1. A MODEL of CREATING IEP in REPUBLIC CROATIA – HOW to CLEBRATE STRENGHT of PUPIL Prof Zrinjka Stančić Faculty of Education and Rehabilitation Sciences Croatia, Zagreb, zstancic@erf.hrzstancic@erf.hr Đurđica Ivančić, Ma Center for Education and Rehabilitation of Children and youth Prekrižje Croatia, Zagreb ISEC Inclusive and Supportive Education Congress Glasgow, August 1st-4th, 2005

2. Republic of Croatia Population of 4,5 milion

3. Primary education (1 st to 8 the grade)  390 000 of students  7 500 of students with special needs 60% - full time integration 40% - part time integration  30 700 teachers  Only 190 special teachers Educational integration - legalized in 1980. Faculty of Education and Rehabilitation Sciences – researched premises and effects of educational integration Republic of Croatia

4. INTEGRATION AND INCLUSION “Creating situations for children with special needs which can provide less restrictive environment for their development and in the same time creating objective, subjective and organizational conditions for their acceptance, education and connecting with social environment in which they are accommodated” (Stančić,V.1985) “This is the system of education where pupils with special needs are educated in the neighborhood, in classrooms with other pupils without disabilities and where they get support and education based on their individual abilities and needs.”

5. SCIENTIFIC PROJECTS IN CROATIA  “Researching the objective and subjective premises for including children with disabilities into the regular schools in Zagreb area” (1980.-1985.)  “The evaluation of the effects of socialization and education of students with delayed cognitive development integrated into regular elementary schools” (1985.-1990.)  “The socialization of children with mental retardation” (1990.- 1995.)  “Education of teachers for the acceptance of children with special needs” (1995.-2001.)  “Children with special needs at ecological environment: family- school-peers” (2001.-2006.)

6. CREATING INDIVIDUALIZED EDUCATIONAL PROGRAM AND INDIVIDUALIZATION IN WORK WITH PUPILS WITH SPECIAL NEEDS

7. FRAME FOR CHANGES (Middleton, 1999) 1. Awareness 2. Not to make it worse! 3. Personal Changes 4. Professional Changes 5. Organizational Changes 6. Political Changes 7. Socio-ethical Changes

8. Causes of failure in meeting educational goals regarding children with special needs (The model; Ivančić, Đ. 1997)

10. WHAT IS INDIVIDUALIZED EDUCATIONAL PROGRAM? Individualized program Based primarily on: abilities – pupil’s strengths and then disabilities – pupil’s weaknesses

11. o There is no individualized educational program (IEP) based on type and level of disabilities o Important elements for creating IEP at school: subject time dimension methods forms and means of work WHAT IS INDIVIDUALIZED EDUCATIONAL PROGRAM?

12. Professional improvement of teachers and special teachers to achieve higher level of creativity and expertise Based on goals and problems of the basic curricula Pupils with special needs master the program based on different: Abilities Level of knowledge Time needed for mastering the subject WHAT IS INDIVIDUALIZED EDUCATIONAL PROGRAM?

13. WHO CREATES IT? Teachers in collaboration with special teacher ( NGO-IDEM) Created on the beginning of the school year Accepted by the Teachers’ Council Available to parents

14. HOW TO CREATE AND FOLLOW UP THE PROGRAM? Assess the abilities and (pre)knowledge for every educational field (initial evaluation) Important to determine: Educational goal for the whole year Short-time educational goals Determination of the highest level of regular curricula in which pupil can participate To determine: The beginning and duration of the individual assistance Criteria, means and methods of evaluation Assign professionals responsible for making and following up the program

15. Suggest possible changes in realization of the IEP Accept the fact that some pupils with special needs can: Make progress (in all or in some fields) as the other peers; some of them in some parts of curricula, up to their individual level, but There is no pupil who can not be educated depending on her/his abilities At the end of every school year it is necessary to evaluate efficiency of the program. HOW TO CREATE AND FOLLOW UP THE PROGRAM?

16. INITIAL EVALUATION Assessment of the abilities a)Reading b)Listening - writing - speaking c)Calculating and geometric representation d)Spatial and time orientation e)Working habits Assessment of the interests of pupil a)Activities that pupil likes or wishes to do b)Motivation for some subject, field or content: Interview with pupil, parent Observation of pupil’s reaction in different situations (nonacademic acttivities, free time etc.)

