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[Music] [Music] [Music] okay thank you for being here everyone and the interest you show by being here very
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quickly I'm going just to present the different speakers around I mean during this round table so we'll start with um and
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just we'll start with shondor Klein who is uh actually in Hungary and uh he's with us but online uh um shandor is a researcher
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very much committed into I mean his research into uh uh cognitive creativity mathematics lots of things and inclusion as well you will develop probably a bit
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further uh your field of expertise then we'll have yella Florentina yakob I'm my pronunciation is good okay and uh you've
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been an English teacher uh at lauran National College in bani uh for 32 years in Romania and you have a degree in Psychology and a master degree in the
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psychology and psycho therapy of the couple and the family and uh you are and you'll be the person responsible for inclusiveness within the Romanian
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team uh we have Mari Marina par pavarini from Italy um uh um then we have Julia Julia M Julia Julia midle
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to CIA Marquez Lopez from Spain and Celia you're an English teacher in a secondary school in
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Delia uh you also have a PhD you are still a PhD yeah you are still saying a PhD student in the field of Education working on the implementation of the
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lesson study approach and uh you hold uh both a bachelor degree and master in English studies as well as a master in secondary education teaching
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training uh you have participated in several International project cooperating with other teachers right and to finish and then I'll come to you if we've got yita P
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Mario VI I'm sure my pronunciation is not good you'll Rectify that from Lithuania Jita you are the head of a secondary school uh lium vtis the lium V
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is a state of of the art Innovation driven school with a strong engineering technical technological and artistic background it Fosters curiosity creativity and fearless
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experimentation so these are the speakers and uh we have also Lisa Maria Müller with us who is going to moderate
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this run table and Lisa Maria is the head of research at the chard College of teaching where she works works on linking research and practice she leads
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on the research work at the chatter College which most recently included five reports on education in times of Crisis and cognitive science a project for UNESCO
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on the future of the teaching profession and a research project CPD in midcareer teachers before joining the chatter College of teaching Lisa Maria worked as
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a post-doctoral research associate in the univers unities of Cambridge and York on two projects relating to foreign language learning and in her PhD the thesis she investigated the similar
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similarities and differences between typically developing multilingualism and multilingual language disorders that's difficult to say I must
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say she is a qualified teacher and has worked it's it sounds like a tongue twister you know she's a qualified teacher and has worked in secondary schools in Austria and England and uh
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you think a very good example of plural linguis actually okay so this is your your turn now thank you so we're going to start with
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shando uh you're the first one to speak okay so everyone is going to have 15 minutes one after I mean take your turns and then then we'll have 30 minutes discussion during this time you may have
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questions and do not hesitate to ask your question that can be in French or English okay thank you thank you very much um I will say a
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few General sentences uh and then I will try to tell you our projects so let me start a little bit
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extended the introduction about myself um uh I started to teach at the UN Technical University of Budapest uh almost 16 years ago um and
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in most of my life I was teaching at different universities and mostly educational psychology and my background is really twofold I am first of all I'm a
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psychologist but I am also a mathematics teacher and so most of the time I try to combine these two subjects and so um learning mathematics and teaching
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mathematics uh became one of my main interests from a psychological point of view um and inclusive education came
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into this picture so that um learning mathematics is a strange thing because for some children and for some adults it is quite exciting it's
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very interesting it's very challenging and for many it is something which caus them anxiety and uh they think about themselves that it's it's
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not for me um and so there are very very big differences in how people approach uh learning mathematics and I I don't know whether it's
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everywhere the same but um um um students uh who are eligible for Special Care in in Hungary there are two
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kind of students one who's are uh who has special educational needs or behavioral difficulties or who are disadvantaged or multiply
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disadvantaged and the other ones are who are outstanding talents and so I always was looking for methods which would serve those kind of
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students uh those students with learning disabilities problems and learning with outstanding talents and and I was really fortunate to meet
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uh somebody who was born in Hungary and then became a kind of uh uh bir traveler working in all all
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over the world and his name is zultan p Dianes and he was one of the originator in the 60s uh of the new mass movements and um
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in the 70s early 70s he had a a psycho mathematical Research Institute in Quebec Quebec Canada
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Canada and he invited me to do psychological research evaluation studies and other kind of psychological research uh to to to Canada into his
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research institute and actually I chose a picture which was taken in this Canadian uh uh Research Institute in in in the in the classroom of our our
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Research Institute uh in the 70s and I think this picture uh can give you a feeling what do we
