Comenius Partnership 2009 - 2011 CML-P-BW-09-00694
Title of the Partnership
Individual Education Plans - Get them Active!
Astrid Lindgrenschule
Mürelweg 3
D - 77731 Hesselhurst
http://astrid-lindgren-schule-hesselhurst.de/
Astrid Lindgren-Schule is a school for 58 pupils aged from 6 to 21 with
intellectual disabilities. The school is located in a small village near
Kehl/Strasbourg. Most of our pupils come from poor families and have a risk
of social exclusion. Within our school development process we are discussing
how to improve our work with individual learning plans. We want to improve
our knowledge and practice by learning from European partners
Partnership and distribution of tasks
Carmona School has undertaken the task of project coordinator, and will be
the conduit through which information, plans, feedback, assessment,
evaluation and dissemination are channelled throughout the project. The
specific project area Carmona School will share with the partners is that of
individual assessment, planning, delivery and evaluation materials,
particularly the non-hierarchical, holistic “Routes for Learning” materials
which have recently been developed and produced by the Welsh Assembly
Government. Carmona staff have undergone extensive training with Routes for
Learning, and are now using it throughout the school as the basic tool in
the preparation, implementation and evaluation of Individual Education
Plans.
Aamoseskolen: The specific areas Aamoseskolen will share with our partners
in the project is Social Networks, a specific method of having insight into
the child’s communication, and the network the child is a member of. We have
just decided that it is one the first activities we will plan for the
family, when you start at team 5. Communication for profound, technical and
electronic aids. We use computers in teaching every day – thanks to a major
IT-plan the municipality in Herning has implemented for all its teachers and
pupils within the school system. We, as a special school, are also a part of
this big project, so every teacher and teaching assistant has their own
laptop at work. These results we will share with the partners of the
project; we also will share the knowledge we have from using different
technical and electronic aids for the profoundly disabled children.
Astrid Lindgren School: We did a lot of work in the last years during the
process of school development, to make the parents partners of education.
Cooperation with families is a very important part of our school curriculum.
A part of the curriculum has been put to vote to the parents and the
teachers, it is now our education project and it is generally binding for
all teachers from the text term on. In our region Astrid Lindgren-Schule is
an example for good cooperation with parents. This will be our special
contribution during our multilateral partnership. We will also set up and
manage Partnership Web Site
ASBL Sainte-Claire: Communication systems & devices, PECS
(Speech/Language Therapist)
At Sainte-Claire School, the staff will get together before and after each
meeting. They will decide questions, preparation and documents about the
subject of the meeting, feedback, evaluation and dissemination, as will the
people who will take part in the meeting. The staff will notify the Power
Organizer (P.O.) of the school once a year.
Cantabria Public School: Autism & Inclusion (Educational Psychologist)
We’ll try to show that inclusive philosophy can be put into practice, as we
will demonstrate how different levels of special needs children can get
involved and learn together with their class, focusing on developing
individual plans, close coordination among all teachers dealing with these
same groups, making the environmental conditions fit the children, and as
result, taking the chance to see how utopia can eventually become reality
Roosi School: The cooperation between the teachers and the therapist is
crucial in our work. We are implementing modes that could make the
cooperation more efficient for the students and for the therapists/teachers.
Roosi School has undertaken to compile extensive study maps about/for every
student. The maps will include materials from the teacher of the particular
student and from the therapist. We will also organize monthly meetings of
teachers and therapists to get feedback from others, to discuss the working
process and the ways to develop the student further and further. Finally we
will organize study days for the teachers/therapists where each of them will
introduce the means and process of working with their particular student.
All these actions should deepen the connection between teachers and
therapists, who get an insight into each others work and impart their
particular knowledge by sharing it with others.
Carmona School: The sphere of education for children with Severe/Profound
Learning Disabilities is a relatively new one in Ireland, and Carmona School
was founded less than 8 years ago. Development of our School Plan is an
on-going process, and while a certain amount of professional guidance and
development is available to us, we are all very conscious that we need and
want to learn much more. By learning from others we will achieve new
insights which will develop and refine our understanding of the adaptation
and application of the National Curriculum within the context of our school,
and in turn to the identification of specific l priorities and targets
within the individual plans for each pupil.
Aamoseskolen: We will be using our new knowledge and inspiration when
working with the curriculum and the individual plans. We will in our daily
life work with a strategy for using the individual plan as a focus point
between home and school, to ensure that the child (hopefully) will
experience a better connection between home and school. We will be better
able to guide some of our parents in parenting their child, and at school be
more able to identify tasks or focus points, within the child’s education,
that are important for the parents.
Astrid Lindgren-Schule: The development of our school is an on-going
process, in which we are all still learners. We have been working with
individual learning plans for many years, but we are not yet content with
the results. So we need to learn more. The schools in our region, and even
throughout Germany, are working with similar methods and plans. By learning
from European partners we will achieve new knowledge and inspiration, and we
will improve our daily work with individual learning plans. Learning plans
are an important instrument for the connection of school and home, to
appreciate school education as a common issue that parents and teachers can
agree in the advancement of their child.
Sainte Claire School: We have a special interest in Speech and Language
development and in the range of systems and tools available in this field.
In Sainte Claire School we have a lot of experience in a number of these
systems, which we want to share with our European partners, and we also want
to learn what other methods are found to be effective in other countries and
to consider integrating them into our own on-going individual development
plans.
Cantabria School: We will integrate into our daily work details such as how
to deal with aspects concerning relationship between school and families,
coordination among professionals focusing on specific pupils, having a
dynamic register of all information needed at every moment, and taking
advantage of the coordination of the social network around us.
Roosi School: We will integrate the knowledge and experience of our partners
to work out individual learning plans for our students. As there is a lack
of study materials for disadvantaged children in Estonia, we will certainly
relate to our partners’ children study material in our everyday work and
combine them for the best outcome for our students.
For our staff, the teachers the knowledge coming out of the group seminars
and project cooperation will be useful in their work implementing their new
knowledge and experiences. The second important point for the teachers is
getting experiences to complete their work plan and implementing it with
autistic children and others, too.
work programme: planned activities, including mobility activities, of each
participating organisation
Approx. starting date
Activity/mobility description
Destination country (for mobility only)
Which partners involved
"Dieses Projekt wurde mit Unterstützung der Europäischen Kommission finanziert. Die Verantwortung für den Inhalt dieser Veröffentlichung trägt allein der Verfasser; die Kommission haftet nicht für die weitere Verwendung der darin enthaltenen Angaben."