Strategies for Inclusive Education (in Lao)
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UO Laos Inclusion Project, http://laosuoregon.edublogs.org/ This presentation is in Lao
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Strategies for Inclusive Education (in Lao)
- 1. Daniel W. Close, Ph.D. Strategies Needed to Teach All Children
- 2. 2 ! "ສ"າງສະພາບແວດລ"ອມການຮຽນຮ2ວມສ3ລ4ບນ4ກຮຽນທuກຄ8ນໂດຍເລ<ມຈາກ ກ8ດໝາຍແລະ ນະໂຍບາຍຂອງລ4ດຖະບານ. "ຢB2ສປປລາວ, ນະໂຍບາຍນDແມ2ນແຜນງານການສyກສາຮຽນຮ2ວມ. ນະໂຍບາຍນDສ"າງອ8ງປະກອບທ<ສ3ຄ4ນໃນການລວມເອ8າເດ4ກນ"ອຍພiການເຂIາ ໂຮງຮຽນ. ການປະເມJນນ4ກຮຽນ ແລະ ສ"າງK4ກສBດການສອນຂອງ ລາວໃຫ"ນ4ກຮຽນທuກຄ8ນສາມາດເຂIາເຖiງໄດ" Laos~Oregon Inclusion Project • 2015 • ໂຄງການການສyກສາຮຽນຮ+ວມລະຫວ+າງ ມະຫາວiທະຍາໄລໂອເຣກອນແລະ ລາວ 2
- 3. ! "ນະໂຍບາຍການສyກສາຮຽນຮ2ວມຮຽກຮ"ອງໃຫ"ມJຄວາມຕ"ອງການທາງ ດ"ານມາດຕະຖານກ2ຽວກ4ບວiທJການສອນເດ4ກນ"ອຍພiການຂອງຄBຢB2 ໂຮງຮຽນລ4ດ. "ມະຫາວiທະຍາໄລໂອເຣກອນ, ວiທະຍາໄລສyກສາສາດເຊQອວ2າ ມາດຕະຖານເKRານSນຄວນໄດ"ຮ4ບການພ4ດທະນາບ8ນພTນຖານ ຍuດທະສາດ “ການສອນທ<ດJແລະ ອJງໃສ2ບ8ດຄIນຄວ"າເປ4ນK4ກ. "K4ກການເKRານDແມ2ນໄດ"ຖUກນ3ສະເໜJໃນຊ2ວງທ3ອiດຂອງການເລ<ມ ການຝyກອ8ບຮ8ມ. ຄວາມຕ"ອງການດ"ານ ມາດຕະຖານ Laos~Oregon Inclusion Project • 2015 • ໂຄງການການສyກສາຮຽນຮ+ວມລະຫວ+າງ ມະຫາວiທະຍາໄລໂອເຣກອນແລະ ລາວ 3
- 4. ! "ນະໂຍບາຍສ2ວນໃຫຍ2ແມ2ນໄດ"ຖUກດ3ເນJນການໂດຍຫ"ອງການການ ສyກສາຮຽນຮ2ວມຂອງລາວ. "ທ<ວiທະຍາໄລສyກສາສາດມະຫາວiທະຍາໄລໂອເຣກອນ, ວiທJການປ4ບປuງ K4ກສBດການຮຽນ-ການສອນແມ2ນມJຄວາມກ2ຽວພ4ນກ4ບ17 ຕ8ວຊDບອກ, ແລະ ຮBບແບບ5 ດາວຂອງ ດຣ. ປJເຕDກຣiມແລະ ອ8ງການຊ2ວຍເKUອ ເດ4ກ(Save the Children). ນະໂຍບາຍການສyກສາຮຽນຮ2ວມ Laos~Oregon Inclusion Project • 2015 • ໂຄງການການສyກສາຮຽນຮ+ວມລະຫວ+າງ ມະຫາວiທະຍາໄລໂອເຣກອນແລະ ລາວ 4
- 5. ! " ການປະເມJນຄວາມສາມາດຂອງນ4ກຮຽນ "ການພ4ດທະນາຍuດທະສາດເພQອໃຫ"ເດ4ກນ"ອຍພiການທuກຄ8ນສາມາດ ເຂIາເຖiງK4ກສBດການຮຽນ-ການສອນຂອງລາວ ອ8ງປະກອບK4ກຂອງຮBບແບບ Laos~Oregon Inclusion Project • 2015 • ໂຄງການການສyກສາຮຽນຮ+ວມລະຫວ+າງ ມະຫາວiທະຍາໄລໂອເຣກອນແລະ ລາວ 5
- 6. ! ການປະເມJນຄວາມສາມາດຂອງ ນ4ກຮຽນ Laos~Oregon Inclusion Project • 2015 • ໂຄງການການສyກສາຮຽນຮ+ວມລະຫວ+າງ ມະຫາວiທະຍາໄລໂອເຣກອນແລະ ລາວ 6
