Dr. Mona Tawakkul Elsayed

Associate Prof. of Mental Health and Special Education

Educational Suppor

 

European Schools

 

Office of the Secretary-General

Pedagogical Development Unit

 

Ref.: 2012-05-D-14-en-7

Orig.: EN

 

 

 

 

Policy on the Provision of Educational Support in the European Schools

APPROVED BY THE BOARD OF GOVERNORS OF THE EUROPEAN SCHOOLS on 3, 4 and 5 December 2012.

Entry into force: 1st September 2013.

 

This document will annul and replace following documents:

-        2009-D-619-en-3 Integration of Pupils with Special Needs into the European Schools

-        1512-D-2010-en-3 Vademecum on the Document 2009-D-619-en-3

-        2009-D-669-en-2 Learning Support in the Nursery and Primary Cycles

-        2011-09-D-30-en-1 Learning Support in the Secondary Cycle

-        2009-D-559-en-3 Special Arrangement for the Baccalaureate for Candidates with Special Needs

-        2011-09-D-7-en-1 Quality Assurance for the Successful Integration of SWALS


Background

The European Schools

The words which express the essential aims of the European Schools have been sealed, in parchment, into the foundation stones of all the schools:

“Educated side by side, untroubled from infancy by divisive prejudices, acquainted with all that is great and good in the different cultures, will be borne in upon them as they mature that they belong together. Without ceasing to look to their own lands with love and pride, they will become in mind Europeans, schooled and ready to complete and consolidate the work of their fathers before them, to bring into being a united and thriving Europe.”

The European School is a multilingual and multicultural environment in which the primacy of a child’s mother tongue is safeguarded wherever possible. The European School offers a single type of general academic education, in which learning conditions become increasingly demanding. This single academic pathway, involving highly cognitive and abstract learning, leads to the award of the European Baccalaureate. Different forms and levels of support are provided, designed to ensure appropriate help for pupils experiencing difficulties and having special educational needs at any point in their school career, to allow them to develop and progress according to their potential and to be successfully integrated.

 

Introduction

·         This policy replaces all previous documents concerning support: LS/SEN/SWALS and references to ‘rattrapage’ (catching-up) or language support found in existing documents.

·         The policy clarifies and harmonises the provision of support in the European Schools and ensures that the child is at the centre of the support.

·         The policy avoids categorising or labelling the child by recognising that every child may need support at some time during schooling.

·         The policy makes clear that decisions concerning support are made in the best interest of the child.

·         The policy recognises the need to harmonise support across the schools. However, each school exists in its own local context, so detailed arrangements for meeting pupils’ needs take local differences into account.

·         The Policy on the Provision of Educational Support in the European Schools corresponds to the key EU strategies.

·         Schools have internal guidelines and procedures in line with this document.

 

How to read this document

The aims and principles of educational support in the European Schools are stated in this policy document. Definitions and descriptions of every area are set out in the Provision of Educational Support in the European Schools document (2012-05-D-15).

As the European Schools exist in a multicultural and multilingual context it is necessary to agree on definitions for certain concepts which are then used in a very specific way. These definitions have a meaning within the ES context which may differ from those used in member states.

For better understanding of the terms and harmonised implementation of the policy, a glossary is attached to the Provision of Educational Support in the European Schools document

 

1.                Teaching and learning in the European Schools

The European Schools (ES) are faced with ever greater challenges as the school population becomes increasingly diverse. In order to meet the needs of individual pupils on the basis of their early identification, teachers use a variety of teaching methods in their classrooms. Where normal differentiation in the classroom is not sufficient schools provide a range of support structures. Support is flexible and varies as a pupil develops and his or her needs change.

The ES believe that where parents are involved with their children’s education and work in partnership with the school, children achieve more. Communication between school and home should be open and regular.  It is essential that parents inform the school of any concerns they may have regarding their child’s progress.

 

1.1. Differentiated teaching

Differentiation forms the basis of all good and effective teaching. It is essential, not only for pupils requiring support, but for all. Differentiation designed to meet the needs of all pupils is the responsibility of every teacher working in the ES and should take place in the classroom. Differentiated teaching ensures that in planning and delivering lessons teachers are aware of and take account of the different learning styles and needs of individual pupils.

