Statped organised the third transnational Project Management Team (PMT) meeting in Oslo, Norway. Like the previous PMT meetings, this meeting was both intensive and filled with discussions. The PMT meetings also give us the opportunity to socialize in the evenings, going out for dinner together. The meeting in Oslo was no exception, and already by…
This is the story of Abigail, a learner with profound and multiple learning difficulties (PMLD), and how effective multi-disciplinary working has helped her to achieve greater independence at the National Star College. We will reflect on how a team of professionals hold Abigail at the centre of their work, sharing knowledge, information and experience to ensure she gets the best out of her learning experience, and feels valued, safe, supported and happy.
In Joutseno School positive psychology and solution-based orientation has been implemented in the school’s culture in order to improve pupils’ learning outcomes and welfare. The most important goals are to develop leadership, interaction between staff and pupils, working in networks as well as interaction between school staff and carers. In the video principal Heikki Laivamaa tells about backround information about solution-based school culture, the roles of principal, teachers and pupils and the effect of solution-based on the learning community.
My name is Rebecca or Bex as I prefer to be called and I am on a three year programme at the National Star College, where I follow an individualised programme to meet my needs and reach my potential. I have physical difficulties, as I have Cerebral Palsy and use an attendant supported electric wheelchair,…
Technology is everywhere in education, but even though every student at Teglverket school has their own iPad, the focus is not on the technology, but on the learning. How can technology change and enhance the way teachers teach, and the way all students learn? Technology can be the great equalizer in a classroom with diverse learners.
This is the story of Breanna, her teacher Peggy and her supporter An. Since September 2016, Breanna is a pupil at this school. She came in quite unexpectedly, her previous school didn’t know where she had gone off to. At that time, in June, it wasn’t really clear what the parents had in mind. Before, she followed courses in a school for special education. This is her sixth school…
In the video the members of the co-teaching team in Kempele Kirkonkylä School talk about their co-operation during school year 2016 – 2017. Topics are such as size of their team and resources, the prerequisites for co-teaching, the roles of the school assistants, the special education teacher and the principal, the effect of co-teaching on the school climate and about co-operation with the pupils´ therapists.
Hannah is a year 10 student at a secondary school in England. We hear about how she accesses education and the support she receives for technology. This includes a laptop with dictation software that she was recently assessed for. We also hear from Leigh Allen, the SENCo (Special Educational Needs Coordinators), working with Hannah.
Despite high educational achievements in Finland there is a small group of students who are unable to attend school due to various psychological or somatic challenges. They are often hard to help by using the traditional educational methods and are left with only little pedagogical support. Tuuve, a supported online teaching project was developed for these students. This is a story about Kiia, a 16 year old girl who studied in Tuuve project in 2015 – 2017.
This is a story about the project ‘we are crossing boundaries’. The project takes place in a municipality in the western part of Norway. A school and the Educational Psychological Service is collaborating with Statped in order to improve the school situation when it comes to inclusion. The main goal of the project is changing attitudes and structures in the school toward teaching for inclusion.