Title: Handleiding STIP
Type of the resource: Handbook/Guide/Manual
Funded by: CED GROEP
Authors: Annemieke Koelewijn, Mirjam Komen, Lisette Ligtendag, Ilse Meezen, Lucas Rurup
Type of disability: ALL TYPES
Target education level: Early childhood
Primary education
Secondary education
Language(s): Dutch
IPR: No
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?)
The STIP method stands for Social Training in Practice. The method is intended for very difficult learning aged children 4-20.
The ultimate aim of STIP is for students to behave socially in social situations as at school or work and leisure time. If someone functions socially adequately in the society, we call him / her socially competent.
Objectively verifiable indicators of achievement: (What are the key indicators related to the overall objectives?)
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?
It is advisable to enter STIP only after thorough preparation throughout school team has taken place.
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 ultimate goal of the Social Competence Learning Track Is That a student Makes the school so Social competent as possible. By" social competence "we mean the Ability to Become One social adequate and emotional functioning. Adequate means clustering That There is one is a balance between meeting one's own interests and those of another, within the prevailing values and norms"
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?)
CHAPTER 1: INTRODUCTION AND READING GUIDE
CHAPTER 2: WHAT IS SOCIAL COMPETENCE?
CHAPTER 3: THE LEARNING CONTENTS OF THE METHOD
CHAPTER 4: TARGET GROUP INFORMATION AND DIFFERENTIATION TIPS
CHAPTER 5: THE EDUCATIONAL DESIGN
CHAPTER 6: LEARNING SKILLS AND PRACTICE SUGGESTIONS
CHAPTER 7: TRACKING OF LEARNING PROGRESS
CHAPTER 8: COOPERATING WITH PARENTS / CAREERS
CHAPTER 9: MATERIAL OVERVIEW AND WORK FORMS
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?)
Attachment:
URL: http://www.cedgroep.nl/speciaal-basis-onderwijs/lesgeven/sociale-competentie/~/media/Fotos%20sectoren/SBO/WORD/STIP/Algemene_handleiding_STIP.ashx
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