OUR DREAM TEAM
It was a pleasure to work together!!!
Our project's eTwinning label
Friday 29 June 2018
THE WORK IS DONE!
Two years
with the project was a time of hard work which allowed for the exchange of
experiences and practices, better understand the needs of students with SEN,
learn new methods of working. We have familiarized ourselves with education
systems and educational regulations regarding SEN pupils in Europe .
The partnership meetings allowed us to get to know the culture, history and tradition of the visited countries.
We've gained new friends.
Equipped
with new knowledge and skills, we believe that our work with SEN students will
be more effective and bring us more satisfaction. We hope that the experience
gained will allow us to engage students more easily in teaching process and
make learning easier and more enjoyable for them. Sharing the results through
internet tools, we believe that our colleagues and institutions will also
benefit from our work and experiences.
πͺπͺπͺ
πͺπͺπͺ
Thank you
to everyone who contributed to the project.
See you in
the next project!
Partners.
The last Transnational Project Meeting in Bulgaria
The last
partners’ meeting was hold in Sofia ,
Bulgaria
We talk
through and presented legal regulation about teaching SEN students in each
country.
All this
outcomes are available in the blog.
The
coordinator Laura presented the assumptions of the final report. We distributed the
last tasks between the partners.
The last
meeting was also the time to summaries the work has done during two years of
common cooperation. We have a feeling of a well-fulfilled task. The assumptions
of the project have been implemented. We have completed all the phrases assumed
in the application.
The Bulgarian Kirdengarden's preapred the special show for the gusest. Was Amazing!!!
Thank youπππ
Tuesday 19 June 2018
Monday 7 May 2018
Wednesday 4 April 2018
Wednesday 7 March 2018
Wednesday 28 February 2018
Report from Bulgaria
REPORT
SPECIAL EDUCATION NEEDS STUDENTS
IN BULGARIA
EDUCATIONAL SYSTEM
ON THE EXAMPLE ON PRESCHOOL 79
SOFIA
Legal regulation
GENERAL PART
Inclusive education is a process of awareness, acceptance and support of the individuality of each child or pupil and of the diversity of needs of all children and students by activating and involving resources aimed at removing obstacles to learning and learning and creating opportunities for development and participation of children and students in all aspects of community life.
Normative documents in the Bulgarian educational system governing the place of inclusive education
1. Law on pre-school and school education
2. Ordinance on inclusive education
What determines the Pre-school and School Education Act?
Inclusive education - an integral part of the right to education.
Support for personal development - general and complementary is provided by institutions in the system of pre-school and school education together with the state and local authorities and structures and with the providers of social services.
Support Team for Personal Development for a specific child or student:
psychologist, speech therapist, social worker, resource teachers in kindergartens and schools.
Institutions in the system of pre-school and school education base their activities in working with children and students of:
- the principle of positive discipline
- the prevention of learning difficulties and the early assessment of their risk.
General support
Teamwork between teachers and other pedagogical specialists
Additional training on subjects
Additional modules for children who do not speak Bulgarian - for kindergartens
Additional counseling on subjects other than regular school hours and counseling on subjects
Career orientation of students
Library and Information Services
Health care
Provision of a dormitory
Promotion with moral and material rewards
Activities to prevent violence and overcome problematic behavior
Early assessment of needs and prevention of learning difficulties
Logopedic work
Additional support
1. Work with a child and a student on a specific case.
2. Psycho-social rehabilitation, rehabilitation of hearing and speech, visual rehabilitation, rehabilitation of communicative disorders and physical disabilities.
3. Provision of accessible architectural, general and specialized support environment, technical equipment, specialized equipment, didactic materials, methodologies and specialists.
4. Provision of special subject training for pupils with sensory disabilities.
5. Resource support.
Who is receiving additional support?
- with special educational needs;
- at risk;
- with prominent gifts;
- with chronic diseases.
What includes the standard of inclusive education?
Structure, conditions and order for validation of individual curricula and individual curricula of students.
The Principles of Inclusive Education of children and students.
Terms and conditions to provide general and additional support to children and pupils.
The conditions for order and receipt, the organization for the realization of the training and the support for the personal development of the children and pupils with SEN.
SUPPORT FOR PERSONAL DEVELOPMENT
Support for personal development provides an appropriate physical, psychological students.
Support for personal development is provided in accordance with the individual educational needs of each child and each pupil.
General and additional support for personal development is provided where the children or students are in kindergartens, schools, and support centers for personal development.
