Title: “INCLUSIVE AMBASSADORS” “Training of teachers as inclusive education ambassadors”
Type of the resource: OTHER
Funded by: PhoenixKM
Authors: Karel Van Isacker Seyma Celem Marie Thérèse Demeulenaere Maria Antonia Mar Lopez
Type of disability: ALL TYPES
Target education level: Early childhood
Primary education
Secondary education
Language(s): English
IPR: Yes
OER: Yes
Overall objectives of the inclusive learning resource
Inclusive learning intervention logic: (What are the overall broader objectives to which the action will contribute?)
Similar with other countries there are various disadvantaged groups under the title of inclusive education. For instance there are disable people struggling physically and mentally and they needs to be included to mainstream education system. In addition to that there are huge numbers of population who are struggling to adaptation because of language barriers. Moreover, there is important number of young people who left or under the risk of leaving school. Additionally, teachers need to be trained in order to obtain balance between special needed students and the rest of the class. Another important issue is preparing beneficial tools in order to measure and overcome disability level.
Objectively verifiable indicators of achievement: (What are the key indicators related to the overall objectives?)
There are several good examples in Flemish region. Flemish government followed several policies on inclusive education. Based on current special education, there are 8 education types for children suffering from disability, and it is used as the basis on which special education is organized.
Sources and means of verification: (What are the sources of information for these indicators?)
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?)
Objectively verifiable indicators of achievement: (Which indicators clearly show that the objective of the actions/resource has been achieved?)
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?)
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?
Expected results on implementation of the resource
Inclusive learning intervention logic: (The results are the outputs envisaged to upscale. What are the expected results?)
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?)
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?)
1.1. Flemish Region
1.1.1. Integrated Education (GON)
1.1.2. Inclusive Education (ION)
1.1.3. M-Decree
1.1.4. STICORDI
1.1.5. Other initiatives
2. Relevant websites
3. ANNEXES (Sticordi measures per developmental disorder )
Objectively verifiable indicators of achievement: (What are the means required to implement these activities, e.g. personnel, equipment, training, studies, supplies, operational facilities, etc.)
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?)
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