Short Desciption

This project bring together 6 Special Schools from EU all with a slightly different area of focus and expertise but all school are aware of the social isolation of their pupils. Our project aims to tackle this issue and enable our pupils to play a more productive and involved role in our European society. Our efforts aim to ensure we raise skill levels of these vulnerable students and have a direct and life long impact on the connectivity with society in general.

Thursday, August 31, 2023

Staff training and reflection on our learning - summary


Mobility

Training Undertaken

Methodology underpinning learning

Cultural Activities/

Team building

Croatia

18 – 23 October 2021

Croatian Education system and about Center Tomislav Spoljar

 

Social Inclusion as pupils reach adulthood

Class visits in

different

programme’s

Workshops   

·       Pastry

·       Traditional Music

·       Ceramics

Participants learned about Croatian Education system by

visiting some educational possibilities for pupils with

intellectual disabilities.

Four different curriculums in practice:

- classes with pupils with intellectual disabilities in

regular schools (adapted programme for some school

subjects)

- pupils in Center Tomislav Špoljar (individually

adapted programme, small classes, special educators)

- pupils in Center Tomislav Špoljar (special individual

programme for basic skills, small classes, special

educators) until 21 years.

- work occupation older than 21

Participation in workshops with pupils to show the

possibilities for pupils that reach adulthood

https://centar-tomislavspoljar.hr

http://os-sesta-vz.skole.hr  - inclusion school

Initial meeting, meals and activities

 

Guided tour of Varazdin

 

City Museum

 

Zagreb

Northern Ireland UK

Newtownabbey

28th March – 1st April

 

About Thornfield House School and pupils Special Educational Needs

Class Visits - due to the relaxing of Covid Rules.  Visits to our junior and senior school. 

 

Staff learning about the NI curriculum and the visual and practical teaching methods accompanied by:

 

*Paget Gorman Signed Speech and

*Cued Articulation

 

 

 

 

 

 

 

 

 

ICANS – Talk about Talk – Laura Finnegan Teacher (Y11/12)

 

 

 

Social Skills – Brid Tate Speech Therapist lead THS

 

Promoting e-safety awareness in young people by Constable Steven McAleese (Police Service for NI) Neighbourhood Police

 

Visit to Jordanstown school for the visually and hearing impaired – some teaching methods and the use of Braille

 

 

 

NI Curriculum

 

Development Language Disorder – is a life long condition that causes problems for pupil learning’ They need Kinaesthetic approaches along with visual cues:-

Class Visits to showcase the NI curriculum and collaboration with Speech and Language Therapists

 

 

 

 

 

 

 

 

 

 

 

*Visual Cues used in Thornfield

https://www.wikiwand.com/en/Paget_Gorman_Sign_System

·       observed in classes used by Teachers/Classroom Assistants and Speech and Language Therapists

Paget Gorman Signed Speech (these signs grammatically correct sentences as a visual cue to aid speech).

*Cued Articulation are visual signs for the sounds that make up English to help pupils decode to help reading and spelling

https://www.soundsforliteracy.co.uk/cued-articulation.html

 

https://speechandlanguage.org.uk/media/2571/talk-about-talk-secondary-evaluation-report-december-2017.pdf

I CANS promotes the attitudes to social interaction and how that impacts on the working environments.  Pupils are taught through 13 lessons about social interaction, socially and in the workplace.  Delivered by both Teachers and Speech and Language Therapists.

 

http://alexkelly.biz/

Key Stage 2 and 3 (pupils from 8 years to 13 years) have social skills lessons with the Speech and Language therapists

 

 

https://learning.nspcc.org.uk/research-resources/schools/e-safety-for-schools

https://www.gov.uk/government/groups/uk-council-for-child-internet-safety-ukccis

The difficulties pupils have using social media.

 

 

https://jordanstownschool.org/

 

Staff had the opportunity of learning about the different resources used by the teachers in Jordanstown to aid their visually and hearing-impaired pupils to access the NI Curriculum and functionally in life.

Initial meeting, meals and activities. 

Belfast Cultural Visits – Titantic/Belfast City Hall/Museum/Botanic gardens – Individual group choices depending on what they had visited before (some had been our partners on a previous Erasmus mobility)

 

Visit to local council offices.  These are housed in an upgraded old linen mill – Historical information about the area – Irish linen and the local hockey club that still exists that was started for the benefit of mill workers

Germany

Heidi

 

15 - 20 May2022

About Friedrich-Elevers-Schule

 

Management approaches to support pupils with challenging pupils to improve their abilities to engage with their peers

 

Work in the Special Education Support Area Emotional and Social Development

 

Music

 

Partners were able to visit schools in line with their specialisms.