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mean by um um inclusion inclusive education and for us actually inclusive education means that we
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give different tasks different problems different games um to the children and we try to find the kind of
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games task Learning Materials which would be a challenge both those who have learning and other kind of uh difficulties and also would
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be a challenge to outstanding students and zultan D was a genius in um not only providing theories of
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learning but also uh developing designing producing games which were based on on certain mathematical
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structures but they were such an embodiment to these uh to these games that uh the children didn't see
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them as mathematics I mean they really enjoyed doing them and they could find interesting task as I told you which were easy for those who were much slower
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and for for the very good uh mathematicians according actually we never had difficulties with the children we we had quite a lot of difficulties with the
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teachers uh even mathematics mathematics teachers because they were not so very keen on this empirical learning and Al
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not so very keen on on this constructive approaches but we always uh insisted that the teachers have to
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learn uh these activities the same way as the children their their students their pupil will will learn it um okay now if you ask what I am
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talking about what kind of of games um well the mathematical structures Behind these games are quite
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unusual in in most of of those who teach mathematics for instance in elementary or even secondary school children it's not usually it's not part of the
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elementary or secondary uh School children's U um learning tasks but the
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children do not learn this mathematics playing with these games solving the problems with this connected with these games uh only prepare them uh to be
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thinkers to be able to think in structure uh to realize that if you can't solve a problem in five minutes it doesn't mean you can't solve the problem
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but you have to think about the problem intensely and uh uh you gradually might approach the solutions and sometimes the solutions come quite as a surprise so
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what kind of mathematics are behind these games well it could be simple mathematical logic like uh and or and
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and so so all the the The Logical uh activities or it it can be actually mathematical groups final groups or
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vector spaces or so all kind of ma mathematics could be behind them the the main point is not the mathematical what behind it but the main point is that it
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should be uh motiv it should motivate the children and when the good teacher see that it motivates the children then it will motivate the teachers to um
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our aim is well actually many of these games were as I told you were were uh created uh almost 50 years ago
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but education and actually pedagogy as a science goes in the kind of Curves it it it's it's full of interesting discoveries and it's also full of of of
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things that uh teachers or education as a system simply forgets about this uh good results and try to ReDiscover try to
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discover something else and then at a certain times time try to ReDiscover what has been had been discovered before uh but what we are trying to do is
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to uh give these old in a sense old games new clothes so that it will be uh interesting for the students and they
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built up something what we call the DNS mathematics learning laboratory and this laboratory looks pretty similar to this picture that
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there are a lot of games on the shelves and with the help of the teacher but not under the direction of the
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teacher they can play with whichever game they want to play and the teacher is interfering with them
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sometimes but the policy is something what DNS himself called The Right Touch policy which means that we only have
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when it is really necessary then the child almost gives up then we give a little help but we almost never teach anything in the traditional sense
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because I mean it's all sounds extreme but whenever we teach something to the child then uh we take away from him or
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her uh the possibility to learn I mean if I tell the child that 2 + 2 is four then there is no sense he he cannot really discover it and
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uh if he does discovered that two + two is four although it was told to him uh it's not the same knowledge I mean the
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child might say oh uh is it really this is is it really for or is it just uh for because the teacher taught us so something which he discovers himself or
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herself is a much deeper knowledge so what we uh try to introduce this into more and more schools is this
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empirical uh Discovery uh uh constructive uh learning through games through playing and we really found that playing
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games are very powerful powerful tools and if we really can uh can can make it home in the
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schools then it does have to to develop a lot of other things than cognitive abilities I mean it can teach the children that I sometimes need to learn
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on my own but other times I I would like to learn with other children so it it does teach the children how to cooperate
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not to let uh anybody from the group group uh outside or behind uh and not let uh anybody to to have such a
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strong power in the group that he or she would solve all the problems for the others so cooperation is one thing to learn and also how important is a a strong
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attention to what you are doing success is very much depends on being able to pay attention to to to to the meaning and to the tars and so
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on so I would be most happy if sometimes or somehow I could share with you all these games which we call manipulatives sometimes uh because this
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is also a kind of interesting thing that however this is the time of computer and artificial intelligence people still like children especially still like to
