Rannpháirtíocht páirtithe leasmhara

Foirne ildisciplíneacha

A multidisciplinary approach to educational disadvantage and early school leaving (ESL) brings together professionals from within and beyond the school, including psychologists, social workers and health professionals. Multidisciplinary teams have the potential to offer a range of services to support young people at risk of educational disadvantage and ESL. This includes, for example, focus on children’s language development, mental health support, emotional support, bullying prevention skills, outreach to marginalised families and support for development of parenting skills.

Taispeáin tuilleadh

Acmhainní ( Cuardaigh na hacmhainní ar fad )

Tabhair faoi deara, le do thoil, go bhfuil an t-ábhar ar na leathanaigh acmhainní ar fáil i mBéarla amháin faoi láthair.

Boa Água school's response to COVID 19 school's closure

Prior to the COVID-19 pandemic and school shutdown in Portugal, the Boa Água school has initiated a number of new pedagogies to support student learning, including mixed commission, interactive groups and dialogic gatherings. These new methods had been introduced as part of the INCLUD-ED project, which the school joined in 2017.

Réimsí: Rialachas scoile; Múinteoirí; Tacaíocht d'fhoghlaimeoirí; Rannpháirtíocht tuismitheoirí; Rannpháirtíocht páirtithe leasmhara

Fo-réimsí: Spásanna do thuismitheoirí agus rannpháirtíocht i ngníomhaíochtaí oideachais; Foghlaim teaghlaigh; Foirne ildisciplíneacha; Líonraí na bpáirtithe leasmhara

Teanga: EN

Tír: AN PHORTAINGÉIL

Drop-out network and Central helpdesk in Antwerp city

The Drop-out prevention network provides a whole suite of services and expertise. Each project is unique, focused on specific target groups and attracts its own level of funding. Emphasis is put on prevention of early school leaving and re-integration of pupils who have dropped out of school. The Central Helpdesk provides support to pupils and to schools. Frequently absent students are referred to the Pupil Guidance Centre attached to the school network which the school is part of. Where necessary the Pupil Guidance Centre seek the help of the Central Helpdesk. The Helpdesk can offer tailored support measures and activities to pupils at risk or those who have dropped out through the network of different organisations.

Réimse: Rannpháirtíocht páirtithe leasmhara

Fo-réimsí: Foirne ildisciplíneacha; Líonraí na bpáirtithe leasmhara; Comhpháirtíochtaí: Eagraíochtaí pobail agus sochaí shibhialta

Teanga: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Tír: AN BHEILG

Feel Well, Learn Better - ABMA program in France

The 'Feel Well, Learn Better (Aller bien pour mieux comprendre - ABMA)' measure builds on the consideration given to pupils' overall health to improve the school environment and school achievement, thus reducing health inequalities. It promotes harmonious interactions and well-being among pupils and staff. This is a pilot programme that will run for 3 years until 2016, under the Lyon Education Authority, in partnership with the National Institute for Prevention and Health Education.

Réimsí: Tacaíocht d'fhoghlaimeoirí; Rannpháirtíocht páirtithe leasmhara

Fo-réimse: Foirne ildisciplíneacha

Teanga: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Tír: AN FHRAINC

Home School Community Liaison Scheme

"It is clear from the Irish experience that educational initiatives based in schools can raise the educational level of the adults involved, and result in a general sense of empowerment in the local community. Parental involvement, especially in areas of socio-economic deprivation, does not just benefit the children and the school - it is a crucial aspect of lifelong learning" (Parents as Partners in Schooling, OECD 1997)

Réimsí: Rialachas scoile; Múinteoirí; Rannpháirtíocht tuismitheoirí; Rannpháirtíocht páirtithe leasmhara

Fo-réimsí: Bainistíocht scoile; Scileanna agus inniúlachtaí múinteoirí; Múinteoirí agus a gcaidreamh le daltaí agus le tuismitheoirí; Foirne ildisciplíneacha

Teanga: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Tír: ÉIRE

JOAQUIM RUYRA ELEMENTARY SCHOOL, the Miracle School (Hospitalet de Llobregat, Spain)

The Joaquim Ruyra Elementary School is located in a disadvantaged suburban district of Barcelona. In the 2016-2017 school year, 92% students were immigrants representing 28 different nationalities (including Pakistan, Morocco, Georgia, Colombia, the Dominican Republic, Ecuador, Peru, the Philippines, China, Bangladesh, Senegal, and the USA) or from minority background (Romani). The school has a 40% mobility rate.  

National and international press have referred to the school as the miracle school as it had achieved academic outcomes above the average in the Catalan standardised tests, outperforming elite schools in the Catalonia region.

