 2 1 2 19


6)In this school parents can understand how inclusion is implemented (Formative Offer Plan, vademecum, presentation meetings)

7 5 1 4 2 19




10) The inclusion of students with Special Educative Needs in the classroom offers one more chance of learning for all the schoolmates

16 2 0 0 1 19


47

Parents with children with special needs I totally agree with it I agree enough

with it I agree a little with it






2 1 0 0 0 3




1 1 1 0 0 3





11) In this school there is a responsible in charge of the coordination of 1 0 1 0 1 3

48

the initiatives towards inclusion



YES

NO

with handicaps 20 8



Educative-didactic sphere

Total




18

Sometimes the teacher cannot attend students in difficulty and therefore they leave their

6

49

task behind

Teachers place side by side a tutor-mate to help

4


Help you understand where you were wrong

15

Encourage you by giving you some advices

5

Tell you off and give you some more homework

4

Tell you off and write a bad remark on the register

4


Teachers help you understand and solve the problem

14






18


6

The child talk about it only to the teacher

4




12

Teachers say that it is forbidden behaving in this way

6


4


6



17


6

Do not understand me and do not help me

5



20


2

50


The new student is welcomed with indifference

2



18

They are respected by those who want to respect them

8


The teacher wants to explaing a new content . Usually… The teacher discusses about the topic,

organizes the group-work, gives materials to us, makes us assess on group-work.

15

The teacher does a lesson on the

board, organizes some group-work . The assessment is the same for all of us

5

The teacher does a lesson on the

board, makes us study in the book. The assessment is the same for all of us

7

The teacher reads on the book, make

us study at home. The assessment is the same for all of us

1





12

According to you … It has happened just one time at the

beginning of the school year 8

No, it has never happened but I would

have liked it. 4




13

By organizing parties on the topic and inviting families

5


10

The school organizes didactic trips Everybody take part in them; 5

51






They must be opened to all the children

22

They must be opened to the good children

2

They must be opened to children with no problems

4



21


7






Total


1.







2.






3. In your job with the students are you asked to

work in a specific sphere? (personal autonomy, ’ Yes, if the objectives and the modalities of intervention are agreed and periodically defined in the Personalized Plan 1

52

communication/interaction with the schoolmate, participation in the activities)



’ No 1

4.


work?





5.






’ No 0

6.







7.

The timetable is built functionally to the children with special needs’ and class’ necessities?


2


2

’ No 0

8.






9.


Personalized plan?

’ Yes 1


’ Partially 1

’ No 1

10.





’ No 0

11. In this school the assistants/educators take part ’ Yes, the participation is agreed at the beginning of the school year with the Association 1

53

into initiatives of training and information on topics about special educative needs.

involved





’ Yes, the participation of one of them is agreed at the beginning of the school year with the Association involved 1

’ Yes, but only for some topics 1

’ Yes, but only as observers 1

’ No 1

57

Total



Yes 1

No 2


2.



yes 0

No 0

I agree enough 2

I agree little 2


3.


the educative plan.

yes 0

No 2

I agree enough 1

I agree little 1


4.


educative needs.

yes 1

No 0

I agree enough 1

I agree little 2


5.



yes 0

No 0

I agree enough 2

I agree little 2


6.



difficulties

yes 1

No 2

I agree enough 1

I agree little 0


7.


educative needs.

yes 0

No 1

I agree enough 2

58

I agree little 1


8.


yes 0

No 1

I agree enough 1

I agree little 2


9.



yes 0

No 0

I agree enough 1

I agree little 2


10.


of inclusion.

yes 1

No 1

I agree enough 1

I agree little 1


11.



yes 1

No 1

I agree enough 1

I agree little 1


12.



yes 1

No 1

I agree enough 2

I agree little 0


60

Comments on the questionnaires - LATVIA Comments regarding students All questioned students have had contact with foreign students. And the majority of students have had contact with special needs students. It is a custom at their school to welcome a new student in a warm way. Meetings with students from other schools are not that popular. For students it is important that afternoon activities must be opened to all students. In students' opinion, teachers inform their parents equally about their successes and failures. Comments regarding parents In parents' opinion teachers take care of teaching competences which are useful in their lives. Parents agree that for students without special educative needs it beneficial to mingle these children with the LNS students. Parents stressed that their point of view has been taken into account while preparing the Personal Plan. They also stated that inititives in favour of inclusion are organised in collaboration with territory. Comments regarding teachers Teachers stated that in Personal Plans concerning children with difficulties the students difficulties, barriers and facilitators and startegies for emergencies are only partialy defined. In this school the documenation related to LNS students is partialy used. The majority stated that the expertises' opnions are really into account when elaborating the objectives of the Personalised Plan. In the class teacher team there is attention and willingness to the curriculum to the learning rhythms and necessities of children with special needs.In case of difficult communication among families, operators and supportive figures the headmaster is willing to help. Comments regarding educational assistants In Latvian school educational assistants meet with the teacher team and are given all the necessary information. Sometimes they are asked to do some observation. In the assistant teachers' opinion there is a collaborative climate only among the teachers. In some disciplines the strategies to favour the inclusion of children with special needs are activated in order to match their own personal style. In Latvian school the timetable is bulit according to the necessities of children with special needs in the class. Assistants do not take part in inititaives of training and information on topics about special educative needs.

