Title: Provision of support measures general education institutions
Type of the resource: OTHER
Funded by: National Centre for Education of the Republic of Latvia
Authors: Anita Falka
Type of disability: ALL TYPES
Target education level:
Language(s):
IPR: No
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?)
Methodological guidance for organizing support activities is intended for educators and / or support team professionals to plan and implement support measures for pupils with special needs in educational settings.
Objectively verifiable indicators of achievement: (What are the key indicators related to the overall objectives?)
Law on General Education Admission states that appropriate support measures for students with special needs enrolled in the general education program shall be made available by the educational institution. The educational institution must be able to adapt an individual education program for each student with special needs.
Sources and means of verification: (What are the sources of information for these indicators?)
The development of the document refers to:
• Cabinet of Ministers Regulation No. 335 of April 6, 2010 Regulations on the Content and Procedure of Centralized Examinations (point 13.8, 14, 15, 16);
• Cabinet of Ministers Regulation No. 1510 of December 17, 2013 Procedure of State Examinations (point 12.5, 13, 14, 80, 81);
• Cabinet of Ministers, 21 November 2018 Regulations Nr. 591 (AM 710) Procedure for enrolling students in general education programs, special education institutions and special pre-school education groups, and withdrawn from them, and transferred to the next grade (points 6.4., 17.).
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?)
For pupils with special needs who are enrolled in general education programs, the school provides the necessary support in the learning process and in tests. Likewise, all support measures also apply to students enrolled in special education programs. Support measures include different types of methods that help pupils with special educational needs to overcome health problems or developmental disorders restrictions in the learning process.
Objectively verifiable indicators of achievement: (Which indicators clearly show that the objective of the actions/resource has been achieved?)
In 2008, the Curriculum and Examination Center, together with the National Center for Special Education and its co-operation partners (non-governmental organizations), made amendments to the Cabinet of Ministers' regulations on national examinations, including a provision for support for pupils with special needs in national examinations. Pupils with special needs use support measures in their everyday learning. Teachers must be able to introduce them to the students and directly relate them to the support measures that will be allowed in the national examination.
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 adequate use of support measures depends on:
- the pupil needs and his/her parents views on necesary support mesures,
- the school support team that has selected these measures,
- teachers who implements them and actively use in teaching process
- and also on the national examination supervisor, whose task is to provide the pupil with special needs with the same level of control as other pupils.
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?
Support measures provided to students in National examinations are regulated in National examination activity progress timing.
Parents of the students can encourage and also refuse from any support measures provided to the student.
Expected results on implementation of the resource
Inclusive learning intervention logic: (The results are the outputs envisaged to upscale. What are the expected results?)
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?)
1.Introduction.
2. Regulatory framework for support measures.
3.What to consider when deciding on the use of support measures.
4. The role of the school support team in decision making.
5. Types of support measures.
6.Remind-card samples.
7. Examples of support measures.
8.Support measures for national examination
9.Positive and negative aspects of support measures.
10. Recommendations for daily worksheets and tests.
11. Resources used.
Objectively verifiable indicators of achievement: (What are the means required to implement these activities, e.g. personnel, equipment, training, studies, supplies, operational facilities, etc.)
Methodological tool is applicable when deciding on the need for support measures in student everyday learning process and national examinations.
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: https://visc.gov.lv/specizglitiba/dokumenti/metmat/metiet_atb_pas_nodr.pdf
Rate the Resource
You need to be logged in.
