ASSESSMENT OF STUDENTS WITH MULTIPLE LEARNING DIFFICULTIES AND

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ASSESSMENT OF STUDENTS WITH MULTIPLE LEARNING DIFFICULTIES AND THE IMPACT UPON TEACHER TRAINING Ulla

ASSESSMENT OF STUDENTS WITH MULTIPLE LEARNING DIFFICULTIES AND THE IMPACT UPON TEACHER TRAINING Ulla Alexandersson Lena Thorsson Sweden

Overall approach g Same curriculum as regular school g Special program with its own

Overall approach g Same curriculum as regular school g Special program with its own syllabus g Goals to aim for and goals to attain g Individual target setting in individual educational plan g The syllabuses provide for planning the teaching

Specific approach g Observation g Documentation g Analysis and reflections g Changes in the

Specific approach g Observation g Documentation g Analysis and reflections g Changes in the learning situation g Different tools for assessment

Individual educational plan g Increase knowledge and impact on learning g Increase the possibility

Individual educational plan g Increase knowledge and impact on learning g Increase the possibility of responsibility g Concrete description of support g Strengthen participation g Agreements between teachers, parents and student

Individual educational plan g Build on the students strength, abilities and interests g Express

Individual educational plan g Build on the students strength, abilities and interests g Express positive expectation g Build on assessments from cognitive and social development g Relate to national goals g Short- and longterm goals

TEACHER EDUCATION IN SWEDEN

TEACHER EDUCATION IN SWEDEN

THE STRUCTURE GENERAL FIELD ORIENTATION SPECIALISATION

THE STRUCTURE GENERAL FIELD ORIENTATION SPECIALISATION

THE STRUCTURE GENERAL FIELD

THE STRUCTURE GENERAL FIELD

GENERAL FIELD 60 credit points (1. 5 year) g g Central areas: – Learning

GENERAL FIELD 60 credit points (1. 5 year) g g Central areas: – Learning and teaching – Socialization, cultural matters and society – Social assignment, democracy and values of society Interdisciplinary subject studies: – Various perspectives on human existence and conditions for our way of life – Subject matter and methods from several subjects simultanously

THE STRUCTURE ORIENTATION

THE STRUCTURE ORIENTATION

ORIENTATION At least 40 credit points g New/traditional school subjects g New/traditional academic subjects

ORIENTATION At least 40 credit points g New/traditional school subjects g New/traditional academic subjects g Interdisciplinary/thematic studies g Fields of competence; Social and cognitive development of children, young people and adults (this includes learning disabilities)

THE STRUCTURE SPECIALISATION

THE STRUCTURE SPECIALISATION

SPECIALISATION At least 20 credit points g In-depth studies g Widening and complementary studies

SPECIALISATION At least 20 credit points g In-depth studies g Widening and complementary studies g New perspectives on earlier studies

Special Educational Teacher Programme g Supplementary education, 90 higher education credits g Example of

Special Educational Teacher Programme g Supplementary education, 90 higher education credits g Example of target; implement assessments and evaluations and to participate in the management of the local school activity to meet the needs of all pupils g Six courses g Example of courses; Co-operation and individual development, Special needs education as a social practice

Special Teacher Programme g Supplementary education, 90 higher education credits g Six courses, three

Special Teacher Programme g Supplementary education, 90 higher education credits g Six courses, three together with Special educational g g g Focus on the students reading -, writing – and mathematic process Assessment and analysis of learning situation Develop the principals and forms of pedagogical differentiation within the framework of the mainstream setting

ASSESSMENT OF STUDENTS WITH MULTIPLE LEARNING DIFFICULTIES ANDASSESSMENT OF STUDENTS WITH MULTIPLE LEARNING DIFFICULTIES AND
Learning Difficulties SOME SOURCES OF LEARNING DIFFICULTIES 1Learning Difficulties SOME SOURCES OF LEARNING DIFFICULTIES 1
Multiple Choice Multiple Choice Multiple Choice Multiple ChoiceMultiple Choice Multiple Choice Multiple Choice Multiple Choice
Common LanguageRelated Difficulties of School Learners LANGUAGE DIFFICULTIESCommon LanguageRelated Difficulties of School Learners LANGUAGE DIFFICULTIES
Difficulties of Repentance Difficulties of Repentance u GospelDifficulties of Repentance Difficulties of Repentance u Gospel
Understanding Learning Difficulties Characteristics of Students with LearningUnderstanding Learning Difficulties Characteristics of Students with Learning
Summative assessment Assessment for learning Formative assessment AssessmentSummative assessment Assessment for learning Formative assessment Assessment
Multiple Comparisons Multiple Comparisons v Multiple Range TestsMultiple Comparisons Multiple Comparisons v Multiple Range Tests
Multiple Sources Multiple Perspectives CICERO 2012 Multiple PerspectivesMultiple Sources Multiple Perspectives CICERO 2012 Multiple Perspectives
Multiple Linear Regression Multiple Regression In multiple regressionMultiple Linear Regression Multiple Regression In multiple regression
MIMO Multiple Input Multiple Output MIMO multiple inputMIMO Multiple Input Multiple Output MIMO multiple input
Business Research Methods Multiple Regression Multiple Regression MultipleBusiness Research Methods Multiple Regression Multiple Regression Multiple
Supporting students with specific learning difficulties in clinicalSupporting students with specific learning difficulties in clinical
Students with learning difficulties training border challenges BeyondStudents with learning difficulties training border challenges Beyond