Comments regarding non-teaching staff In the school the non-teaching staff is not represented in the Inclusive Institute Group. Also the non-teaching staff is not involved by the teacher teams when evaluating the educative plan. Together with the teacher staff the non-teaching staff do not ask for the respect of the common rules from the students with learning difficulties. In case of problems the non-teaching staff do not know to whom refer to.

61

COLLEGE JEAN JAURES

– AQUITAINE

- CENON – France

France

62

FRANCE 1. In the Personalized Plans related to children with difficulties the following information


Yes Partly No




elements to answer

Total

1a. Student’s difficulties are defined in Personalized Plans 11 16 0 3 30 37% 53% 0% 10%

100%

1b.Initial observation and the class contest are defined in Personal Plans

12 13 2 3 30 40% 43% 7% 10% 100%

1c.Barriers and the facilitators are included in Personal Plan 6 18 3 3 30 20% 60% 10% 10%

100%

1d. Strategies for the emergencies are included in Personalized Plan

18 8 3 2 31 58% 26% 10% 6% 100%


18 6 0 7 31 58% 19% 0% 23% 100%

3. In this school the documentation related to LNS students is used. 14 11 0 1 26 54% 42% 0% 4%

100%


19 4 0 3 26 73% 15% 0% 12% 100%


19 2 1 4 26 73% 8% 4% 15% 100%


7 17 1 1 26 27% 65% 4% 4% 100%


4 8 10 4 26 15% 31% 38% 15% 100%


9 11 5 1 26 35% 42% 19% 4% 100%


7 11 2 6 26 27% 42% 8% 23% 100%


0 5 10 11 26 0% 19% 38% 42% 100%


6 1 4 15 26 23% 4% 15% 58% 100%


1 4 14 7 26 4% 15% 54% 27% 100%

63


7 4 3 12 26 27% 15% 12% 46% 100%


2 12 2 10 26 8% 46% 8% 38% 100%


22 4 0 0 26 85% 15% 0% 0% 100%


5 13 2 6 26 19% 50% 8% 23% 100%


11 6 5 4 26 42% 23% 19% 15% 100%


3 10 6 7 26 12% 38% 23% 27% 100%


3 8 6 9 26 12% 31% 23% 35% 100%


13 6 1 6 26 50% 23% 4% 23% 100%


8 5 3 10 26 31% 19% 12% 38% 100%


11 8 3 4 26 42% 31% 12% 15% 100%


5 12 1 8 26 19% 46% 4% 31% 100%


7 13 2 4 26 27% 50% 8% 15% 100%


13 8 1 4 26 50% 31% 4% 15% 100%


6 14 2 4 26 23% 54% 8% 15% 100%


5 13 0 7 25 20% 52% 0% 28% 100%

65





144

According to you … It has happened just one time at the beginning of

the school year 121

No, it has never happened but I would have liked

it. 104




174


54


182





66









303


131






67



YES NO








221


165














178





Teachers discuss on this subject with all the children in the class; 160




68


Understand If I’m crossed, in a bad mood or if I feel sick; 207


205




210


229




Everybody have to respect them and who is not able asks for help 235



The teacher wants to explaing a new content . Usually… The teacher discusses about the topic, organizes the group-work,

gives materials to us, makes us assess on group-work. 195

The teacher does a lesson on the board, organizes some group-

work . The assessment is the same for all of us 136

The teacher does a lesson on the board, makes us study in the

book. The assessment is the same for all of us 155

The teacher reads on the book, make us study at home. The


69





144

According to you … It has happened just one time at the beginning of the school year 121





174



182













303

The new teacher needs to ask students to know about what to do 131






70

Total


1.







2.






3.

In your job with the students are you asked to work in a specific sphere? (personal autonomy, communication/interaction with the schoolmate,

participation in the activities)




’ No 1

4.


work?





5.






’ No 0

6.







7.

The timetable is built functionally to the children with special needs’ and class’ necessities?


2


3

71

’ No 0

8.






9.


Personalized plan?

’ Yes 2


’ Partially 2

’ No 0

10.





’ No 0

11.

In this school the assistants/educators take part into initiatives of training and information on

topics about special educative needs.


1





’ Yes, the participation of one of them is agreed at the beginning of the school year with the Association involved


’ Yes, but only as observers

’ No

76

Total



Yes

No

I have got no sufficient elements to answer.

2.



yes 4

No 3

I agree enough 0

I agree little 0


3.


the educative plan.

yes 2

No 3

I agree enough 1

I agree little 0

77


4.


educative needs.

yes 6

No 0

I agree enough 1

I agree little 0


5.



yes 3

No 2

I agree enough 0

I agree little 0


6.



difficulties

yes 5

No 2

I agree enough 0

I agree little 0


7.


educative needs.

yes 5

No 1

I agree enough 1

I agree little 0


8.


yes 3

No 2

I agree enough 1

I agree little 0


9.



yes 6

No 0

I agree enough 1

I agree little 0


10.


of inclusion.

yes 2

No 3

I agree enough 0

78

I agree little 0


11.



yes 6

No 0

I agree enough 1

I agree little 0


12.



yes 4

No 1

I agree enough 1

I agree little 0


80

Comments on the questionnaires - FRANCE Comments regarding students The children are aware that some of their classmates have special educational needs and that the teachers are therefore attentive to their difficulties, including if they have special requests. They are listened to. The students consider that all efforts have been made to ensure that they respect the school, they are free to choose to participate in programmes (help with homework, etc.) and that overall, everyone can express themselves. Comments regarding parents The parents are aware that they can request special attention from teachers if their child has problems. They consider that the teachers are attentive; they do not know whether anyone is responsible for inclusion. They have no training to be able to understand inclusions methods.

Comments regarding teachers Students with special educational needs take the same examinations as ordinary students. Teachers do not necessarily develop specific materials. There is nobody in the classroom to help them but there is awareness that these students need to be taken into account.

Comments regarding educational assistants They are not involved in pedagogical choices (these are made by teachers). But they are involved in the management of students (scheduling, etc.). Comments regarding service officers They are not involved in the educational process for the management of students with special educational needs. The French school system does not allow them to be more closely involved.

81

ESCOLA BASICA DRAMARIA ALICE GOUVEIA

– COIMBRA – PORTUGAL

Portugal

82

PORTUGAL 1. In the Personalized Plans related to children with difficulties the following information


Yes Partly No




answer Total


100%

1b. About the initial observation and the class contest 18 5 2 1 26 69% 19% 8% 4%

100%

1c. About the barriers and the facilitators 14 9 1 2 26 54% 35% 4% 8%

100%


100%


22 2 0 2 26 85% 8% 0% 8% 100%

3. In this school the documentation related to LNS students is used. 24 2 0 0 26 92% 8% 0% 0%

100%


17 6 2 1 26 65% 23% 8% 4% 100%


24 1 0 1 26 92% 4% 0% 4% 100%


7 8 5 6 26 27% 31% 19% 23% 100%


22 4 0 0 26 85% 15% 0% 0% 100%


16 8 2 0 26 62% 31% 8% 0% 100%


12 9 3 2 26 46% 35% 12% 8% 100%


20 6 0 0 26 77% 23% 0% 0% 100%


26 0 0 0 26 100% 0% 0% 0% 100%


18 3 1 4 26 69% 12% 4% 15% 100%

83


20 2 1 3 26 77% 8% 4% 12% 100%


18 6 1 1 26 69% 23% 4% 4% 100%


17 4 4 1 26 65% 15% 15% 4% 100%


16 5 2 3 26 62% 19% 8% 12% 100%


17 6 1 2 26 65% 23% 4% 8% 100%


15 8 1 2 26 58% 31% 4% 8% 100%


8 14 2 2 26 31% 54% 8% 8% 100%


25 1 0 0 26 96% 4% 0% 0% 100%


17 3 2 4 26 65% 12% 8% 15% 100%


23 3 0 0 26 88% 12% 0% 0% 100%


26 0 0 0 26 100% 0% 0% 0% 100%


18 8 0 0 26 69% 31% 0% 0% 100%


24 2 0 0 26 92% 8% 0% 0% 100%


21 3 1 1 26 81% 12% 4% 4% 100%


19 6 0 1 26 73% 23% 0% 4% 100%

85

Parents and representative parents I totally agree with it I agree enough

with it I agree a little with

it I do not agree at all with it





8 22 4 0 12 46








86

Parents and representative parents I totally agree with it I agree enough with

it I agree a little with

it I do not agree at

all with it Not enough elements

Total


2) In this school it is easy to know who to ask for when problems come out 24 14 2 2 4 46



8 22 4 0 12 46








87



YES

NO

with handicaps 45 0




SITUATION POSSIBLE ANSWERS 45



20


16

Teachers place side by side a tutor-mate to help

1




Tell you off and give you some more homework

4

Tell you off and write a bad remark on the register

1


Teachers help you understand and solve the problem

27






22


5


88




27

Teachers say that it is forbidden behaving in this way

8


2


2



12


26




8


25


The new student is welcomed with indifference

5



21

They are respected by those who want to respect them

18


The teacher wants to explaing a new content . Usually… The teacher discusses about the topic,

organizes the group-work, gives materials to us, makes us assess on group-work.

