European Agency for Development in Special Needs Education

1. European Agencyfor Development in Special Needs Education Assessment Project Cavendish, March 2008

2. Assessment Project “Cavendish” March 2008 ASSESSMENT OF PROCESS & PROCEDURES IN INCLUSIVE SETTINGS Project 2007/8 Mª Luisa Arranz Spain

3. Processes & Procedures Inclusive Settings Triple Action Inclusion legal framework in Autonomous Region of Spain think about their own practices in inclusive setting Promotion of exchange of experiences between professional Staff

4. 1. OBJECTIVE The analysis of the legal framework which is promoting and forming the Inclusive education experience in the different Autonomous Regions of Spain.

5. 2. OBJECTIVE The promotion of exchange of experiences between professional Staff working in inclusion and, in the longer term, to make them aware of the Forum.

6. 3. OBJECTIVE The evaluation of assessment processes and procedures which are being used in best practice

7. TWO INSTRUMENTS • A Form to collect information on each School participating in the project. • A Questionnaire to find out the opinion of teaching staff who are involved with inclusion .

8. 12 QUESTIONS • How individual differences are valued and respected in the educational setting. • The use of flexible criteria in assessment to promote the success of all pupils • The cooperation between teachers, parents, pupils & other staff to prepare , approve & implement a Diversity Action Plan • The cooperation between teaching staff in educational planning (provision of activities accessible for all). • Systematic coordination for on going assessment (teachers, specialist assessment teams, parents, pupils, other staffs…). • The optimisationof internal and external resources & support services. • The possibility of pupil participation in their own learning (plans, self assessment portfolio…). • Adequate provision in the curricula (*) according to the pupils educational needs • The use of different techniques & Tools in assessment (**) appropriate for the learning styles and levels, interests and skills of the pupils. • Working together as an educational strategy • Teacher training in connection with inclusion (courses, workshops, conferences • Parental participation in teaching and learning (plans, interviews, communications

9. 12 QUESTIONSPROCESSES & PROCEDURES OF ASSESSMENT • How individual differences are valued and respected in the educational setting. • The use of flexible criteria in assessment to promote the success of all pupils • The cooperation between teachers, parents, pupils & other staff to prepare , approve & implement a Diversity Action Plan

10. 4. The cooperation between teaching staff in educational planning (provision of activities accessible for all). 5.Systematic coordination for on going assessment (teachers, specialist assessment teams, parents, pupils, other staffs…). 6. The optimisationof internal and external resources & support services.

11. 7. The possibility of pupil participation in their own learning (plans, self assessment portfolio…). 8. Adequate provision in the curriculum (*) according to the pupils educational needs. 9.The use of different techniques & Tools in assessment (**) appropriate for the learning styles and levels, interests and skills of the pupils

12. 10. Working together as an educational strategy 11. Teacher training in connection with inclusion (courses, workshops, conferences ) 12. Parental participation in teaching and learning (plans, interviews, communications)

13. Each question has 3 parts… • Schools – Wide Projects • Class Syllabus • Individual Pupil Attention All very simple format!

14. When will it be ready? • The final data will be ready by the end of this school year….

15. THANK YOU FOR YOUR ATTENTION