1. development of insight and vision: understand the principles of inclusive education
2. understand that the way children (experiencing barriers to learning) are functionally assessed (“diagnosed”) is crucial in the realization of inclusive education, in designing an adequately challenging individual education plan, and for the future of the child in general.
3. insight: familiarize the participant with a new paradigm of contextual, needs- based, dynamic, functional assessment , looking at the potential of children experiencing barriers to learning and their response to learning.
4. knowledge: introduce participants to some of the functional assessment systems and methods which are dynamic, interactive, contextual and cognitive process-oriented
5. attitude: learn to “think contextually” when you do assessment: how a child functions in relation to his environment; evaluating also the educational context while evaluating a child; see how performance in assessment is contingent on the attitude of the assessor, and how assessment results influence the attitude and behaviour of the teacher (Pygmalion effect)
6. insight: learn to design assessment plans oriented at maximalizing activities and participation in inclusive education
Sunday, October 28th 2012
16:00 Opening sessions. Overview of the week: Schedule, purposes, expected outcomes, practical issues, explaining the working methods
Understanding inclusive education. Overview of different countries
Reflection on assessment: purpose? Why? Objectives? Current problems? “Core concepts” of Daffodil
Cyprus Recommendations of Inclusive Assessment (EADSNE)
19:00 Welcome reception
Monday, October 29th 2012
09:00 - 13:00 A model of functional, contextual, needs-based assessment
14:30 - 18:00 Functional assessment based on ICF (International Classification of Functioning, Disability & Health) - Concepts, Experience and criticism
Tuesday, October 30th 2012
09:00 - 13:00 Inclusive coaching: Facilitating conceptual change in the assessment process. Coaching to create positive change
14:30 - 18:00 Assessment of socio-emotional competencies (SEC) and behaviour management. Reframing challenging behaviour
20:30 Cultural evening (social event)
Wednesday, October 31st 2012
09:00 - 13:00 Das & Naglieri Cognitive Assessment System
PASS theory + examples from everyday life, kindergarten and school
Applying tasks are relevant to school subjects and other learning objectives; Experience with CAS in Portugal & Norway
14:30 - 18:00 Inclusive Curriculum-Based Assessment—Assess underlying functioning in reading & mathematics, based on Nyborg’s Concept teaching and Das-Naglieri CAS. Reading enhancement through PREP
Thursday, November 01st 2012
Friday, November 02nd 2012
09:00 - 13:00 Dynamic Functional Assessment of learning processes and modifiability. Feuerstein paradigm.
14:30 - 18:00 Portfolios as tools to improve teaching and learning in inclusive settings
20:00 Welfare dinner
Saturday, November 03rd 2012
09:00 - 13:00 Synthesis: writing recommendations; advising inclusive teams. How to implement the Daffodil ideas & guidelines. Portfolio reception. Evaluation
750 euro (including course documents, book & DVD, coffee breaks, welcome reception, cultural evening)
Practical information & registration
Ana Cláudia Pimenta: email@example.com;
Accommodation & meals: to be organized by the participants
Possibility to obtain financing from the EU Commission
All professionals working in the context of school education and living outside Portugal, are entitled to apply to their EU National Life Long Learning European Agency a financial stipendium to cover course fees, travel and accommodation costs.
Educational Psychologists, SEN Teachers, counsellors, inclusion policy makers, therapists & doctors working in assessment with children & adolescents experiencing barriers to learning (special educational needs).
After the course, the participant will :
1. be able to critically evaluate his/her own practice regarding assessment, whether it hinders of favours inclusion
2. be able to critically evaluate the goals of assessment, and the use of methods in function of its goals; be able to decide when to use and not to use psychometric methods and when to use alternatives
3. have some introductory knowledge about dynamic, interactive, functional, contextual inclusive assessment systems; know about different approaches, be able to critically compare and evaluate these methods
4. know what functional, needs-based assessment is
5. know and apply basic principles of coaching towards inclusion
6. understand the basics of the model of ICF to plan educational interventions
7.be able to plan a functional, needs-based, child assessment.
Prof. dr. Adelinda Candeias PhD, CIEP, University of Evora, PT
Prof. Dr. Maria-Luisa Gracio PhD, CIEP, University of Evora, PT
Prof. Dr. Jo Lebeer MD PhD, University of Antwerp, BE
Hugo Van de Veire, School Psychological Services, Gent, BE
Gunvor Sonnesyn, Pedverket Resource Centre , Voss, NO
Petri Partanen, Skolutvecklarna & Mid-Sweden University, Ostersund, SE
Beno Schraepen, Plantijn University College, Association of University & Colleges of Antwerp, BE
Maria-José Saragoça, University of Evora, PT
Dr. V. Cruz PhD, Universidade Technica de Lisboa
Cristina Rosario, Evora
National Bureau of Teacher Training Portugal: FOCO/University of Evora, certificate 3 ECTS credits after portfolio evaluation.
Portfolio examination: every participant will write a case study with assessment report based on the Daffodil criteria.