Project INSIDE
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in het Nederlands
INSIDE stands for "INclusive education of
children with developmental disabilities through basic Skill Instruction
and Developmental Education". It is an initiative of 4
educational institutions from 4 different European countries. INSIDE is
supported by Comenius Programme 3.1 of the European Commission.
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Objectives
End objective = Help
learners (children, adolescents and adults) in general, particularly those at
risk of educational failure, to
participate better in (mainstream) education by activating their cognitive
functions and increasing a teacher’s capacity how to do it
Project’s
objective = Develop and test tools ( courses, materials) for teachers and
educators, in order to:
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develop prerequisites of learning-how-to-learn of all learners
prevent school failure of people with learning
difficulties (of all degrees in severity) and at risk learners
activate cognitive development , i.e. develop
basic learning-, studying-, language- as well as social skills
increase chances of successful inclusive
education
become
more flexible in differentiating teaching content and basic skills to a variety
of pupils with a variety of needs
adopt a
more process-oriented teaching style
Activities
Design a post-graduate training course in how to
boost cognitive, language and social development of at risk and learning
disabled children, with a special focus on inclusion into a normal school
curriculum
Develop a teachers’ guide and teacher training
materials
test the course and materials in pilot groups
of teachers and children
Awareness raising activities: conferences,
meetings
Mission statement
Teachers
in mainstream schools often lack sufficient means and awareness how to instruct
children, who do not seem to learn easily,
in acquiring basic thinking,
reading, writing and arithmetic skills. They may have problems with
differentiation of content in the classroom, lack of knowledge of methods
and effective approaches, because they usually base their teaching styles on
transmitting content, not process.
Therefore
these children become educationally “at-risk” and drop out early from
the school system. In many countries they are referred to special education and
often end up in a separate, protected environment with low stimulation and
challenges. In this way they often enlarge the population of unemployed,
excluded individuals. If one wants to change or prevent this situation of
social exclusion, one needs to start early.
International
organisations recommended Inclusive
Education as a better way to
ensure social integration and prevent social exclusion. In
1993 the United Nations launched
an appeal with the Declaration on Equal Opportunities for the Disabled (where
an urgent recommendation was made to include special children in ordinary
schools) ; the UNESCO Conference in Salamanca (Spain -1994) on Inclusive
Education stated that the best environment for special children to develop
is the mainstream school; and the European Commission’s Treaties of
Maastricht and Amsterdam, contained a non-discrimination clause
towards the disabled.
But inclusion
is not enough. Teachers, rather than merely transferring content and
instructing skills, need to be made aware and be trained to enhance and develop
the child's cognitive learning processes.
The whole school system and teaching style need to be transformed. The European
Commission's D.G.V. White Paper "Teaching and Learning; towards
a cognitive society" explicitly
stated that societies should make more effort to transform the school system
towards a more cognitive approach, with a focus on teaching thinking skills
and flexibility for everyone, if Europe wants to adapt to ever-changing
economical and social circumstances and demands. This is particularly difficult
for educationally at-risk pupils, of which there are so many in the Community.
Project
INSIDE wants to give a partial answer to these challenges, by combining the
idea and practice of inclusion, with the idea of cognitive education.
The
partners knew each other from meetings at international conferences in
All
partners have been using or have developed innovative methods which have proven
their effectiveness in instructing children basic conceptual skills, reading ,
writing and arithmetic, and in understanding the process of learning itself.
Through
national and international work, the partners have access to a large network of
professionals working in education throughout
Pedagogical basic postulates
Orientation towards process-oriented
learning: because many
children have serious difficulties with the acquisition of knowledge and
skills, it is needed to teach them how
they can learn. Teaching must be mainly concerned with activating cognitive functions. This is a necessary condition for realising a full inclusion of the child.
Cognitive approach as an entry to more
effective learning; to learn how to learn, transversal cognitive skills
must be stimulated. They are the prerequisites for all learning. Cognitive
functions are used in most aspects of learning, not only in academic subjects
but also in relationships, social life and skill learning. Cognition is not the
same as mere intellectual stimulation. Aspects of motivation are an inherent
part of it. This approach is based on the socio-cultural theory of intelligence
of Vygotsky, Piaget, Feuerstein &
Nyborg. Language development is
an essential prerequisite for cognitive development
Inclusive education, if well
organised, is the best way to realize
cognitive and social development for all children, including those with a
developmental disability. It is considered a social value, as well as a
developmental advantage, to have a heterogeneous class population. It is
not enough to diversify contents
& level of difficulty, but also
evaluation standards and methods. There should be assistance by support
teachers & volunteers (parents) , composing flexible age groups; peer
tutoring, promotion of small group work.