Πarly needs assessment
Early assessment is done when the child first enters the kindergarten
Upon reaching the age of 3 the child is subject to mandatory screening by a methodology approved by the Ministry of Education and Science
The assessment is conducted individually for each child with the parent's consent, after being informed of how the child is performing and the benefits of screening
Depending on the results of the assessment, each child determines the need to provide general and / or additional support for personal development.
The assessment of the individual needs of children and pupils with special educational needs is done by a psychologist, speech therapist, resource teacher, and hearing impaired children - by a hearing and speech rehabilitation teacher, together with the teachers in the group in kindergarten / class teacher and teachers who teach the student.
It is appreciated
Cognitive development
Communication skills
Social skills
Physical development and adaptive behavior
Psychic reactions
Family functioning
A STRUCTURE FOR BUILDING AND MANAGING INCLUSIVE EDUCATION IN BULGARIA
The Regional Center for Support to the Inclusive Education Process directs and advises students and parents of pupils with special educational needs to continue their children's education after completing the 7- th and the 10-th grade with a certificate of a completed class.
Regional Team for Supporting Personal Development
Regional teams to support the inclusive education process create regional teams to support the personal development of children and pupils with special educational needs.
Resource teachers, special pedagogues, including special education support centers, psychologists, speech therapists and other specialists, as well as representatives of regional education departments, are included in the teams. The team leader is the representative of the relevant regional education management.
Coordinator of inclusive education in kindergarten and school
To organize and coordinate the process of providing general and additional support for personal development by order of the kindergarten or school director at the beginning of each school year, a coordinator is appointed in the kindergarten or school.
Resource Teachers
In kindergartens and schools, the training of children and pupils with special educational needs is necessarily supported by a resource teacher
The number of resource teachers is determined by the number of children and the type of support and the number of resource support hours.
Assistant Teachers
A teacher assistant is provided to 3 or more children or pupils with special educational needs in the group in the kindergarten or in the classroom at the school, and / or when children and pupils with special educational needs in the group or in the class have severe emotional-behavioral problems , for example autism.
Specialized service units
Special schools
Centers for the support of personal development
Social services in the community
Types of schools for children with special educational needs
In Bulgaria have not kindergartens for children with special educational needs. The children with SEN are trained in the mass-kindergartens, in the mass classes or in groups specially formed for them.
However, there are still specialized schools for children with SEN.
• blind and visually impaired students
• deaf and hearing impaired students
• for children with mental retardation
ORGANISATION OF PROVISION IN MAINSTREAMS SHOOLS
The following forms of organization and training of children with SEN and children with educational problems and emotional disorders are implemented in kindergartens and schools in Bulgaria:
- inclusion of children in the mass groups of kindergartens
- special groups for children with SEN in the mainstream kindergarten
- inclusion of pupils in the mass classes
- an individual form of education for students aged 7-19
The program system in kindergartens is the same for all children and is distributed in several directions. Program content is consistent with the age group of children. For children with SEN and children with learning problems, there is no separate Programming system, and in the course of the training the learning material is adapted to their training capabilities.
In schools, for students with SEN and students with learning problems , each teacher on the subject - Bulgarian language and literature, physics, mathematics, etc. again, on the basis of the relevant age-specific curriculum, develops an individual training program for the particular student.
At our preschool
• In our kindergarten there are 11 children with SOP, 15 children with learning difficulties and emotional and behavioral disorders and over 30 children with speech difficulties, but with normal cognitive and physical development and no behavioral problems.
• The director of the preschool is responsible for organisation of the support.
• Our team:
Violeta Andreeva - psychologist
Maria Kitanova - resource teacher
Tanya Chugunova - logoped
Coordinator of inclusive education - Penka Aminkova - Assistant director
The material base of inclusive education in our preschool
- psychomotor hall
- cabinet of speech therapist
- office of support teacher for work with children with SOP and learning difficulties
- touch room
- swimming pool
Main Sources
https://www.facebook.com/priobshtavashtoobrazovanie
https://www.cie.bg
https://karindom.org/priobshtavashto-obrazovanie
https://www.mon.bg/upload/4148/nrdb_priobshavashto_271017.pdf
Wednesday 17 January 2018
SEN students in Educational System
What about SEN students in Educational System in partners’ countries? What are the legal registration? Is the law different? We presents the report from each country to see the differences, to make reflection, to pick up ideas.
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