The general objective of the ASUMIE project is to improve the whole classroom teams by enriching the skills of support professionals in order to enhance the self-efficacy in (cognitive – social – emotional) inclusive learning in those children experiencing barriers to learning. Therefore the project focuses on developing materials that improve a good understanding of the bridge between transversal cognitive competencies and key competencies for learning.
More concrete, the project aims to:
Identify current systems and strategies of support in the inclusive classroom and the characteristics for each of them: who, how, in what way?
Identify current training of categories of support staff with respect to preparation for inclusive education: what competencies are required and how, what’s lacking, what are suggestions?
Identify good practices regarding teamwork in inclusive education and interprofessional/interdisciplinary cooperation between the various support actors and parents.
Identify good practices about additional resources and accommodations suggested, and support methods used, by support staff that bridges between general transversal learning skills (cognitive prerequisites, executive learning, etc.) and the acquisition of key competencies on the one hand and social/emotional learning and behavior issues on the other hand.
Design content and formats of training of support staff (teaching and rehabilitation professionals) that facilitate inclusive skills of teachers (and parents, children, …) involved.
The daily experience of the partners in supporting children in inclusive settings is that, despite the internet, knowledge about methods and approaches which work best in inclusive education, are not widely known and accessible. The concept of mediated learning is not generally well known and the implementation and operationalization of reasonable accommodations in education are not widely shared. Secondly, there is a lack of time. Not all teachers or support staff have sufficient study time to search for materials. There is hardly any project which is tailored to the practical needs of support professionals and knowledge about results is often hardly disseminated.