Title: YES WE CAN
Type of the resource: Handbook/Guide/Manual
Funded by:
Authors: Sophie-Maud Godefroy and Manon Decker
Type of disability: Learning Disabilities
Target education level: Secondary education
Language(s): French
IPR: No
OER: No
Overall objectives of the inclusive learning resource
Inclusive learning intervention logic: (What are the overall broader objectives to which the action will contribute?)
The "Yes We Can" device has been designed from A to Z by two teachers who are particularly sensitive to learning disorders. Everything has been put in place to restore students' confidence and motivate them.
Objectively verifiable indicators of achievement: (What are the key indicators related to the overall objectives?)
It enables practitioners to learn English with more personalized method and assess their knowledge and improvement in terms of the learning English.
Sources and means of verification: (What are the sources of information for these indicators?)
It all starts with taking into account each student's profile. Two classes of 10 to 15 students are formed after a complete diagnosis of skills. The pedagogical approach is project-centered and integrates digital. It is active and focused on the game. The four language skills are taken into account: listening, reading, speaking, writing, with a specific work on memory. Instructional materials have been developed as well as classroom management to accommodate the needs of each student, including those with learning disabilities such as dyslexia or ADD. An individualized follow-up of each student, accompanied by self-evaluations and assessments made by the teachers, makes it possible to measure the students' progress as much in terms of self-esteem as in their practice of the language. The focus is on empowering students.
Risks and Challenges:
Specific purpose of the inclusive learning resource
Inclusive learning intervention logic: (What specific objective is the resource intended to achieve to contribute to the overall objectives?)
The "Yes We Can" device has been designed from A to Z by two teachers who are particularly sensitive to learning disorders. Device aims to improve listening, reading, speaking, writing skills, with a specific work on memory. Instructional materials have been developed as well as classroom management to accommodate the needs of each student, including those with learning disabilities such as dyslexia or ADD.
Objectively verifiable indicators of achievement: (Which indicators clearly show that the objective of the actions/resource has been achieved?)
Student can assess themselves by the assessment tool provided with device (Created by authors of the project)
Sources and means of verification: (What are the sources of information that exist or can be collected? What are the methods required to get this information?)
It all starts with taking into account each student's profile. Two classes of 10 to 15 students are formed after a complete diagnosis of skills. The pedagogical approach is project-centered and integrates digital. It is active and focused on the game. The four language skills are taken into account: listening, reading, speaking, writing, with a specific work on memory. Instructional materials have been developed as well as classroom management to accommodate the needs of each student, including those with learning disabilities such as dyslexia or ADD. An individualized follow-up of each student, accompanied by self-evaluations and assessments made by the teachers, makes it possible to measure the students' progress as much in terms of self-esteem as in their practice of the language. The focus is on empowering students.
Risks and Challenges: (Which factors and conditions outside the user's responsibility are necessary to achieve that objective? (external conditions)) Which risks should be taken into consideration?
Students are responsible to follow all courses, exercises and assessments by themselves.
Expected results on implementation of the resource
Inclusive learning intervention logic: (The results are the outputs envisaged to upscale. What are the expected results?)
The project aims to help students who have learning disability to improve their English skills and learning abilities.
Objectively verifiable indicators of achievement: (What are the indicators to measure whether and to what extent the action/resource achieves the expected results?)
Sources and means of verification: (What are the available sources of information for these indicators?)
YES WE CAN: An Innovative " Dys-Porsitive" of English at the French Lycee Jean Monnet in Brussels.
Risks and Challenges: (What external conditions must be met to obtain the expected results on schedule?)
Activities
Inclusive learning intervention logic: (What are the key activities to be carried out and in what sequence in order to reach the expected results?)
Listening, Reading, Writing, Speaking and Memorizing in English.
Objectively verifiable indicators of achievement: (What are the means required to implement these activities, e.g. personnel, equipment, training, studies, supplies, operational facilities, etc.)
To be applied by the students who have intellectual disability to learn and improve their English skills,
Sources and means of verification: (What are the sources of information about action progress?)
Risks and Challenges: (What pre-conditions are required before the use of the resource starts? What conditions outside the user's direct control have to be met for the implementation of the planned activities?)
Basic knowledge of English.
Attachment:
URL: http://www.aledas.com/wp-content/uploads/2018/07/Le-Dispositif-Yes-We-Can-Def.pdf
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