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Project description

Theme  |  Rationale and background  |  Aims  |  Target groups  |  Expected impact on each target group |  Activities |  What is innovative about the project? | 

Theme
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  • All children have the right to receive the kind of education that does not discriminate on grounds of disability, ethnicity, religion, language, gender, capabilities and so on (Article 2, Convention of the Right of the Child, UN 1989) and this education is the responsibility of the regular school system . (UNESCO, 1994)
  • Inclusive education means children and young people with and without specific needs learning together in ordinary educational settings.
  • Inclusion is a process of addressing the diversity of needs of all learners. This can be achieved through increasing participation in learning, cultures and communities and reducing exclusion within and from education. It involves changes and modifications in content, approaches, structures and strategies.
  • Inclusion means enabling pupils to participate in the life and work of mainstream institutions to the best of their abilities, whatever their needs
  • The philosophy of education that encompasses the needs of all children has 3 main threads:
  • A Holistic View of Children
  • The Principle of Non-Segregating Measures
  • A Response to the Demands of the Environment.
  • Inclusive education is of uppermost importance because children have a part to play in society. An early start in mainstream settings are the best preparation for an integrated life


Rationale and background
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  • Inclusive education offers a multidimensional approach to competencies and abilities, reducing barriers to learning and participation for all.
  • Assessment of the cognitive development of the child often forms the basis of the individual educational plan (IEP) targets but in a changing and fast developing world the social and emotional needs of a child also need to be addressed.
  • Fifteen years after the Salamanca declaration inclusive education is still a faraway concept for many schools and teachers. Practice within schools across Europe varies from the partial integration to full inclusion of pupils. The stages of the process are evident in all countries.
  • Effective inclusion demands a change of focus from the child to the school and its community. Initially teachers were specialists in a subject field, including special educational needs (SEN). With Inclusive practice the teacher needs to become broader in outlook and approach and work more collaboratively throughout the school.


Aims
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  • The overall aim is to implement and disseminate the IRIS project materials for initial teacher training and in-service training for all educational staff, to change attitudes and beliefs about the learning of all children and to recognise that the learning potential of any child is the result of many factors.
  • The multidimensional approach focusses on understanding pupil’s needs and strengths, improves the participation and learning of all children and develops collaborative work between teachers, families and other professionals and agencies.
  • The multi-dimensional approach supports effective planning and intervention, including the use of the IEP, in the inclusive classroom and school for all children.
  • Our assessment tool helps to identify the multiple skills of children within a spectrum of potential, and together with the training package improves the teacher’s capacities for research, evaluation and assessment.


Target groups
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  • The target groups for the project are mainly teachers and different professionals (psychologists, therapists, nurses, etc.) who work with children within the school community.


Expected impact on each target group
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  • As communication and interaction develops, interdisciplinary work will grow and children will achieve more and have greater benefits from professionals working together.
  • We want to introduce a new approach towards the learning and teaching process of children, and thereby support teachers on their way to changing their practice.
  • Newly qualified teachers will be more confident when planning curricula activities and the in service training materials will support staff that have had no special training.
  • Parents will become equal partners and play a vital part in the education of their children.


Activities
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  • Two project meetings per year
  • Conferences in order to disseminate the outcomes
  • Workshops
  • Poster sessions
  • Dissemination through the web page and project leaflet
  • CD
  • Brochure


What is innovative about the project?
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  • The multi-dimensional approach, which focuses on the whole class and in developing the abilities and potential of each child is new and innovative. It will bring about a change of view and attitude.
  • The multi-professional approach, which involves parents and professionals as equal partners, is similarly innovative. The children will become the principal actors in their learning and wellbeing.
  • We believe it will make a contribution to all children across Europe. The development of a training package, which can be used by European partners and be responsible for changing practice across the European community will be possible. Working collaboratively is more efficient, gives greater understanding and underpins the European Vision for learning and teaching.