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Key Reflections
 

Key Reflections

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  • Involvement of all stakeholders: teachers, parents, studentsParents’ voices in Uganda are more positive than disability organisationsEstablishing sexual identity of autistic young people requires sensitivity to individualised issues, therefore calls for collaborationCollaborative research is inarguably beneficial for giving stronger voice to inclusive education

Key Reflections Key Reflections Presentation Transcript

  • Key Reflections
    The 3rd Erasmus Mundus SEN
    International Conference
  • Collaboration
    • Involvement of all stakeholders: teachers, parents, students
    • Parents’ voices in Uganda are more positive than disability organisations
    • Establishing sexual identity of autistic young people requires sensitivity to individualised issues, therefore calls for collaboration
    • Collaborative research is inarguably beneficial for giving stronger voice to inclusive education
    • India-UK teacher training
    • One person cannot do it
  • Voices
    Children and young people with SEN still have limited voices due to the stigmatisation
    Lack of self representation in conference due to the domination of academics and researchers
    Higher learning Erasmus Mundus: voices of students not catered for (personal experiences, student experiences, networking and cooperation)
  • Classroom strategies/tools
    Classroom strategies to support learners
    Super-learning for adults with dyslexia
    Peer mentoring (ESRC): buddy bench
    Team work
    Appropriate methodology for teaching students with SEN
    Creative tools for expression (drawing, images and photography)
    Student’s participation (magic drum), student’s choice, open dialogue (Sweden)
  • Tensions
    Tensions and confusion between integration and inclusion (language vs practice)
    Tensions between focusing on single disability/SEN issue and the underlying broader issue (discrimination, intolerance, exclusion)
    Resolving tensions between stakeholders and various perception
    Tensions between the philosophy and practice in education
    Legacy of colonisation predominates the discourse on inclusion
  • Trends
    More children are into mainstreaming (Austria)
    More children identified with SEN
    Individual disability affect the life course pattern due to discrimination
  • Teacher Training
    Mainstream teachers do not have sufficient training, therefore there is a need of professional development, teacher training
    There are few teachers trained in deaf education in Hong Kong
    Need for framework for teachers to reference to (knowledge, strategies, support, guidance, share ideas)
    Novice teachers and SEN teachers have more positive perceptions on inclusion as opposed to seasoned teachers
  • Services
    Special services are problematic but the lack of it is also exclusionary
    Support services in Kosovo/resource centre that provide services to mainstream schools
  • Diversity
    Awareness of dilemmas that affect diversity
    Awareness of similarities and difference in diversity