3 Sprößlinge

Report Conference Maastricht

Programme Conference Inclusive Education
1 maart 2018, Van der Valk Hotel, Nijverheidsweg 35, Maastricht
A new learning experience for all
110 educators, local authorities, politicians and other stakeholders of school education in the Netherlands took part at this SOIL-conference in Maastricht, organized by the City of Maastricht
13:00 - 13:10
Opening by the Alderman for Education, Bert Jongen
The Alderman for education policy of the City of Maastricht opened the Conference in a very personal way. He told a story about his daughter, a primary school teacher with several children with disabilities in her classroom. Inclusion is becoming a reality in the Netherlands. Inclusion is the way it should be, but it’s only possible with the right tailor made adjustments and support system. Otherwise the children with disabilities can lack attention and care and that’s not ok for their and other childrens school results. Primary school teacher experience Inclusion (in the broad sense) often as an extra task of sometimes even as a burden.. They are not trained for the extra care tasks or don’t know how to handle when children have special needs because of their specific background. Inclusive education can only be succesfull if children and teachers/schools get the support they need.
13:10 - 14:10
Raf Vervaard – Masterclass about Inclusion
The audience wasn’t aware of the fact that professor Vervaard (‘University of Gent’) wasn’t a real professor, but an actor. Raf Vervaard, is an actor specialized in Entertrainment and transformation processes withing organizations. Communication, learning en the role of teachers/children are passionate themes for Raf. He interconnects societal
changes and transitions with the development within the educational system. What does the societal transition mean for us as humans, citizens and teachers, for our role, our work? In a interactive and inspiring and humorous way the audience can feel what the transition towards inclusive education means. Raf Vervaard can make the transition personal, by asking the question: did you ever feel excluded yourself? This question changed the way people experienced and listened to 2 primary school directors and two teachers.. being interviewed by Raf. One of the teachers mentioned the fact that new teaching methods can support and sustain Inclusion. ‘Inclusive education made my work as a teacher much more interesting..’’
14:10 - 14:40
José Smits from the foundation ‘in1school’/Defence for Children: What is
needed to make a school inclusive?
José stated that Inclusion keeps on being an important theme for other schoollevels/schoolsystems than the primary-school. A secondary school and adult education should also be inclusive.. Inclusion should’t be a choice of the school, but it shoud be vanzelfsprekend… Parents and children sometimes don’t have the option to choose for a regular school. Still much too much children go to special schools. The possibilities to change towards another regular school or another level are too limited. The whole schoolsystem has to change: schools without barriers, new school methods, diversity policies at schools and sufficient support for children who need it.
15:00 - 15:20
What are the needs of children with learning disabilities? Prof. Dr. Xavier Moonen, Zuyd, Lectoraat ‘Care for people with a learning disability’.
Xavier Moonen presented the concept of Adverse Childhood Experiences (ACE) which can lead to severe learning disabilities:
Support possibilities:
• Smaller tasks at a time
• Setting boundaries
• Hands-on behaviour: not talking, just doing
• Makei t concrete
• Structuring and simplifying tasks
• Network inschakelen
• Safe and positive learning environment
• Language adjustments
15:20 - 15:40
What is Easy to Read method? by dhr. Klaus Candussi, atempo, Graz/Oostenrijk
Klaus explained why the easy to read method so important is. Being able to read in your own information level means freedom of change, indepence, being inter connected, beind part of society… He presented the new Capito app: the user can choose him/herself the information level. The user, not the writer or sender of the information chooses the information level. It’s a huge step towards more self determination of people with disabilities.
15:40 – 15:50
Presentation results ‘Language for all/Taal voor Allemaal, mevr. Enid Reichrath
Students form a secondary school tested official letters form the local government in Maastricht (Pasport, income..). The original letters and the rewrited letters where tested by the students: 3 out of 4 letters where tested as better understandable, more clear. The students could reproduce the letters rewritten in ‘Language for all’.
15:50 - 16:10
Presentatie FutureYou, talent ontdekken in de toekomst, Mevr. Cecile Kremer, Wandering the Future (Trend researcher and creative strategist)
Dutch trendwatcher presented the newly developed digital instrument Future You. It’s a interactive method for  educators to discover the future and future (learning and job) possibilities for your student of child. The development of this instrument is a result of a user-driven innovation project with youth between 14 en 24 years old.
16:10 - 16:30
Toelichting Yucelmethode – dhr. Mehmet Yucel
Yucelmethode Mehmet Yucel presented the Yucel-method: The Yucelmethod makes problems and solutions tangible, visible and concrete. By using the method, a person will become aware of their problems and be able to see where the
sustainable solutions lie. This happens because they can visualize their reality by using the different blocks, beams and representations of the Yucelmethod. Visualizing meaning that the client puts their problems and supporting factors on the table in front of them. This manner of ‘externalization’ makes discussing the issues less threatening. By building a
representation, the person will gain a better understanding of their burdening and supporting factors. Not only is their life situation visualized, their inner dialogue about it will also be stimulated. The person will get more insight into their own problems through the interaction of imagination and inner dialogue. The building of representation will bring the
person in contact with their supporting factors and the power of their network. Altogether, the client builds their own story. The story changes over time, which leads to changes in the representation. Because the person is encouraged their own analysis of their pressures and capacities, they will be able to indicate on which problem they want to focus on first more easily. If they set goals while doing this, they will consider these goals as ‘their own’. This will increase the motivation to work on it, and will in turn improve the chances of success of the support program. At the end of such a process, aperson might say: ‘I now see what’s going on with me’ or ‘I finally understand’ or ‘It is now clear to me’.
16:45 - 17:15
Debate with the attendees: what can I/the school contribute to create Inclusive schools?
Statements/remarks:
- Budgets can be allocated in a different and more efficient way, for example several
personal budgets could be merged in to one budget for extra support/care for
children who need it.
- The needs of a child should be central
- We need a vision and a shared mission
- Inclusion is good for al children
- How can I arrange practical assistance for the children
- Just do it together -cooperation
- Inclusive society instead of just inclusive schools
- Facilities to support teachers
- We want inclusive schools – we have to be creative, finding new solutions for old ‘problems’ – think about the chances
- Inclusive schools – need for a inclusive infrastructure
- Just start the process – make it concrete, start with projects
- What competences are needed, special expertise
- Inclusive schools – more tolerance on schools – everybody is welcome
- How can we organize Inclusive education
- Inclusive classes must be good for all the children
- Inclusive schools should be interconnected with the neighbourhood
- Parents should be involved
- Secondary schools should also be inclusive
- What are the challenges
- Sharing best examples, sharing expertise, visiting schools
- Parents should be supported finding the best school for their children
17:15 – 17:45 Looking back and forward to the seminars who
17:45 Reception
Karin Maartens, City of Maastricht, 01.03.2018

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