14

The teacher does a lesson on the board,

organizes some group-work . The assessment is the same for all of us

10

The teacher does a lesson on the board,

makes us study in the book. The assessment is the same for all of us

10

The teacher reads on the book, make us

study at home. The assessment is the same for all of us 4

89





8

According to you … It has happened just one time at the

beginning of the school year 23

No, it has never happened but I would have

liked it. 5




9


20


9










They must be opened to children with no problems

0



38


0






90

Total



Yes 0

No 3


2.



yes 3

No 0

I agree enough 0

I agree little 0


3.


the educative plan.

yes 3

No 0

I agree enough 0

I agree little 0


4.


educative needs.

yes 3

No 0

I agree enough 0

I agree little 0


5.



yes 0

No 3

I agree enough 0

I agree little 0


6.



difficulties

yes 3

No 0

I agree enough 0

I agree little 0

I have got no sufficient elements to answer

0

91

7.


educative needs.

yes 3

No 0

I agree enough 0

I agree little 0


8.


yes 3

No 0

I agree enough 0

I agree little 0


9.



yes 0

No 3

I agree enough 0

I agree little 0


10.


of inclusion.

yes 3

No 0

I agree enough 0

I agree little 0


11.



yes 3

No 0

I agree enough 0

I agree little 0


12.



yes 3

No 0

I agree enough 0

I agree little 0


93

Comments on the questionnaires - PORTUGAL Comments regarding students The majority of students answered that all lessons are aimed at all students not only those with special needs. The teachers help them understand where they were wrong, they help understand and solve the problems. The students can always rely on their teachers they help them to get themselves to accept their own moods. In case of arrival of a new students the teachers invite the other students to collaborate and devote him/her some attention. Meeting with students from other schools have happened just once at the beginning of the school year. They also said that cultural differences are valued by organising parties on the topic and inviting families. The majority of students declared that afternoon activities must be open to all the children. Comments regarding parents Most of the parents stated that the teachers take care of teaching students competences which are useful for their life. They know whom to ask for when problems come out. The majority of parents declared that welcoming initiatives for making easier the inclusion for all students are foreseen. Teachers have shown parents plans according to which task of mutual help are given to the students. Additionally, together with the territory initiatives are carried out in favour of inclusion. Some parents said that information and training inititives toward parents are held on the topic of inclusion. Comments regarding teachers All teachers stated that in the Personalised Plans all needed information is included, that Personalised Plans are consulted with the parents; documentation concerning LSN students is widely used. The experts' opinions are really taken into account when elaborating the objectives of the personalised plan, The school headmaster’s actions are of concrete support to the process of inclusion of children with special needs. All parents declared that in relationship with children with special needs they know useful information for the didcatic process. Comments regarding educational assistants Non applicable Comments regarding non-teaching staff In the Portuguese school the non-teaching staff is not represented in the Inclusive Institute Group, but is involved with specific roles in the educative planning devoted to students with special educative needs. The non-teaching staff is careful to the communication with children with special educative needs. They are not informed on the interactive modalities to use with LNS students. The non-teaching staff know to whom to refer in case of problems and is actively inolved in the educative role of school.

94

SCOALA GIMNAZIALA

"I.I. MIRONESCU"

– TAZLAU - ROMANIA

Romania

95

ROMANIA


Yes Partly No

I have got no sufficient elements to answer Total

1a. About the student’s difficulties 6 0 0 0 6

1b. About the initial observation and the class contest 6 0 0 0 6

1c. About the barriers and the facilitators 2 4 0 0 6

1d. About strategies for the emergencies 2 1 0 3 6


6 0 0 0 6

3. In this school the documentation related to LNS students is used. 6 0 0 0 6


6 0 0 0 6


0 4 2 0 6


6 0 0 0 6


6 0 0 0 6


6 0 0 0 6


2 0 4 0 6

10. During the lesson the supportive teacher is always involved in the class activites and it is considered a plus value. - WE DO NOT HAVE SUPPORTIVE TEACHERS

0 0 0 0 0

11. In this school the supportive teacher is properly used and not be face some emergencies ( substituing other teachers …) - WE DO NOT HAVE SUPPORTIVE TEACHERS

0 0 0 0 0


6 0 0 0 6

13. During the lessons the supportive teacher pays attention so that the child with special needs takes part into the lesson at his/her maximun of potentiality. - WE DO NOT HAVE SUPPORTIVE TEACHERS