All classes in the school feature group work 40% to 60% of the time. The groups mix students of different abilities, genders and nationalities.  The small groups are designed to ensure that no one is left out, and students are encouraged to participate actively.  Each group is facilitated by an adult (e.g. a classroom assistants, a parent).  Psychologists and special education teachers may also work in the classrooms, and they support volunteer parents, teachers and the students.  The extra support and student interaction are considered as essential for supporting and reinforcing children’s learning. 

Réimsí: Rialachas scoile; Múinteoirí; Tacaíocht d'fhoghlaimeoirí; Rannpháirtíocht tuismitheoirí; Rannpháirtíocht páirtithe leasmhara

Fo-réimsí: Cultúr agus timpeallacht scoile; Pleanáil agus monatóireacht scoile; Bainistíocht scoile; Scileanna agus inniúlachtaí múinteoirí; Múinteoirí agus a gcaidreamh le daltaí agus le tuismitheoirí; Oiliúint Tosaigh Múinteoirí agus Forbairt Ghairmiúil Leanúnach na múinteoirí; Rannpháirtíocht na bhfoghlaimeoirí i saol na scoile; Gairmthreoir agus tacaíocht ghairme; Curaclam agus conairí foghlama; Foghlaim agus measúnú; Foghlaim bhreisithe agus sheach-churaclaim; Monatóireacht a dhéanamh ar fhoghlaimeoirí atá i mbaol; Rannpháirtíocht tuismitheoirí i rialachas scoile; Spásanna do thuismitheoirí agus rannpháirtíocht i ngníomhaíochtaí oideachais; Foghlaim teaghlaigh; Foirne ildisciplíneacha; Líonraí na bpáirtithe leasmhara; Comhpháirtíochtaí - fostóirí agus gnólachtaí; Comhpháirtíochtaí: Eagraíochtaí pobail agus sochaí shibhialta

Teanga: EN

Tír: AN SPÁINN

JOPO - Flexible Basic Education

Finland has been developing innovative teaching methods and procedures to cater for individual needs through the use of activity based learning, small group teaching, on-the-job learning and different learning environments to reduce dropout.

Réimsí: Múinteoirí; Tacaíocht d'fhoghlaimeoirí; Rannpháirtíocht páirtithe leasmhara

Fo-réimsí: Scileanna agus inniúlachtaí múinteoirí; Oiliúint Tosaigh Múinteoirí agus Forbairt Ghairmiúil Leanúnach na múinteoirí; Curaclam agus conairí foghlama; Foghlaim bhreisithe agus sheach-churaclaim; Tacaíocht spriocdhírithe - cúlra socheacnamaíoch atá faoi mhíbhuntáiste; Foirne ildisciplíneacha; Comhpháirtíochtaí - fostóirí agus gnólachtaí; Comhpháirtíochtaí: Eagraíochtaí pobail agus sochaí shibhialta

Teanga: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Tír: AN FHIONLAINN

Jump@school - Samhail chun dul i ngleic le luath-fhágáil na scoile

Chun dul i ngleic le luath-fhágáil na scoile (ESL), d'fhorbair an tionscadal Jump@school samhail nuálach idirghabhála agus rinne sé meastoireacht ar a thionchar ar dhearcadh na ndaltaí leochaileacha ar an scoil. Bhí cuibhreannas de deich comhpháirtí ó sé thír, ceithre scoil agus 480 dalta idir 14 agus 17 bliain d'aois.

Réimsí: Tacaíocht d'fhoghlaimeoirí; Rannpháirtíocht páirtithe leasmhara

Fo-réimsí: Monatóireacht a dhéanamh ar fhoghlaimeoirí atá i mbaol; Foirne ildisciplíneacha; Comhpháirtíochtaí - fostóirí agus gnólachtaí; Comhpháirtíochtaí: Eagraíochtaí pobail agus sochaí shibhialta

Teanga: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; GA; HR; HU; IS; IT; LT; LV; MK; MT; NL; NO; PL; PT; RO; SK; SL; SR; SV; TR

Tír: AN GHEARMÁIN; AN IODÁIL; AN OSTAIR; AN PHOLAINN; AN SPÁINN; AN TUIRC

Malmaskolan

To improve student success and prevent early school leaving, the Malmaskolan established a Student Health Team, comprised of a school nurse, a special education teacher, the principal, the school counselor, the leisure-time pedagogues, the study and career counselor, a social worker, the school physician and a school psychologist. Since 2005, this Health Team has been the core for the development of teaching at the school, and is a hub for both teaching and school development. They have open meetings thrice weekly where teachers can discuss issues, and where a wide range of potential measures to support students is identified.

