effective school : including special needs children and meeting their needs
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EFFECTIVE SCHOOL : INCLUDING SPECIAL NEEDS CHILDREN AND MEETING THEIR NEEDS. Nijolė Margelevičienė, Lithuania DES I-2, Palencia, Spain, 2013. All countries are at: … different points of the journey to inclusion signposted by the Salamanca statement … (Peacey, 2006). - PowerPoint PPT PresentationTRANSCRIPT
EFFECTIVE EFFECTIVE SCHOOL: SCHOOL: INCLUDING SPECIAL INCLUDING SPECIAL NEEDS CHILDREN NEEDS CHILDREN AND AND MEETING THEIR NEEDSMEETING THEIR NEEDS
Nijolė Margelevičienė, LithuaniaDES I-2, Palencia, Spain, 2013
All countries are at: … different points of the journey to inclusion signposted by the Salamanca statement … (Peacey, 2006)
From exclusion to From exclusion to inclusioninclusion
((Christer Ohlin)Christer Ohlin)Denial
Acceptance
Understanding
Knowledge
Exclusion
Segregation
Integration
Participation/inclusion
Regular schools with an inclusive orientation are the most effective means of -combating discriminatory attitudes, -creating welcoming communities,-building an inclusive society-achieving education for all-provide an effective education to the majority of children <...>.
Salamanca Conference, 1994
Difference between Difference between integration and inclusionintegration and inclusion
INTEGRATION
children have to adapt to school and the general educating programs
INCLUSION
children have the right to participate at general educating programs and schools
school has the duty to adopt the child
Inclusive education is a process of strengthening the capacity of the education system to reach out to all learners ... As an overall principle, it should guide all education policies and practices, starting from the fact that education is a basic human right and the foundation for a more just and equal society
UNESCO, 2009
Education for all pre-school and school children with physical and mental impairment to be given at home, in the regular and special classrooms of general education schools or special schools as close to the family location as possible.
The Law on Education (1991)
Education shall be compulsory for persons under the age of 16
Article 41The Constitution of the Republic of Lithuania
Education for all pre-school and school children with physical and mental impairment to be given at home, in the regular and special classrooms of general education schools or special schools as close to the family location as possible.
The Law on Education (1991)
Pupils at special Pupils at special schoolsschools
1990 - 11 359
2012 - 3 826
20122012Total number of pupils – 387 227
Pupils at special schools – 3 826
Pupils with special needs Pupils with special needs at general education at general education
schoolsschools
2005 – 9,4 %
2011 – 11,9 %
Children with special needs are those who have limited possibilities to take part in their educational process and social life because of their inborn or acquired disorders (1998)
Children with special needs Children with special needs (2002)(2002)Mental disordersLearning
disabilitiesDisorders of
behavior, emotions and social development
Speech disordersSeeing disorders
Hearing disorders
Movement disorders
Chronic somatic and neurological diseases
Complex disorders
Other disorders
Children with special educational needs require help and facilities regarding their exceptional abilities, inborn or acquired disorders or unfavorable environmental factors (2011)
Children with special Children with special educational needs (2011)educational needs (2011)Children having disorders
Children having disabilities
Children having learning difficulties
Children having disordersChildren having disordersMental disordersSeeing disordersHearing disordersUsers of coclear implantMovement and neurological disordersDiverse development disorders
(autism... )Hearing and seeing disordersComplex disorders
Children having Children having disabilitiesdisabilities
Learning disabilitiesBehavioral and emotional disorders
Speech and language disorders
Complex disabilities
Children having learning Children having learning difficultiesdifficultiesLearning in non native language or
living in other cultural/linguistic environment
Slowdown in the developmentHaving health problemsExperiencing unfavourable
environmental factorsExperiencing emotional crisisDo not realizing exeptional abilities
Minister of Education and Minister of Education and Science of LithuaniaScience of Lithuania
Procedure of determination of special educational needs
Procedure of organization of education of learners with special educational needs
