1. How we are working on index
Lejasciems secondary school, Latvia

2. 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

3. 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 Students help each other
For dimension B- Producing inclusive policies
B Organising support for diversity

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

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

7. Are supportive friendships actively encouraged?

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

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

10. Results of the questionaireNr
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

12. 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 –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?

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

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

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

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

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

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

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

20. 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