St.Andrews School England
The project aims are:
To establish what are the barriers to learning and participation in schools and how schools can minimise these?
To discover what resources are available to support learning and participation in schools and how these are utilised effectively?
To disseminate ideas to help create inclusive practices and cultures in the wider community.
The expected impact of this project will be:
Schools are more aware of the value of inclusion.
Transition arrangements incorporate inclusive practises.
Teachers and institutions have a good knowledge of partners and their situations.
The sharing of ideas and experiences to improve practise are embodied in the school-cultures.
New technologies are used where effective to support teachers and inclusive initiatives.
Information and practises about inclusion are disseminated to the wider community through various media to influence change.
Teachers are more prepared to cope with issues of inclusion at all levels.
2. Project activities are:
1. A report from each participant school, to share present practice with regard to inclusion will be exchanged.
2. A chat-room on the internet will be ~set up for communication purposes between participant schools throughout the period of the development project.
3. A report from each participant school regarding present transition arrangements (with barriers to learning as special needs, emotional and behavioral difficulties, cultural and political issues) will be exchanged.
4. Teachers exchanges and placements to observe good practised or9anisation will take place within the first two years of the project.
5. A handbook summarising good practice, support agencies, inclusive transition and a support for teachers in situ and for the training of teachers will be produced.
6. New methods and techniques will be trialed in each participant country.
7. Each participant school will transfer effective techniques and methods into school practise and school policies.
8. A web-site will be set up to share our findings with the wider community.
3. Project end products will be:
A handbook for inclusive transition.
A web-site for sharing findings with wider community.
A list of changes of improvements that will not have been possible without the project.
New teacher resources.
Specific in service training for teachers and other members of staff.
Regular reporting in newsletters.
Press coverage about project aims and findings.
More efficient use of ICT and school resources.
A change in school policy.
Changes to the school development plan.
A booklet of participants views about aspects of the project.
Evaluation will take place at every step of the project.
All planned work will relate to the aims of the project.
Partners have agreed on a working language which will be English.
Communication and exchanges between schools will be carried out on a regular basis through the chat-room and the receiving of reports. The yearly and final findings of the project will be published on a web-site.
There is an agreed rolling for the meeting places.
Staff opportunities for dissemination of exchanges and placements are written in to each schools development programs and on to the web site.
There has been a comparison of approaches used by partner teachers.
Staff meeting related to the project are listed on agendas.
Senior management and the school principal are involved in the project.
The project co-ordinator is kept informed of all activities and developments.
Local medias are informed regularly on the progress of the project.
Better and faster use of lOT.
Increased involvement to make changes wherever needed by the whole school.
More attention is paid to aspects of equal opportunities within the school environment and wider community.
Teachers are more confident at self -evaluation.
5. Dissemination of the results of the project:
The use of the chat-room to share Ideas and information amongst the participating schools.
The sending of reports to each participating schools, governors and local authorities.
Teacher presentations project meetings.
Teacher input in staff training meetings and school development planning.
A yearly update of the project on the web-site.
Regular reports to the local press.
Regular newsletters to the parents of the participating schools.
6. Specific measures:
This whole project is designed to pay more attention to inclusion, which affects cultures, policies and practices.
7. Role of participating institutions:
Each partner school clearly identifies the contact persons and teachers in their school and informs all the other partners of these.
Any changes over the 3-year period are informed to all participating schools and to the respective agencies.
Each participating school ensures that communication and exchanges at all levels take place on a regular basics.
Working meeting between partners are well prepared, well organised and are productive for the project.
Each institution ensures that the project concentrates on Socrates-priorities and the aims of the project.
9. New technologies:
All participating school will be using the chat-room throughout the project period. Web-site and e-mail wilt be used for communicative purposes and computer programs will support inclusion.
Project summary (Please give a brief and, clear description of your project proposal of maximum 200 words; note that~ This des flon may be used forpu blica ):
The project aims are:
To establish what are the barriers to learning and participation in schools and how schools can minimise these?
To discover what resources are available to support learning and participation in schools and how these are utilised effectively?
To disseminate ideas to help create inclusive practices and cultures in the wider community.
This will be done through:
1. Reports from each participant school sharing present practices with regard to inclusion.
2. Creation of a chat-room on the internet for communication between participant schools throughout the period of the development project.
3. Reports from each participant school regarding present transition arrangement with barriers to learning in special needs, emotional and behavioral difficulties, cultural and political issues.
4. Teachers exchanges and placements to observe good practise and organisation.
5. Develop and improve support for teachers where inclusion is taking place.
6. Trailing new methods and techniques.
7. Transfer of effective techniques and methods into school practise and policies.
8. Setting up a web-site sharing our findings with the wider community.