 

Guided Tour of Heide

 

Brahms music museum

Austria

Vienna

3 – 7 October 2022

The Viennese Education System

FIDS10 School Center Quellenstrasse

Will showcase the use of team teaching approaches to address isolation and improve inclusion

Motor skills parkour at the playground: Sports Therapy aimed at increasing the motor skills of our students making them more engaged in activities and the world around them focusing on the five senses.

Technical work in the workroom: Fine motor skills, creativity as well as the safe handling of different tools and materials are in the foreground as well as the cooperation of the two teachers "team-teaching" in dealing with schoolchildren with special needs.

Music and singing in the classroom: Musicality as an expression of the personal mood and individual personality of each student is the focus of this course. The individual creativity as well as the social behaviour in heterogeneous communities by means of music, singing and performing play based on a school class with children with special needs were illustrated to the colleagues in this lesson.

"Inclusion, Diversity and Special Education" and "Special educational needs in the Vienna School system". Both lectures served as a supplement as well as a deepening of the focal points already conveyed during this week. The contents should help the colleagues present to understand the key points, goals, difficulties and solutions for inclusion, diversity and schooling in the field of special education and to recognize the similarities as well as the differences in the national school systems (Croatia, Germany, Ireland, Northern Ireland and Slovenia).

 

Initial meeting, meals and activities:

Guided tour of the sights in Vienna's city center;

Traditional Austrian evening with classical home songs, local delicacies and regional clothing (traditional costume, dirndl, lederhosen);

Visit the houses of Parliament at the famous “Ringstraße”

History exhibition "The Wedding in Auschwitz" at the city hall;

Visit the Danube Tower in the Danube Park;

One round at the famous Vienna Giant Ferris Wheel

 

 

 

 

 

Slovenia

20.-24.March 2023

 

The Slovenian Education System

 

 

 

 

 

The concept of swimming for the disabled

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Mobile service provided by disability experts

In mainstream schools

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The use of Animal  assisted therapy - Therapy to increase pupil engagement with isolated pupils

Activity 1: Presentation of the Slovenian Special Education System and the schools program through ppt. presentation and open discussion.

The partners were get a knowledge about Slovenian school system for special needs. In this way they were able to compare Slovenian school system with their and see similarities or differences between school systems.

 

PRESENTATION OF SLOVENIAN SPECIAL EDUCATION SYSTEM

https://padlet.com/gettoknowuserasmusproject2020/get-to-know-us-material-qgiglr9aqsgc1k96/slideshow/wish/2615484644

 

PRESENTATION OF PRIMARY SCHOOL DR. Ljudevita Pivka

https://padlet.com/gettoknowuserasmusproject2020/get-to-know-us-material-qgiglr9aqsgc1k96/slideshow/wish/2615500935

 

SLOVENIAN EDUCATION SYSTEM

https://www.youtube.com/watch?v=Lv5LMIWxopA&t=2s

 

Activity 2: Presentation of the Halliwick Concept of swimming for disabled people. Partners were get familiar with the theoretical frame of the Halliwick concept of swimming in accordance with new experiences and scientific advances. It was also presented the connection of swimming with the expression of emotions and the importance of this activity for the regulation of abnormal behaviors. All participant will had chance to see this method in the swimming pool with our teachers and students in video and see how Halliwick concept of swimming for children work.

Our aim was to promote to the partners the Halliwick Concept of teaching swimming and rehabilitation in water throughout the partner's visit and develop a better understanding of the therapeutic needs of children with neuro developmental difficulties (Cerebral Palsy and similar conditions), how to address these needs using the Halliwick Concept of swimming and rehabilitation in water, at an advanced level.

 

PRESENTATION OF HALLIWICH CONCEPT OF SWIMMIN

https://padlet.com/gettoknowuserasmusproject2020/get-to-know-us-material-qgiglr9aqsgc1k96/slideshow/wish/2615597268

 

VIDEO

https://www.youtube.com/watch?v=n8DFfwKyFtE

 

Activity 3: Mobile service provided by disability experts : Within special institutions and schools with the adapted programme, there is a mobile service provided by disability experts. They are responsible for the provision of aid required to overcome deficiencies, barriers and disorders. Their job is to visit children, pupils and students at pre-schools. Special educational support is offered by specialized mobile teachers in mainstream elementary schools. This support is generally offered to special needs pupils with specific learning disabilities. All partners had a chance to hear from school expert Mrs. Aleksandra Serec Šijanec,  mobile teachers, how this work with students takes place.

Our goal was to show Slovenian idea about individual support to the students with SEN in Mainstraim schools and how this support works. Partners also learned about the process of identifying children with special needs.

