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Assessment in inclusive classrooms - Austria

Designing Education Plans

For class teachers or the class teacher team it is important to have insight into the individual knowledge and development of each child right from the beginning. These basic data apparent from drawings, work sheets, autonomous work, notes, stories, difficulties with certain tasks, motor skills, fault analysis, etc. enables teachers to evaluate the current state of the child and, in the case of necessary provisions, outline his/her development process (and efforts). According to the provision profile the required support measures can be continually broadened, continued or stopped.

Special needs diagnoses and education plans should be simple to handle and should be understandable by all involved. Diagnostic procedures to straighten out learning difficulties can be found in many variations and approaches.

First and foremost the point is not to set standardised procedures in the context of Special Needs Education or even to use structured lists which are purely deficit oriented. It is rather a question of trying to present simple education plans and giving impulses to put down individual records of the development of the provisions given.

It is not so much the structure of these education plans but rather the handling and individual questioning or the reflection of provisions in this context. A steady documentation often quickly depicts a holistic profile of strengths and deficiencies. Thus the provisions can be offered individually, adapted to the respective state of learning and development.

  1. How do children with learning difficulties approach complex tasks and how do they think they do it?
  2. How do children think they control their actions?
  3. Which measures of control do they apply and how do they think they do it?
  4. What do they think they have learnt?
  5. What do they transfer to other situations?

Through sample cases it becomes well understandable how the learning histories of individual children change and which conditions hamper progress. Support and education of children with disabilities require different methodical approaches of provision concepts complying with the individual characteristics and skills of the children. In most cases there is no straight effective approach. Very often a combination of most different approaches is helpful and leads to success. 

However, it is most important for us that the teacher shows understanding and sensitivity for the disabled child and that he or she accepts them with all their skills and deficiencies. Children who have rebuilt self-confidence make faster progress.

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