Report
LdV
Partnership – Project „All inclusive” partnership for strengthening the
inclusion Host Visit of the participants 15th of November 2012
Integrated
elementary school in Bad Feilnbach (Germany)
At 15th of November we visited a school
classes in their “forest camp”. The camp was located few kilometres far from
Starnberg. In this camp a partner classes were participated together. One of
them is a special class only for students with special educational needs,
mostly physical disability (Cerebral Palsy). The other class is containing
not-disabled students. This partner classes are get on very well with each
other. In the camp we saw how greatly this partner classes are working together
(with mixed groups-disabled and not-disabled students) in various activities. This
class partnership among them started at least 5 or 6 years ago.
We had a great conversation with one of the special education
teacher. She broached us their inclusion strategy and the history of their
institution and the way how they raised their system.
About the model:
Their model is a kind of partial inclusive. This mean
inclusive practice is not always inclusive but is a form of integration. The
school has one class just for special educational needs. But this class has a
partner class and they are educated together in some subjects for example: Music,
English, Religion, Work-economy and technology. They also meet and cooperate
with each other at the social breaks, lunch time, outdoor activities, etc. Whenever possible, the students receive any additional help or special
instruction in the general classroom as well, and the students are treated like
a full member of the class.
The class for special educational needs has a special
school schedule and also a different curriculum. The students can learn in
their own pace, the curriculum is so adaptive and personalised. The daily
schedule is allowing of the students some specialized services like conductive
education. Three conductors are involved in the class; facilitate the students
with special educational needs during the day even if they have “normal”
lessons.
I had a great opportunity to meet a new school model,
an approach to educating students with special educational needs. This model is
not fully inclusive. on the field a
inclusion. The host visit was very interesting for me.
As a conductor, special educator this visit was very
useful for me. Before this meeting I had never see this kind of approach to
educating students with special educational needs. I know this model is just a
partial inclusion but I think this way is one of the best to enhancing the
inclusion in the formal education.
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