How we are working on index Lejasciems secondary school, Latvia

We have done the following steps Introduction with –” The index for inclusion” Making of team(head- teacher, co-ordinator, class teachers, subject teachers) Finding out indicators appropriate for our school Dealing with questions Choosing priorities (teachers work and cooperation among teachers and staff) Making a questionaire

As we are begginers at special education and inclusion that is something new for us,this project is excellent for getting a new experience, implementing and sharing it in our school For dimension A- Creating inclusive culture Indicator A .1.2 Students help each other For dimension B- Producing inclusive policies B .2.4 Organising support for diversity

Do students seek help from and offer help to each other when it is needed?

Do students report to a member of staff when they or someone else needs assistance?

Are supportive friendships actively encouraged?

Do students appreciate the achievements of others whose starting points may be different from their own?

Do students feel that disputes between them are dealt with fairly and effectively?

Results of the questionaire Nr never a little good enough very good 1. 1 14 24 5 2. 2 18 11 13 3. 7 10 8 4. 12 16 5. 9

Comenius projekta “Pakāpieni ceļā uz vienlīdzīgu un iekļaujošu izglītību” anketa, lai noskaidrotu speciālās izglītības skolēnu iekļaušanu skolas ikdienas darbā un veicinātu labāku sadarbību starp skolēniem, skolotājiem un skolas darbiniekiem. Anketa ir anonīma. Vērtēšanas kritēriji 0 –nemaz, 1- nedaudz, 2-pietiekoši labi, 3- ļoti labi Nº Kritēriji 1 2 3 Vai individuālie izglītības plāni uzlabo mācīšanas un mācīšanās procesu speciālās izglītības programmas skolēniem? Vai speciālās izglītības programmas bērnu vajadzības tiek noteiktas balstoties uz viņu spējām , stiprajām pusēm, nevis trūkumiem? Vai tiek fiksētas izmaiņas mācīšanas un mācīšanās pasākumos skolēniem ar speciālās izglītības vajadzībām, lai uzlabotu viņu mācīšanās prasmes un iemaņas? 4 Vai citi atbalsta pasākumi palīdz plānošanā, mācīšanā un mācīšanās procesā, lai samazinātu šķēršļus speciālo bērnu izglītošanai? 5 Vai ir nodrošināta individuālo izglītības plānu piekļuve iesaistītajiem pedagogiem, atbalsta personālam, vecākiem , kā arī izveidota kopīga mācību programma? 6 Vai speciālās izglītības vadlīnijas un programma tiek uzskatītas par atbalstu, nevis tikai kā regulas?

Do individual education plans for some students improve the teaching and learning arrangements for all students?

Do statements of special educational needs build on the strengths of students and possibilities for their development, rather than concentrate on identifying deficiencies?

Do statements of special educational needs describe the changes in teaching and learning arrangements required to increase learning?

Do external support services contribute to the planning of teaching and learning to reduce barriers to learning and participation?

Are individual educational plans about providing access to and supporting participation within, a common curriculum?

Is the special educational needs code of practice seen as about support rather than assessment and categorization?

N.p.k. never a little good enough very good 1 9 7 6 2 11 4 3 13 5 10

Conclusions Continual working on index Pay attention to some questions in questionaire Improve at school the work with inclusion Involve more parents in a work with their children Develop some more inclusive activities Repetition of work with questionaire and compare results again for improvement