Lectoraat Passend Onderwijs presenteert op de conferentie van de ATEE
De leden van de kenniskring van Passend Onderwijs zijn naar de spring conference van de ATEE (Association for Teacher Education in Europe) geweest.
Van 7 tot en met 10 mei zijn de leden van de kenniskring van Passend Onderwijs naar de spring conference van de ATEE (Association for Teacher Education in Europe) geweest. Tijdens deze conferentie hebben alle lectoraatsleden een presentatie in het Engels gehouden. Hieronder zijn kort de verschillende presentaties (in het Engels) weergegeven.
Inclusion and Special Needs
Inclusive education in the Netherlands: Competences for teachers:
In the Netherlands the system is moving towards a more inclusive system where a growing number of children with special educational needs is attending regular schools. At Leiden University of Applied Sciences research has been done to find what schools and teachers need to make their teaching more inclusive. In this mini symposium we will address the results of our research projects:
Presentation by Marja van Oudheusden
Competences for the practice of Inclusive Education:
What teachers need to create inclusive classrooms in the Netherlands.
Research has been done in different parts of The Netherlands. Teachers of primary schools have completed questionnaires and interviews have been conducted to find out about what works in good practices of inclusive education. The solution focused approach was found as one of the keys to more inclusive education. In this presentation the solution focused approach will be explained and the results of this study will be presented.
Personal competences and self-esteem of children related to teacher child interactions.
In seven primary schools in the eastern part of the Netherlands, 246 children (8-12 years) have completed a special validated questionnaire about their self esteem (based on the theory of Susan Harter) and teacher-child interactions have been rated with an international observation system CLASS (Classroom Assesment Scoring System; Pianta e.a., 2006).Based on the observations self-esteem was found to be related with teachers behavior of more support during the process of learning.
The quality of the relationship between teacher and student seems to be a good predictor for appropriate education. From this study of the self-esteem of students in relation to observations of pedagogical and didactic climate in schools shows that a positive climate in itself is not sufficient for a positive self-esteem of children. Coaching support on learning processes seems to be an important factor to inclusive education. In this presentation the results will be presented.
Presentation by Marije van den Steenhoven
Family classes, parents and children in a special arrangement for more inclusive education.
In The Netherlands the first two Family classes, which has originally been developed in Denmark, have started autumn last year. In this approach, children are in special classroom arrangements to work on a better learning and behavioral attitude during half a day a week during 12 weeks.
The parents are together with their children in the classroom and are pedagogical partners of the teachers. Both parents as the teachers of this Family class work with the children in a solution focused way. Opportunities for the improvement of the learning and behavioural attitude for all the children in general are found in the interactions both teacher and child as parent and child. The effects and the successes of the program depends on lot of different variables. In this study explanations were found in school- child and parental characteristics. Measurements were made with interviews, psychological questionnaires as well as observations. In the presentation both the concept as the first results of the research will be presented.
Presentation by Koen de Jonge
Inclusive education: competences for teacher training.
From our research, competences for inclusive education have been found to be very effective in creating more inclusive classrooms and teaching. In the Universities of Leiden and Rotterdam teacher training student are trained during one semester to become specialists in inclusive education. In this presentation we will present the key competences for inclusive education and how these competences are trained in our teacher training institutes. Read more about competences for teacher training. ( , 4.64 MB )
Presentation by Evelien Dankert
Inclusive education for gifted children and competences for teachers.
In the past years a growing number of children in The Netherlands is attending special educational arrangements for gifted children. However, not much is known about the effectiveness of these special arrangements and the specific knowledge and skills needed to teach those children. In this symposium two studies will be presented about the competences that are needed to teach gifted children.
Teaching gifted children: what teachers and parents of gifted children think about competences for teachers to teach gifted children
The purpose of this study was to investigate the success factors of gifted education and what this means for teacher training institutes. Based on interviews with parents and teachers of gifted children, a questionnaire was developed about competences to teach gifted children and effective educational arrangements. In total 344 parents and teachers of gifted children completed this questionnaire.
Conclusions are that teachers have to learn their students the characteristics and needs of gifted pupils in order to recognize these children in their classroom. In addition, it is important that teachers know how to customize work material and methods for gifted children and to coach children in a solution focused way in their learning process and metacognitive skills. Furthermore, teachers have to perceive parents as an expert on the child's needs and work together in teaching the children. In this way, teachers are able to meet the educational needs of gifted children as well as the needs of the rest of the class. In this presentation the results of our research will be presented.