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Better Teacher Training for SpLD students stops early drop-out of schools: the DYSSpeLD project

Better Teacher Training for SpLD students stops early drop-out of schools: the DYSSpeLD project developed by the Dysspeld Team p resented by Konstanze Edtstadler Brussels , 02.10.2013. Lifelong Learning EU-Project Grundtvig 2011 – 2013. Initial position:

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Better Teacher Training for SpLD students stops early drop-out of schools: the DYSSpeLD project

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  1. Better Teacher Training for SpLDstudents stops early drop-out of schools: the DYSSpeLD project developed by the Dysspeld Team presented by Konstanze Edtstadler Brussels, 02.10.2013

  2. Lifelong Learning EU-Project Grundtvig 2011 – 2013 • Initial position: • Numerous projects related to Dyslexia • BUT: Dyslexia is only one of seven – often co-existing – difficulties/disabilities • First project on European level for exchanging • research • experiences and • information

  3. Partners 13 institutions working together Partners: Luxembourg, Great Britain, Austria, Italy, Greece, Turkey, Portugal Associated Partners: Slovenia, Germany, Belgium, Greece

  4. Aims of the project • Highlighting the current deficiencies/shortfalls in meeting the needs • of children and adults with the 7 Learning Difficulties/Disabilities • Outlining an EU Roadmap within ET 2020 • Recommending the way ahead • Providing Sp.L.D. Teacher & Adult Learner Training Rights of the Child

  5. Background IQ Sp.L.D 90+ ‘Spiky’ Potential With Identification & Support Normal Expectations M.L.D 35 -50 ‘Flat’ Even with Identification & Support Unlikely to Achieve Severe/Profound General Learning Difficulties 20 -25 Will not Achieve

  6. Short definitions of the Sp.L.D.

  7. Sp.L.D. SLI Dyslexia ADHD Dyspraxia/DCD ASD (high functioning) Dyscalculia BESD Can be a result of undetected Sp.L.D. The Specific Learning Difficulties (Sp.L.D.) Umbrella Average or above cognitive/intellectual abilities

  8. Current deficiencies/shortfalls • No unified • terminology and definitions • approaches in the European Countries and federal states • approaches to the different Sp.L.D.s •  different importance in teacher training • no/different treatment on educational levels • no/different economical support •  barriers to higher education

  9. Why should the EU be interested in Sp.L.D.? • Sp.L.D. exists in all nations, ethnicities, cultures and socio-economic backgrounds • EU-27 are at differing stages in their understanding of Sp.L.D. • In many nations, co-existence of such disabilities is neither accepted nor diagnosed • neither training for teachers nor support for children/student • Sp.L.D. are hereditary, life-long, neurodevelopmental conditions •  although neurological in origin the response to Sp.L.D. is educational

  10. Why should the EU be interested in Sp.L.D.? • Unidentified Sp.L.D. will result in: • low self esteem • high stress • atypical behaviour • low achievement • early school leaving • violence in school, and later probably • anti-social behaviour within communities • in the worst case it can lead to criminal acts • and imprisonment

  11. Recommending the way ahead • Wrong approach: • a lack of professional knowledge of Sp.L.D. often leads to students being incorrectly labeled as 'lazy, stupid or violent’ • 17 to 46 million remain unidentified and, as a consequence • unsupported • = LOST GENERATION  economical and social damage • Right approach: • Professional and early identification and support •  higher education •  valuable citizens and employees or entrepreneurs •  economical and social benefit

  12. Recommending the way ahead within ET2020 Strategic framework for European co-operation in education and training • Better teacher training  • early identification of special needs  • remove legal and organisational barriers for people with • disabilities to general education & lifelong learning • provide timely support for inclusive education and • personalised learning  • provide adequate training and support for professionals • working at all levels of education  • report on participation rates and outcomes

  13. Recomending the way ahead Roadmap • Determine • national policy, understanding and definition/s of Sp.L.D. at the Academic Institute and Schools levels • potential ‘socio/political’ barriers to acceptance of  Sp.L.D., including national inclusive education and legal frameworks • national pedagogical and teacher/adult learner training approaches to Sp.L.D. including both academic/theoretical and practical training • potential barriers and their solutions to implementation of Sp.L.D. training •  Produce a Sp.L.D. Policy, Definition/s and  Teacher/Adult Learner Training Document

  14. Providing Sp.L.D. Teacher & Adult Learner Training • www.dysspeld.eu • Project Results • Teacherand Adult Learner Training AIM: Every teacher in every European countryshouldhavesomebasicknowledgeofSp.L.D.

  15. Thanksforyourattention!http://www.dysspeld.eu

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