Réimsí: Rialachas scoile; Tacaíocht d'fhoghlaimeoirí; Rannpháirtíocht tuismitheoirí; Rannpháirtíocht páirtithe leasmhara

Fo-réimsí: Cultúr agus timpeallacht scoile; Scileanna agus inniúlachtaí múinteoirí; Múinteoirí agus a gcaidreamh le daltaí agus le tuismitheoirí; Folláine múinteoirí; Rannpháirtíocht na bhfoghlaimeoirí i saol na scoile; Monatóireacht a dhéanamh ar fhoghlaimeoirí atá i mbaol; Tacaíocht spriocdhírithe - cúlra socheacnamaíoch atá faoi mhíbhuntáiste; Rannpháirtíocht tuismitheoirí i rialachas scoile; Foirne ildisciplíneacha

Teanga: EN

Tír: AN tSUALAINN

Manchester Communication Academy (MCA)

Manchester Communication Academy (MCA) works to improve outcomes for children, families and the community. This secondary academy opened in 2010 to serve one of the most disadvantaged inner-city neighbourhoods in England. From the outset, the academy’s sponsor, a large employer in the city, wanted the school to help to contribute to a vibrant and sustainable neighbourhood, and committed to addressing the many inter-related economic, social and physical challenges which characterise the neighbourhood. This mission has directly shaped the academy programme, which places equal importance on ‘teaching and learning’ and ‘social investment’. The school’s social investment department is a highly distinctive feature of its overall strategy for addressing the impacts of disadvantage on young people’s education and wider life chances.

Réimsí: Rialachas scoile; Múinteoirí; Tacaíocht d'fhoghlaimeoirí; Rannpháirtíocht tuismitheoirí; Rannpháirtíocht páirtithe leasmhara

Fo-réimsí: Bainistíocht scoile; Scileanna agus inniúlachtaí múinteoirí; Múinteoirí agus a gcaidreamh le daltaí agus le tuismitheoirí; Oiliúint Tosaigh Múinteoirí agus Forbairt Ghairmiúil Leanúnach na múinteoirí; Rannpháirtíocht na bhfoghlaimeoirí i saol na scoile; Gairmthreoir agus tacaíocht ghairme; Curaclam agus conairí foghlama; Foghlaim agus measúnú; Foghlaim bhreisithe agus sheach-churaclaim; Monatóireacht a dhéanamh ar fhoghlaimeoirí atá i mbaol; Tacaíocht spriocdhírithe - cúlra socheacnamaíoch atá faoi mhíbhuntáiste; Rannpháirtíocht tuismitheoirí i rialachas scoile; Spásanna do thuismitheoirí agus rannpháirtíocht i ngníomhaíochtaí oideachais; Foghlaim teaghlaigh; Foirne ildisciplíneacha; Líonraí na bpáirtithe leasmhara; Comhpháirtíochtaí - fostóirí agus gnólachtaí; Comhpháirtíochtaí: Eagraíochtaí pobail agus sochaí shibhialta

Teanga: EN

Tír: AN RÍOCHT AONTAITHE

Master’s Programme in ‘Educational Treatment of Diversity' (ETD) (Maģistraprogramma Dažādībaspedagoģiskierisinājumi)

The Master’s Programme in ‘Educational Treatment of Diversity (ETD) is aimed at Bachelor graduates in pedagogy, and at education practitioners (kindergarten pedagogues and administrators, school administrators, VET administrators, college and university administrators) willing to improve their intercultural competences. The programme aims at creating an interdisciplinary system of knowledge, skills and integrated socio-pedagogical, psychological and special pedagogical competences to mainstream diversity in education.

The programme content consists of two main parts:

Part A: Compulsory modules (including the research/master’s thesis), including courses on: ‘International and comparative frame of educational treatment of diversity’; ‘Educational treatment of special needs proceeding from cultural diversity’; ‘Management and programmes of educational treatment of diversity’, etc.

Part B: Optional courses, including: ‘Research methodology for educational treatment of diversity’; ‘Work integration and rehabilitation of people with diverse special needs’. The process is organised as e-studies, with weekly in-person or Skype meetings with professors.

Réimsí: Múinteoirí; Rannpháirtíocht páirtithe leasmhara

Fo-réimsí: Cultúr agus timpeallacht scoile; Bainistíocht scoile; Scileanna agus inniúlachtaí múinteoirí; Múinteoirí agus a gcaidreamh le daltaí agus le tuismitheoirí; Oiliúint Tosaigh Múinteoirí agus Forbairt Ghairmiúil Leanúnach na múinteoirí; 3.9. Dídeanaithe, imircigh agus na Romaigh; Foirne ildisciplíneacha

Teanga: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Tír: AN LAITVIA

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