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François JOOSTEN Liepaja 13.10.2009

François JOOSTEN Liepaja 13.10.2009. Belgian educational system. Focus on special needs provision and the evolution towards inclusive education. Structure of Belgian education. Special education in Belgium 1970-2009.

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François JOOSTEN Liepaja 13.10.2009

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  1. François JOOSTENLiepaja 13.10.2009

  2. Belgian educational system Focus on special needs provision and the evolution towards inclusive education

  3. Structure of Belgian education

  4. Special education in Belgium 1970-2009

  5. In 1998 the Flemish Educational Council (VLOR) formulated an advice on inclusive education. The Minister of Education presented a paper on ‘Learning care’. The aim was to lay down the new regulations in a decree by 1 September 2009.

  6. The lines of force of the new learning care framework: getting more pupils to attend mainstream education rather than special needs education. • Learning care will be introduced at 2016.

  7. Learning care is a new vision on education for children with a handicap. The concept does not assume the impairment of the child, but to the extra care which the child needs.

  8. SPECIAL NEEDS PROVISION from 2009

  9. PBD= Pedagogische BegeleidingsDienst (Pedagogical Guidance Center) CLB= Centrum voor LeerlingenBegeleiding (Pupil Guidance Center) GOK= Gelijke OnderwijsKansen (Equal Opportunities Policy)

  10. Four clusters will replace 8 education types within special needs education. • The four clusters group a number of specific problems which are wider than the existing education types, thus allowing pupils to be oriented in a more flexible fashion. • This clustering should enable both mainstream and special needs education to deal with a greater diversity.

  11. The first two levels are geared towards mainstream schools: level one is aimed at prevention, differentiation, remediation and compensation; level two at compensation and dispense. Schools pursue a common curriculum and pupils receive a diploma.

  12. In the third level pupils may attend both mainstream and special needs education. Schools in mainstream education receive the same support as schools in special needs education.

  13. Pupils in special needs level four attend special needs education. Both in levels three and four, schools individualise and work with individual educational planning, they pursue an individual curriculum and the pupils are given alternative certificates.

  14. Aside from the four special needs levels there is also a separate special needs level for children who do not go to school, be it on a temporary or permanent basis. This level comprises hospital schools and preventoriums, permanent or temporary home education and education provided in youth psychiatric services (K-services).

  15. 90% of the children are ranked in level 1 • 5 up to 8% in level 2 • 4 up to 5% in level 3 and 4

  16. Inclusive education Integration of children with special needs in regular schools with respect for their limitations.

  17. Art. 2:respect and no discrimination for children…Art. 29:that the education of the child will be directed to: the development of the child's personality, talents and mental and physical abilities to their fullest potential Declaration of children’s rights (1989 UNO-New York)

  18. Factors for successful inclusive education • 1. well-being of each child • 2. differentiation • 3. cooperation with parents • 4. coordination with other teachers and support staff • 5. knowledge of the problems and handicaps of the children (individual education plan)

  19. Adaptive education Didactical approach with attention on differentiation, based on process- or product-oriënted child monitoring system and diagnostic teaching

  20. Circle of diagnostic teaching

  21. Circle of diagnostic teaching

  22. Product-oriënted child monitoring system objectives outcomes assessment

  23. Product-oriënted child monitoring system • detectionsystem to determine the level of attainment of the outcomes of each individual child. • gives information for the evaluation-forms • delivers information for the differentiated classroom-settlement

  24. Process-oriënted child monitoring system treatment process outcomes involvement Well-being

  25. Stage 1: class screening • Stage 2: individual observation and analysis -well-being in four relational fields (teacher, other children, class and schoolenvironment, family) -involvement • Stage 3: setting out the goals for action

  26. Ideas-that-work in the classroom: adaptive and individual approach • mini-classical approach • cornerwork • contractwork • learningstrategy-support • social and emotional education • working with projects • workshops

  27. Mini-classical work Ask for help

  28. Working in corners

  29. Maths-corners Self-correction

  30. SPECIAL NEEDS PLAN 6 themes: • Prevention and remediation of children who are disadvantaged in learning • Education of language skills • Intercultural education • Socio-emotional development • Participation of pupils and parents • Stream through (preschool to primary school) and orientation (primary to secondary school)

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