QUALITY INDICATORS FOR SNE
The information on this page is currently being reviewed. We will update the page soon.
A ”Think Tank” has been set up to work with quality indicators. It helps clarify the educa-tional concepts that professionals are faced with as a result of the change of law. The members of the Think Tank participate in meetings, seminars and conferences and in the preparation of ICT supported training programmes as well as in awareness raising re-garding the Folkeskole’s special educational programmes and related fields of work.
The individual members of the Think Tank have undertaken to focus on a number of specific quality indicators in special needs education. These indicators are:
• Successful assessment
• Cross-disciplinary approaches
• The inclusiveness of the district school
• New technologies
• Open dialogue
• Targeted guidance and counselling
• School management and development
• International co-operation
Through the KVIS programme ICT supported courses for collaborate teacher and head teacher groups are being offered, which substantiate the present pedagogical and organi-sation platform of the Danish Folkeskole. This involves concepts such as the inclusiveness of the district school, educational differentiation, team teaching, the learning organisation, open dialogue and school-home co-operation and the pupil centred approach.
Teachers can attend some of these ICT supported courses relevant to the education of pupils with special needs:
• Children’s networks
• The pedagogic mandate
• Teach children to read
• Guidance of colleagues
• Differentiation of education
• Pedagogical ICT driver’s licence for special needs teachers
• Quality in special needs education
• Management - Development
These courses are arranged in such a way that
• one or more teams of teachers from a school can participate – individual teachers do not participate ”on their own”
• the ICT supported programme has as its starting point the teacher team’s education of their actual pupils
• the teachers reflect and solve the tasks together
• a supervisor is in continuous dialogue with the team as required and corrects and comments upon their tasks via electronic mail
• the subject matter helps promote the participants’ understanding of the inclusive school and the required educational differentiation.
These technology supported in-service training programmes are developed on an on-going basis and made available to schools and teachers through the KVIS programme.
Online literature
Here is a list of publications which is a survey of foreign language publications dealing with the different levels of the Danish education system and with other educational issues. Part I contains publications produced by the Ministry of Education, and Part II contains publica-tions produced outside the Ministry of Education (by private publishers and international organisations).
http://eng.uvm.dk/publications/engonline.htm
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