Inclusive Education: Putting theory into practice
Date du début: 1 juin 2015,
Date de fin: 31 mai 2016
Only 15% of Flemish pupils with disabilities participate in average classes, putting the Flemish educational system to extreme challenges in the light of the move towards more inclusive societies, specifically on the educational domain (“M-decreet”). The central question of the project is “How do we as a management team prepare tomorrow’s teachers for developing more inclusive societies?”. Changes towards inclusive education increase teachers’ anxiety due to uncertainty on the job/task domain. In order to increase teachers’ motivation to make change, school management teams need to broaden insights on methods aiming to break with traditions and to transform. Furthermore, questions on how to create adaptive teaching/learning environments rise as the need to adapt pedagogic and didactic processes to specific pupils’ disabilities occur.
Aims of the project:
In the light of changes towards ‘Inclusive Education’, the project has 4 central aims:
- To broaden and deepen insights of the management team in initiating and supporting change management processes with specific focus on human resources aspects (e.g. how to break traditions, how to transform).
- To broaden and deepen insights of the management team in the pedagogic/educational changes needed to deal with specific needs of pupils with disabilities.
- To broaden and deepen insights of the management team in didactic changes needed to deal with specific needs of pupils with disabilities.
- To broaden and deepen insights of the management team in organisational aspects related to pedagogic and didactic changes (e.g. timing, personnel involved).
As Sweden is contextually a different setting ( included/integrated in regular schools; culture/religion; homegenity/heterogenity etc.), contextual matters are taking into account so that insights could be applied in the specific Belgian context.
Practice-oriented learning by means of job shadowing is the core method used during the project. More specifically, the project contains generally the next steps:
a. inital meeting with "individuals" involved 2 Days (at site 1)
b. visit by 2-4 individuals at each site for 1 week
c. continous Communication 6 months on forum (video, skype, mail)
d. concluding meeting (site 2) doing a "Learning report".
Impact and results:
The results of the project are not only relevant for the school, but are particularly important for the school group. To communicate the results a report titled ‘Inclusive Education: change management processes on the human resources, pedagogic and didactic domain’ will be developed in which the content is specially applied on our school- and schoolgroup (Stedelijk Onderwijs Antwerpen). Numerous presentations will be given on different levels so that the impact of the project is maximised.
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