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Inclusive Education Transition Curriculum for People with Intellectual Disabilities

Develop a curriculum to support the successful transition of people with intellectual disabilities into the community, to be used in mainstream education centers and community facilities. This project focuses on inclusive teaching, learning, and assessment strategies, as well as lobbying for additional supports.

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Inclusive Education Transition Curriculum for People with Intellectual Disabilities

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  1. IO6 Development of a curriculum on supporting successful transition of people with intellectual disabilities into the community to be used in mainstream education centres and community facilities.

  2. Horizontal priority of UF To prepare education staff and community workers for diversity and inclusion. • Inclusive teaching, learning and assessment strategies (e.g. language, literacy, inclusive forms of assessment) • Lobby for additional supports (e.g. Practical supports, funding to establish peer-mentoring programmes)

  3. Typical adult education centre Output 5 – Transition Training programme yoga Social analysis Horticulture L5

  4. WALK report (2015) – Barriers in accessing mainstream education • Attitudes/stigma; blanket presumptions about ability, unfounded negative attitudes by educators. • “it’s not my role” belief that supporting people with intellectual disabilities is a specialism rather than part of every-day life. • Fear that they don’t have the capacity to do justice to students. • Lack of capacity in the education sector – resulting in an absence of inclusive teaching strategies • Structural barriers – lack of funding, employability agenda, lack of coherent policies. • Over-reliance on “champions on the inside”

  5. Underlying philosophy • Unlocking freedom is not just about implementing legislation but is about developing critical, inclusive, adult educators. • Inclusive teaching and learning is beneficial for all of society and enriches all educational environments. • People are experts in their own lives, educators help validate experiences and pose critical questions. These are the building blocks for change. • Our underlying philosophy is that education should be democratic and problem-posing and should promote self-determination and equality.

  6. Unlocking Freedom First Advisory Group Meeting Wednesday the 9th of November 2016 4.00pm to 5.30pm Maynooth University

  7. Our Meeting • We began by introducing ourselves to the group. • We talked about our roles in our organisations, services and as learners. • We also talked about what brought us here today.

  8. Questions and points raised by the group • Work with tutors needs to happen to develop training opportunities for tutors and the further education sector. • There needs to be a recognition of students’ different learning styles. • How do we “sell” this project to wider society? • Staff available for training may prove difficult given precarious nature of further education teaching contracts. This was acknowledged by the group. • The key in unlocking freedom seems to be held by the system and if we can somehow manage to open the door we get to explore the possibilities.

  9. What is the role of the Advisory Committee? • The group identified these for themselves. • Laura invited comments on the key words of • Advisory • Committee • She asked the group what these words meant for them. • The group decided that what they had said would be their advisory group principles. • We agreed to use “advisory group” for Erasmus+ reporting but the group are going to re-name itself at the next meeting.

  10. Unlocking Freedom Advisory Committee Principles

  11. Advice from Advisory Committee

  12. Advice from Advisory Committee

  13. Advice from Advisory Committee

  14. Keywords From Meeting • Further Education • Unlocking Freedom • Advisory • Committee • Role • Minutes • Correspondence • Suggestions • Identified

  15. IO7 - An inclusive Train the Trainers Programme to deliver the curriculum and training developed in Output 06 and output 5 (also mentions IO2 but should also be extended to include IO3) • Cultural contexts will result in different but complementary activities in Bulgaria, Finland and Ireland. • Finland and Bulgaria focus is on diverse adult education partnerships working with other adult educators to roll out programmes to support successful transition to independent living. • Ireland, focus is on diverse adult education partnerships supporting diverse classrooms that recognise assorted learning needs.

  16. Key actions of IO7 • Three day continuous professional development programme that spreads the impacts of IO6 to a wider cohort of educators. • Focus will be on exploring educators concerns and also on encouraging conversations and dissemination in each educator’s place of work

  17. Building from IO2, IO5, IO6

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