This should include meeting the needs of:

·         pupils with different learning styles

·         pupils studying in a language section which does not correspond to their mother tongue

·         pupils arriving late in the system who may have followed a different programme of study and may therefore have gaps in their knowledge or skills

·         pupils with a mild learning difficulty

·         pupils with a diagnosed special educational need

·         gifted and talented pupils

 

1.2. Special arrangements

In addition to differentiated classroom teaching, schools offer special arrangements. Special arrangements can only be authorised when they are clearly related to the pupil’s’ diagnosed physical or psychological need(s).

They may be put in place on a case by case basis by the Director (in years S6 and S7) and by the Deputy Director (up to and including S5) following discussion with parents and teachers.

The provision of a medical/psychological and/or multidisciplinary report recommending and explaining the need for any special arrangement is essential.

 

1.3. Educational Support Provision

In some cases it is necessary to provide additional support, over and above the normal classroom differentiation.

Although all forms of support should be considered in principle as progressive, they are based on meeting pupils’ needs and so it may be possible for a pupil to have several different levels of support at the same time.

A pupil’s absence from other lessons while receiving educational support should be restricted as far as feasibly possible to exceptional cases.

 

1.3.1.       General Support

Pupils may experience difficulty in a particular aspect of a subject, may need to ‘catch up’ due to late arrival in school or illness or may be working in their non-mother tongue. Pupils may need additional help with acquiring effective learning strategies or study skills. Such support should preferably be given in or outside the classroom, to small groups and is short term. Groups are organised vertically, horizontally, within or across sections, by focusing on the needs of the pupils concerned. It is planned and specific targets are set, including criteria for success and the information is included into the Group Learning Plan (GLP).

 

1.3.2.       Moderate Support

Moderate Support is an extension of General Support and is provided for pupils with a mild learning difficulty or in need of more targeted support. This could be appropriate for pupils who may be experiencing considerable difficulty in accessing the curriculum due to, for example, language issues, concentration problems or other reasons. It is provided for a longer period than General Support and each pupil has an Individual Learning Plan (ILP). The ILP includes specific learning objectives and criteria for evaluating pupil’s progress and the success of the support. A pupil receiving Moderate Support is usually following the standard curriculum and assessed according to the given criteria and learning objectives for his or her class.

 

This support is given to small groups of pupils with similar needs or where appropriate to individual pupils in or outside the classroom. Groups are organised vertically, horizontally, within or across sections, by focusing on the needs of the pupils concerned. The methods of assessment used by the subject teacher may be adapted and special arrangements may be considered appropriate.

 

1.3.3.       Intensive Support

Intensive Support is provided according to the descriptions in A and B below. In both cases support can be given in order to help the pupil develop his or her competences (subject knowledge, skills and attitudes). Support is provided in or outside the classroom and to small groups of pupils with similar needs or to individual pupils. All pupils receiving Intensive Support have an Individual Learning Plan.

A.   This is given following an expert’s assessment of the pupil’s special individual needs and the signing of an agreement between the Director and the parents. Intensive Support is provided for pupils with special educational needs: learning, emotional, behavioural or physical needs.

The provision of Intensive Support is recommended to the Director by the Support Advisory Group. Pupils can follow a modified curriculum or syllabus and then accompany their class, as long as this can be shown to be in the interest of the pupil’s social and academic development.

B.   In exceptional circumstances, and on a short-term basis only, a Director may decide to provide Intensive Support for a pupil without special educational needs, for example in the form of intensive language support for a pupil who is unable to access the curriculum.

 

Caveat:

European Schools do not offer a fully inclusive education system. This means that there may be occasions where despite the school´s best efforts, continuing  education in the European School is not in the best interest of the child. This may become apparent either before admission or during the child’s school career.

 

The school has to be able to make appropriate provision for pupil’s pedagogical and social integration. If this is not the case, the school is entitled to declare itself not to be able to meet the needs of the pupil and to recommend that the parents seek an alternative solution for their child’s education, in an establishment better suited and equipped to meet his/her special needs. In those circumstances, the school assists the parents as far as reasonably possible.