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play with their hands uh with concrete materials and although almost all of these DNS games can in can turn into computerized games I think there are a
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lot of advantages of not to computerize them or at least besid the computer version having a real uh manipulative version of these
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games uh well I might as well stop here I could talk about it for hours uh tomorrow I'm going to a far away
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Countryside place where we just finished a uh 30 hours teacher training project and it is finished now and the teachers wrote their their their papers about uh
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what are the experience with the children uh playing with this kind of materials and I am very happy about reading their their reports that
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teachers and children feel that it is not only fun but it is very very useful thank you for [Applause]
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listening [Music] thank thank you very much Shand for your um great presentation and obiously stay with us because there will be questions in the end um and to listen to our other
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speakers as well um now we'll move on to Yola who's going to um present um her approach to individualization and inclusion over to you thank you your right for me not to use the
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microphone oh so okay it's it's it's all right so um I'm going to use this to wake you up every now and then um I appreciate being here although
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the term expert is a bit um U intimidating and my impostor syndrome is kicking in so I'll just do my best um I
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have decided on um top down um description of what inclusive education in Romania uh looks like uh and I'm going to start with um the national
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level because our latest education law um started uh being applied in September this year so um uh fortunately at least
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at this level um inclusive education uh is um um a dimens of uh the Romanian education that uh uh is very important and the policy makers
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have been trying to um uh align the Romanian education with the European um uh aspect of inclusive education and from my point of view this
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is uh this is a very good thing I'm going to give you some examples uh I have found in our latest education law regarding inclusive education
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um for example in um um section two for example uh chapter 3 section two when or where the um uh class sizes uh are um
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regulated um the number of students in each class or group uh varies from uh six to seven students in kindergarten to 18 to 86 uh in um in secondary schools
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but exceptions for example for minorities studying in their minority language uh uh exceptions are uh uh mentioned for example the number of students can be smaller for uh these
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students um in so far as their language classes the history and tradition of minorities classes um are um um concern meaning
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that the number of students can be smaller in such classes the principle is uh making it easy for all types of minorities to um uh um um study uh these
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things uh there's also um um reference to students with special um educational needs again the number of students in a class can be smaller if such students
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are to be integrated in various uh uh um in public schools um with reference to inclusion of students with special educational needs um for example it is clearly
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mentioned that the number of students in a class or group can be smaller if such students are present uh and the number of students uh can decrease by three for each student with special uh educational
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needs um according to our law um in the same article section seven um educational facilities for example
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are to provide access to both curricular and extracurricular activities for all students um making the students at risk of exclusion a
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priority um also um according to our law current law of Education the teaching staff are to motivate all students to become involved in both curricular and extracurricular activities um without
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any uh type of exclusion or discrimination um section 13 for instance is dedicated to education for people belonging to
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National minorities who have the right minorities which have the right to study in their uh minority languages at all levels from kindergarten to um
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university um let let me find something else um there is also reference to uh Romanian people who are educated in other countries than Romania and those
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who return to Romania because there are numerous cases and um Readjustment groups can be formed and will be formed for the Romanian students returning to
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Romania after long periods of time spent abroad uh scholarships are offered to support reintegration in the Romanian educational system uh and such students even benefit from
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special fees for tickets to the theater the Opera the cinema and other cultural events um in chapter four good quality inclusive education for all primary
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beneficiaries of Education uh um uh is uh specifically mentioned and explicitly mentioned and I would like to focus particularly on article 67 in the
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current Romanian um um uh education law uh According to which Romania guarantees the right to inclusive education for all beneficiaries based on the principle of inclusiveness or
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inclusion inclusion focuses on the rights to education of each and every child and refers to the process and the methods to ensure that the an inclusive environment for learning for the
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acquisition of knowledge and uh skills uh there's also reference to cognitive abilities uh to forming positive relationships um at school um with a
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view to uh ensuring the well-being of all students taking into account their individual needs so it all sounds good uh um um at uh this level at least the
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aims of the uh current uh Romanian uh education law um are uh uh good aims and in the same article article 67 there is
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a definition of uh what students with uh who risk exclusion uh are uh so um these students would be um
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those who risk discrimination based on various criteria uh either social economic criteria cultural or religious um National minorities are