0 0 0 0 0


0 2 4 0 6


6 0 0 0 6


6 0 0 0 6

96

17. In this school the specific competences of the curricular teachers , supportive teachers, educators, assistants and not teaching staff , according to the disability topic, are valorized - WE DO NOT HAVE SUPPORTIVE TEACHERS AND ASSISTENTS

6 0 0 0 0


6 0 0 0 6


6 0 0 0 6


6 0 0 0 6


4 2 0 0 6


6 0 0 0 6


6 0 0 0 6

24. In this school all the information is given to make staff work properly 6 0 0 0 6


6 0 0 0 6


6 0 0 0 6


6 0 0 0 6

98


it I agree enough with it



Not enough elements

1) In this school the teachers take care of teaching students competences which are useful for their life 13 3 0 0 0

2) In this school it is easy to know who to ask for when problems come out 16 0 0 0 0 3) In this school information and training sessions on inclusion are organized for parents 8 6 2 0 0


9 6 1 0 0

5) In this school welcoming initiatives for making easier the inclusion of all students are foreseen 9 5 2 0 0

6)In this school parents can understand how inclusion is implemented (Formative Offer Plan, vademecum, presentation meetings) 9 6 1 0 0

7)In this school teachers have shown us plans according to which in the classrooms tasks of mutual help are given to the students 9 6 1 0 0

8) In this school questionnaires or other tools are given out in order to discover the level of user satisfaction 13 3 0 0 0

9) In this school, together with the Territory, initiatives are carried out in favor of the inclusion of Special Educative Needs students 13 3 0 0 0

10) The inclusion of students with Special Educative Needs in the classroom offers one more chance of learning for all the schoolmates 6 10 0 0 0

11)In this school there is a person who is in charge of coordinating the activities in favor of inclusion 12 4 0 0 0

Parents with children with special needs I totally agree with it I agree enough with it I agree a little with it I do not agree at all with it Not enough elements

99

1) In the definition of the objectives of the Personal Plan our point of view has been taken into account 0 1 3 0 3

2) This school’s teachers take care in getting the children in special needs to acquire life skills competences 4 3 0 0 0


3 4 0 0 0

4) In this school information and training initiatives towards parents are held on the topic of inclusion 0 1 3 2 1

5)In this school is easy to understand who to refer to for the several problems which can occur 5 2 0 0 0


0 3 1 0 3

7) In the welcoming phase of children with special needs all the activities and actions school does in favor of inclusion are clearly explained

2 4 0 0 1

8) The teachers in this school have presented plans in which mutual helping tasks are arranged for students during class job 1 3 1 0 2

9) In this school initiatives in favor of inclusion are organized in collaboration with territory. 2 3 0 0 2

10) In this school questionnaires or other initiatives to know the level of customers’ satisfaction are taken into account 2 3 0 0 2

11) In this school there is a responsible in charge of the coordination of the initiatives towards inclusion 0 4 1 0 2

100



YES NO







Always favor the good learning of all students because the teachers take care in getting all of us to work;’ Always favor the good learning of all students because the teachers take care in getting all of us to work;’ Always favor the good learning of all students because the teachers take care in getting all of us to work;

27

Sometimes the teacher cannot attend students in difficulty and therefore they leave their task behind ’ Sometimes the teacher cannot attend students in difficulty and therefore they leave their task behind ’ Sometimes the teacher cannot attend students in difficulty and therefore they leave their task behind

6

Teachers place side by side a tutor-mate to help’ Teachers place side by side a tutor-mate to help’ Teachers place side by side a tutor-mate to help

10


Help you understand where you were wrong ’ Help you understand where you were wrong ’ Help you understand where you were wrong

34

Encourage you by giving you some advices ’ Encourage you by giving you some advices ’ Encourage you by giving you some advices

4

Tell you off and give you some more homework ’ Tell you off and give you some more homework ’ Tell you off and give you some more homework

1

Tell you off and write a bad remark on the register’ Tell you off and write a bad remark on the register’ Tell you off and write a bad remark on the register

4


Teachers help you understand and solve the problem’ Teachers help you understand and solve the problem’ Teachers help you understand and solve the problem

28

Teachers listen to us in the classroom ’ Teachers listen to us in the classroom ’ Teachers listen to us in the classroom

8

Teachers listen to us during the breaks ’ Teachers listen to us during the breaks ’ Teachers listen to us during the breaks

5

It is forbidden talking about it at school’ It is forbidden talking about it at school’ It is forbidden talking about it at school

2

101


Teachers invite him to talk in the classroom and all the schoolmates listen to him ;’ Teachers invite him to talk in the classroom and all the schoolmates listen to him ;’ Teachers invite him to talk in the classroom and all the schoolmates listen to him ;

17

Teachers tell us that we can talk about it during the breaks ’ Teachers tell us that we can talk about it during the breaks ’ Teachers tell us that we can talk about it during the breaks

