Facilitating Inclusive Education and Supporting the Transition Agenda

Transcription

1 ANNUAL REPORT Facilitating Inclusive Education and Supporting the Transition Agenda February 2014 This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein."

2 CONTENTS 1. FIESTA Research 3 2. FIESTA website 5 3. FIESTA Self Assessment Tools 5 4. FIESTA e-learning Training Modules 6 5. Final FIESTA Conference Spain 7 6. Appendix 1 Partner List 15

3 Research The FIESTA network has two core research aims: 1. to examine examples of best practice identification of children with additional support needs who transitioned into first year of mainstream primary school from either a specialized environment to a mainstream early years environment and to pin point examples of best practice identification of children with additional support needs who transitioned from mainstream primary to mainstream secondary school. 2. Identify best practice through using a mixed methods approach where children and families along with a wide range of professionals will be asked to participate in this research. The research was carried out in three phases: 1. Literature Review: The theoretical overview of existing national and international acts, have been reported in the FIESTA literature review with particular attention to inclusion transition and collaborative working. As a result of this literature review the FIESTA team developed a set of hypothesis of which the research was to be measured against. The literature review is available for download at 2. The FIESTA network used a participative approach and engaged with our main target groups through an intense data collection phase which took place from February to April An online questionnaire was distributed to educational and health professionals e.g. Teachers, Principals, Family & Child workers, Speech & Language Therapists, Occupational Therapists, Early Years Educators, Preschool Assistants in 8 partner countries (Ireland, UK, Spain, Netherlands, Cyprus, Romania, Bulgaria & Greece) in order to identify the factors which constitute best practice and test key quantitative hypotheses

4 3. Qualitative interviews and focus groups were facilitated with children, parents and professionals across these 8 EU partner countries in order to deepen the understanding the factors that contribute towards best practice Presently, the FIESTA team is working on developing the Best practice report on inclusion, transition and collaborative working, which aims to serve as a source of information for decision/policy makers as well as for practitioners and parents in developing approaches to support children with additional support needs.

5 Website The FIESTA website is the primary space for communication for our key target groups. The website has been thoroughly reviewed and updated to meet the needs of our stakeholders. The first full version of project website was reviewed by a web accessibility expert (from Neoxen Systems a Finnish web service and online platform provider) and a list of recommendations for accessibility improvements was provided. The most important recommendations in the report were improve the scalability and responsiveness support of the site rearrangement of images and text elements on pages to improve rapid access to main content improve possibilities to change/adjust text size change all linkages and URLs to more descriptive format add text descriptions to IMG and ALT attributes add ALT attributes to image linkages improve contrast on certain parts of the site use H1 level headers in systematic manner check and ensure DTD validations use alternative media descriptions for multimedia contents Based on these recommendations and the development needs identified within the project consortium (by website survey) a new and improved version of the website was developed and implemented. It contains a range of new and improved features for social use of the site (the online community for Fiesta members in particular) and improved

6 accessibility for all users. Separate sections are provided for children with SEN, families, professionals and policy makers to ensure user led areas include updated and appropriate information and tools for each target group A member s only section is available which contains exclusive resources and access to all tools developed by the consortium. Self Assessment Tool The self-assessment process involves children with special educational needs (SEN), parents of children with SEN, principals, class teachers and specialist staff to collaborate and take joint actions based on the outcomes of the self assessment process. The process enables forward planning and builds collaborative behaviours. It clarifies any difficulties encountered during transition periods and indicates fields for self-education and training while improving the quality of educational approaches. The self assessment tool and the self assessment guideline document is available for download at FIESTA e-learning Training Modules The FIESTA network has developed 3 core online training modules that examine: 1. Disability Awareness and Inclusion for all stakeholders

7 2. Mentoring Staff on Transition and Inclusion- mentoring and pupil support to facilitate children with SEN. 3. Collaborative Working -environments for professionals in education, health & social services to facilitate the additional learning & support requirements of children with disabilities during periods of transition. The modules can be downloaded on the FIESTA website once you have signed up to become a FIESTA member. Final FIESTA Conference The final FIESTA conference will take place in Casa del Mar, Barcelona Spain on the 4 th October 2014.

8 The conference will focus on the outcomes of the FIESTA network developed in order to facilitate children with special educational needs during periods of transition. It will be of particular interest to: Teachers, Principals, Parents Educational psychologists, Guidance counsellors, Social support staff, Researchers, and Health Professionals. Attendance at the conference will provide participants with the opportunity to network and exchange key learning experiences and to develop practical skills in facilitating transition for children with special educational needs: Outcomes and future plans of the FIESTA (Facilitating Inclusive Education and Supporting the Transition Agenda) network Benefits and practical supports/resources available to FIESTA members including: o o o 3 Managing Transition E-Learning Modules (Design, Evaluation & Impact) Self Assessment tool for Schools (Design, Evaluation & Impact) Transition Starter Kit (for Parents) International specialist guest speakers in the field of inclusive education, transition and collaborative working Exchange practices in the field of Universal Design for Learning principles. Results of the FIESTA research findings including: o o Base line for best practice in the field of inclusive education, transition and collaborative working. Results of our consultation with children with special educational needs, parents, educational professionals and health professionals

9 Expert and practical examples from various stakeholders - e.g. teachers, principals, parents, children, health professionals in the areas of transition, inclusion and collaborative working A greater understanding of inclusive education, in particular how to manage the transition process to benefit children with additional educational needs. Participants will have the opportunity to: Engage in one of the 4 parallel sessions which will focus on transition, inclusive education and universal design for learning Network and learn from other experts and professionals in the field of special education Share life experiences with parents/pupils who have recently transitioned. Become a FIESTA member, a sustainable network of transnational, evidence based practice focused on transition and enabling inclusive education To register for the conference and to keep up to date with conference developments please access the FIESTA website. Enable Ireland Disability Services Ltd (coordinator), Ireland- Appendix 1

10 Universal Learning Systems (ULS), Ireland- The Moray House School of Education, The University of Edinburgh, United Kingdom Afdeling OPDC Augustinuscolle, Netherlands EuroEd Foundation, Romania Pi Del Burgar, Spain Sticting Provincial Centrum Voor Maatschappelijke Ontwikkeli (CMO), Netherlands- Context Learning Finland- Centre for Inclusive Education, Bulgaria University of Nicosia, Cyprus

11 Platon School, Greece