European Inclusive Learning Hub

The European Inclusive Learning Hub is a large repository of inclusive, searchable and usable learning resources, methods, tools and mechanisms, already tested, approbated and deployed in certain countries.

It acts as a wizard-style driven and semantically supported logical framework for systematization/categorisation of inclusive learning resources, methods, tools and mechanisms in various education levels: early childhood, primary & secondary school, vocational education and training, higher education, adults education.


Title: Primary Communication and Language, guidelines for teachers of students with mild general learning disabilities.

Type of the resource: Handbook/Guide/Manual 

Funded by:  NCCA

Authors: 

Type of disability:  Learning Disabilities

Target education level:  Primary education

Language(s):  English

IPR:  No

OER:  No


Overall objectives of the inclusive learning resource

Inclusive learning intervention logic: (What are the overall broader objectives to which the action will contribute?) 

Guidelines handbook tool to help teachers in Primary to mediate the students with mild learning disabilities access the whole curriculum as language is central to learning.

Objectively verifiable indicators of achievement: (What are the key indicators related to the overall objectives?) 

Sources and means of verification: (What are the sources of information for these indicators?) 

Risks and Challenges:


Specific purpose of the inclusive learning resource

Inclusive learning intervention logic: (What specific objective is the resource intended to achieve to contribute to the overall objectives?) 

To support teachers with communication and language subjects for students with mild learning disabilitie, how to approach, create curriculum and teach.

Objectively verifiable indicators of achievement: (Which indicators clearly show that the objective of the actions/resource has been achieved?) 

N/A

Sources and means of verification: (What are the sources of  information that exist or can be collected? What are the methods required to get this information?) 

Risks and Challenges: (Which factors and conditions outside the user's responsibility are necessary to achieve that objective? (external conditions)) Which risks should be taken into consideration?  

N/A


Expected results on implementation of the resource

Inclusive learning intervention logic: (The results are the outputs envisaged to upscale. What are the expected results?) 

N/A

Objectively verifiable indicators of achievement: (What are the indicators to measure whether and to what extent the action/resource achieves the expected results?) 

N/A

Sources and means of verification: (What are the available sources of information for these indicators?) 

Primary Communication and Language, guidelines for teachers of students with mild general learning disabilities.

http://cat.sess.ie/uploads/P_Mild_Comm_Lang_NCCA.pdf

Risks and Challenges: (What external conditions must be met to obtain the expected results on schedule?) 

N/A


Activities

Inclusive learning intervention logic: (What are the key activities to be carried out and in what sequence in order to reach the expected results?) 

Rationale and introduction;
School planning;
Classroom planning;
Approaches and methodologies;
Exemplars;
Appendices.

Objectively verifiable indicators of achievement: (What are the means required to implement these activities, e.g. personnel, equipment, training, studies, supplies, operational facilities, etc.) 

Sources and means of verification: (What are the sources of information about action progress?) 

N/A

Risks and Challenges: (What pre-conditions are required before the use of the resource starts? What conditions outside the user's direct control have to be met for the implementation of the planned activities?) 

N/A

Attachment: PDF document 1 P_Mild_Comm.pdf

URL: Handbook





Submit Feedback

Upscaling Feedback and Impact Recording Form



Feedback received