The experience of inclusive education at The experience of inclusive education at Šiauliai “Romuvos” progymansium Šiauliai “Romuvos” progymansium

(Lithuania)(Lithuania)

The experience of inclusive education at The experience of inclusive education at Šiauliai “Romuvos” progymansium Šiauliai “Romuvos” progymansium

(Lithuania)(Lithuania)

20142014

Šiauliai “Romuvos” progymnasium

• In 2013-2014 we have 791 student in 1-8 forms.• In primary education department we have 12

forms.• Basic education (1st part) 18 – forms.• 65 teachers work at school.

There are 92 studentsStudents with disabilities:• Intellectual disorders-2• Complex (multi-disorders)– 1Students with disorders:• General educational disorders– 4• Specific cognitive disorders– 32• Non-verbal educational disorders - 1Educational or behavioural disorders:• Attention disorders – 8• Emotional disorders – 2• Attention and activity disorders- 1 Speech and communication disorders – 53Complex disorders– 15Students with learning disorders:Learning in not native language– 1Slower development– 1Health problems- 1

Students with SEN (special education needs) in 2013-2014

The new classification with 3 main groups:Disabilities (sensory, physical, functioning,

intellectual, etc.).Disorders (learning, emotional and behavioral,

speech and language, etc.).Disadvantages (learning difficulties due to the disadvantaged cultural language, educational,

social, etc. environment).

Levels of special needs:• Mild: 80• Moderate : 10• Great: 2

General education programmes 83• Adapted : 7• Individualized: 2

SEN (special education needs) students in 2013- 2014

Special education staff positions:

•Speech therapist (1,5 post).•2 special educators (1,25 and 0,5 post).•Social educator (1 post).•A psychologist (0,5 post) helps to solve personal, communicative and behavioral problems, consult teachers, students and parents.•Lithuanian teacher assistant (8 hours per week).•Maths teacher assistant (10 hours per week).•2 carrier consultants ( 0,2 post each).

The organization of teaching process

• SEN students have the same of compulsory lessons as all other students, but at Lithuanian and Maths lessons there work two teachers, one of them is a teacher assistant who helps students who need special help.

• There are individual and group consultations in 1-8 forms.

• In the 8th year Lithuanian and Maths are taught in differentiated groups.

• English is taught in differentiated groups in 3-8 forms.• Special, individual programmes with further adaptations

are arranged in primary and, if needed in basic level.

The structure of help to SEN students at the level of progymnasium (1)

1. The teacher adapts or individualizes the programme according to children’s cognitive abilities, learning style, parents’ wish, recommendation of local pedagogical-psychological service and school Child Welfare Committee. •Teachers arrange tests for SEN students.•Teachers differentiate and individualize the educational process.•Teachers invoke individual educational strategies and alternative methods taking into consideration child’s development peculiarities.

The structure of help to SEN students at the level of progymnasium (2)

• The child who has special needs and considering the recommendations pedagogical-psychological service, curriculum is taught with individual programme.

• Parents are regularly informed about his/her achievements, difficulties and dynamics;

• Teacher monitors, captures and analyzes the special needs students education by adapted and (or) an individualized programs for the general dynamics of achievement.

• Teacher collaborates with Child Welfare Committee members and class tutor.

The structure of help to SEN students at the level of progymnasium (3)

2. Teacher Assistant (Lithuanian language and Mathematics) collaborates with the subject teacher, prepares individual tasks, teaching aids to 5-8 form students with special educational needs, provided according (Framework Programme), as well as modified and individualized programmes, according to the General Education Program.

3. According Child Welfare Committee, special educator helps the student during classes and speech therapist works with him/her after classes.

4. Psychological, social and pedagogical help is given to special needs students when they need it by school social teacher and psychologist after school.

The structure of help to SEN students at the level of progymnasium (4)

5. Students have possibility to prepare homework at Homework Centre and get teacher’s consultation.

6. There are individual after classes consultations of English, Maths and Lithuanian.

7. In the middle and by the end of each half year collaborating with student, his/her parents or guardians Child Welfare Committee discusses the particular needs of the child and support to him.

8. Education support professionals of the progymnasium consult teachers, students and their parents or guardians.

9. SEN students are involved in after school activities (clubs, societies, parties, meetings).

Strategies of inclusive education used at progymnasium

• Training in cooperation (meetings, discussions, practical examples of experiences):

• Collaborative learning (socialization, peer support).• Teamwork (teachers, specialists, administration take part

in trainings).• Individualization (individual pupil's cognition, plan).• Problem solving agreements (clear rules of conduct,

incentives and penalties system).• Heterogeneous student grouping, flexible tasks,

curriculum differentiation (the composition of the groups).