Modifiability: every individual is
considered to be modifiable, there are no a priori limits to learning. Modifiability depends, as Feuerstein shows, on the quality of interaction
between children and the adults surrounding and educating him, quality which
can be characterised by the criteria of mediated learning
Whole-person approach (cognitive-
emotional - social) with a focus on the cognitive domain as an entry towards
realizing modifiability. It is equally important to stimulate personality and
motivational factors - as the ability to follow a goal, commitment, courage,
co-operation, curiosity, motivation, cognitive learning strategies, social and
coping skills etc. – because all will influence performance
Ecological approach towards intelligence:
cognitive development is considered to be mainly influenced by culture, this means
by people from the whole environment of the child: parents, neighbours,
teachers, peers, parents of peers. Therefore, in order to increase educational
success of disadvantaged children at risk of failure ( i.e. those disadvantaged by birth or socio-economic
origin) intervention should aim at influencing all these domains
Pedagogical resources
Project
INSIDE brings together three pioneering approaches on the domain of cognitive
enhancement of learning potential:
1.
The Portsmouth _bestanden/image005.jpg)
Professor Sue Buckley founded the Sarah Duffen Centre for
Developmental Disabilities and the Down Syndrome Educational Trust. Touched by the positive experience early
reading had on cognitive development of children with Down's syndrome and other
developmental delays, she developed an approach, which
systematically teaches global word reading at an early age (kindergarten).
Later other basic skills as writing and arithmetic are also taught. Teachers
are taught how to differentiate curricula towards individual needs. It has
enabled many developmentally delayed children to be included in mainstream
schools.
2.
The Concept Teaching Model of Nyborg
Magne Nyborg (1929-1996), pedagogist and professor at
3. Structural
Cognitive Modifiability and Mediated Learning Experience of 
Reuven Feuerstein
Reuven Feuerstein
(International Centre for the
Enhancement of Learning Potential,
Jerusalem) developped the theory of Structural Cognitive Modifiability (SCM)
as a result of his work with deprived refugee children after the World War. He
postulates that the limits to learning are as a matter of principle not known a
priori. He stresses the social and cultural origin of cognitive development.
Differences in cognitive development cannot be
explained exclusively by hereditary, congenital conditions or by environmental
determinants such as socio-economic status of parents, cultural differences or
familial background, but rather are the result of adequate Mediated Learning
Experience (MLE). MLE is defined as the quality of the interaction in which
human beings, such as parents, teachers, caregivers as well as peers, who
interpose themselves between a stimulus in the environment and an individual,
in order to ensure that the stimulus is perceived, grasped and integrated in a
meaningful way. It is through MLE that an individual builds up his cognitive
functions, prerequisites for independent learning afterwards. Feuerstein
distinguishes 12 criteria of MLE.
From this theory, a practical cognitive intervention
method (Instrumental Enrichment), dynamic assessment method (LPAD or Learning
Propensity Assessment Device) and a set of didactic tools in order to create
strong learning environments, have been elaborated
Target groups
General
Direct
target group
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kindergarten school, primary and secondary
school teachers of "educationally at risk children"
educational helping staff (educational
psychologists, special needs staff, speech therapists or other)
End-target group:
Focus on children with special needs: with
learning disability or at risk of developing educational failure, due to
various reasons: unfavourable socio-economic circumstances, lack of educational
stimuli, family disrupture, organic brain damage, congenital developmental
disabilities such as Down's syndrome or other genetic abnormalities
Typically learning children: since learning to
think carefully is relevant for everyone, the approaches taught by Project
INSIDE are in fact relevant for the whole of the class
Specific
Feuerstein's
Mediation: is relevant for everyone working in education and rehabilitation,
covers the entire age range
Portsmouth Language System: more focused on children with developmental
disabilities such as Down’s syndrome or other early interventionists, speech
therapists, physiotherapists, remedial teachers
Concept Teaching Model: teachers of kindergarten and primary
school age, speech therapists, remedial teachers
Scope: during the project preparation:
Eventually
all countries in
Languages:
English, Norwegian, Dutch, Romanian, Hungarian
INSIDE courses
INSIDE
try-out courses have been run in the four partners’ countries so far:
INSIDE
try-out course August 2000, Cluj, Romania
INSIDE
try-out course April 2001 Antwerp, Belgium (in Dutch)
INSIDE
introduction July 2001, Cluj
INSIDE
try-out course August 2001, Voss, Norway
Workshop Concept Teaching Model Antwerp Belgium
8-10 February 2003
Try-Out Course Voss ,
Norway _bestanden/image008.jpg)
6-10 2001
Location:
Voss ( Norway) a beautiful small
town at a lakeside in the mountains between
Course objectives
The objective of this course was to introduce teachers and special needs
helping staff to the approach of the INSIDE project, i.e. how to help children in
general, particularly children at risk of educational failure, to really fruitfully participate in
(mainstream) education by activating their cognitive functions and increasing a
teacher’s capacity how to do it.
The course provided an introduction to three important pioneering
approaches in cognitive education:
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On the first day, Prof. Sue
Buckley (
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On Day 2 and 3, experts from
the Norwegian INAP ( the Institute for Applied Pedagogy) presented
Nyborg’s theory of learning and its corresponding strategy of Concept
Teaching with emphasis on the application of a Concept Teaching Model.
