1. Karel de Grote-Hogeschool Antwerpen, Belgium
Theme 12 Teacher training for inclusion: Experience from Bachelor training for Special Educational Needs and Bachelor Training for Special Needs and Remedial teaching
Karel de Grote-Hogeschool
Antwerpen, Belgium

2. Wanted ? / Needed! Modern society has to be as inclusive as possible.
So teachers in this society have (f.i.) to be able to:
focus on social- emotional and cognitive development of children with SEN
implement orthopedagogical and orthodidactical knowledge, perspectives and interventions.
differentiate in didactic and pedagogical approach
work with different disciplines
work in a systematic way with diagnostic/testing, evaluation and written reporting
be a specialist in a team
…..
(annex: Policy of education in Flanders: Learning Support framework)

3. Competence Matrix The 5 major Competences are:
1. plan the assistance of the individual child with SEN and his environment
2. differentiate approach and offer according to needs of each SEN child in the group.
3. be a partner with all people involved
4. be a coach and a coordinator for implementation of change in the school
5. be reflective and learn from your own and other people’s experiences.
(annex: Competentiematrices NL BaBO en BaZO)

4. SEN teacher Training Content: Frameworks Orthodidactical theme’s
Orthopedagogical theme’s
Communication
Professional Developmental Plan
Optional subjects
Action-research thesis
Cross table: matching content and competences=> internal validation
(in annex: folder and cross table)

5. Attitude =>aptitude?!
Working methods :
Lectures
Learning by doing/working
Supervision
Professional Developmental Plan (PDP):
Guide lines and evaluation methods

6. Challenges In the short term In the long term
Students develop high professional standards
Higher % of students working in inclusive setting
Collaboration with schools
Critical success factors in inclusive projects
Internationale exchange
In the long term
Our role in inclusive projects?
Regional networking
Class-assistant
Our role in the gradual introduction of the learning support framework

7. Annexes 1.Learning Support System (Educ. Policy) (EN - ppt)
2.Competentiematrix BO/ZO (NL - word doc.)
3.Folder opleidingen (NL - pdf file)
4.Table of Concordance (Concordantietabel): Opleidingsonderdelen en competentiematrix. Matching competences and content (NL-xls tab.)

8. ADAPTED LEARNING SUPPORT FRAMEWORK D E F C D A B G H E F C D G H E F
Cluster 1
No inherent impairment
Cluster 2
Learning impairment
Cluster 3
Functional impairment
Cluster 4
Disorders in social interaction
Adapted Learning support LEVEL I
(joint curriculum – mainstream certificate)
Prevention, differentiation, remediation,
Mainstream education
Adapted Learning support LEVEL II
(joint curriculum – mainstream certificate)
Compensation, dispensation, additional learning objectives, reasonable adjustments
Integrated education D E F
Adapted Learning support LEVEL III
(individual curriculum – alternative certificate)
IEP - inclusion
Special education C D A B G H E F
Adapted Learning support LEVEL IV
(individual curriculum – alternative certificate)
IEP – care/therapy C D G H E F
Adapted Learning support LEVEL V
Partially education (e.g. hospital schools)
Mainstream
education