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also mentioned refugees students coming from rural areas students with special educational needs disabled children but also
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children separated from their parents temporarily or permanently and um this is uh uh uh what I'm going to refer to further on um
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because uh students whose parents were work abroad are at uh risk of exclusion because they are separated from their uh um parents one or both of them for a
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prolonged period of time also mention to pregnant minority girls uh uh is made uh also um the Romani Community is mentioned um and uh again at risk of
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exclusion are considered children young people in penitentiaries IND detention centers in general victims of violence and or abuse neglected children or
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exploited children uh and drug users so all these categories are clearly mentioned in this uh uh article uh the same article refers to as um
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um measure taken at National level um there is a national Center of inclusive education uh which will be created a public institution of national
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importance subordinated to the Ministry of Education with the budget from the Ministry of Education uh a national Center which will have the following
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responsibilities I must probably mention that at this point the um uh uh existent of this Center is clearly stated in uh in the law but the uh subsequence
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structures involved or um uh which res uh uh which support the activity of this Center already exist and have existed for some time so this National Center of
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inclusive education um is to support the Ministry of Education in the drawing up of its strategies for inclusive education for all beneficiaries primary the students
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but also their families and the community in general the same Center will coordinate the activity of the regional and local centers of educational assistance and resources which already
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exist um and uh which employ basically School psychologists counselors um support teachers um speech therapists also the center will um help
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create the methodologies for the Ministry of Education regarding the evaluation and the provision of educational support and services to the students with special educational needs uh the same Center will help
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create the public policies and programs and will monitor monitor the implementation of inclusive education uh uh policies in all schools um the center also develop
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methodologies techniques um educational resources and tools uh which are meant to support inclusive education um also uh the same National
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Center of inclusive education will uh um help organize uh train and supervise the human resources psychologists therapists support teachers counselors um whose
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services are needed in order to implement inclusive education uh programs will be developed and implemented by the same Center um
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programs um which will offer training and professional development of the teaching staff uh training in inclusive education of
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course also but these already exist uh there is special mention for a support room uh in every school a support room for um uh educational and psycho uh and
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um psychological and ped pedagogical support where where the school psychologists counselors board teachers speech therapists uh can organize a safe and inclusive space for uh their work
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with um with students um let me check of course the integration of students with special educational needs
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is clearly regulated by uh the Roman law of education and also Cooperative cooperation between um and among schools and other institutions uh um is uh regulated
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institutions of Health Care the law enforcement Social Services um corporation which is meant to put the interest of all beneficials of Education uh
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um um at [Music] um the place where where it belongs uh there is section two of the same um uh law which refers to special
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education which um um involves personalized curriculum uh the so-called school at uh hospital for students who require long
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periods of hospitalization um complimentary activities and personalized methods for students suffering from various learning disorders such as dyslexia but not
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only um um the students um who have special educational needs um are currently and will be uh um
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school together with the other beneficials of Education according to the new law as well and uh there is a four level type of um support which is
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mentioned uh basic supplementary intensive and special with uh details for each of them um let me find okay there's also in our
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Romanian education law uh section five referring to combating early School Leaving um in that various programs ensuring EAS access to education such as
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transport social scholarships free school stationary and health meals are provided uh also uh um priority investments in
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education um meant to ease access to education for all children uh um are um regulated
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um in section 7 School segregation is uh uh mentioned and um it is clearly stated that school segregation is not to be
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allowed at any level so students in the Romanian schools are not to be segregated on any criteria be it ethnicity disability special needs
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um whether they are belonging to certain socioeconomic groups or residential areas or academic results so segregation on any type of uh of uh discriminating
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criteria is to be uh um um excluded um there are also Provisions in the Romanian education law in chapter six the national curriculum for example
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uh which is to offer equal opportunities to all students and ensure the achievement of their potential um and uh inclusion of um
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hearing or visually impaired students uh uh is also mentioned um also in according to this law admission to secondary
00:38:55
schools um uh is to become a lot more inclusive although so such Pro some Provisions also ex already existed before September 2023 uh for example 10% of the places in
00:39:09
the Romanian secondary schools uh are to be um offered to students with disabilities special needs um people belonging to Roma ethnic groups uh and so
