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European project “Challenges in teacher training for the school of the XXI century” The Index for Inclusion and the Plan of Improvement for an Inclusive School By: Javier Pintor Elizalde Gerardo Nistal Martino A Coruña, March 19, 2009 CENTRO DE FORMACIÓN E RECURSOS DA CORUÑA CENTRO DE FORMACIÓN E RECURSOS DA CORUÑA CONSELLERÍA DE EDUCACIÓN E ORDENACIÓN UNIVERSITARIA. CONSELLERÍA DE EDUCACIÓN E ORDENACIÓN UNIVERSITARIA. XUNTA DE GALICIA. SPAIN XUNTA DE GALICIA. SPAIN
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Leading Principles of the Inclusive School Inclusive schools must shelter all kinds of chidren, no matter what their physical or emotional conditions are, or whatever their social, ethnic or any other conditions are. All these conditions are assumed as a series of challenges for the educational system. Schools must find the way of teaching all the children succesfully.
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The Index * as a Means of Development to an Inclusive School The Index is a set of materials designed to support schools in the process towards inclusive schools, taking into account the point of view of the teachers, the members of the school board, the students, the families and other members of the comunity The aim is to build new educational proposals trying to contrast the criteria of an inclusive perspective of education with the way some schools work, which sometimes makes learning and participation difficult. It means a process of self-assessment to identify the areas which may be improved which involves an evolution in three different inter-related dimensions: To create different cultures To create different cultures Making different policies Making different policies To develop inclusive practice To develop inclusive practice *Tony Booth y Mel Ainscow (2000); INDEX FOR INCLUSION. Publihed byl Centre for Studies on Inclusive Education. Bristol.UK
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Indicators of Creating Cultures Everybody deserves feeling wellcome. Students help one another. Teachers help one another. Teachers and students show respect for each other. There is collaboration among teachers and families. Teachers and the school board work well together. All the institutions in the community are involved in the school. Good expectations about all the students. All the community shares the inclusion philosophy. Teachers think that all the students are important. Teachers and students are treated as responsibles for a “role”. Teachers try to elliminate all the obstacles for learning and participation. The school makes an effort to diminish discriminatory practices.
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Indicators to Elaborate Inclusive Policies (1) To develop a school for everybody. Appointments and promotions of teachers are fair. Everybody helps the new teachers to adapt to the new school. The school tries to admit all the students from the area. The school has facilities for disabled. When the students first arrive, somebody helps them to adapt to the new situation. The school organizes learning groups so that all the students feel valued. Situations of abuse or bullying are reduced.
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Indicators to Elaborate Inclusive Policies (2) To organize support to pay attention to diversity. All kinds of support are coordinated. Professional training activities help the teachers to cope with diversity. “Special needs” policies are inclusive policies. The Practice Code is used to reduce the barriers for learning and participation of students. The support for students who learn Galician or Spanish as a second language is coordinated with some other pedagogical support. The psycopedagogical and orientative policies are linked to the design of the curriculum and the pedagocical support. Practices of expulsion due to indiscipline are reduced. School absenteeism is reduced.
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Indicators to Develop Inclusive Practices Didactic units are suitable for the different kinds of students and are easy to get for all students. Didactic units contribute to a better understanding of the difference. Students are highly implicated in their own learning process. Students learn in a collaborative way. The evaluation motivates all the students’ achievments. Discipline in the classroom is based in mutual respect. Teachers plan, check and teach in collaboration. Teachers care about supporting the learning process and the participation of all the students. Supporting teachers care about making learning and participation easier for all the students. easier for all the students. Homework helps learning. All the students take part in extracurricular activities.
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How to Make an Improvement Plan from an Inclusive Point of View. (1) 1. First step. We need a coordinatin team that looks for information about the Index and the objectives and then transmits all this information to the community.This team makes the questionnaires adapted to the level of information, interests and needs of the different members of the comunity 2. Analysis of the school. The analysis of the results and any other further informations help to identify the areas which need to be improved. The coordinating team makes a clear scheme about the improvement plans and negotiates the implementation with the teachers and the school board. 3. How to Make an Improvement Plan from an Inclusive Point of View. Once the teachers and the school board accept the contents of the improvement plan, the coordinating team and the school management team ellaborate the implementation processes about the planned actions, including timing, necessary resources, and the implications for the school teachers’ training.
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How to Make an Improvement Plan from an Inclusive Point of View. (2) 4. Implementation of the aspects that may be improved. It means developing the processes of the school improvement plan and keeping its development. During all the process we must observe the adavances, and they must be evaluated according to the criteria set in the improvement plan and we also must do the reports about the progress. 5. 5. Checking the progress of the INDEX. The coordinating team checks the general progress of the improvements which were identified as priorities during the second stage and taken into practice in the fourth stage.To explore the changes we’ll use as a reference the dimensions, indicators and questions adapted to the specific school. The result of this investigation could be the beginning of the statement of new priorities for the school imrovement plan for the following year.
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Organization and Curricular Steps for Paying Attention to Diversity from an Inclusive Perspective. Project / task –based approach. Didactic or pedagogical contract. Technology and communication (CIT) Learning workshops. Places of interest. Corners. Dialogic learning: interactive groups. Flexible groups. Organizing the subjects according to fields. Dividing groups. Specific programmes for language learning. Support for ordinary groups. Out of school support. Individualised tutorship.
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