Webinar Week page

Learn more about Additional Support and Mediation in Inclusive Education in Europe. From May 17th – 21st 2021 the Asumie KA2 project offers free webinars, because learning should be free.

From May 17th – 21st the Asumie KA2 project offers free webinars, because learning should be free

All webinars are presented in English.

Webinar Week schedule

Webinar ID Date & Time Presenter Title Abstract
1. Monday May 17th,

16:00 – 17:30 CET
Luca Torriani Together we are stronger!
Cooperate to achieve wellness
The purpose of our intervention is to show how Imparole works in close cooperation with familiesThe purpose of our intervention is to show how Imparole works in close cooperation with families and schools, always putting the child at the centre. The method we work with, based on the SECEM approach, is built on the idea of emotional and ecological structural cognitive modifiability, starting from the principles of the Feuerstein method. Our presentation will focus on the analysis of two aspects of Imparole: collaboration with the school on the one hand and collaboration with families on the other. A fundamental tool that accompanies our work is the digital platform: programmed starting from a Moodle platform, this platform allows the creation of shared spaces between therapists, families and schools, in which it is possible to upload video lessons, interactive exercises and material for shared use. Imparole supports schools and families in drafting the new IEP. The presentation will also show the methodologies used by the various specialists in carrying out the online therapies. An important focus will be directed precisely on online therapies, with the pros and cons.

2. Tuesday
May 18th

17:00 – 18:00 CET
Lenka Krejčová
Daniela Pokorná
Dynamic assessment as a support tool in inclusive education The dynamic assessment represents a specific approach to assessment process which primarily surveys one’s potential. In Vygotsky’s words the assessment focuses on the Zone of proximal development. The main assessment questions are: “How can we support one’s development? What interventions are needed to raise one’s skills and abilities? What is the cognitive potential of a pupil/student when (s)he is supported by an educator?” Complex dynamic assessment batteries were developed by various authors (among others R. Feuerstein, D. Tzuriel, C. Lidz). The assessment approach is also frequently used in research. It has proved its relevance when assessing children, adolescents and adults with various special needs, especially when traditional standardized assessment tools either cannot show any data how to understand one’s process of learning or the results of a standardized method are affected by cultural and social bias. The webinar will indroduce the main principles of the dynamic assessment, especially in the context of its use in inclusive education. Furthermore, we would like to share our experience with various dynamic assessment tools which we use in the Czech Republic. The aim of the webinar is to show the impact of the dynamic assessment in the process of education and how it can be used by educators and all other relevant professionals.

3. Tuesday
May 18th

18:00 – 19:00 CET
Prof. Maria Teresa Cairo Children and Adolescents with Disabilities: Managing Beyond the School The present research was an exploratory survey, aimed at understanding better the relationship  between school, family and rehabilitation services in situations of a child with disability.Particular attention was paid to mild intellectual disabilities and autism, which includes those delicate situations when families do not normally ask for a support teacher, because the heterochrony of the child’s development permits an acceptable attendance and presence of a child in the school. Parents are often unaware of what is best for their child, going so far as to deny a child’s difficult situation with the risk of neglecting the child and his/her real needs. 
The subjects of this research not only include the children with intellectual disabilities or autism, but also include the environment that surrounds them, which consists of family, school, rehabilitation centres and other significant relationships (Bronfenbrenner, 1979). 
The participants of the research were divided into two groups: 
1. Sample group: consisted of 20 parents (19 mothers and 1 father) who have turned to Imparole Rehabilitation Center in the last 5 years, asking for support to their child with mild intellectual disability or autism.
2. Control group consisted of 20 parents (18 mothers and 2 fathers of children without disability).
The research tools used are: a questionnaire with 23 items given out to parents of sample group and to parents of control group and a interview with 21 questions given out to only for parents of sample group.

4. May 19th

17:00 – 18:00 CET
Ksenija Funa Is there a recipe for successful teaching of children with SLCN? Language, speech and communication are fundamental skills, and they are essential in all areas of our life and work. There are children who haven’t acquired them properly and they need help of teachers and other professionals to develop them. As teachers we must follow at least four general principles and one golden rule. We will look deeply in each of them. We will also discuss the difference between receptive language and expressive language difficulties and how can we help children in class to overcome them. Difficulties and obstacles children with SLCN face every day affect their participation in class, their achievements, confidence, and most importantly, their self-esteem. Teacher’s role in this process, his knowledge about SLCN, is extremely important.

5. May 20th

11:00 – 12:00 CET
Beno Schrapen Support as a contextual process. A framework for Additional Support Additional support of (or in) inclusive education can focus on supporting the pupil/child, the teacher/professional or team/staff. It often starts or with a need for specialised help, knowledge, aids or expertise to enhance the learning and participation of the child.  But even then support should be inbedded in an inclusive perspective on education. If not additional support can result in the opposite: exclusion for the benefit of the child. In this webinar a research and practice based framework will be presented as a process tool for qualitative support. The tool invites ‘specialists’ en multidisciplinary teams to deploy their expertise in an inclusive way and introduces four ways of organizing support.

6. May 20 th Thursday

15:00 – 16:00 CET
Gunvor Sønnesyn GRUNNLAGET- methodology  based on CTM – Concept Teaching Model – thinking tools in an inclusive school. The CTM provides a structure and core content for basic learning. It was first developed by the Norwegian professor in Education Magne Nyborg. His aim was to provide the best possible teaching for all children and adolescents, regardless of their needs. His research was about how to provide thinking tools for children, and he uncovered some of what we perceive as “nature’s own way of processing” (Maritain, J. Education at the crossroads,1966).
In this webinar we give a brief presentation of the CTM, and present a couple of cases to demonstrate how it provides thinking skills that provides facilitation of independence and participation in society.

7. May 20st

16.00 – 17.00 CET
Gunvor Sønnesyn The PASS theory of Cognitive processing –the  “the big picture” – important for “self” in learners and supporters.  Based on Luria, explained by Naglieri & Das, the PASS theory of intelligence allows all of us to get “the big picture” about how we use our brain. Such a theory meets the need for a long-awaited comprehensive theory possible to underlie dynamic assessment and dynamic means for special needs education. For special needs teachers and supporters PASS provides understanding of process demands inherit in important objectives for learning, as well as the particular child’s strengths and needs. PASS knowledge enables designing a tailored intervention program directed at the particular person’s aims and needs.  And even better – this knowledge also broadens the scope for classroom teaching in an inclusive school where all children belong. In this webinar we will give a brief presentation of the PASS theory and its implications for basic skill learning (language, reading, math, social skills).  

8. May 21 th Friday

16.30 – 17.30 CET
Adelinda Araújo Candeias
Clarisse Coelho
The experience of inclusive school in Portugal and the perspectives from teachers and other staff  Twenty-five years after the publication of Salamanca Declaration politic system in Portugal assume a most inclusive education systems through Decree-Law No. 54/2018 of 6 July. We have since then a commitment to inclusion, respecting inclusive practices and defining measures to support learning and Inclusion. This Decree-Law was presented with the aim of developing an increasingly inclusive school, based on a review of the previous political structure and a commitment to education included in accordance with the definition of Unesco (2014). Firstly, we briefly review here the latest legislation for inclusive education in Portuguese schools and its consequences in the organization of universal school organization in Portugal, secondly, we will present the perspectives from teachers and educational staff from inclusive schools (N=470) that fulfill a survey ITAI. The data analysis reveals more intense attitude about inclusion by the specialized technician’s, when compared with the teachers, with a bigger evidence in the affective dimension.
Finalizing, this study points the importance of attitude evaluation to improve good inclusive practices.

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