Infographic: Changing the Role of Specialist Provision to Support Inclusive Education
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This two-page infographic illustrates what specialist provision is, why it should support inclusion in mainstream settings and how education policy can drive this change. The Agency promotes relevant policy changes through a project called the Changing Role of Specialist Provision in Supporting Inclusive Education (CROSP). The project helps ensure schools throughout Europe can support all learners, so everyone can learn alongside their friends and peers.
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Saleha Qureshi is an experienced English teacher seeking a new teaching position. She has over 10 years of experience teaching English in various settings, including as an SEN English teacher and IT teacher at colleges. She is passionate about inspiring students and raising achievement through creative and engaging lesson plans. References are available upon request.
M3 SEN
1) The document provides an overview of leading special needs provision in post-primary schools, including the historical context of special education in Ireland and an explanation of key legislation.
2) It discusses concepts like inclusion, integration, and universal design and outlines categories of special educational needs and the levels of support available.
3) The document also covers topics like developing a positive school culture, individual education planning, assessment, teaching methodologies, and tracking student attainment to best support students with special needs.
HE in FE: The HEA and its Subject Centres
The document discusses the role and activities of the Higher Education Academy and its Subject Centres in supporting higher education delivered in further education colleges. It outlines the challenges faced by staff in delivering HE in FE environments and provides examples of resources and events provided by the Academy to share good practices and professional development opportunities. Staff are encouraged to engage with the Academy and Subject Centres to enhance HE learning and teaching policies and practices in FE colleges.
Charlie Henry - The inspection of provision for disabled pupils and those wit...
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Health Sciences and Practice - Introducing Subject Centre
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1. The Higher Education Academy was formed through the merging of several organizations related to higher education, including the Learning and Teaching Support Network.
2. The Academy aims to enhance the student experience in higher education by identifying and sharing best practices in learning and teaching.
3. The Health Sciences and Practice Subject Centre works within the Academy to promote good practices in healthcare education through enhancing quality and sharing resources.Asr.mentoring.02112011
This document summarizes discussions from a retreat on promoting mentoring at USC. It addresses mentoring needs for undergraduate students, graduate students, and faculty at various career stages. For undergraduates, it recommends a multi-layered mentoring program involving staff, faculty, and alumni to provide academic and career guidance. For graduate students and faculty, it suggests training mentors and developing formal and informal mentoring programs tailored to fields and career stages. Overall, it emphasizes the need for a culture that rewards mentoring through recognition, resources for information sharing, and spaces promoting interactions.
LENIN
Teaching and learning centers exist to help instructors improve their teaching skills and modernize their style. They provide professional development services like instructional coaching, workshops, and faculty learning communities. Their goal is to help teachers effectively convey course content and concepts to students in a way that promotes deeper learning. Services may also include support for educational technologies, student learning, and faculty career development.
Earth and life science
This teaching guide was collaboratively developed by educators to provide instruction for the Earth and Life Science subject in senior high school. It introduces a framework called SHS for SHS that focuses on developing meaning, mastery, and ownership of the material for students. The guide contains lesson plans, activities, and assessments to help teachers facilitate learning in a way that aligns with Department of Education and Commission on Higher Education standards and prepares students for college or employment.
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This presentation summarises the latest findings and updates about Agency data collection, which will take place annually from 2020 onwards. EASIE work continues to focus on developing procedures, indicators and outputs that provide countries with individual, comparative and aggregated data relating to all learners’ access to inclusive education.Presentation: Inclusive Education Across Europe
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Using an engaging format, this presentation illustrates the Agency’s position on inclusive education systems. It summarises how and why legislation, practice and policy contribute to the Agency's vision. This material can be used and shared broadly to explain the importance of achieving inclusive education across Europe and beyond.Financing Policies for Inclusive Education Systems project outcomes
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The Agency's 'Raising the Achievement of All Learners in Inclusive Education' project (2014–2017) aimed to provide evidence of effective practice in raising achievement and building the capacity of schools and communities to include and support all learners.Guidelines for Accessible Information
The document provides guidelines for creating accessible information. It defines accessible information as content that can be understood by all users, regardless of ability. The guidelines were created by an EU-funded project to help organizations meet their obligations under the UN Convention on the Rights of Persons with Disabilities to provide information accessible to those with disabilities. The guidelines provide recommendations in two steps - first on making text, images, audio and video accessible, and second on making different media like documents and websites accessible. They are available in 25 languages as an open educational resource to support the creation of accessible learning materials.
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How are systems of provision organised to meet the needs of learners (identified as having disabilities under the UN Convention on the Rights of Persons with Disabilities) in inclusive settings within the compulsory school sector?
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Teacher Education for Inclusion project
This Agency project set out to examine the essential skills, knowledge and understanding, attitudes and values needed by everyone entering the teaching profession. The presentation compiled the recommendations from the project whose main question was: How are all teachers prepared via their initial education to be inclusive?
The Profile of Inclusive Teachers is an outcome of this project. This presentation briefly describes the four core values relating for teaching and learning, as well as main areas of teacher competence.
For more information, visit the project's web area: www.european-agency.org/agency-projects/teacher-education-for-inclusion
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Infographic: Changing the Role of Specialist Provision to Support Inclusive Education
- 1. EUROPEAN AGENCY for Special Needs and Inclusive Education C R O S P CHANGING THE ROLE OF SPECIALIST PROVISION TO SUPPORT INCLUSIVE EDUCATION What is specialist provision? Additional education, assessment and guidance services for learners Further resources for schools, teachers and families Current forms of specialist provision In-school provision In-school provision supports learners in mainstream classrooms, or sometimes in special classes/units External support Specialised consultancy centres provide external support to mainstream schools and teachers Health or welfare authorities provide direct support services to learners Special schools Special schools educate learners who require intensive support Why should we change the role of specialist provision? Specialist provision isn’t always inclusive, especially when it separates learners from their peers.
- 2. Benefits of changing the role of specialist provision Changing its role to support inclusion in mainstream classrooms can: • prevent learner drop-out • improve attitudes towards diversity in learning • help teachers gain skills to support all learners • provide more learners with the support they need. Education policy can drive this change in four inter-related areas: Governance to enable collaboration across levels and sectors Funding to support specialist provision as a resource for mainstream schools Capacity building to provide teachers with the required skills and methodologies Quality assurance to promote transparency and accountability The European Agency for Special Needs and Inclusive Education helps member countries promote these policy changes through a project called the Changing Role of Specialist Provision in Supporting Inclusive Education (CROSP). The project helps ensure schools throughout Europe can support all learners, so everyone can learn alongside their friends and peers. www.european-agency.org/projects/CROSP EUROPEAN AGENCY for Special Needs and Inclusive Education C R O S P