9

The child talk about it only to the teacher ’ The child talk about it only to the teacher ’ The child talk about it only to the teacher

16

Nobody listen to her/ him’ Nobody listen to her/ him 1


Teachers discuss on this subject with all the children in the class;’


Teachers say that it is forbidden behaving in this way ’ Teachers say that it is forbidden behaving in this way

15

Teachers say that it is better to talk about it during the break ’ Teachers say that it is better to talk about it during the break

0

We are not supposed to talk about this kind of things in school’ We are not supposed to talk about this kind of things in school

7


Understand If I’m crossed, in a bad mood or if I feel sick;’ Understand If I’m crossed, in a bad mood or if I feel sick;

30

Help me in getting myself to accept my own moods but always respecting my schoolmates ’ Help me in getting myself to accept my own moods but always respecting my schoolmates

13

Do not understand me and do not help me ’ Do not understand me and do not help me

0


Teachers have prepared a warming welcoming and they take care of the new student;’ Teachers have prepared a warming welcoming and they take care of the new student;

19

Teachers invite us to collaborate in order to devote to her/him attention ;’ Teachers invite us to collaborate in order to devote to her/him attention ;

24

Teachers are worried ’ Teachers are worried 0

The new student is welcomed with indifference ’ The new student is welcomed with indifference

0


Everybody have to respect them and who is not able asks for help ’


They are respected by those who want to respect them ’ They are respected by those who want to respect them

8

There are no rules.’ There are no rules. 3

102

The teacher wants to explaing a new content . Usually…

The teacher discusses about the topic, organizes the group-work, gives materials to us, makes us assess on group-work. ’ The teacher discusses about the topic, organizes the group-work, gives materials to us, makes us assess on group-work.

12

The teacher does a lesson on the board, organizes some group-work .

The assessment is the same for all of us 25

The teacher does a lesson on the board, makes us study in the book. The


The teacher reads on the book, make us study at home. The assessment

is the same for all of us 2





23






22



8





103









26







104

Total



Yes 0

No 3


2.



Yes 0

No 3

I agree enough 0

I agree little 0


3.


the educative plan.

Yes 0

No 3

I agree enough 0

I agree little 0


4.


educative needs.

Yes 2

No 1

I agree enough 0

I agree little 0


5.



Yes 0

No 1

I agree enough 0

I agree little 2


6.



difficulties

Yes 3

No 0

I agree enough 0

I agree little 0


7.


Yes 3

No 0

105

educative needs. I agree enough 0

I agree little 0


8.


Yes 0

No 1

I agree enough 0

I agree little 2


9.



Yes 3

No 0

I agree enough 0

I agree little 0


10.


of inclusion.

Yes 0

No 3

I agree enough 0

I agree little 0


11.



Yes 3

No 0

I agree enough 0

I agree little 0


12.



Yes 3

No 0

I agree enough 0

I agree little 0


107

Comments on the questionnaires - ROMANIA Comments regarding students Romanian students are aware that some of their classmates have special educational needs and that the teachers are therefore attentive to their difficulties, including if they have special requests. If they fail in some subjects the teachers help them. The majority od students like the meeting with other students from different kinds of schools. They are in favour of afternoon activities for all of the children. For both successes and difficulties teachers involve the students families. Comments regarding parents In Romanian schoo all parents know who to ask for when problems come out. In parents' opinion both the school and the territory initiatives are carried out in favour if inclusion. Most parents know who is charge of coordinating the inclusion activities. The majority of parents decided that the students are taught competences which are useful in life. Comments regarding teachers All teachers stated that in the Personalised Plans all needed information is included, that Personalised Plans are consulted with the parents, documentation concerning LSN students is widely used, all the ifirmation is given to make the staff work properly. However, during the lessons alternative and functional communicative channels to the children's specific problems are not used. Comments regarding educational assistants Not applicable Comments regarding non-teaching staff They are not involved in the educational process of students with special educational needs. The non-teaching staff asks for respect of the common rules from the students with learning difficulties. The non-teaching staff knows to whom refer in case of problems with students with special needs.

108

GAP KIZ ANADOLU LISESI SECONDARY SCHOOL

- SANLIURFA – TURKEY

Turkey

109

TURKEY


Yes Partly No

I have got no sufficient elements to answer Total



1c.About the barriers and the facilitators 19 23 11 7 60



40 13 0 7 60



46 8 0 6 60


39 12 3 6 60


18 37 3 2 60


16 21 16 7 60


22 31 5 2 60


17 26 8 9 60


0 0 35 25 60


7 3 5 45 60


4 11 34 11 60


21 11 9 19 60


6 23 5 26 60


49 11 0 0 60

110


15 23 9 13 60


35 9 11 5 60


9 22 17 12 60


5 16 11 28 60


34 12 3 11 60


37 14 2 7 60


36 13 7 4 60


16 27 3 14 60



29 18 6 7 60


18 27 7 8 60


28 15 0 17 60

112

PARENTS’ QUESTIONNAIRES I totally agree with it I agree enough

with it I agree a little with it






53 48 52 41 52 246








113

PARENTS OF CHILDREN WITH SPECIAL EDUCATIVE NEEDS’ QUESTIONANNAIRE

I totally agree with it


I agree a little with it I do not agree

at all with it Not enough elements Total



3) From our child’s work we have realized that all the teachers of the different disciplines prepare materials and lessons tailored on their capacities 4 1 0 1 2 8