Evaluation of learners' Evaluation of learners' special educational needsspecial educational needsPrimary evaluation - Child welfare commission (school)
Evaluation from pedagogical, psychological, medicinal and socio-pedagogical aspects - Pedagogical psychological service (municipality)
Special educational needs Special educational needs
minor moderate major severe
Criteria (1)Criteria (1)
The amount of the program content modification
The learner’s achievementsApplying the education methods and ways
Selection of textbooks and application of teaching materials
Criteria (2)Criteria (2)The need for technical equipment (means) for education
The need for special educator’s support
The need for special supportThe need for psychological support
The need for social educator‘s support
Education of learners with special educational needs shall be implemented by all schools that provide compulsory and universally available education, other education providers and, in certain cases, by schools (classes) designated for education of learners with special educational needs
Law on Education, 2011
Meeting the needs of Meeting the needs of childrenchildren
adapting the learning environment
planning and organising educational process
cooperating with family and the community
welcoming diversity
Meeting the needs of Meeting the needs of childrenchildren
adapting the learning environment
planning and organising educational process
cooperating with family and the community
welcoming diversity
Adapting the learning Adapting the learning environmentenvironment
physical environment
social environment
General considerations for General considerations for arranging the physical arranging the physical
environment environment safe and barrier-free environment
proper arrangement of light, noise level, ventilation
comfortable and attractive furniture
Environmental Environmental adaptations for children adaptations for children with seeing disorders with seeing disorders
Floor contrast for mobility ease Contrast to define borders on walls
Convenient use and storage of materials
To warn about the changes
What to observeWhat to observeLighting
Glare
Color contrast
Compensatory equipment
Environmental Environmental adaptations for children adaptations for children with hearing disorderswith hearing disorders
SeatingPossibility to see lipsReducing noiseIncreasing visual information
Environmental adaptations Environmental adaptations for children with for children with movement movement
disordersdisordersLiftsRampsWider doorwaysHandrailsNonskid floor surfacesFlexible furnitureSpecialized equipment and
technologies for reading, writing etc.
Meeting the needs of Meeting the needs of childrenchildren
adapting the learning environment
planning and organising educational process
cooperating with family and the community
welcoming diversity
PPlanning and organising lanning and organising educational processeducational process
adapting the curriculum drawing up individual educational programme for each child
applying appropriate teaching methodology
using appropriate teaching material
having extra time for individual work with the child
Educational supportEducational support
What to teach?
How to teach?
TeachersTeachersSupport the idea
Problems:- ability to use new teaching methods - ability to establish partnership
Individual educational Individual educational programme programme
Meet unique needs
Encourage self-esteem and motivation
Develop the skills that would compensate the impaired functions
Vaineta VerbanovaitėVaineta Verbanovaitė
School – multifunctional School – multifunctional centre „Žiburėlis“centre „Žiburėlis“
210 children
Basic teachingPre- school educationNon formal education
School – multifunctional School – multifunctional centre „Žiburėlis“centre „Žiburėlis“
TeachersPsychologistSocial educator 2 speach terapistsMovement therapistSpecial educatorSpecialists for children with
hearing and seeing disorders
Teaching should be a flexible Teaching should be a flexible mix ofmix ofWhole class instructionsMixed ability groupsAbility groupsIndividual attention if possible.
APPLESCHILD AND NATURE
MY SCHOOLMY SCHOOLThink about your school (the one
you attended or are working now). Was (is) it good for learners with special educational needs? Use the criteria to evaluate if the school was inclusive.
Tell about it to your group. Compare your experiences and discuss them among the group.
OUR INCLUSIVE SCHOOLOUR INCLUSIVE SCHOOL(from the point of view of your (from the point of view of your
group)group)
Design an inclusive school of your group.
Discuss and decide on 3-5 actions you would do to make the school more inclusive for the learners with special educational needs.