- 7. ! " " - - . " . Laos~Oregon Inclusion Project • 2015 • ໂຄງການການສyກສາຮຽນຮ+ວມລະຫວ+າງ ມະຫາວiທະຍາໄລໂອເຣກອນແລະ ລາວ 7
- 8. ! " , , , . " , , . " . Laos~Oregon Inclusion Project • 2015 • ໂຄງການການສyກສາຮຽນຮ+ວມລະຫວ+າງ ມະຫາວiທະຍາໄລໂອເຣກອນແລະ ລາວ 8
- 9. ! ກiດຈະກ3ເປ4ນກu2ມນ"ອຍ " ໄປເຂIາຮ2ວມກ4ບກu2ມນ"ອຍຂອງທ2ານ " ສ"າງການປະເມJນແບບຫຍZເພQອນ3ໃຊ"ກ4ບພ^2/ແມ2ຜB"ປ8ກຄອງ ເພ2 ອຄ8_] ນຄວ"າເບ<ງ ສ<ງທ<ໜ"າສ8ນໃຈ, ຈuດແຂງ ແລະ ຄວາມຫຍu"ງຍາກຂອງ ເດ4ກນ"ອຍອາຍu5 ປJຜB"ທ<ຍ4ງບ[ທ4ນໄດ" ເວIາ(ປາກ)ເທQອ. Laos~Oregon Inclusion Project • 2015 • ໂຄງການການສyກສາຮຽນຮ+ວມລະຫວ+າງ ມະຫາວiທະຍາໄລໂອເຣກອນແລະ ລາວ 9
- 10. ! " “ ” " , , - . Laos~Oregon Inclusion Project • 2015 • ໂຄງການການສyກສາຮຽນຮ+ວມລະຫວ+າງ ມະຫາວiທະຍາໄລໂອເຣກອນແລະ ລາວ 10
- 11. ! ( ) " - . " . Laos~Oregon Inclusion Project • 2015 • ໂຄງການການສyກສາຮຽນຮ+ວມລະຫວ+າງ ມະຫາວiທະຍາໄລໂອເຣກອນແລະ ລາວ 11
- 12. ! " ຮBບແບບການປະເມJນສuດທ"າຍແມ2ນການສ^າເລ4ດມາດຖານການສອບເສ4ງ. " ການສ3ເລ4ດມາດຖານການສອບເສ4ງຢ2າງເປ4ນທາງການແມ2ນຖUກນ3ໃຊ"ເພQອ ປຽບທຽບພ8ນລະເມUອງ ເຊ`ນດຽວກ4ນກ4ບການປະເມJນຕ8ວເດ4ກນ"ອຍ. " ການສ3ເລ4ດການສອບເສ4ງມJ2 ປະເພດ: #ອ4ນໜyງໃຊ"ສ3ລ4ບການປະເມJນຄ8ນກu2ມໃຫຍ2ເຊ`ນໂຮງຮຽນKUໂຮງຮຽນ ທ4ງໝ8ດຢB2ເມUອງ ລວມມJການສອບເສ4ງປະຈ3ປJ. #ອJກອ4ນໜyງແມ2ນການທ8ດສອບສະເພາະບuກຄ8ນ. ການສອບເສ4ງນ4ກຮຽນ ການສອບເສ4ງ Laos~Oregon Inclusion Project • 2015 • ໂຄງການການສyກສາຮຽນຮ+ວມລະຫວ+າງ ມະຫາວiທະຍາໄລໂອເຣກອນແລະ ລາວ 12
- 13. ! ຍuດທະສາດໃນການປ4ບປuງ K4ກສBດ Laos~Oregon Inclusion Project • 2015 • ໂຄງການການສyກສາຮຽນຮ+ວມລະຫວ+າງ ມະຫາວiທະຍາໄລໂອເຣກອນແລະ ລາວ 13
- 14. ! " . " - . " . Laos~Oregon Inclusion Project • 2015 • ໂຄງການການສyກສາຮຽນຮ+ວມລະຫວ+າງ ມະຫາວiທະຍາໄລໂອເຣກອນແລະ ລາວ 14
- 15. ! "ໃຫ"ມາດາມຢ4ງເຊຍແລກປ2ຽນມາດຕະຖານK4ກສBດການຮຽນການ ສອນຂອງລາວໃຫ"ກ4ບພວກເຮ8າ. "ແຕ2ລະຮBບແບບຂອງK4ກສBດແມ2ນຂຽນຕາມຮBບແບບທ<ມJມາດຕະຖານ ແລະ ລວມມJພTນຖານສ3ລ4ບການສອນເດ4ກນ"ອຍຢB2ໂຮງຮຽນຢB2ປະເທດ ລາວ. "ພວກເຮ8າເຊQອວ2າຄBຈະຕ"ອງໄດ"ຮຽນກ2ຽວກ4ບຍuດທະສາດໃນການດ4ດປ4ບ ມາດຕະຖານK4ກສBດເພQອໃຫ"ຖUກກ4ບຄວາມຕ"ອງການຂອງເດ4ກພiການ ທ<ຈະເຂIາໂຮງຮຽນ. ສ"າງK4ກສBດການຮຽນ-ການສອນຂອງລາວໃຫ"ນ4ກຮຽນ ທuກຄ8ນສາມາດເຂIາເຖiງໄດ" Laos~Oregon Inclusion Project • 2015 • ໂຄງການການສyກສາຮຽນຮ+ວມລະຫວ+າງ ມະຫາວiທະຍາໄລໂອເຣກອນແລະ ລາວ 15
