Title: FIESTA Project
Type of the resource: OTHER
Funded by: European Commission’s Erasmus + Programme
Authors:
Type of disability: ALL TYPES
Target education level: Early childhood
Primary education
Secondary education
Language(s): English
Greek
IPR:
OER:
Overall objectives of the inclusive learning resource
Inclusive learning intervention logic: (What are the overall broader objectives to which the action will contribute?)
The aim of the research programme within the FIESTA network is to examine existing best practice models/structures and educational practices used in partner countries that center on inclusion, transition and collaborative working.
Objectively verifiable indicators of achievement: (What are the key indicators related to the overall objectives?)
This network enables the target groups to create & develop needs based tools which will in turn allow for knowledge exchange & creative learning. The target groups are at the center of all network developments.
Sources and means of verification: (What are the sources of information for these indicators?)
The FIESTA network commenced in November 2011, the network is funded by the Educational, Audiovisual, Cultural, Executive Agency (EACEA) under the Comenius, Life Long Learning Programme. The network has 11 expert organizations from Ireland, Cyprus, Greece, the UK, Romania, Spain, Finland, Bulgaria and the Netherlands.
These expert organizations range from voluntary organizations, universities, schools, teacher training organizations and advocates for inclusive education.
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?)
FIESTA focuses on achieving effective transition through collaborative working for children with SEN. The FIESTA network aims to develop a multi-disciplinary learning approach for professionals in education, health and social services in order to facilitate the additional learning and support requirements of children with special needs during periods of transition.
Objectively verifiable indicators of achievement: (Which indicators clearly show that the objective of the actions/resource has been achieved?)
The need for the project:
There was a clear need to develop a participatory and multi-disciplinary approach for professionals in education, health, and social services for children and parents to facilitate the transition of children
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?)
The FIESTA project received EU Comenius Network funding from The Education, Audiovisual and Culture Executive Agency and undertook a comprehensive literature review, which formed the basis of the research process.
The researchers distributed an online questionnaire to educational and related professionals in the eight partner countries: Bulgaria, Cyprus, Greece, Ireland, Netherlands, Romania, Spain, and the UK.
From the 578 professional responses and 224 parents and 176 children in qualitative interviews and focus groups, the researchers developed a Best Practice report (in eight languages), which identified improvements needed to support the transition of children with ASN into mainstream educational settings
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?)
The network will facilitate children with special needs and families during the following periods of transition:
1. Transition of children with special needs from pre-school to primary school and primary school to secondary school.
2. Transition of children with special needs to mainstream environments.
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?)
The research led to the development of an Advocacy Tool Kit, three Online Training Modules and a Managing Transition Resource Pack for use by professionals and a Self-Assessment Tool for children with ASN to empower them to lead their transition.
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?)
• Self assessment tool to assist schools and learning stakeholders involved in SEN in mainstream settings, to measure approaches taken during specified transition schooling phases and identify areas for improvement.
• A starter kit for parents/families to facilitate smooth transition which will be available online
• Training and resource pack to professionals through the delivery of the 3 e-learning “Managing Transition” modules.
The FIESTA network developed evidence-based Best Practice models of inclusion and transition for educators, allied support staff, policy makers, and families.
Within the UK, the research influenced a policy paper for the Reid Foundation, “Social Justice, the Common Weal and Children and Young People in Scotland” (2014).
Internationally, the researchers wrote a case study for the UNICEF Better Care Network’s policy and guidance paper, distributed to 5,000 care providers.
FIESTA’s concepts are now included in the MSc programme in Inclusive Education at the University of Edinburgh and the MEd in Special Education at the University of Nicosia.
Objectively verifiable indicators of achievement: (What are the means required to implement these activities, e.g. personnel, equipment, training, studies, supplies, operational facilities, etc.)
Equipment: PC and Internet access
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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