AHEAD, is an Irish national centre for inclusive education. It is currently looking for an Executive Director to lead the organisation.
Persons with disabilities
A number of community and voluntary organisations have come together, with the support of the HSE Social Inclusion Services Cork, to create a new entity called Cork Equal and Sustainable Communities Alliance (CESCA). CESCA works together to address issues of disadvantage in Cork City.
Applications are invited from groups / organisations seeking to promote social inclusion and social justice in Cork City. The key focus will be on collaborative work using once off funding which can be completed within a 12 month timeframe.
Safeguarding Ireland has urged the delivery of Adult Safeguarding Legislation to better protect vulnerable adults and reduce abuse.
In parallel, the organisation also called for the development of a Regulatory Framework for Adult Safeguarding and an independent National Advocacy Service.
An Cosán VCC is currently accepting expressions of interest from learners for Certificate and Higher Certificate programmes for it to hold based on demand, and would be delighted if those working in adult learning would consider discussing this with any potential students they believe might be suitable and benefit from the course. Expressions of interest are being accepted via survey that can be found through the link here.
There are 6 autism classes and a total of 23 students with OIZ.
Small Community Action Grant applications for local communities in Derbyshire are now open. Successful grants will be of a value up to £2,500 and will enable communities to better support the most vulnerable individuals in their local areas. To be declared successful, funding projects must meet one of the seven Derbyshire Police and Crime Plan priorities, which are listed in the article.
The Agency for Pre-primary, Primary and Secondary Education of Bosnia and Herzegovina hosted an expert meeting on 25 and 26. 4. 2019 in Sarajevo. There, the delegates from CIDREE member countries exchanged ideas and experience on the implementation of learning outcomes in inclusive education. Participants were given insight into the ways and methods used by different countries to adapt education programs for children with special education needs. The meeting was attended by representatives of Estonia, France, Ireland, Scotland, Slovenia and Bosnia and Herzegovina.
The seventh Experimental Statistics Publication has been released by the Scottish government. It focuses on the key findings of the Health & Work Support Pilot, Fair Start Scotland, and Work First Scotland and Work Able Scotland. The article provides a link to the full publication.
At least 1 in 8 students are neurodiverse (this includes conditions such as Dyslexia, Dyspraxia, ADHD, ASD and Developmental Language Disorders) but not all students arrive at college with a diagnosis or have had previous support for a variety of reasons. This may include moving around the education system (Looked after Young People) and lower recognition of traits in females.
Using online robust tools for screening for neurodiversity and assessing studying skills at induction allows for practical and student-centred support for those who require it in a timely manner.
Interactive apps can also support the student when moving from college into work. The Do-IT Profiler accessible web-based system allows this to happen.
The Finnish National Agency for Education EDUFI, The Ministry of Education and Culture, the Ministry for Foreign Affairs and FINGO invite education sector experts to an event about solving the global learning crisis and identifying successful multi-stakeholder collaboration models.
As Selcuklu Special Education Vocational School, 175 special education students (mildly diagnosed with mental disability) are educated in 16 classes and 7 workshops in 5 different fields to prepare them for work and profession. In order to make our workshops more functional in our schools, we went to Germany as a project partner 3-4 years ago and, unlike our country, we had the opportunity to see and examine the work done for the preparation of special students for work and profession.
The goal most teachers of adult students have is to help our students become active citizens and to help them understand the society in which they live. How we encounter students’ current knowledge of society varies in the different fields we teach and we meet our students differently according to our different target groups. Also, the ways we approach, and in a classroom setting deal with, the skills required for active citizenship, are as many as there are teachers.
Mr. Ahmet is 57 years old. Mr. Ahmet, a very social person in his normal life, lost his ability to speak as a result of an accident. He also cannot do many physical things. He can't use his hands very actively. As a result of his discomfort was closed. He hasn't left the house in two years and hasn't spoken to anyone. His parents were very upset about this. Mr. Ahmet's condition is not very good so they could not get a battery tool to Mr. Ahmet. Later, a philanthropist, Mr. Ahmet, donated an electric disabled car. Thanks to this car, Mr.
Firenze is one of thé most important historical cities in Europe, with a density of museums and historical landmarks that is paralleled in few other cities around the globe. What opportunities does this historical setting offer for language learning?
We tried to find out during a 4 day visit to Firenze, within the theme of ‘Authentic learning in the 21st century).
”The most universal quality is diversity” (Montaigne 1588)
Nowadays, with the development of technology, digital learning has become more and more accessible to all learners and new opportunities and ideas have emerged in order to improve learning for the groups with less access to learning opportunities.
Various genetic disorders may cause the sensory organs not function properly, or a loss of the sensations in some circumstances. It should be underlined that people who have disorders in their sensory systems also have the rights to be part of society and have the same rights in society as everyone else. It is noted that they could have equal rights in society as everyone else does only when they can express themselves in society. For this reason, the results of our researches, based on deaf people, have shown that they need support.