- 16. ! "ພວກເຮ8າແນະນ3ວ2າ ຍuດທະສາດສ3ລ4ບການດ4ດປ4ບK4ກສBດການຮຽນ- ການສອນແມ2ນຕ"ອງໄດ"ສອນໃຫ"ຜB"ທ<ຕ"ອງການເປ4ນຄBຢB2ທ<ວiທະຍາໄລ ແລະ ມະຫາວiທະຍາໄລສ"າງຄBແລະ ສອນຍuດທະສາດເKRານSນໃຫ"ຜB"ທ< ເປ4ນຄBຢB2ແລ"ວນ3 ໂດຍຜ2ານໂຄງການການຝyກອ8ບຮ8ມ. "ມ4ນມJຄວາມສ3ຄ4ນທ<ຄBທuກຄ8ນຄວນຮຽນຍuດທະສາດສ3ລ4ບການປ4ບປuງ K4ກສBດທ<ມJຢB2ແລ"ວເພQອໃຫ"ຖUກກ4ບຄວາມຕ"ອງການຂອງເດ4ກນ"ອຍ ພiການ. ບ8ດບາດຂອງກະຊວງສyກສາທiການ ແລະ ກiລາ ແລະ ວiທະຍາໄລສ"າງຄB. Laos~Oregon Inclusion Project • 2015 • ໂຄງການການສyກສາຮຽນຮ+ວມລະຫວ+າງ ມະຫາວiທະຍາໄລໂອເຣກອນແລະ ລາວ 16
- 17. ! " , " , " " , " . - Laos~Oregon Inclusion Project • 2015 • ໂຄງການການສyກສາຮຽນຮ+ວມລະຫວ+າງ ມະຫາວiທະຍາໄລໂອເຣກອນແລະ ລາວ 17
- 18. ! " , . " . " , . Laos~Oregon Inclusion Project • 2015 • ໂຄງການການສyກສາຮຽນຮ+ວມລະຫວ+າງ ມະຫາວiທະຍາໄລໂອເຣກອນແລະ ລາວ 18
- 19. ! " . " : , . Laos~Oregon Inclusion Project • 2015 • ໂຄງການການສyກສາຮຽນຮ+ວມລະຫວ+າງ ມະຫາວiທະຍາໄລໂອເຣກອນແລະ ລາວ 19
- 20. ! " . " , . " , Laos~Oregon Inclusion Project • 2015 • ໂຄງການການສyກສາຮຽນຮ+ວມລະຫວ+າງ ມະຫາວiທະຍາໄລໂອເຣກອນແລະ ລາວ 20
- 21. ! " . " , . " , . ” ” . Laos~Oregon Inclusion Project • 2015 • ໂຄງການການສyກສາຮຽນຮ+ວມລະຫວ+າງ ມະຫາວiທະຍາໄລໂອເຣກອນແລະ ລາວ 21
- 22. ! ກiດຈະກ3ເປ4ນກu2ມນ"ອຍ "ແບ2ງອອກເປ4ນກu2ມນ"ອຍ. "ລວບລວມບ4ນດາວ4ດຖuທ"ອງຖ<ນທ<ສາມາດສອນໃນຫ"ອງຮຽນໄດ"ເຊ<ງ ມ4ນໃຊ"ໄດ"ກ4ບນ4ກຮຽນທ<ມJທ4ກສະຕ[າ, ກາງ ແລະ ສBງ. "ອາຫານແມ2ນນ3ໃຊ"ສ3ລ4ບເຂIາແລງ "ການຂ8ນສRງ ຍານພາຫະນະ "ປະເພດຂອງທ<ຢB2ອາໃສ Laos~Oregon Inclusion Project • 2015 • ໂຄງການການສyກສາຮຽນຮ+ວມລະຫວ+າງ ມະຫາວiທະຍາໄລໂອເຣກອນແລະ ລາວ 22
- 23. ! "ຕ8ວຢ2າງຂອງການນ3ໃຊ"ປະສ8ບການຈາກ”ຊJວiດຈiງ” ສາມາດເອ8າໄປ ປະກອບໃສ2ໃນອuປະກອນການສອນແລະ ແຜນການສອນເຊ`ນການ ປະຕiບ4ດກະສiກ3ທ"ອງຖ<ນ, ການດ3ລ8ງຊJວiດຢB2ບ"ານ, ການຊTອາຫານແລະ ເຄQອງເຮUອນ, ກiລາ, ປະເພນJຕ2າງໆ ແລະ ອQນໆ. ປະສ8ບການຈາກຊJວiດຈiງ Laos~Oregon Inclusion Project • 2015 • ໂຄງການການສyກສາຮຽນຮ+ວມລະຫວ+າງ ມະຫາວiທະຍາໄລໂອເຣກອນແລະ ລາວ 23