3 1 1 1 2 8






In the grid some situations which can occur in school or outside it are described . Put a cross on the answer which you agree

114

more on or that better describes your experience.


YES NO








493


147













Teachers invite him to talk in the classroom and all the schoolmates listen to him ; 354









I can always rely on my teachers. They … Understand If I’m crossed, in a bad mood or if I feel sick; 431

115


426




375

Teachers invite us to collaborate in order to devote to her/him attention ; 341







The teacher wants to explaing a new content . Usually…

The teacher discusses about the topic, organizes the group-work, gives materials to us, makes us assess on group-work.

195

The teacher does a lesson on the board, organizes some group-work . The




The teacher reads on the book, make us study at home. The assessment is the

same for all of us 69




I like these meetings as it is always a pleasure to meet mates from other schools. 144






481



259





116









723







117

Comments on the questionnaires - TURKEY

Comments regarding students In our school, there are only 8 students with physical disabilities. Other students are aware of their inclusive friends’ supportive needs and they are willing to give active help to these pupils, some in the school bus, some in the classes and some even in the canteen. Moreover, the students at the school don’t think that their inclusive friends have a lack and they are always ready to take part in activities with them. As for the inclusive students, they are aware of their physical disability. However, they don’t recognize their disability as a barrier to their academic success and accomplishments. Comments regarding parents The parents of the normal students are pleased to see how their children get in touch with their inclusive friends. Moreover, as for their children’s personality, they regard these attitudes as a positive property in the society. On the other hand, the inclusive students’ parents are always ready to come to school and be with their children, but it is not always possible. So, the school management’s and teachers’ attitude towards the inclusive students is sufficient and satisfactory. Comments regarding teachers Turkish inclusive students have no mental disabilities. The efforts and developments shown by these students are seen sufficient and adequate by the teachers for the success on their levels. These students are ready to learn new things and they have the desire of the success. However, the teachers who teach the inclusive students say that they need not only the academic data but also need practical implementations. Because, it is not easy to apply the theoretical tasks to the practical usage during teaching. Comments regarding educational assistants Not applicable Comments regarding non-teaching staff Not applicable

118

SZKOŁA PODSTAWOWA NR 7

IM. WOJSKA POLSKIEGO

– LESZNO – POLAND

Poland

119

POLAND


Yes Partly No


answer Total



1c. About the barriers and the facilitators 38 2 0 0 40



32 8 0 0 40



21 13 6 0 40


40 0 0 0 40


37 2 0 1 40


0 0 40 0 40


35 5 0 0 40


37 0 0 3 40


0 0 40 0 40


0 0 40 0 40


34 6 0 0 40


0 0 40 0 40


25 13 2 40


40 0 0 0 40

120


19 14 5 2 40


36 4 0 0 40


34 6 0 0 40


24 12 0 4 40


40 0 0 0 40

21. In this school human resourses, materials and financial supports are equally given in 40 0 0 0 40


35 5 0 0 40


40 0 0 0 40



40 0 0 0 40


38 2 0 0 40


39 1 0 0 40

122

Parents and representative parents I totally agree with it I agree enough with

it I agree a little

with it I do not agree at all with it





59 37 3 0 1 100





9) In this school, together with the Territory, initiatives are carried out in favor of the inclusion of Special Educative Needs students 83 15 2 0 100



123

Parents with children with special needs I totally agree with it I agree enough

with it I agree a little

with it I do not agree at

all with it Not enough elements Total



3) From our child’s work we have realized that all the teachers of the different disciplines prepare materials and lessons tailored on their capacities 20 2 2 0 1 25




25 0 0 0 0 25





11) In this school there is a responsible person in charge of the coordination of the initiatives towards inclusion 21 4 0 0 0 25

In the grid some situations which can occur in school or outside it are described. Put a cross on the answer which you agree more on or

124

that better describes your experience.


YES NO








66


34














40









I can always rely on my teachers. They … Understand If I’m crossed, in a bad mood or if I feel sick; 79

125


20




57

Teachers invite us to collaborate in order to devote to her/him attention ; 40







The teacher wants to explaing a new content . Usually… The teacher discusses about the topic, organizes the group-work, gives

materials to us, makes us assess on group-work. 73

The teacher does a lesson on the board, organizes some group-work . The




The teacher reads on the book, make us study at home. The assessment is

the same for all of us 1





85




In your opinion, in which way teachers value the cultural differences?