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on and in chapter nine for example uh um the Romanian law um deals with the education for highly performing students uh because they also have
00:39:36
special educational needs of a different kind um so there are these centers of excellence performance this would be the English translation of chantre Chen in
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Romanian um there is a uh an annual selection of Highly performing students um um um and they can and are offered
00:40:01
scholarships and there is special training for such students usually on at the end of the week um and uh there are very small groups uh with which uh um um
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very good professionals uh deal and uh who benefit from uh a further uh uh advancement in a certain field uh we have Center of excellent
00:40:27
performance um for each and every for almost each and every subject uh stem subjects obviously but also languages um Latin for instance also
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benefits from such a center um so students who can and will uh um uh perform
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um uh at such a level can have special treatment in the best possible way so um uh I'm going to talk now about the next
00:41:10
level um is it okay I'm going to make this very quick three minutes one minute okay there is also the um
00:41:23
um um local school inspectorates are to implement the um um um education law and then these school inspectorates work
00:41:36
with schools such as our school uh to further develop and um run programs and projects to make these things become
00:41:47
real and um I can tell you more um in um um another episode apparently all right thank you thank you very much for this
00:42:06
introduction to the Romanian context and we will indeed be able to um cover some more of that um in and explore it uh during the discussion so thank you very much um oh you're presenting from over here yes right
00:42:25
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strategy so and what you see no I see [Music]
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speech speech foree spee foreign spee spech
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foree foreign speee spee [Music] yes video fore spee
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[Music] speeech [Music] fore [Applause] foree CH so far
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for CL speee techology okay CL [Music] Ed
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[Music] so let's now move on to um Celia who will give us the a Spanish perspective well thank you um I've divided this presentation into two parts firstly I'm going to introduce the legal
01:15:04
framework very briefly um also the most just to highlight the most important figures when dealing with diversity in order to present the three real cases that um that I'm going to present and
01:15:18
how we approach the um difficulties with these students um in Andalusia um inclusive which is where I come from inclusive education is mainly Guided by the national law which
01:15:32
is Lum L and additionally there there are other um Regional regulations and decrees also instructions that complement and adapt this National legislation to the specific context of
01:15:44
our region this um these regulations they outlines the principles the rights and different measures for inclusive education ensuring that education in andalia gives an answer to the needs of
01:15:57
um of all of our students um according to the stated laws the pedagogical lines and principles um for ensuring education and inclusion and
01:16:09
education comprehend of course the Universal Design for Learning because it allows teachers to create a flexible learning environments addressing the different learning styles spaces and abilities as you just have um mention in
01:16:23
your presentation and also um and one of the most important measures that we have is the creation of individualized Education plans and support systems um in order to well adapt teaching methods
01:16:38
contents and strategies to meet the individual needs of our students this includes multiple strategies as we will see later on um including the collaborative teaching or the projects
01:16:48
based approach this is mainly um paperwork work that we need to uh complete to justify our um our jobs but apart from that it's just a very good guidelines for
01:17:02
teachers we work as a team in education um this applies to both primary and secondary education the tutor is like the central figure and serves
01:17:15
um as a coordinator with the rest of the teachers and the counseling department the counselor guides and coordinate the different measures and the programs for
01:17:26
our students um and the PT um and Al are stands in Spanish as pedagogia therapeutica which is support the support um teacher and um um they work
01:17:42
um with the special needs students as uh Coors with um and they work closely with the teaching staff as well as with these students um I'm just briefly presenting
01:17:55
the different types of students how the law categorize um these students in order to give aate answer to their needs to the different needs the special um needs students they have cognitive
01:18:07
sensorial and physical disabilities they have a specific programs and are closely monitored by the PT specialist these these students are um yeah they are closely um followed by
01:18:21
the Specialists they have capacity students because they are also part of um this ER of inclusion they they need to be included the students who struggle with learning um presenting in this
01:18:34
category the students who suffer dyslexia disgrafia or ADHD and finally the compensatory students who present unfavored social background which is um the case that I'm
01:18:48
going to the three three cases that I'm going to present this students they derive from different situations from nonsupportive families immigrants irregular assistance to school uh
01:19:00
children of uh children of seasonal workers or those who have been hospitalized um and who have spent um a very long um period of time out of a
01:19:13
school the three cases that I'm presenting today um have who have different names of course in order to protect their identities um I have taught these students recently in the
01:19:25
last two years so I'm I'm familiar with the situations the first one is Allah she's uh well she comes from Ukraine she's uh 12 years old and is schooled in the
01:19:37
first year of compulsory secondary education um she barely speaks Spanish um it's a problem she doesn't speak Spanish in a Spanish country which is quite a problem um she can follow the
01:19:50
lessons she cannot uh she's just just there her behavior is wonderful she um she's really trying she academically she's trying really hard after a meeting with the counselor um a Spanish as a
01:20:04
foreign language specialist is required because she needs to speak Spanish she needs to learn Spanish in order to live here with to live there um but our regional um our Regional Education
01:20:18
Department we are um don't grant us with this specialist because we have a staff shortage in Andalusia so we can't have this specialist now we can make use of
01:20:32
the PT specialist who is not um a Spanish as a foreign language uh but um she's designing a specific program for um Allah and includes some methodological guidelines for teachers
01:20:46
to follow for example she's not having a second foreign language so she can have two extra hours in the week of Spanish her place in the classroom is um need to be next to the teacher and next to
01:20:59
another student who is uh someone who is trustworthy and she's going to accompany her throughout her day she's assigned as her tutor and as far as methodology is