- 24. ! "ນ3ໃຊ"ຕ8ວຢ2າງ ປະສ8ບການຈາກ”ຊJວiດຈiງ” ເຂIາໃນການພ4ດທະນາ ແຜນການຮຽນ-ຕ8ວຢ2າງການສອນເພQອຊ2ວຍໃຫ"ນ4ກຮຽນເຂIາໃຈດJຂyນ. "ເດ4ກນ"ອຍຈະສາມາດຮຽນຄiດໄລ2, ອ2ານ, ຂຽນແລະ ມJທ4ກສະແກ"ໄຂ ບ4ນຫາ ຈາກK4ກສBດການຮຽນມາດຕະຖານທ<ມJຂZມBນເນTອໃນທ<ສາມາດ ນ3ເອ8າໄປໃຊ"ໄດ"ຈiງ ແລະ ກ2ຽວເນQອງກ4ນ. ຕ8ວຢ2າງ ປະສ8ບການຈາກຊJວiດຈiງ Laos~Oregon Inclusion Project • 2015 • ໂຄງການການສyກສາຮຽນຮ+ວມລະຫວ+າງ ມະຫາວiທະຍາໄລໂອເຣກອນແລະ ລາວ 24
- 25. ! " ພວກເຮ8າແນະນ3ວ2າ ໃຫ"ຄBນ3ໃຊ"ຍuດທະສາດໃນການໃຫ"ນ4ກຮຽນ ເຮ4ດວຽກ ບ"ານ ແລະ ບ8ດຝyກຫ4ດເປ4ນຄB2. " ນ4ກຮຽນສາມາດບອກຄBວ2າພວກເຂ8າໄດ"ຮຽນຫຍ4ງແດ2KUພວກເຂ8າໄດ"ເຮ4ດ ຫຍ4ງແດ2ໃນຊ2ວງເວລາເຮ4ດກiດຈະກ3ໃນໂມງຮຽນ. " ນ3ໃຊ"ຮBບແບບການຈ4ດກu2ມນ"ອຍເພQອສRງເສJມໃຫ"ນ4ກຮຽນ“ລາຍງານຜ8ນ” ຂອງການເຮ4ດກiດຈະກ3ຮ2ວມກ4ນ. " ທ4ງສອງກ^ລະນJນ4ກຮຽນຜB"ທ<ບ[ຄ2ອຍເວIາເວລາຢB2ໃນກu2ມໃຫຍ2ສາມາດເວIາເວລາ ທ<ຢB2ໃນກu2ມນ"ອຍKUຢB2ກ4ບຄB2ຂອງຕ8ນ. ການນ3ໃຊ"“ແບບວiທJການຖາມ” Laos~Oregon Inclusion Project • 2015 • ໂຄງການການສyກສາຮຽນຮ+ວມລະຫວ+າງ ມະຫາວiທະຍາໄລໂອເຣກອນແລະ ລາວ 25
- 26. ! "ມJຄ3ຖາມຫຍ4ງບ^? ຂອບໃຈ Laos~Oregon Inclusion Project • 2015 • ໂຄງການການສyກສາຮຽນຮ+ວມລະຫວ+າງ ມະຫາວiທະຍາໄລໂອເຣກອນແລະ ລາວ 26
Editor's Notes
- Strategies Needed to Teach All Children Daniel W. Close, Ph.D. University of Oregon
- Student Assessment and Creating an inclusive learning environment for all learners begins with the laws and policies of the government. In Laos, this policy is the Inclusive Education Policy. This policy creates the momentum for inclusion of children with disabilities into the school setting.
- Need for Standards The Inclusive Education Policy creates the need for standards of how teachers will serve children with disabilities in the public schools. The University of Oregon College of Education believes these standards should be developed on the basis of “best practices” and “evidence–based” strategies. These principles were shared in the initial presentations of the workshop.
