Title: Methodological recommendations for drawing up and implementing an individual education program plan
Type of the resource: OTHER
Funded by: National Centre for Education of the Republic of Latvia
Authors: National Centre for Education of the Republic of Latvia
Type of disability: ALL TYPES
Target education level:
Language(s):
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?)
Methodological recommendations for individual education program acquisition for the preparation and implementation of the plan educators and educational support professionals to: to plan individual pedagogical work with students who have special needs.
Objectively verifiable indicators of achievement: (What are the key indicators related to the overall objectives?)
1.Support and assist in the learning content of every student, who needs it.
2.To set appropriate and realistic goals for the learner and tasks.
3.Promote collaboration between parents, educators and professionals for a common purpose to achieve.
4.To evaluate the learning content, methods, tools and learning of the learner dynamics of achievement development over time.
Sources and means of verification: (What are the sources of information for these indicators?)
Risks and Challenges:
The methodological material developed is of theoretical and advisory nature, so there are risks associated with its use in 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?)
Action 1.4 of the Education Development Guidelines 2014-2020 envisages implementation of the principle of inclusive education and reduction of the risk of social exclusion. Within the framework of the action it is planned to ensure implementation of integration measures for students with special needs and other social risk groups in educational institutions, including provision of personalized study plans. Article 53 (2) of the Law on General Education provides: “The availability of appropriate support measures for students with special needs integrated in a general education establishment shall be ensured by the educational establishment. The educational institution shall draw up an individual curriculum for each integrated learner with special needs."
Objectively verifiable indicators of achievement: (Which indicators clearly show that the objective of the actions/resource has been achieved?)
The methodological materials are designed to meet the requirements set by the state. Schools have a duty to take them into account.
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 plan is an educational process adapted to the ability of the learner organizing based on his experience, skills, cognitive process peculiarities and standard of education and curriculum the objectives and targets set. Principles of the plan:
1.The goals and objectives are set according to the requirements of the curriculum and the individual needs of the learner.
2. Identify the strengths and weaknesses of the learner to determine the necessary training content, methods and tools.
3. Planned cooperation between the learner, parents, educators and specialists to achieve goals and objectives.
4. Intended self-evaluation of the learner as one of the forms of assessment.
5. Criteria have been developed which can be used to determine whether the objective and objectives have been achieved.
6. Planning is flexible.
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?
Potential risks are related to the understanding and attitudes of teachers and pupils to inclusion.
Expected results on implementation of the resource
Inclusive learning intervention logic: (The results are the outputs envisaged to upscale. What are the expected results?)
1.Support and assist in learning the curriculum for any student in need.
2.To set appropriate and realistic goals for the learner and tasks.
3.Promote collaboration between parents, educators and professionals for a common purpose to achieve.
4.To evaluate the learning content, methods, tools and learning of the learner dynamics of achievement development over time.
Objectively verifiable indicators of achievement: (What are the indicators to measure whether and to what extent the action/resource achieves the expected results?)
1.Support and assist in learning the curriculum for any student in need.
2.To set appropriate and realistic goals for the learner and tasks.
3.Promote collaboration between parents, educators and professionals for a common purpose to achieve.
4.To evaluate the learning content, methods, tools and learning of the learner dynamics of achievement development over time.
Sources and means of verification: (What are the available sources of information for these indicators?)
1.Support and assist in learning the curriculum for any student in need.
2.To set appropriate and realistic goals for the learner and tasks.
3.Promote collaboration between parents, educators and professionals for a common purpose to achieve.
4.To evaluate the learning content, methods, tools and learning of the learner dynamics of achievement development over time.
Risks and Challenges: (What external conditions must be met to obtain the expected results on schedule?)
Potential risks are related to the understanding and attitudes of teachers and pupils to inclusion.
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?)
Introduction.
1. Principles of creating a plan.
2. Objectives and tasks of the plan.
3. Information required in the plan.
4. Steps of developing and implementing the plan.
5. Conditions of organization of the educational process.
6. Cooperation with parents.
7. Evaluation of the implementation of the plan.
Attachments.
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 teachers and supporting teams involved in the inclusive education in school.
Sources and means of verification: (What are the sources of information about action progress?)
Methodological materials have been prepared by the National Center for Education of the Republic of Latvia, therefore their implementation and costs are the responsibility of state institutions.
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?)
The methodological materials have been prepared by the National Center for Education of the Republic of Latvia, therefore the prerequisites and control regarding their implementation are determined by the state.
Attachment:
URL: https://visc.gov.lv/specizglitiba/dokumenti/metmat/metiet_ind_plana_sastadisanai_2015.pdf
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