01:21:11
concerned um collaborative work is preferred so she can integrate better in class reality is our teachers are not prepared for this methodology to work and to be implemented on a daily
01:21:24
basis um social integration is one of the most important issues here so she can acquire curricular um as she improves in her Spanish we don't have one of the problem
01:21:37
we have apart from the shortage is that we don't have time real time to adapt our contents and resources to other languages ideally we wish to es scaffold her learning process by adapting the
01:21:50
different tasks and activities to her mother tongue um this issue along with uh the reduction of the rate to in class we are dealing with around 25 to 30 students in every class would allow teachers to
01:22:02
attend the different individual needs in a proper way I'm moving now to to Alex he is 14 years old he's retaking the first year of compulsory secondary education Alex parents uh seasonal
01:22:14
workers so his time at school is tempor is temporal sorry they are continuously moving around the country looking for different jobs absence in this um in this case in
01:22:28
this specific case is the most important issue to address with these students we need to make sure that they come to school every day so that they don't disconnect from the educational system
01:22:39
in this sense Alex is new at our school he knows nobody and apparently her parents um he presents no diff sorry he presents no difficulties except for his motivation to study
01:22:53
in this case we don't need the PT specialist because he's not struggling with learning but the whole teaching staff need to pay attention to social integration because we need Alex to feel comfortable in class so he wants to come
01:23:06
to school and of course motivation um while Alex is looking for his uh Place socially we need to help him find the motivation to continue his
01:23:18
studies once he leaves our school because he's leaving so we need to help him aware that it's it's worth it to continue um and we need to work on his self-esteem going around schools May
01:23:32
provoke a rejection towards the educative system their families uh his family show interest in the learning process they are usually but they are usually working
01:23:43
a lot so they have no time to attend school meetings or help him during the day and this is an added difficulty that um these students in general are facing
01:23:56
and anel is um the last case that I the last student that I'm presenting he's retaking the second year of compulsory secondary education he's 15 years old um probably anel is one of the most
01:24:11
common cases that we have in our um in our region when um when dealing with this um unmotivated students he's part of the compensatory program
01:24:25
because um his behavior is really bad and he is always defying The Authority uh this program allow thanks to the compensatory program H we are
01:24:38
allowed to have the PT as a support uh teacher in our class um these students in general come from vulnerable situations in this case anel lives only
01:24:49
with his mother and is not an active part of Education he um well it's his grandmother who attends to school meetings and is the one who is in charge
01:25:01
um in reality um um actually of anel for this reason um well there is a huge um disconnection between anel and the educative system for this reason the counseling department established that
01:25:15
we need to reinforce the social strategies and um help him become part of um our society and how can we make that with a
01:25:27
student who doesn't want to be part of this we need to work interdisciplinary um with interdis interdisciplinary project when it is
01:25:40
possible uh teachers they are not prepared nowadays to implement this methodology in a daily basis but I want to believe that this is becoming more recurrent um and the program of discipline is um is of the utmost
01:25:54
importance with these students in order to understand for them to understand that there is a direct connection between their acts and the consequences these programs are usually formed by teachers who work closely with the
01:26:06
students um talking on helping them anytime they need and anytime they ask for help the disconnection between these students um and the educational system
01:26:19
is aggravated because of their low self-esteem and that is why we need positively uh reinforce any time that is possible even though they are not following the right directions you um if
01:26:31
we see any kind of connection with the um um with the educate with the educative system it's imperative to reinforce it um Andel is one of the stud or one of the student who has benefited
01:26:45
from the lesson study cycle that we implemented last year uh his imp his implication in the project um he was part of the task and he
01:26:56
followed uh every instructions and the activities so it was a success um being interdisciplinary he felt that it was something meaningful it was something that um that it was worth it to follow
01:27:10
to conclude I just want to point out the fact that we are facing um a problem and diversity inclusion is um is something that um only those teachers who are
01:27:23
highly motivated are capable to um to solve it's not like it's a problem the problem is that we are have no time teachers have um in andalia at least
01:27:35
have no time to dedicate to the 25 or 30 students we have in every class so um it's it's um it's a problem and we are going to solve
01:27:51
it [Applause] thank you very much for your presentation on the um Spanish context and especially your case studies which
01:28:03
were really helped to bring the the context to life thank you so much and now um last but absolutely not least we're moving on to um to Lithuania before we open up for um questions and a
01:28:14
brief summary and discussion thank you my presentation will be about two two things uh I will say a few aspects about
01:28:30
Lithuanian inclusive education and about it tools uh how it use in how it used to teach uh students who have special
01:28:45
needs uh Lithuanian strategic um education documents are focused on on updating inclusivity in the field of education and are fundamentally aligned
01:28:59
with key International principles of inclusive education the main goal of the inclusive education system in Lithuania is to ensure that all Learners have to
01:29:13
opportunity to receive appropriate and high quality education in local education educational instit institution together with their
01:29:25
peers important aspects of inclusivity is the opportunity for individuals to develop according to their abilities uh these aspects includes adapting the
01:29:38
learning environment providing individualized support to tools and adjusting the curriculum uh of course the education program must be tailored to meet the
01:29:52
abilities needs of each learner uh when evaluating achievements consideration must be given to the alignment of learning outcomes with the goals
01:30:05
achievable through personal learning abilities and assessment tools should be flexible inclusive and grounded in principles of Universal Design for
01:30:18
Learning uh in uh uh each School uh have well-being committee uh uh this committee coordinates support for students at
01:30:31
school uh it may include invest committee may include parents teachers class leaders local communities and other individuals interested in the well-being of the
01:30:45
child uh the purpose of well-being committees is to create a safe School environment plan education support organize and evaluate its Effectiveness conduct initial
01:30:58
assessment of special education needs manage crisis situation and provide recommendation to educ Educators and educational organization
01:31:11
issues and uh from the first of September on 2024 uh in Lithuania it is planned with condition for education in in the nearest school preschool or general
