| Description of good practice: |
The training on disability, special educational needs, learning difficulties and inclusive pedagogy has increased teachers’ capacity to work better for education of CwD. The added value of the training is that teachers pay more attention to learning difficulties and are more sensitive towards students’ special needs. Based on the knowledge and skills during the training and on-the-job experience they can easily identify learning difficulties. Being more knowledgeable of learning difficulties, they understand that besides CwD there are other children in need for learning support as well. Trained teachers that have no CwD in their classes are more attentive towards the needs of their class children. Teachers feel more confident after the training. They know how to assess the child needs, not only for children
with disabilities but for all class children. The know how to use the observing techniques to identify the needs for learning support.
IEP objectives address learning and socialization skills. The teacher is helped to implement the IEP in class by two collaborators: supportive teacher and school psychologist. The psychologist helps with the behavioral and emotional difficulties while the supportive teacher follows IEP objectives hand in hand with the class teacher. Teachers are trained on IEP design and implementation. For the IEP development, other knowledge is gained in training, such as: behavior management, Inclusive Education didactics, teacher-parent cooperation, child learning difficulties and especially knowledge on autism, and all these comprise a great importance, as they aid the class teacher to view IEP as a complex instrument that involves a multitude of actors. Teachers adapt IEP to the school program. There are no different subjects for IEP, the CwD learn the same subjects as other students do. However, CwD have special educational needs and didactics of teaching is adapted for
them as well, as they need additional didactic material to optimise their learning. Save the Children has furnished the resource rooms with plenty didactic materials and variety of toys that stimulate cognitive, motor, emotional, social and behavioural development of CWD. These materials have been a significant help for the child and family. By implementing IEP, the class teacher is in contact with other professionals: subject teachers of math and grammar, school psychologist or social worker, supportive teacher and school principal. IEP help teacher to create links with the RED/EO psychosocial-service as well, when they come to monitor the IEP implementation in school every three months.
Subject teachers are a valuable asset for the IEP design and modification. Once in three months the subject teachers of grammar/language and maths work with the class teacher to adapt the objectives to the child abilities for learning and socializing. They consult the objectives with other staff as well, such as school principal, psychologist, social worker and supportive teacher. Parents are included in the IEP objectives revision as well. Subject teachers are responsible for implementing IEP as well, in cooperation with class teachers (for primary level) and supportive teachers. IEP has specific objectives on different subjects, especially on grammar and maths, to help the child gain basic skills in numeracy and literacy. IEP may not have objectives for all subjects, as the child may not need support in each of them. The child may need support only for some of the taught subjects and to these objectives serves IEP. Educational documents, IEP for CwD and the personalised differentiated plans for children with learning difficulties are bound to the common curriculum and adapted to the children abilities to learn. Children assessment is based on the adapted curriculum. The educational plans are compliant with IZHA (Institute for Education Development) guidelines on academic objectives that are divided in three groups: minimal, optimal and maximal. IEP strives to achieve these objectives by starting from the minimal objective.
IEP implementation has shown that peers are an important factor in class for CwD socialization. Peers are included in IEP implementation by collaborating in class work, on peer support and group learning. Apart from academic support, peers provide help with playing in the break time and with personal needs of CwD. In absence of a supportive teacher, a class friend is the best solution. Children communicate very well among each other and are morally bound to each other. Besides providing learning support for curriculum subjects, teachers play a crucial role for CwD socialization in class. They support class children to build solidarity with CwD and help them when they need support. They have mobilized school students to carry out awareness activities in favor of CwD rights to education and social inclusion.
“I am trained by the project how to assess the special educational needs and I am a member of the school commission on CwD. The knowledge I got in the training has helped me to improve my professional teaching skills. I am better prepared to work not only with CwD but will all children, because I can detect the learning difficulties. Before the training, I believed that CwD should be sent to special schools or centres, but now I understand that they can be taught in regular schools as well. Peers are a great support to CwD; they are the teachers of the real life. Students provide a great support to me in implementing IEP in class. I have worked closely with parents to implement IEP at home and encouraged the child to attend school. Parents’ support is decisive in the child’s progress. Inclusive Education is a large agenda that involves teachers, students and parents. Inclusive Education is the first step towards social inclusion. I am convinced now that by including CwD in regular schools we are doing the right thing for them”
– Interview with Teacher “Ali Metra” School, Komsi, Burrel.
“Peers are a great support to CwD inclusion; they help them in many ways and love each other. Staying together, children develop the feelings of empathy, sympathy and mutual help. CwD are never let alone, as their peers are there for them to help them with class work or personal needs. I have seen them help CwD to find the notebook, go to toilet, play and have fun during the class break. In this school there is no supportive teacher, although the CwD is placed in IEP from school commission. But the class teacher has found the solution, she
appointed a good friend to stay close to the CwD and she is very pleased with her help. The friend works on peer tutorial in class and in home, and is very responsible. The friend is the best supportive teacher.”
- Interview with project coordinator, school “Haki Stermilli”, Melan, Dibër |
