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The work of the project learning communities has shown the benefits of:
Project practical work showed ways to build teachers’ professional knowledge and expertise to meet learners’ diverse needs and develop more innovative ways to organise learning for all. Such knowledge can be introduced through networking both within the learning community and beyond (e.g. with local universities, other schools/colleges and local specialists) to increase evidence-informed practice within the school.
On 5–6 March 2019, the Polish Ministry of National Education (MEN) and the Agency held a conference in Warsaw to present the final recommendations from the Agency’s work under the Structural Reform Support Programme (SRSP).
INSHEA (the French national higher institute for training and research on special needs education) opens its doors to the public on Saturday, 16 March 2019 from 10:30am to 3:30pm.
On this day, visitors will get the opportunity to meet some of the INSHEA researchers, trainers, administrative staff and students. Information will be provided about jobs in France in the fields of accessibility to education, culture, professional integration, and visitors are invited totake part in various workshops about disability.
The programme includes:
The Global Education Monitoring (GEM) Report is an independent annual publication, funded by a group of governments, multilateral agencies and private foundations and facilitated and supported by UNESCO.
Schools should develop systems and partnerships to ensure access to current research evidence. They should also support school-based research activity and allocate appropriate time for this form of collaborative professional learning and development. All stakeholders – teachers, learners, leaders – should develop a ‘growth mindset’, which sees hard work and persistence as contributing to success.
The RA project shows that effective leaders develop a school ethos that supports respectful interactions between all stakeholders. Language used to talk about learners should avoid labelling and all staff should take responsibility for all learners’ achievement and well-being. Dialogue should focus on ‘intentionally planning for the success of all students’ (EENET, 2017) to provide personalised opportunities for progress. It should also include listening to the learner voice to increase participation and engagement.