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How we are working on index

How we are working on index. Lejasciems secondary school, Latvia. We have done the following steps. Introduction with –” The index for inclusion” Making of team(head- teacher, co-ordinator, class teachers, subject teachers) Finding out indicators appropriate for our school

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How we are working on index

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  1. Howweareworkingonindex Lejasciems secondary school, Latvia

  2. We have done the following steps • Introduction with –” The index for inclusion” • Making of team(head- teacher, co-ordinator, class teachers, subject teachers) • Finding out indicators appropriate for our school • Dealing with questions • Choosing priorities (teachers work and cooperation among teachers and staff) • Making a questionaire

  3. Aswearebegginersatspecialeducationandinclusionthatissomethingnewforus,thisprojectisexcellentforgetting a newexperience, implementingandsharing it inourschool • For dimension A- Creating inclusive culture • Indicator A .1.2 Students help each other • For dimension B- Producing inclusive policies • Indicator B .2.4 Organising support for diversity

  4. Do students seek help from and offer help to each other when it is needed?

  5. Do students report to a member of staff when they or someone else needs assistance?

  6. Are supportive friendships actively encouraged?

  7. Do students appreciate the achievements of others whose starting points may be different from their own?

  8. Do students feel that disputes between them are dealt with fairly and effectively?

  9. Results of the questionaire

  10. Comenius projekta “Pakāpieni ceļā uz vienlīdzīgu un iekļaujošu izglītību” anketa, lai noskaidrotu speciālās izglītības skolēnu iekļaušanu skolas ikdienas darbā un veicinātu labāku sadarbību starp skolēniem, skolotājiem un skolas darbiniekiem. Anketa ir anonīma. Vērtēšanas kritēriji 0 –nemaz, 1- nedaudz, 2-pietiekoši labi, 3- ļoti labi

  11. Do individual education plans for some students improve the teaching and learning arrangements for all students?

  12. Do statements of special educational needs build on the strengths of students and possibilities for their development, rather than concentrate on identifying deficiencies?

  13. Do statements of special educational needs describe the changes in teaching and learning arrangements required to increase learning?

  14. Do external support services contribute to the planning of teaching and learning to reduce barriers to learning and participation?

  15. Are individual educational plans about providing access to and supporting participation within, a common curriculum?

  16. Is the special educational needs code of practice seen as about support rather than assessment and categorization?

  17. Conclusions • Continual working on index • Pay attention to some questions in questionaire • Improve at school the work with inclusion • Involve more parents in a work with their children • Develop some more inclusive activities • Repetition of work with questionaire and compare results again for improvement

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