These sessions were highly practical and interactive. Teachers learned how
to teach concepts like shape, colour, number, size, etc. in a systematic
way.
- In-between
there was little, but essential time to visit some of the beautiful
Norwegian
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and cultural heritage:
Reindeers at a Lapp Camp A concert in the oldest house in Norway A Canyon in Voss
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On Day 4, Dr. Jo Lebeer (
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Dr. Maria Roth showed how
Feuerstein’s theory has been put into practice with various target groups
in
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On Day 5 participants presented
their projects and work. The group was split in small working groups to
work on an assignment: how to integrate the three presented systems in their project.
The course was recognized by
Comenius Action 3.2.This meant that every participant was able to obtain
funding from their local Socrates Agency.
- Pre-school
and primary school-teachers, secondary school teachers working with at
risk children , educational minority children, special educational
needs (S.E.N.) children,
- educational psychologists,
- special
needs teachers and SENCO’s,
- speech
and other developmental therapists,
- Principals
of inclusive schools or special needs departments
Expected outcomes of the course
What can
participants expect to be able to do after the course?
- To be able to
understand a little more of cognitive learning processes, how and in which
way children with difficulties are modifiable, they learn and can be
taught
- To be able to facilitate
better the learning processes of children on different developmental
levels
- To understand better
the link between language learning and cognitive development
- To be able to
understand better causes, specific difficulties and possibilities of children
with severe learning difficulties such as Down syndrome
- To be able to teach
children with developmental disabilities the principles of reading
- To be able to
understand more of the role and meaning of basic concepts and basic
conceptual systems as prequisites of learning
- To be able to use some
of the principles from the Concept Teaching Model (Nyborg) for teaching
- To recognize better the
cognitive difficulties of children and need for intervention
- To become more aware of
the role of the teacher as a mediator in enhancing cognitive and thus
social development
- To learn to integrate
how cognitive modifiability, teaching prerequisites of learning and
mediational attitudes are interlinked and facilitate the realisation of
inclusive education
Follow
up
- In 5 days, only an
overview and introduction in the three systems can be given. In-dept
understanding of the three systems needs further in-depth training. This
is being continuously organised in the various training centres by the
partners
It is
the partners’ intention to organize an advanced professional training leading
to a Master’s Degree in Cognitive Education and Inclusion
Pedagogical materials 
The
INSIDE partners developped a series of pedagogical materials for use in and out
of the classroom, aimed at promoting cognitive development and promoting
differentiated teaching:
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INSIDE,
a teachers' guide a binder with 5
booklets on activating cognitive development of children with or at risk of
developmental & learning difficulties, totalling 157 pages. Theoretical as
well as practical aspects. Table
of contents and summary. Order sales@downsed.org
Down Syndrome issues and information ( comprehensive and practical guides for assisting development and
inclusive education of children with Down syndrome, but also relevant for
children with other developmental disabilities)
Grunnlaget ( a teachers' guide for practising Nyborg's Concept Teaching Model)
The Concept Teaching Suitcase ( a suitcase containing 150 daily objects to _bestanden/image033.jpg)
teach basic concepts)
Lecturers
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Sue Buckley prof. Em. in
educational and developmental psychology, Faculty of Psychology, University of
Portsmouth, UK; founder and director of the Sarah Duffen Centre
Andreas
Hansen pedagogist,
Educational Psychological Services at Harstad (
From left
to right: Jo Lebeer, Sue Buckley, Andreas Hansen, Gunvor Sonnesyn & Maria
Roth
Morten
Hem pedagogist,
Educational Psychological Services at Voss (_bestanden/image036.jpg)
Pedagogikk,
Skulestadmo, (
Jo Lebeer dr.
in medicine and a phD in human development. Certified Feuerstein's Instrumental
Enrichment trainer. Coordinator project of Learning Enhancment and Inclusion at
Universitaire Instelling Antwerpen
Maria
Roth psychologist,
senior lecturer in Social Work at the
Gunvor
Sønnesyn, primary school teacher, coordinator at
Institutt for Anvendt Pedagogikk (
Stefan Szamoskozi vice-dean of the Faculty of
Psychology and Educational Sciences and director of the Centre for Distance
Learning at the Babes Bolyai University in Cluj (Romania)
Jarl Formo, psychologist, Sørlandet
Kompetansesenter, Kristiansand, Norway
From left
to right: Jo Lebeer, Morten Hem, Andreas Hansen,
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Norway |
Institute for
Applied Pedagogy
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Belgium |
Universiteit Antwerpen UA |
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Inst. for Applied Pedagogy, |
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Project Learning
Enhancement & Inclusion |
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United Kingdom |
Sarah Duffen Centre of Developmental Disabilities |
Romania |
University
of Babes Bolyai |
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