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 15^th 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.

Dear Participants,

Here you can find out our presentation about the process of the competences mapping.

“Pfenningparade Workshop”

16. Nov. 2012. Germany, Starnberg

Some big business bought the militaries old building and gave it for the association for endowment.

In this building we can find mostly people with physical disabilities the association give them a job what they can do easily. They are paid for hour the worktime is limber, usually they work how much they want but the money motivate them. In this building work 250 people and they live here in some apartment inside the associations territory. The governement pay the half of the rent and they pay the rest. Social workers help them inside of the association. They can find this work in the work division offices, there give them some instruction about this, and there decide that they can work there or not and they get high/level medical treatment.

In the training of specialist the exercise and the experience is more important. Unfortunately we can not find here the inclusion and for this they get many negative critic. 

Our group visited four type of job.

Digital Art:

Here works people who had accident they not really have mental disabilities. They work in computers they enjoy it and they know very much what they work ( e.g. calendar, albums, postcards, posters) they try to use this things outside of the association, but Outside they not really find job.

Here works 26 people who has cumulative disabilities, one of them is Adam from Temesvár from Romania and he is very pleased with his experience what he get there.

Bay Wa

Here works people who has cumulative disabilities with paperworks. They work in computers, write the prices , the cods, they do the spots, what is more they do some accounting department. The quality work here is very important and for this here they use check programs. This is the most honored part.

Hand Work & Kunst

In this part the people do just handcraft things. We visited just 3 type of these works: the candle made part, the beading part and the paint part.

In the candle make part works 10-12 people who has cumulative disabilities .They are dressed in work clothes whose make perfectly their job. They make different type of candles. For them the quality work is very important so the candles are very beautiful. They make the forms of candle too and they make some models in the candles. They collect the material for the candles. The sell the candles in the gate of the association where we can find a little shop.

Two girls work with the beading. They collect the materials to and use again. Now they make some Christmas tree ornaments because the Christmas shop is coming. They sell these in the little shop too.

In the paintshop work 20-25 people in workclothes too. They make oil and acrylate pictures, copy them about some postcards. The pictures are very beautiful. I was surprised, because I can not imagine that this people can work as beautiful like this.

With the pictures they go to salons and sell the pictures.

The people who take part of these trainings can use easily their knowledge outside more, they can integrate easier. Unfortunately they not really find job outside and for this they need the Pfenningparads help. 

Demeter Eva-Baba

                     2012. Starnberg / Germany, november 14-17

                                            „ School camp for youth”

  

   Nowadays the integration, inclusion efforts are gaining in the education of children and juveniles with special educational needs.

   The most important requiring of these children, who need special attention, is the assurance of the therapeutic procedures, the warm empathic community and the flexible and well-qualified specialist.

    On 15^th of November, 2012 I had the opportunity to participate in such a great program which was held in the school of Possenhofen. Since 2005, the conception of integration is present in the school system.

    The class started with six children who were disabled and had different damaged stages in mental development. The class is led by a teacher and two conductors and it is financed by the state. Children can participate in the classes till they become 12 years old. The number of children in increased from nine to ten, in 2011 and the number of the conductors become three but still remained one teacher. The conception of integration within the special classes and special educational needs are based on these partnerships.

   These children learn together on a daily basis and even some of the lessons are led together for example music, daring or art and religious education. These lessons are between 7.30-15.30. In these special classis children are on different development levels, therefore ’’learning together’’ is more efficient, namely because the conductors are also involved in the classes. Self-service is also emphasized on the cognitive improvement, it is a Kind of daily activity but they spend sufficient time to practice it. The class took part in a forest excursion, together with the partner class and this excursion was on 15^th of November.

   It was a pleasant experience how the children greeted us. We sang together and they put some questions and the surprising thing was that disabled children were braver and more confident. Afterwards we could participate in a Kind of survival program which was held in the nearby woods. By forming small groups, in which was a disabled and two normal children, they had to look for eatable plants. They also had to provide shelter for the night by collecting small branches.

  It was observable the way group work occurred and how the normal children monitored the disabled people .

   After the program we took part in a joint discussion, we could get answers for the unanswered questions and could talk about the special education of our countries, the level of that integration which is very different from the local organization of the integration teaching.  

       

                                                                                                        Deák Izolda

“Konduktive day care center” in Niederpöcking

  Starnberg / Germany, November. 15. 2012.

1.The generative group

In the generative group are 16 children, who are 3-7 year old and they need special training.

They work with the conductive method witch was improved in Budapest in Pethő institution. With this method they practice move correction. In that association work 4 conductor and 1 helper with the children in every day. The parents took the children there or the association workers bring the children there with the a bus.

There are children who live there with one parent(mostly with the mother) in the dormitory of the association witch is arranged in the floor of the association house and they go home just in the weekends.

For the family mostly the doctors  says that they can bring there their children for develop. In the association the workers estimate the children and they choose the best way to develop the children. The group works is changing every day: music, learn to think logic, develop to speak, to learn the separateness, handcraft, and the dog therapy.

The children who need special develop start these programs in 9 a.m. and finish in 14:45 p.m.

In the building are some lifts  an the classes are clear and the people who work here are very kind and helpful.  The toys and the special things are easy to get for the children.

 In the personal develop one conductor work with just one child, usually they do move correction exercise : to stand, to walk, hand moves, scales.

Because in Germany can not find conductor school the workers are Hungarians and they learnt in the Pethő institution. In Bavaria the government give 80/90 Euro for each child/day who need special help. If the child come to another country, so he/she is not Bavarian than they try to find supporter or they pay the therapy. The money what they have after the children the association pay  all the receipt(like: heater, bus)

In this association work some therapists with the methods what the doctors said (e.g. speech therapist) . These specialist are going to the association when they have programme there.

In the parents and the specialist the relationship is very kind and nice. They work together and they talk about the problems if they have, how to develop easer the children. The specialists work with programmes.

The Day Nurseries

In the day nurseries is working 2 group with 12-12 place. Now in the first work is learning 8 and the second group is learning 10 children. The children are 9 moths old to 3 year old.

There are working 2 kindergarten teacher and 2 helper and one trainer with the children.

Here learn children just who don’t need special nursing.

In this part the 2-3 year old kinds sometimes go to the conductive part, to the develop group because of the inclusion.

In the day nurseries for health the children is 30 Euro/day but the government pay 1/3 part of the money  and 1/3 pay the local government and 1/3 pay the parents.

Because the 2-3 year old kids sometimes work in the develop group the integration is obvious.

If they accept each others when they are little when they will be older the integration will be easier.

There was who finished the school here go to normal school and he/she do their works fine, because she/he can use all the things what she/he learnt in this school. Some of the students came back here in the holidays .

This grid always grow and we can find more inclusion day nurseries and kindergarden.

Demeter Éva. B 

 2. LdV meeting in FLORENCE 

Meeting in Italy 

http://vimeo.com/41201539