• Review of child‘s progress at a certain period ).• Alternative strategies (learning to learn, teaching • responsibility and asking for help, step by step • learning).

Class level•Programmes are adapted to student’ level.•Pupils‘ work is connected to his previous experience.•Differentiated tasks (each student can have a success).•Additional aids are prepared to help.•Different students’ speed of learning.•Big attention is paid to different learning styles.•Individual progress but not the harm is important.•The effectiveness of help is fixed and discussed as well as all difficulties and obstacles.•What obstructs the pupil to achieve better results, how to help, how to ensure the participation in learning activities with peers, how to develop their social, communication and other general competences are discussed.

TOWARDS CHILD WELFARE TOWARDS CHILD WELFARE COMMITTEECOMMITTEE......

CHILD WELFARE COMMITTEE (CWC)

• The chairman.• Members of the committee:Special pedagogue (2).Speech therapist.Psychologist.Health care specialist.Teacher assistant (2).Heads of education departments.• The guests:Parents.Teachers.Class tutors.

DOCUMENTS OF CHILD WELFARE COMMITTEE (CWC)

• CWC regulation.

• Edict to form CWC.

• SEN (Special education needs) students’ teaching programme 2014 – 2016 .

• CWC work plan.

• Plans of education specialists support.

• Collaboration of specialists, teachers and family is one of the main factors of successful education.

• Parents are the first child’s teachers and remain the most important partners in the process of education. They have the right to chose consistent education.

Collaboration with family

• Corresponding (e-register, e-mail) talks on the phone.

• Individual talks with teachers, class tutors, head of the department.

• Parent days.• Specialists’ individual consultations, lectures to

parents.• Students and parental educational classes, events.• Parent conferences.• Round table discussions. • Questionnaires and surveys.• Research data: leaflets, brochures, newsletters.

Although the subject teacher, the head of the class is the person who is the nearest to a student, he first sees the student’s difficulties, however, the contribution of each member of the progymnasium community is valuable. Some certain problems become apparent in the classroom, bad behavior is observed during the breaks. Therefore, every member of the school community pays attention to students’ noticed problems and is ready to help.

• While teaching – communication is very important. Students’ behaviour may be different at school and at home; specialist help to reveal child’s personality.

• Intermediaries between the teacher and the parent must be working professionals, because all persons share a common goal – the welfare of the child. It is therefore very important to have effective cooperation.

Collaboration of members of CWC• Evaluating child’s achievements and revealing

difficulties.• Discussing teaching aims in consideration of teachers,

students and parents’ aspirations.• Choosing teaching methods.• Dividing responsibilities and duties teaching the

students with special educational needs (discussing what, when, how effective was the help for student).

• Advising on curriculum materials.• Ensuring the community of special education.• Individualization and differentiation of teaching.

FORMS OF COLLABORATION

• Consultations.• Round table.• Parent day.• Seminars.• Brochures. • Conferences.• Individual conversations.

• CWC meetings.• Teachers' Council

meetings.• Methodology

commission meetings.

• Surveys.

TEAMWORK IN CWC

These are very important factors of successful work:

• Support and help from administration.• Properly prepared (adapted) educational

environment (classrooms with IT, various teaching aids, various didactic teaching tools, etc).

• Effective collaboration with other institutions (University, Educational Psychological Service).

• All participants in the educational process must be able to acquire the necessary knowledge and skills provided with the tools and support to receive the established education objectives.

PRINCIPLES OF TEAMWORK:

• Pay attention and hear out.• Solve the problems jointly.• Observe student’s strong sides, his progress.• Provide detailed recommendations.• Exchange of information.• Maintain confidence.• Permanently improve one‘s qualification.• Working hand in hand to a child's well-being

not only in formal but also in informal education.

TEAMWORK AT CHILD WELFARE COMMITTEE

• Students are prepared for conferences, competitions, quizzes and so on.

TEAMWORK AT CHILD WELFARE COMMITTEE

Children full-time summer camp “Romuvėlė” organization.

THREE STORIES OF SUCCESSFUL INCLUSIVE

EDUCATION

GIEDRIUS • My first steps at school ... everything is very

interesting.• My first teacher and classmates, their parents...• ,,Why do we write? Why do we count?”• I am a fifth former...• Robotics.• Celebrating an Independence Day.• I’ll be in the sixth form!

ARŪNAS• I’m having a good time at school.

• Sometimes I have difficulties….

• I’ve finished primary school.

• I take part in school life.

• I’m planning what profession to choose.

• I’m leaving school.

NAZARIJUS • Anxiety … what is going to happen?...• Good classmates.• My teacher, my parents and me.• I speak, I understand.

THANKS FOR YOUR ATTENTION!