LOCAL/NATIONAL STRATEGIES TO PROMOTE INCLUSIVE
PRACTICES AT MAINSTREAM
SCHOOLS
" LET EQUITY AVOID DISCRIMINATION" ( LEAD) - LEARNING, TEACHING, TRAINING ACTIVITY 1
ERASMUS+ PROGRAMME
KA 201 - STRATEGIC PARTNERSHIPS FOR SCHOOL EDUCATION
PROJECT NUMBER: 2019 - 1 - LV 01 - KA 201 – 060363
Austrian Association of Inclusive Society (AIS)
INITIATIVES PROMOTING
The Council of Ministers of the Austrian Federal Government approved
in November 2004, the National Action Plan on the Rights of Children and Young People.
Stating that parties shall respect and ensure the rights set forth in the present Convention to each child within their jurisdiction without discrimination of any kind, irrespective of the child's or his or her parent's or legal guardian's race, color, sex, language, religion, political or other opinion, national, ethnic or social origin, property, disability, birth or other status.
They should also take all appropriate measures to ensure that the child is protected against all forms of discrimination or punishment based on the status, activities, expressed opinions, or beliefs of the child's parents, legal guardians, or family members.
INCLUSION
PRACTICE CENTER OF PEDAGOGICAL TRAINING SCHOOL
The project “Mehrstufenklasse” has been developed as an experimental example running within the public educational system. In the “Mehrstufenklasse” are 10 to 16 year old students in one class including children with disabilities.
The inclusive education in that class is achieved by accepting the natural feelings and behavior of children at their particular ages. This attitude is the most important attribute of the teachers and the students themselves in inclusive education. The primary resource is peer-learning. The children learn to reflect on their own work.
PROVINCE OF STYRIA
In Austria, the highest number of students are included in the province of Styria.
More than half of the school children considered to have severe disabilities and about 80% of all students with special educational needs are now already included in the regular system.
This results have been obtained through:
a clearly defined policy
a flexible and adaptable curriculum
in-service training for special and regular teachers political pressure by parents of children with disability
INTEGRATED LEARNING CENTRE BRIGITTENAU IN VIENNA
Teacher training
In all classes there are teachers trained in reform-pedagogy. Some are specialized in Freinet pedagogy, while others in Montessori.
Team meetings
Team meetings take place twice a week with different sets of participants. These fixed meetings in the school provide time to plan lessons, answer organizational questions and exchange pedagogical information on certain pupils
Co-operation with parents
There are two to three parents’ evenings per year, for organizational matters and, for dealing with pedagogic issues. Co-operation with the parents is very important when focusing on holistic interaction with the pupils.
THANKS FOR
YOUR ATTENTION
The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for an use which may be made of the information contained therein.