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: The Inclusion Development Programme Supporting children with speech, language and communication needs: Guidance for practitioners in the Early Years Foundation Stage

Type of the resource: Handbook/Guide/Manual 

Funded by: 

Authors: 

Type of disability:  ALL TYPES

Target education level:  Early childhood
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?) 

The Inclusion Development Programme (IDP)  is part of the Government’s strategy for children with special educational needs (SEN), outlined in Removing barriers to achievement: the Government’s strategy for SEN (DfES 0117/2004). This four-year programme (2008–2011) is providing support for leadership teams in schools and settings, and professional development materials for teachers and practitioners working with children with a range of special educational needs of all ages from early years through to secondary school.


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

It aims to:

•  build the independent capacity of schools and settings by helping teachers and practitioners to develop the skills needed for the early identification and support of children with high incidence needs;

•  strengthen leadership and strategic approaches to inclusion and achievement of children with high incidence needs by providing guidance and support for special educational needs coordinators (SENCOs), headteachers, leaders and managers.

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?) 

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

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?  


Expected results on implementation of the resource

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

Practitioners will be  prepare on how to Include and support children with speech, language and communication difficulties. Is supporting practitioners giving them guidance on the subjects of Creating Positive Relationships, Enabling Environments and Supporting children in the area of Learning and Development

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

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

A guidance for practitioners, special educational needs coordinators

(SENCOs), headteachers, leaders and managers, on how to support students with behavioural, emotional and social difficulties. "The Inclusion Development Programme  Supporting children with speech, language and communication needs: Guidance for practitioners in the Early Years Foundation Stage" 

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


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?) 

Creating Positive Relationships, Enabling Environments and Supporting children in the area of Learning and Development

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

To be applied by the professionals and staff involved in the inclusive ecosystem.

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

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?) 

Attachment: 

URL: http://www.idponline.org.uk/downloads/ey-slcn.pdf





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