 

2.                Roles and responsibilities

The stakeholders responsible for the successful implementation of the support policy are the national authorities, the preparatory committees of the European Schools, the Pedagogical Development Unit and the ICT and Statistics Unit of the Office of the Secretary-General, the Support Policy Group, Support Inspectors, schools, pupils and their legal representatives.

 

3.               Resources

3.1. Human resources

Educational support is based on multi-professional cooperation. Roles, duties and working conditions of support coordinators, support teachers, support assistants and therapists are described in the Provision of Educational Support in the European Schools document .

 

3.2. Material resources

Educational support requires suitable rooms, equipment and material for its activities. Calculation of the budget allocated for support follows the regulations of the European Schools. The allocation for General, Moderate and Intensive Support is described in the Provision of Educational Support in the European Schools document.

 

4.                Administration

Rules for enrolment, admission, procedures and documentation are clarified in the Provision of Educational Support in the European Schools document (2012- 05-D-15-en-4).

 

 

5.               Assessment and promotion

5.1. Principles of assessment and promotion

Assessment of pupils receiving support, and appeals procedures follow the regulations set out in Chapter IX of the General Rules of the European Schools. In accordance with these regulations all decisions concerning promotion to the year above are taken by the Class Council. If the curriculum and/or syllabus have been modified to meet the needs of the pupil then he or she cannot be promoted. The pupil can continue with his or her class as long as this is beneficial to the pupil’s social and academic development. 

It is possible for pupils to return to the standard curriculum if all requirements for promotion are fulfilled. Before re-enrolment the pupil must demonstrate achievement at the same level as any other pupil. Pupils in S5 must follow the full, standard curriculum and fulfil the same criteria as all pupils in order to be promoted to S6.

Any pupil entering for the European Baccalaureate must have completed the full curriculum (General Rules, Chapter IV).

 

Certification:

For some pupils the academic demands of the European Schools are not appropriate and they may leave in order to continue with a different type of education. The European Schools will issue a certificate of education which describes the subjects followed, the hours completed and the level of the pupil’s attainment in the best interest of the child.

 

5.2. Transition between cycles

Regulations for transition exist in the Guidelines for nursery, primary and secondary transition document (2007-D-4210-en-3).

 

6.                European Baccalaureate

The European Schools believe that all students should be allowed to demonstrate their ability under assessment conditions that are as fair as possible. Where standard assessment conditions could put a candidate, in particular those with special educational needs, at a disadvantage, preventing them from demonstrating their level of attainment, special arrangements for written or oral examinations may be requested and authorised. These arrangements are not intended to compensate for any lack of knowledge or ability.

The procedures to be followed in order to request specific arrangements for the European Baccalaureate are set out in the Provision of Educational Support in the European Schools document.

 

7.                Quality assurance

In order to assure the quality of Educational Support being provided in the European School, a number of measures are in place. The roles, responsibilities and procedures are defined in the Provision of Educational Support in the European Schools document. The effectiveness of the support provided is monitored and evaluated at both the system and school level.

 

 

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تصنيف بلوم لقياس مخرجات التعلم

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التعلم القائم على النواتج (المخرجات)

التعلم القائم على المخرجات يركز على تعلم الطالب خلال استخدام عبارات نواتج التعلم التي تصف ما هو متوقع من المتعلم معرفته، وفهمه، والقدرة على أدائه بعد الانتهاء من موقف تعليمي، وتقديم أنشطة التعلم التي تساعد الطالب على اكتساب تلك النواتج، وتقويم مدى اكتساب الطالب لتلك النواتج من خلال استخدام محكات تقويم محدودة.

ما هي مخرجات التعلم؟

عبارات تبرز ما سيعرفه الطالب أو يكون قادراً على أدائه نتيجة للتعليم أو التعلم أو كليهما معاً في نهاية فترة زمنية محددة (مقرر – برنامج – مهمة معينة – ورشة عمل – تدريب ميداني) وأحياناً تسمى أهداف التعلم)

خصائص مخرجات التعلم

أن تكون واضحة ومحددة بدقة. يمكن ملاحظتها وقياسها. تركز على سلوك المتعلم وليس على نشاط التعلم. متكاملة وقابلة للتطوير والتحويل. تمثيل مدى واسعا من المعارف والمهارات المعرفية والمهارات العامة.

 

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