professional development
The SISL Self-Reflection Tool aims to stimulate professional dialogue and collaborative policy development within and across schools and at different policy levels. It is intended for:
- school leaders and leadership teams seeking guidance in adopting and developing inclusive leadership practices;
- policy-makers responsible for developing and implementing policies for inclusive education at national, regional and/or local levels.
Teacher professional learning for inclusion covers the education of teachers working in schools (i.e. initial teacher education, induction, continuing professional development), leadership for inclusive education and the professional development of teacher educators working in tertiary education. This entails preparing all teachers in all teaching roles for inclusive education.
The main goals of the programme are to:
The policy vision, aims and objectives frame quality education in the context of inclusive education. Both quality and inclusion work together to create learning environments that enhance the learning and life opportunities for each student.
A key objective is to enhance the quality of the learning experience for each student in each class, but also to address the contextualised learning opportunities that can result in two teachers working in the same classroom at the same time.
The aim of this national project was to implement a train-the-trainer programme to prepare teacher educators from national and provincial universities and colleges across Vietnam for teaching about inclusion. The training course in inclusive education had two major objectives:
This document presents five key messages that summarise an essential part of the work of the European Agency for Special Needs and Inclusive Education over the last decade. It addresses relevant issues in the field of inclusive education: