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TRANSCRIPT
T E 4 I
A Country View on Competence Approaches in Teacher Educa7on for Inclusion
Switzerland
Reto Luder
Zurich University for Teacher Education
Teacher's degrees
Regular class teacher
Degree from university of teacher educa7on
pre-‐priary and primary educa7on: Bachelor
secondary educa7on: Master
special educa4on teacher addi7onal master at university for special educa7on
knowledge
aFtudes
skills
Standards Zurich University of Teacher Educa7on
1. domain specific knowledge and skills 2. learning, thinking and development 3. mo7va7on and interest 4. heterogeneity 5. coopera4on, par4cipa4on and social context 6. communica7on 7. planning and performing instruc7on 8. diagnose and assessment 9. quality management and professional development 10. school and society 11. school as an organisa7on 12. profession within life balance
knowledge
aFtudes
skills
Ini7al and in-‐service training: Goals in SEN
PHZH graduates’ key responsibili7es:
Collabora7on and Coopera7on with specialists Coopera7ve Assessment Mee7ngs (CAM) IEP: educa7onal diagnoses, goal-‐seFng, and interven7on
PHZH graduates (regular teachers)
are able to par7cipate in the whole IEP process in accordance with their specific role
can prepare and carry out «CAM»
know the cantonal services for special educa7onal support (integra7ve teaching support, school psychology, therapies, special schools and classes, other services)
can adapt teaching strategies to a variety of needs and levels
can cooperate with team teaching partners (SEN teachers)
Contents
Basic Module SEN
L A I S E Learning Area Inclusive Special Educa7on
The LAISE combines the methods of problem based learning (PBL) and blended learning to offer realis7c learning contexts for students in the field of inclusive educa7on.
A broad amount of competences in the area of SEN is developed as the students are working in collabora7ve seFngs with realis7c situa7ons and materials.
On the eLearning plaborm cases of children with SEN in inclusive seFngs are provided in form of documents, descrip7ons, videos and interviews. Students take in groups the role of a school team working with the child and have the task to develop an individual educa7onal plan and the adequate measures to support the child in school.