European Inclusive Learning Hub

The aim of the methodological material is to identify pupils with learning disabilities and to find an appropriate pedagogical approach to the implementation of inclusive education, taking into account the needs and capabilities of each child.

1. Identify and evaluate learning disabilities.

2. To propose a methodology for correction of learning disabilities.

3. Teacher Guidelines.

4. Suggestions for cooperation with the student's family

The methodological material developed is of theoretical and advisory nature, so there are risks associated with its use in practice.

To facilitate the development of a unified support system and provide an inclusive educational environment, January 4, 2011,  National Centre for Education of the Republic of Latvia and the State Education Agency signed an agreement on the implementation of the European Social Fund project “Development of a Support System for Students with Functional Disabilities”.

One of the tasks of the project is the establishment of special education laboratories and their operation in Latvian higher education institutions for scientific research on special education issues and training of teachers.

The methodological materials are designed to meet the requirements set by the state. Schools have a duty to take them into account.

The aim of the developed methodological material is to improve pedagogical knowledge about assessment of social skills, behavior and learning achievements of students with learning disabilities in the implementation of inclusive education.

Potential risks are related to the understanding and attitudes of teachers and parents to inclusion.

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.

The methodological material includes recommendations that teachers and support teams should consider. In general, the use of methodological material is determined by the state, which also controls the results achieved.

Support system for students with special needs has not yet been established to ensure inclusive education in Latvia. There is no scientifically based analysis of the special needs in the education. Most of the concepts have been taken over from other countries without systematic adaptation, thus delaying the development of modern curriculum and methodology. The methodological material should be considered as guidelines for working with students with learning disabilities in inclusive education.

Potential risks are related to the understanding and attitudes of teachers and parents to inclusion.

Introduction.

Mixed developmental disorder.

Characterization of child development as a whole at preschool age.

+B6Evaluation pages.

Corrective developmental action to reduce mixed developmental disabilities.

Corrective principles of developmental activity.

Methodological materials for reduction of language disorders and promotion of cognitive processes.

Tips for teachers.

Collaboration with family.

Recommended reading (for teachers and parents).

Conclusion.

Literature.

To be applied by the teachers and supporting teams involved in the inclusive education in school.

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.

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.