Objectives

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

Programme

Sunday, October  28th 2012

15:00  Registration

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

Holiday

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

 

Registration

Course Fee:

750 euro (including course documents, book & DVD, coffee breaks, welcome reception, cultural evening)

Practical information & registration

Ana Cláudia Pimenta: ciep@uevora.pt;  
anaclaudia_pimenta@hotmail.com | Tel. +351 266 768050
Deadline for registration: 7 October 2012

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.
Deadline for application for financing to the EU is April 30th 2012. Please request a preliminary letter of acceptance to Ana Cláudia Pimenta,. Ask your National LLL Agency for the necessary forms. The reference number of the course in the EU Training database is BE-2012-226-001 .

Target group

Educational Psychologists, SEN Teachers, counsellors, inclusion policy makers, therapists & doctors working in assessment with children & adolescents experiencing barriers to learning (special educational needs).

Outcomes competences

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.

Teaching staff

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

 

 

 

Accreditation

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.