20



0


Everybody takes part in them; 30




126








100







127

Total


1. In this school the non-teaching staff is represented

in the Inclusive Institute Group.

Yes 12

No 0


2. In this school the non-teaching staff is involved

with specific roles in the educative planning devoted to students with special educative needs

yes 0

No 4

I agree enough 0

I agree little 0


3.


the educative plan.

yes 0

No 4

I agree enough 0

I agree little 0


4. The non-teaching staff is careful to the

communication with the children with special educative needs.

yes 4

No 0

I agree enough 0

I agree little 0


5. In this school the non-teaching staff is adequately informed on the interactive modalities to use with


yes 0

No 4

I agree enough 0

I agree little 0


6.



difficulties

yes 4

No 0

I agree enough 0

I agree little 0

I have got no sufficient elements to answer

0

7. The non-teaching staff knows to whom refer in yes 4

128

case of problems with students with special educative needs.

No 0

I agree enough 0

I agree little 0


8. The non-teacher staff is actively involved in the

educative role of the school

yes 0

No 4

I agree enough 0

I agree little 0


9. In this school the Headmaster supports as much as she/he can the inclusion of the children with


yes 4

No 0

I agree enough 0

I agree little 0


10. In this school the non-teaching staff takes part to

training or informative sessions related to the topic of inclusion.

yes 0

No 4

I agree enough 0

I agree little 0


11. In this school the access to spaces, facilities and materials is normed so that an equal chance of


yes 4

No 0

I agree enough 0

I agree little 0


12. In this school everybody take responsibility of the organizative choices related to the inclusion of the


yes 0

No 4

I agree enough 0

I agree little 0


130

Comments on the questionnaires - POLAND

Comments regarding students

The children are aware that some of their peers have special educational needs and that the teachers are attentive to their difficulties,

including if they have special requests. The majority of them stated that the teachers are helpful and explain everything to them if they

do not understand something, the teachers are also understanding to their problems. Polish students are not that much interested in

meeting with students from other schools. All questioned students answered that the afternoon activities must be opened to all the

children.

Comments regarding parents

The majority of parents pointed out they know who to ask for help in case of problems, despite the fact there are no training sessions on

iclusion organised by the school. In a Polish school the level of user satisfaction is checked regularly through questionnaires or other

tools. Parents underlined the fact the teachers prepare materials and lessons tailored to their capacities and there is a responsible

person for inclusion intiatives.

Comments regarding teachers

Polish teachers are fully aware of students difficulties and about the strategies for the emergencies. Documentation related to LNS

students is widely used and the experts' opinions are taken into account when elaborating the objectives of the Personalised Plans.

Students with special needs have to respect the timetable of the lessons.The majority of teachers stated that in case of diff icult

communication among families the headmaster is willing to give help. Almost all teachers declared that all the information is given to

make staff work properly. The school headmaster's actions, in opinion of many teachers, are of concrete support to the process of

inclusion.

Comments regarding educational assistants

Non applicable

Comments regarding service officers

Polish non-teaching staff have common answers to all the questions, which means they are not actively involved in the educative role of

131

the school, they do not take part in training sessions related to inclusion.

The summary of the questionnaires

Comments regarding students

In all countries students are aware of their classmates' special educational needs. In every country students understand that these

students need special help, have to be paid more attention. In two countries (Italy, Portuagal) there are foreign students. Additionally,

some students stated that they like meeting students from other schools because it is for them a chance to integrate, share experiences

and make friends. Many students support the idea of afternoon activities as well.

Comments regarding parents

In all countries parents know whom to ask for help. Their remarks are taken into account while making the Personalised Plan. All

parents declared that even if their children have problems with learning they are being taught competences useful in life. Portuguese

and Latvian parents said that local boards are interested in the topic of inclusion and they help organise inclusive activities.

Comments regarding teachers

In all countries teachers are aware of their students learning difficulties. In majortity of countries the materials are especially prepared

for students with special needs, except France and Turkey. It is connected with the fact that these countries use Personalised Plans.

Also, in majority of countries the role of the headmaster is highlighted as a person who is willing to help if problems occur.

Comments regarding educational assistants

In Poland, Portugal, Romania and Turkey there are no educational assistants. In Lithuania there are only two. In those countries where

educational assistants are present they are not involved in pedagogigal choices. Even though, they declare there is good collaboration

between them and the teachers, they do not participate in training sessions.

Comments regarding non-teachinhg staff

Non-teching staff is employed by schools, but they do not take part in any educational processes. Also, they do not deal with

management. of students. They are quite aware of children with special needs.

analysis of the level of inclusion in erasmus+ project...

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