1. ERASMUS+ KEY ACTION 2 (KA2) SCHOOL TO SCHOOL PARTNERSHIP
Best Practice Thematic Conference
Workshop Inclusion and Special Needs Tuesday, 23rd of May : :30 Sassari
ERASMUS+ KEY ACTION 2 (KA2) SCHOOL TO SCHOOL PARTNERSHIP
Project number: IT02-KA _1
“EUROPE FOR INCLUSION”
Protocol for Students with Special Needs

2. GAP KIZ ANADOLU LISESI SANLIURFA / TURKEY

3. Our school is in Sanliurfa city which locates in the south-east part of Turkey. We have a school with 856 students, 59 teachers, 2 guidance counsellor teachers, 3 administrators, 31 classrooms, 3 laboratories, 1 conference hall and 1 library.

4. Our city is an agricultural city
Our city is an agricultural city. So, its economy is not in a high rate value. Although our school is established in the city centre, the financial profile of our students’ families are in low level. And, some of our students are staying in dormitories or with their relatives because their families live in the villages.

5. Our aim is to teach our students how to identify themselves and understand the different values.

6. Number of the;
Teachers:
Curricular teachers: 61
Special teachers: 0
Supportive teachers: 0
Students:
Students with special needs: 2
Percentage of the students with special needs: 0.23 %

7. Number of the students with special needs with medical certification:
Physical disabilities: 1
Intellectual disabilities: 0
Neuropsychiatric disabilities: 1
Sensorial disabilities: 0
Multiple disabilities: 0

8. Number of the students with;
Behavioural problems: 0
Dyslexia: 0
Autism Spectrum Disturb: 0
Socio-economic disadvantage: 100
Linguistic disadvantage: 0
Cultural disadvantage: 14
Emotional disadvantage: 39
Other:

9. Number of educative / didactic plans: 0

10. Professional allocated resources inside the school;
Special teachers: 0
Support teachers: 0
Cultural educative assistants: 0
Speech therapists: 0
Psychologists: 0
Social assistant: 0
Assistant for communication: 0
Nurses: 0

11. Number of teaching / non-professional staff;
School keepers: 2
Administrative office involved with
the management of sensitive data: 0

12. WHAT HAPPENS IN OUR SCHOOL?

13. 1- From whom does Personalized Education Program (PEP) team consist of?
PEP Development Unit
The head of PEP development team
A mobile special needs teacher (if available)
Branch teachers
Responsible teacher of the classroom
Counsellor guidance teacher / psychologist
Parents
The student

14. 2- What does multidisciplinary evaluation team do?
In inclusive programme, the students’ academic evaluation is assesed according to the laws about the assesment in that school. But, personal and developmental skills are considered before the exams and needed changes are done. The evaluation of the goals of personalized education plan is considered in this program.

15. In order to evaluate the student, a PEP team is established
In order to evaluate the student, a PEP team is established. This team follows the students and has meetings according to a schedule in order to monitor and evaluate the development of the students. During these meeetings, goals and methods are specified and suggestions are proposed. According to the goals, the things to be done are decided in these meetings.

16. If the student needs supportive education or he/she has lower academic capacity than his/her peers, a special education room is opened for the student with the proposal of the guidance team.

18. 3- Which institutions does the school cooporate with?

19. GUIDANCE AND RESEARCH CENTRES (RAM)
According to the National Education Ministry / Guidance and Psychological Assistancy, the law number 21 says: “In educational institutions, psycholigical assistancy and counselling services are proceeded by RAM. The students who need special education are identified and the counselling and assistancy services in cities and districts are done by this institution (RAM)”.

20. SPECIAL EDUCATION SCHOOLS
These schools give education starting from early childhood until higher education and they are established for all levels. The students who need SEN education are taught in these institutions altogether. They are not inclusive schools. In these institutions, only the students who are different than the normal ones with a reason are educated.

21. INCLUSIVE INSTITUTIONS (PRIVATE AND FORMAL)
Inclusive education is given in all levels starting from early childhood until higher education in these institutions. The SEN students are included in all-aged levels (primary school, secondary school, vocational education centres).

22. SEN EDUCATION CENTRES
They are opened in cooperation with Ministry of Family and Social Policies. In these centres, which are opened as formally or privately, the students with different kind of disabilities are educated.

23. OTHER INSTITUTIONS The institutions which belong to the universities
Private and volunteer
institutions

24. Evaluation of outcomes and measure
Used Model: Index for Inclusion
Internal Evaluation: Questionnaire in
the framework of Erasmus+ Project
Common Assessment Framework
(CAF)

25. Development of a curriculum attentive to diversity and promotion of inclusive formative paths
As Turkish participants, we have attented in 6 Learning, Teaching and Training (LTT) activities and lesson observations proposed by our project partner schools. So, we have improved our knowledge, skills and competences on topics such as:

26. 1- SCHOLASTIC SKILL DISORDERS ITALY

27. 2- SHAPING MEMORY, ATTENTION AND CONCENTRATION POLAND

28. 3- INCLUSION OF ALLOPHONES FRANCE

29. 4- KNOTS AND LOOPS IN COMMUNICATION DEALING WITH COMPLEX COMMUNICATION NEEDS PORTUGAL

30. 5- DIDACTIC METHODS FOR TEACHING CHILDREN WITH MOOD DISORDERS LITHUANIA

31. 6- TEACHING CHILDREN WITH BEHAVIOUR DISORDERS LATVIA

32. With the Memory Techniques learnt in Poland and Communication Strategies learnt in Portugal, our participant teachers have gained some useful ideas during these training activities. They have tried to implement these ideas in their lessons. And, they have realized that it is more effective and easier to reach to the way to the students' hearts.

33. They have claimed that their students and themselves are pleased with this way of teaching. With respect to these methods and techniques, we have planned 3 demonstrative inclusive lessons in our school.

34. END OF THE PRESENTATION
PREPARED BY: The Turkish Scientific Committee