17. INITIAL EVALUATION Nondiscriminatory Assessment of needs a)Behavior towards other pupils, adults, etc. b)Getting information about family background and present situation c)Information about spare time activities Meeting pupil’s needs Strategies for strengthening self-confidence

18. PROCEDURES OF ADAPTATION Adapting curricula, planning proper procedures, choosing stimuli:  Subject’s lesson plans  Determine time dimensions for mastering the lesson plans (short-term and long-term goals)  Determine didactic and methodic forms of work, regarding procedures of adaptation, choosing stimulation in work, sources of teaching, means and didactic materials

19. Cognitive adaptation PROCEDURES OF ADAPTATION

20. VRSTE TJESTENINA Prema upotrijebljenim sirovinama Srodni proizvodi Prema načinu proizvodnje Prema obliku Prema načinu upotrebe Talijanski specijaliteti obične tjestenine listovi za pite i savijače prešane tjestenineduge tjestenine tjestenine za priloge lasagne tjestenine s dodacima mlinci s jajimavaljane tjesteninekratke tjesteninetjestenine za juhecanelloni nadjevene tjestenine oblikovane tjestenine pune tjesteninetortellini dijetne tjesteninesijane tjesteninešuplje tjestenine tjestenine s drugim dodacima motane ili zavijene tjestenine savijene tjestenine PROCEDURES OF ADAPTATION Cognitive adaptation

21. Perceptive adaptation PROCEDURES OF ADAPTATION

22. Perceptive adaptation

23. PROCEDURES OF ADAPTATION Perceptive adaptation  Adaptation of means of demonstration: pictures, maps, schemes  Adaptation of the print, reading and writing space  emphasizing the text: underlining, highlighting Cognitive adaptation  Introducing to the procedure  Planning, semantic simplifying of text, easy to read text  schematic representation, gradational perceptive stimulation of the content

24. PROCEDURES OF ADAPTATION Original text

25. Schematic demonstration Cognitive adaptation NAČELO ZAKONITOSTI ILI LEGALITETA Formalna zakonitost sadržaj nekog akta treba se poklapati sa sadržajem višeg akta Materijalna zakonitost akt donio nadležni organ, po propisanom postupku i u o bliku u kojem je predviđen svi niži pravni akti trebaju biti u sadržajno i formalno usklađeni s višim pravnim aktima PROCEDURES OF ADAPTATION

26. Original text

27. Cognitive and perceptive adaptation PROCEDURES OF ADAPTATION Gradational perceptive stimulation of the content – step 1

28. PROCEDURES OF ADAPTATION Cognitive and perceptive adaptation Gradational perceptive stimulation of the content – step 2

29. PROCEDURES OF ADAPTATION Cognitive and perceptive adaptation Gradational perceptive stimulation of the content – step 3

30. Adaptation in verbal expression  Adaptation in expression, comprehension and articulation  Verbal encouragement! Adaptation of demands towards:  Independence  Time of work  Methods of work  Examination  Activities (joint planning, change of activities.) PROCEDURES OF ADAPTATION

31. FOLLOW UP Valuation and evaluation individual and group follow up; analytic, consistent and documented; related to all levels of educational work Elaboration of new contents, practicing, repetition and examination examination: verbal or writing, individual or group with adaptation to child’s individual needs examination – initiative to a child: acquiring functional knowledge and developing self-judgment abilities

32. Grades - descriptive and numeric (1-5) for each level of knowledge Final evaluation - result of continual valuation of child’s progress (in form of report for every educational period) If needed, program can be modified and complemented FOLLOW UP Valuation and evaluation

33. o Education and Training Programms for Teachers (10 seminars, 80 hours) o Workshops for Teachers o Consultations - Cooperation with schools (support in creating IEP, individual and group consultations) o Program for Including Learning Support Assisstants o Rasing Public Awareness through Lectures, Round tables, etc) o Publications (manuals for teachers and parents, journal,etc.) SUPPORTIVE PROGRAMS for the TEACHERS NGO-IDEM

34. EXAMPLE of IEP

38. All children… Can learn and develop their selves! Must have chance to learn with other peers! Need friends in their neighborhood! Must be involved! Need good role models! Must learn to care for each other! Must be respected! Must have the same possibilities! Can learn without walls!