 

PRESENTATION

https://padlet.com/gettoknowuserasmusproject2020/get-to-know-us-material-qgiglr9aqsgc1k96/slideshow/wish/2615491339

 

Activity 4: Presentation of Animal-assisted therapy (AAT) This is a type of therapy that involves animals as a form of treatment. The use of therapy animals in schools has just recently become popular. The goal of AAT is to improve a patient’s social, emotional, or cognitive functioning. Surveys about therapy animals have proven to lower anxiety and motivate participation of SEN pupils. In school education, the pupil may be motivated to brush the animal or walk with it. The purpose of this activity is to explore how animal-assisted therapy in schools, specifically using dogs, could be a complimentary and supportive form of intervention provided by social workers in a school setting. The animal is seen as a friend and ally, thus presenting a safe atmosphere for sharing and interaction. Therapy animals serve as non-judgmental companions in the process of learning and development. They are used for everything from help with lessons to teaching social skills and responsibility. They help pupils with emotional problems that interfere with school, including grief and personal crisis – theory. Slovenian techer Mrs. Tanja Kaučevič has got a lincec for activities with dog, so she presented her work with his dog Vilma in the school, also partners saw the video how our students also socialize with other animals in and out of school.

All partners had opportunity to see the benefits of having therapy dogs in the classroom which are: -Physical benefits. Interaction with therapy dogs has been shown to reduce blood pressure, provide physical stimulation and assist with pain management. –Social benefits. A visiting therapy dog promotes greater self-esteem and focused interaction with other students and teachers. -Cognitive benefits. It has been empirically proven that therapy dogs stimulate memory and problem-solving skills. -Emotional and mental health benefits. A recent national survey of adolescent mental health found that about 8 to 10 percent of teens ages 13 to 18 have an anxiety disorder. A therapy dog can lift moods in the classroom, often provoking laughter. The therapy dog is also there to offer friendship and a shoulder to lean on for students.

PRESENTATION

https://padlet.com/gettoknowuserasmusproject2020/get-to-know-us-material-qgiglr9aqsgc1k96/slideshow/wish/2615485036

VIDEO

https://www.youtube.com/watch?v=VORuWlWTNZ0

 

 

 

Visiting the Slovenian capital city Ljubljana with all the sights and cuisine

 

 

A visit to the largest European underground cave, the Postojna cave

 

 

 

 

 

 

 

discovering the cultural and historical heritage of the oldest Slovenian city,  Ptuj

Ireland

Social Integration programme

PECS

TEAACH as part of their ASD support portfolio


Participants were given a presentation on the Irish Special Education system and the programme offered by a special school and that offered by a special class in Ireland.

Partners were also presented with an introduction to PECS and TEACCH by psychologist, Patrick McGinley.  PECS is a picture exchange system designed for individual pupils who struggle with verbal communication and social skills.  TEACCH, in contrast, is a school wide programme grounded in providing visual guides to assist the pupil understand daily and work schedules, working systems, daily routines and the physical structure of the school.  This is done by providing an organised, visual structure throughout their school day.

Following the presentation, the partners had the opportunity to tour St. Joseph’s Special School and see how our classrooms and general school environment are set up to offer our pupils visual aids so that they can predict what is happening throughout their school day.

Partners, had the opportunity to then observe how both TEACCH and PECS are used with our pupils, by observing in classroom settings and attending workshops with our senior pupils (woodwork, cookery, music and P.E.).  During these events, they were able to see these communications systems being used to aid pupils communication and learning.

Partners were also brought to an adult programme, where they were able to observe how PECS and TEACCH are brought from the classroom setting to adult services and how these communication systems aid not only communication but also preparation for work programmes and social integration.

Partners also visited some special classes in our city schools to observe how PECS and TEACCH are used in these settings and also to compare the social integration programme within St. Joseph’s Special School with that of mainstream special classes.

 

Partners were invited to attend a musical evening where pupils from St. Joseph’s Special School joined pupils from a number of schools within the city to perform some musical pieces.  This evening was a final presentation following a year long project offered by the Arts Council of Ireland.  This illustrated one of the social integration projects that St. Joseph’s Special School is involved in within our city.

While attending a number of workshops in St. Joseph’s Special School, partners, worked alongside our senior pupils where the social skills developed by the pupils through our social integration programme, were in evidence.

 

 

Participants engaged in:

·       Trad on the Prom – a night of traditional music, song and dance performances.

·       A guided walking tour of Galway city.

·       A guided bus tour of Connemara

·       An introduction to Hurling – our national sport

·       A traditional Irish dinner (Irish stew) prepared and served in school.






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