01:31:27
education alongside peers uh with PE should be provided for every child with special needs and we have a challenges uh the first challenges is
01:31:41
particularly in Pro uh providing support to teachers uh various support measures are implemented to assist teachers in implementing inclusive education such as
01:31:55
reducing the maximum number of students assigned to a class encouraging teachers to participate in professional de development activities and providing educational
01:32:09
support various digital teaching tools are also being developed to help individualize education uh second uh challenges uh is
01:32:20
collaboration with parents the smooth collaboration with parents contributes to creating an inclusive School culture however there is room for improvement in school
01:32:33
collaboration as it is identified as the weakest indicator in leadership and management uh other challenges is um collaboration with specialist it is very
01:32:47
important in educating students with special educational needs it is essential to ensure Pro uh proper support from education specialist and teacher assistant to help
01:33:01
teacher and preparation of individual classes and school communities to integrade students with special needs is emphasized recognizing that not all
01:33:13
parents May initially be willing to have your children learn with special needs students and uh now I would like to present few uh robots we use it at
01:33:28
school uh it helps um to teach uh special needs students and uh you can see uh uh robots uh the snail which is
01:33:41
one of the favorite robots um for primary school students and snail recognized cards and moves according accordingly each step and for example
01:33:55
she made be say uh turn left turn uh turn right uh I I am on the red color I am on the uh fruit
01:34:08
banana uh with the snail we can teach programming math and um colors fruits uh lettuce uh the second robot is on with
01:34:22
um um uh which is on the carpet uh and teachers um uh teachers put on the carpet different task and uh
01:34:34
the students can uh program robots with tablets and uh robots can go um for example students have a list with Lithuanian words and on the carpet are
01:34:49
uh different English words words and uh uh students have to find uh English uh translate from Lithuania to English and to find English
01:35:02
words uh we have IMO coups it is interactive coups and which helps uh to students learn uh letters to students learn um uh
01:35:16
read and uh uh uh you uh you can use use it for example to uh sort something for example uh which is which are wooden
01:35:30
which are plastic which is from paper uh and you can see the interactive map and interactive t-shirts and uh I
01:35:42
have interactive teacher uh t-shirts here and uh yes and I would I would like to uh show
01:35:55
you please help me Po teacher can uh uh dress it but at this moment no just a
01:36:24
moment uh what is it Buton yes and um I have apps on the phone or on the tablet and I will scan
01:36:50
it and we can see what is in your [Laughter] body yeah and you can listen how your heart
01:37:17
P beats yes uh you can see mhm you can see what is inside in the heart why sorry
01:37:31
not not not you can see the blood how it run in your
01:38:05
body you can see digestive that's all thank you okay and which tools helps to learn and to teach
01:38:50
students thank you very much the last slot is always the most difficult but with your your interactive presentation you've definitely woken up those who may have fallen asleep but I don't think anyone has thank you so much that was uh that
01:39:04
was great so um we have covered uh lots of different National contexts and lots of different um uh spe educational needs such as um subject specificity special
01:39:18
educational needs High Achievers lower achievers autism spectrum children whose parents are abroad or are seasonal workers briefly covered um multilingualism as well um or under uh
01:39:30
or families from lower socioeconomic backgrounds and how that impacts um uh children's ability to participate in the in the school context and something that's really with um Universal Design has been mentioned um in nearly all of
01:39:43
the presentations today and as I was scribbling along was scribbling along as you were all presenting and what it occurred to me is that there are seem to be a number of strategies that um are important to support students with
01:39:55
special educational needs but equally for students um without special educational needs if there are any um you could argue about that for a while I think um so first of all there seems to be individualization meeting students
01:40:08
where they are at um and building on that there seems to be an element of enjoyment and motivation and playfulness um that is important and engagement um self-directed learning came up um
01:40:21
students being able to decide to some extent on the What the how and the with whom they want to learn um the role of direct teaching was discussed and alternative teaching
01:40:32
methods um so a move away potentially or um from direct teaching and encouraging more group and pair work and interaction between students and their teachers
01:40:44
tactile and embodied learning came up um similarly to multimodality and creativity and the use of literature we have seen a beautiful example there um the importance of modeling examples is
01:40:59
something that's come through so students who are struggling to organize their own learning and how modeling can help them to structure their learning sequences and um and organize their
01:41:10
learning uh the role of scaffolding so really showing students um the different steps that are involved in the learning process making that more explicit to them um and and illustrating it um we
01:41:23
saw an example of how that might might look like um in academic learning but also in social emotional learning um when um children might be overwhelmed with their with their emotional reactions but um two points that
01:41:37
shouldn't be underestimated and that again came through in in many of the presentations was the social emotional aspect and the aspect of well-being making sure that our students feel uh at
01:41:48
at home in school to some extent that they feel welcome that they feel supported by their teachers and their peers and thus the role of relationships with their teachers um and and their
01:42:00
peirs in their classroom so these are just um just about um 15 points 15 strategies that came um that I have heard and I'm sure I've missed some uh as I was listening to you and uh we also
01:42:14
covered the policy contexts a number of different policy contexts actually six different ones um where we covered the role of school segregation um special schools versus approaches towards
01:42:26
inclusion um supported by um special educational plans and support systems specialist teachers so how we can ensure that students are integrated into the wider school system teacher training but
01:42:39
also I think um one thing that shouldn't be underestimated um is the question of teacher shortages in a lot of the countries present here um teacher shortages continue to be an issue and
01:42:51
will likely be a growing issue um in in the years to come so something that we need to uh and especially when it comes to to specialist teachers um we discussed the the
01:43:05
difference between accessibility and and inclusion and um which aspects might sometimes be more on the Forefront of of teachers Minds making material accessible but is that inclusion um is
01:43:18
that everything and um there seems to be a trend towards um inclusion over separation at least um in policy and what is um what some countries are are ideally aiming for but there are clearly
01:43:31
