Title: Harmonization of the Tertiary Education Program Through the Principles of Inclusive Education: the Case of Latvia
Type of the resource: Article
Funded by: Scientific Institute of Padagogy University of Latvia
Authors: Zanda Rubene, Linda Daniela, Dita Nīmante and Gunta Kraģe
Type of disability: ALL TYPES
Target education level:
Language(s):
IPR: Yes
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 realization of an inclusive approach to education in post-Soviet Latvia faces several challenges: a one-sided understanding of the notion of inclusion, difficulties with accepting tolerance as a public value, etc. Multiple criteria for the realization of inclusive education for teachers have developed in the study according to which ten teacher educational programs in seven universities were assessed. A necessity for guidelines that are binding to all teachers has been actualized by embodying the principles of inclusive education in teachers' professional standards. Keywords: Inclusive education, tertiary education.
Objectively verifiable indicators of achievement: (What are the key indicators related to the overall objectives?)
The guidelines for implementing inclusive education in teacher education were formulated in the following structure based on the statements of psychology and pedagogy sciences:
• To have a good knowledge of pupils’ development and learning; 12 Harmonization of the Tertiary Education Program;
• To have a good knowledge of the subject content and methods of its teaching;
• Planning, management, and evaluation of the teaching/learning process;
• Development and maintaining a safe teaching/learning environment;
• Assessment and evaluation of pupils’ learning;
• Teacher’s professional development;
• Teachers’ professional cooperation.
Sources and means of verification: (What are the sources of information for these indicators?)
Risks and Challenges:
There is still a risk that the model developed will not be fully used in teacher education practice.
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 challenges of implementing inclusive education in the last 20 years have been one of the most topical professional tasks both for teachers, universities and the educational policy makers both in and outside of the European Union. Despite the purposeful endeavors of the international society in the field of inclusion, many children and youths in countries with healthy, functioning societies, including Latvia, still face hardships and obstacles in the process of acquiring a qualitative education.
Objectively verifiable indicators of achievement: (Which indicators clearly show that the objective of the actions/resource has been achieved?)
The developed Teacher Competence Model for inclusive education is published in a booklet available to the general educator community; this has been reported to the Latvian Ministry of Education and Science.
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 developed guidelines were approbated in the higher educational institutions represented by experts as well as in two seminars organized by the Ministry of Education and Science of Latvia, after which a decision was made that the guidelines should be published and referred for public discussion.
The Ministry of Education and Science of Latvia, following the end of the project, made a decision to improve the standard of teachers’professional work, and experts from the project “Development and implementation of the support programs for establishing the support system for the young people under the exclusion risk” were invited to participate in the implementation team.
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?
There is still a risk that the model developed will not be fully used in teacher education practice.The risk is the lack of communication between researchers and curriculum designers.
Expected results on implementation of the resource
Inclusive learning intervention logic: (The results are the outputs envisaged to upscale. What are the expected results?)
In developing teacher education programs, the developed teacher competence model is used to implement inclusive education.
Objectively verifiable indicators of achievement: (What are the indicators to measure whether and to what extent the action/resource achieves the expected results?)
In developing teacher education programs, the developed teacher competence model is used to implement inclusive education.
Sources and means of verification: (What are the available sources of information for these indicators?)
The developed teacher competence model is used to implement inclusive education.
Risks and Challenges: (What external conditions must be met to obtain the expected results on schedule?)
The risk is the lack of communication between researchers and curriculum designers.Insufficient human and financial resources.
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?)
Abstract
Keywords
Introduction
Study context in documents regulating education
Theoretical framework of the study
Methodology and the course of the study
Findings
Conclusions
References
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 professionals and university staff involved in the inclusive higher education
Sources and means of verification: (What are the sources of information about action progress?)
This is a theoretical study and its implementation costs have not been determined at national level.
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?)
This is a theoretical study and its implementation costs have not been determined at national level.
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