Karel de Grote-Hogeschool Antwerpen

Theme 12Teacher training for inclusion:

Experience from Bachelor training for Special Educational Needs and

Bachelor Training for Special Needs and Remedial teaching

Karel de Grote-Hogeschool

Antwerpen, Belgium

Karel de Grote-Hogeschool Antwerpen

Wanted ? / Needed! Modern society has to be as inclusive as possible. So teachers in this society have (f.i.) to be able to:

• focus on social- emotional and cognitive development of children with SEN

• implement orthopedagogical and orthodidactical knowledge, perspectives and interventions.

• differentiate in didactic and pedagogical approach• work with different disciplines• work in a systematic way with diagnostic/testing, evaluation and

written reporting• be a specialist in a team• …..(annex: Policy of education in Flanders: Learning Support

framework)

Karel de Grote-Hogeschool Antwerpen

Competence Matrix The 5 major Competences are:1. plan the assistance of the individual child with SEN

and his environment 2. differentiate approach and offer according to needs of

each SEN child in the group.3. be a partner with all people involved4. be a coach and a coordinator for implementation of

change in the school5. be reflective and learn from your own and other

people’s experiences.(annex: Competentiematrices NL BaBO en BaZO)

Karel de Grote-Hogeschool Antwerpen

SEN teacher Training

• Content:– Frameworks– Orthodidactical theme’s– Orthopedagogical theme’s– Communication– Professional Developmental Plan– Optional subjects– Action-research thesis

• Cross table: matching content and competences=> internal validation

• (in annex: folder and cross table)

Karel de Grote-Hogeschool Antwerpen

Attitude =>aptitude?!

• Working methods :– Lectures– Learning by doing/working– Supervision– Professional Developmental Plan (PDP): – Guide lines and evaluation methods

Karel de Grote-Hogeschool Antwerpen

Challenges• In the short term

– Students develop high professional standards– Higher % of students working in inclusive setting– Collaboration with schools– Critical success factors in inclusive projects– Internationale exchange

• In the long term– Our role in inclusive projects?– Regional networking– Class-assistant – Our role in the gradual introduction of the learning support

framework

Karel de Grote-Hogeschool Antwerpen

Annexes

• 1.Learning Support System (Educ. Policy)

(EN - ppt)

• 2.Competentiematrix BO/ZO (NL - word doc.)

• 3.Folder opleidingen (NL - pdf file)

• 4.Table of Concordance (Concordantietabel):

Opleidingsonderdelen en competentiematrix.

Matching competences and content (NL-xls tab.)

Karel de Grote-Hogeschool Antwerpen

Adapted Learning support LEVEL III (individual curriculum – alternative certificate)IEP - inclusion

Adapted Learning support LEVEL IV (individual curriculum – alternative certificate)IEP – care/therapy

Adapted Learning support LEVEL VPartially education (e.g. hospital schools)

ADAPTED LEARNING SUPPORT FRAMEWORK

Mai

nst

ream

ed

uca

tio

nM

ain

stre

am

edu

cati

on S

pec

ial

ed

uca

tio

n

Cluster 1

No inherent impairment

Cluster 2

Learning impairment

Cluster 3

Functional impairment

Cluster 4

Disorders in social

interaction

Adapted Learning support LEVEL I (joint curriculum – mainstream certificate)Prevention, differentiation, remediation,

Adapted Learning support LEVEL II (joint curriculum – mainstream certificate)Compensation, dispensation, additional learning objectives, reasonable adjustmentsIntegrated education

A BC D

E F

C D

E F

G H

G H

D E F