um some continuous barriers there um such as teacher shortages as we said um and teacher training and um finally of course the the role of digital tools which in the current um context we
01:43:45
shouldn't underestimate and I think we're only just starting to touch the surface so in the context of all of this I'd like to address my first question to the panel um relating specifically to um
01:43:58
to that question of universality versus um specialist teaching so I've highlighted a few strategies that uh that you have mentioned in in your uh presentations but just as a summary in
01:44:11
know one one sentence um uh thought as we don't have a lot of time what do you think the relationship is between you effective teaching for everybody and
01:44:24
specialist teaching for those um that that might need particular support where's the line um if there is one um and what's the best approach to
01:44:36
combining uh the two approaches who wants to go first thank you um unlike my distinguished colleagues here I never
01:44:50
got the time to refer to the problems in the Romanian uh education system so um if we take into account on the the um um very nice intentions of the uh Romanian
01:45:03
policy makers uh Romania may sound like a Haven of um uh um inclusion for um its students obviously that is not the case
01:45:15
but to answer your question quickly um I can't possibly believe in a a um one um approach Fe all types of students it that's not just feasible but
01:45:30
if most if not all teachers uh were become more aware of what inclusive teaching means um building report getting to know your
01:45:41
students um making sure that what you do is based on what they become able to do and not on your presentation like we did here because I
01:45:54
uh it felt like you know uh um wasting 15 precious minutes of your time with the Romanian education law um giving the students the uh
01:46:06
um focusing on the students well-being as well as listening to them these are things that all of us can do regardless regardless of numbers U programs uh um
01:46:19
in which we participate and and so [Music] on inter [Music] e Shand I just want to give you an
01:48:06
opportunity online as well if you want to come in um I think almost everything is told um we need both I mean University universality and Specialty as
01:48:19
well but uh the question is I think it's the the computer volume yeah want to try again shando okay yes it's working now we can
01:48:47
hear you uh the the the the the question is speciality in what and I think our specialty if we are dealing with children then our specialty is
01:49:00
children so uh the teacher specialty is is helping children to learn and U so it's this is why I told
01:49:14
it's it's it's it's we need both so the the good teacher specialty is universality it sounds strange but I think it's
01:49:27
true absolutely yes it's um there doesn't have to be an opposition it seems definitely part of a Continuum more than um than an opposition thank you um right I think at this point I'll open up um to questions
01:49:42
from the floor [Applause] no so maybe we can um just go back to to the policy context again we've um we've had so many presentations on different
01:50:07
policy contexts um and um where would you where would you situate um the role of um of teacher expertise in in all of this and the the role of continuous
01:50:21
professional development what do you think the most important aspect would be for teachers to to develop in terms of moving away from a deficit model um moving towards um
01:50:32
Universal Design is it about the methods is it about the the better theoretical understanding of different um of different needs is it a move away from a medical model and how what might the
01:50:44
best strategies be to um to present that training um to teach us to make it most engaging so that all teachers become in a way specialist teachers um for
01:50:56
students with special educational needs we're nearly at Christmas so it can be a you know a wish to Santa Claus okay one thing that comes to mind at this point um in our uh context
01:51:13
obviously U the intentions are good how do we what do we do to put them into practice so um uh a top down approach is necessary definitely but uh
01:51:27
uh the bottom up uh approach is a must because if these uh great policies do not reach the individual student then uh um they're uh they're in vain so I would
01:51:43
go with um better professional development better uh pre-service and in service teacher training I would also go with
01:51:54
um better ways of uh um forming future generations of teacher teachers um so special programs to make them become aware of uh um what inclusive educ
01:52:09
education needs and teach them how to uh um reach out for each and every student in every possible way um in
01:52:25
from the way I said um and I have expressed that in my presentation um I think it's in Spain the um the legal framework is excellent um I I um I can
01:52:40
say that but um reality um is quite different because we um I said that and I feel like I'm repeating myself but we need time it's I don't think it's a
01:52:53
matter of for um of uh training our teachers because um we we we have we are formed we are we study we have um post
01:53:06
education and um after the Masters um and the degrees and we have excellent professionals that are teaching us uh teachers but we need time to make that happen
01:53:20
because they are asking us to attend 25 students approx um with their individual needs every one of them matters and um
01:53:33
I'm not sure how I can do that with one class of 25 two classes with 25 and three classes with 25 at least I have 80 well I have around 80 students in total
01:53:46
and I'm not sure how can I how can I um do that without um the time that I that I that I I mean that we we we do it because we want to because we we care
01:53:58
for our students but um really we need that um in Spain in [Laughter] Spain [Music]
01:54:48
for Shand would would you like to come in well I am a student of Carl Rogers and I am a great believer in the person centered
01:55:13
approach uh so if I have one wish I wish that uh teacher should be more congruent more accepting and more empathic
01:55:27
understanding and what I am doing for this purpose is that I am regularly organizing uh encounter groups for teachers and this is my wish Christmas
01:55:41
wish that uh teachers personality should grow up to the task but they have to do every day this children wonderful thank you very much
01:55:55
everyone so that means that um in summary our wish list um means a closer involvement of of teachers in policymaking and combining a um top down and a bottom up approach um decreasing
01:56:07
teacher workload and and contact hours so they have more time to collaborate to prepare and to take in to develop their individualized approaches recognizing also I heard it um underneath and I will say it as someone working for the
01:56:19
charter College of teaching um recognizing teacher expertise teachers as the experts in the classroom um they know what they're doing so um but leaving them the time to actually do what they do best which is working with
01:56:31
their students and then finally some more empathy and I think that's probably a nice closing note not just um in schools but maybe Beyond in the world as well so um thank you everyone um thank
01:56:43
you to our wonderful speakers for your contributions um to today's panel and we have the opportunity now to um to continue our conversations in the room
01:56:54
next or is it or yeah discussion on a specific context okay maybe I can announce as well we need
01:57:24
people yeah but it doesn't matter it's just that we need afterwards we're going to have focus groups for work package three that concerns the
01:57:37
people that will be involved in the Ser G the people going to come so please you may have a break but we'll meet upstairs
01:57:55
goodbye [Applause] everybody I would like thank sh [Music] fore
End of transcript