- Inclusive Education Policy The major policy work was done by the Laos Office of Inclusive Education. The U of Oregon College of Education curriculum modification approach is strongly related to the 17 Indicators, and Five Star model presented by Dr. Peter Grimes and Save the Children.
- Main Elements of the Model Assessing Student Ability Developing strategies to make the Laos curriculum accessible to children with disabilities.
- Assessing Student Ability
- Assessing Student Ability Assessing Student Ability is accomplished by educational assessment activities related to the educational policy offered within the Inclusive Education Program. Curricula for children with disabilities is based on the standard kindergarten and primary school curricula. Children with disabilities are expected to take part in all normal school activities with the least amount of change or extra help possible.
- Initial Assessment An Initial Assessment for eligibility is a careful look at a child's abilities, strengths, interests and weaknesses. The Initial Assessment is based on information from parents, observations by teachers, and an interview with the child. The Initial Assessment is to determine whether a child has a disability and requires special instruction and related services.
- Small Group Activity Get into your small groups Design a brief assessment to use with parents to find out the interests, strengths, and difficulties for a 5 year-old child who is not talking.
- Curriculum-based Assessment Teachers use Instructional Assessments of student ability to help determine “how and what to teach” In this form of assessment, the teacher uses information from the Initial Assessment of the child’s strengths, abilities and interests, and attempts to find ways children with disabilities may take part in an instructional activity that would otherwise not be possible.