Adult Education and Inclusivity
In the UNESCO’s 2030 Agenda for Sustainable Development which aspires to eradicate poverty by 2030, Sustainable Development Goal (SDG) 4 on Education was recognized by the international community as “essential for the success of all 17 SDGs” (UNESCO, 2018). Inclusivity, defined as the intention or policy of including people who are otherwise excluded or marginalised is emphasized alongside equity in SDG 4, specifically in UNESCO’s Education 2030 Framework for Action as the foundations for quality education.
Tagung für Fachkräfte zum Thema Unterstützte Kommunikation: Durch verschiedene Workshops und Austauschmöglichkeiten wird überlegt, wie individuell angepasste Kommunikationsmittel in den verschiedenen Lebensbereichen der Person mit Unterstützungsbedarf genutzt werden können. Die Unterstützte Kommunikation (UK) schließt alle Kommunikationsmethoden mit ein, die die Lautsprache ersetzen oder ergänzen können. Es handelt sich zum Beispiel um Gebärden, Objekte, Piktogramme oder elektronische Sprachausgabegeräte.
Warsztat szkoleniowy z projektu Erasmus+ "We All Stand Together" , skierowany do dorosłej lokalnej społeczności będzie się skupiał na szeroko rozumianej tematyce przeciwdziałania dyskryminacji i wykluczeniu społecznemu osób pochodzących z różnych kręgów kulturowych, mniejszości etnicznych czy religijnych oraz osób niepełnosprawnych.
Warsztaty skierowane są do instruktorów, terapeutów, opiekunów oraz do osób dorosłych z różnymi formami niepełnosprawności, a w praktyce są niezwykle pomocne zarówno podczas kreowania spektaklu, jak i w budowaniu własnego wizerunku oraz w zmaganiach życia codziennego pełnego barier, wyzwań i stereotypów.
What will I learn?
- What is assistive technology (AT).
- Advice on using your computer well to make best use of your Assistive Technology.
- About touch-typing resources for different hand functions and alternative keyboard and mouse control.
- About free adjustments that can be made to iPad and Windows to suit different physical abilities
- About Dragon Naturally Speaking – you speak and it types what you say and possible free alternative.
- About free reading features/programs on the iPad and for Windows to aid with stamina issues.
- Advice on accessing teachers notes.
- How to get access to electronic learning materials and texts.
- About a variety of alternative text input options.
- What is assistive technology (AT).
- Advice on using your computer well to make the best use of your Assistive Technology.
- About free reading features/programs on the iPad and for Windows
- About how to get your phone to capture and read text aloud from hard copy of text
- About the reading pens proposed for use in state exams.
- Apps on the iPad to help with reading and capturing text.
- To use the reading support features in Read & Write literacy support software.
- How to create sound files of learning materials.
- How to get access to electronic learning materials and texts.
The positive ageing indicators report is an outcomes framework to monitor trends and changes in the participation levels, health, and security of older people in Ireland, at a national level. The positive ageing indicator set was developed by the Healthy and Positive Ageing Initiative(link is external) and reported for the first time in 2016.
The positive ageing indicators report is an outcomes framework to monitor trends and changes in the participation levels, health, and security of older people in Ireland, at a national level. The positive ageing indicator set was developed by the Healthy and Positive Ageing Initiative and reported for the first time in 2016.
The 2018 report contains two new developments:
Material development studies for special education students include examples of material applied for special education students in different countries. These materials will cause teachers to see different perspectives in their educational processes. In this way, they will develop different ideas for material samples in educational work. The materials used in studies with special education students should be specific to the student. In this case, the inability of the student is very important.
In many periods of history, refugees came to European countries. To accept the ”new social reality“ and
Europeans to always integrate them as equal members of the society
they had to deal with matters. However, in modern times, we perceive these problems differently.
They look quite intense and printed, because only the number of refugees is higher than ever
It looks. Nevertheless, as in the past, Europe, Europe, the people who escaped the war
they must face these situations as a nation and also as a unity to integrate.
Active Minds specialise in creating games and activities that encourage those suffering from dementia to engage and use their memories. With 91% of carers agreeing that these games help to improve wellbeing and frustration in their patients, Active Minds’ collection of jigsaw puzzles will be particularly appealing to those working in the mental health or healthcare sectors.
This manual contains practical tools for the daily guidance of students with mental health problems in higher education. Besides guidance, also signalling and referral are central. Many psychological complaints are expressed for the first time during the study period. Higher education can be the first place where people signal 'that something is wrong'. The purpose of this manual is to equip supervisors better to approach students with psychological complaints openly and to supervise them as optimally as possible.
A continuous teaching and support learning line is essential for pupils with a support need. How do you, as a professional in secondary education, guide students in the transition to higher education? And how do you guarantee the continuity of support in the higher education sector? That is what this guide is about.
This leaflet contains practical information to help students with disabilities find employment.
This brochure of the handicap + studie expert centre offers higher education institutions concrete information on how they can help students with a disability to find a job.
Material should be developed for Special Education students according to the type of disability. In this context, we prepared the KA101 project. what materials can be prepared according to the type of obstacle / disability. We need your help. Would you please write your comments. Thank you.