- Curriculum-based Assessment (continued) Curriculum-based assessment is done by making small changes in activities that will enable a child to participate in a learning activity or some other instructional activity. This assessment process is ongoing and is utilized to constantly adjust and adapt the learning and physical environment to enhance student performance.
- Testing The final form of assessment is Standardized Achievement Testing. Formal Standardized Achievement Tests are used to compare populations as well as evaluate individual children. There are two forms of Standardized Achievement Tests: tests to evaluate large groups, such as schools or entire school districts, including annual state exams individualized tests, to assess individual students.
- Strategies for Accessible Curriculum
- Adapt curriculum to be accessible to a range of learners Insure that all teachers are competent to adapt curriculum to make it accessible to a range of learners. Curriculum content will remain the same, but readability and complexity of requirements will vary depending on the individual student. Teachers must be trained in strategies to assess student skills and then modify.
- Making the Laos Curriculum Accessible for All Children Madame Yangxia shared the Standard Laos Education Curriculum with us Each of these curriculum modules is written in a standard format and provides the basis for teaching children in Laos’s schools. We believe teachers will need to learn strategies to adapt the standard curriculum to meet the needs of children with disabilities who will attend school.
- Role of Ministry of Education and Teacher Training Colleges We suggest that strategies for modifying these curriculum materials will need to be taught to both teachers-in-training in the Teacher’s Colleges and Universities and to existing teachers through a rigorous program of in-service training. It is important that all teachers learn these strategies for modifying existing curriculum to meet the needs of children with disabilities.
- Teachers Learn to Adapt Curriculum Simplify the reading materials, Use alternative presentation strategies, Organize student groups of differing sizes and ability levels, Use local materials and “real life” situations in the lessons plans, Use questioning strategies to encourage verbal responding for students in small group arrangements.
- Simplify Reading Level The curriculum modification process is highly individual, based on the needs of each student Teachers will need to learn this process of adapting curriculum to meet individual student’s needs By developing strategies for modifying curriculum materials, which includes simplifying the reading requirements, teachers in the field will have a tool available to them as they increasingly are called to teach students who are slow learners.
- Use Alternate Presentation Strategies We suggest that teachers will need to be taught to use a broader range of presentation strategies to make learning accessible to children with disabilities. A broader range of alternative presentation strategies will need to include the following techniques: Visual cuing devices such as picture cards, activities that give children experiential or “hands on” learning, etc.
- Organize Teaching Groups of Varying Sizes We suggest that teachers organize a variety of student groups to allow for small group instructions and work between students of mixed abilities. By organizing students into smaller groups, the teacher will at times be able to focus directly on those students who need additional assistance to learn and perform the task or assignment. In addition, by organizing small groups of mixed abilities, the value of student’s social interaction and communication is increased.
- Emphasize “Real Life” Examples in Teaching We suggest that teachers bring additional outside materials into the classroom. These materials should be from the local community, and recognizable by all students in the classroom. For example, teachers can develop lesson plans for slow learning students that directly tap into the students’ own experience.
- Small Group Activity Get into small groups. Put together a list of local materials that can be used to teach the following subjects to a classroom with high, medium, and low skilled learners. Foods used for dinner Transportation vehicles Types of residences
- Use Real Life Materials Examples of using “real life” experiences could include instructional materials and lesson plans on local agricultural practices, home life, shopping for food and household items, sports, cultural activities, etc.
- Use Real Life Examples Using “real life” examples in the development of lesson plans and teaching examples helps the student The child is able to learn the math, reading, writing and problem solving skills of the standard curriculum in a context that makes the information practical and relevant to daily life.
- Use “Questioning Styles” We suggest that teachers learn to adopt a strategy of having students “pair-up” to work on tasks and assignments Students can report back to the teacher what they have learned or what they have worked on during an instructional activity. Using the small group format encourages students to “report out” the results of their activities. In both cases, students who would typically not verbally respond in a large group are able to talk in the small group or “pair-up” arrangement.
- Thank you Are there any questions?