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School Psychologists (SPs) have usually been associated with supporting educators in meeting the needs of students with socio-emotional and learning difficulties and…
School Psychologists (SPs) have usually been associated with supporting educators in meeting the needs of students with socio-emotional and learning difficulties and disabilities. This chapter suggests that they can support teacher assistants and other educators within inclusive settings in many other ways too. It highlights that SPs are generally trained in holistic student development and group dynamics, in learning, teaching and assessment processes, and in bringing about individual and social change. The whole chapter is based on the idea that inclusion is a concern for all students and therefore also for all school staff. Teacher assistants in inclusive schools are regarded as part of a commitment of the whole school to adapt its curriculum, the organisation of learning and teaching, and the grouping of students so that each one can be actively engaged in the regular learning and social activities of the school.
Thus SPs can be called to support not only the engagement of an individual student but also to help make the class and school welcoming learning communities for all.
Carmel Cefai, Valeria Cavioni, Paul Bartolo, Celeste Simoes, Renata Miljevic-Ridicki, Dejana Bouilet, Tea Pavin Ivanec, Anatassios Matsopoulos, Mariza Gavogiannaki, Maria Assunta Zanetti, Katya Galea, Paola Lebre, Birgitta Kimber and Charli Eriksson
The purpose of this paper is to present the development of a resilience curriculum in early years and primary schools to enhance social inclusion, equity and social…
The purpose of this paper is to present the development of a resilience curriculum in early years and primary schools to enhance social inclusion, equity and social justice amongst European communities, particularly amongst disadvantaged and vulnerable ones, through quality education. It defines educational resilience in terms of academic, social and emotional growth in the face of life challenges; discusses the conceptual framework and key principles underpinning the curriculum; and presents the six major content areas of the curriculum. Finally, it presents the preliminary findings of a pilot project on the implementation of the curriculum in more than 200 classrooms in about 80 early and primary schools in six European countries.
The curriculum was first drafted collaboratively amongst the six partners on the basis of the existing literature in the promotion of resilience in early years and primary schools, with a particular focus to European realities. Once it was internally reviewed, it was piloted in 200 early years and primary school classrooms in six European countries, with each of the six partners implementing one theme. Data collection included teacher reflective diaries, classroom checklists, semi-structured interviews with teachers and focus groups with students.
The preliminary results from the pilot evaluation of the curriculum in 199 classrooms totalling 1,935 students across six countries indicate that both the teachers and the learners overwhelmingly found the curriculum highly enjoyable, useful, relevant and easy to use. They looked forward to the possibility of having the programme on a full-time basis as part of the general curriculum in the future. The teachers reported a positive moderate change in learners’ behaviour related to the theme implemented and argued that for the implementation to be effective, it needs to take place throughout the whole year. A number of modifications have been on the basis of the teachers’ and learners’ feedback.
This is the first resilience curriculum for early years and primary schools in Europe. While it seeks to address the needs of vulnerable children such as Roma children, immigrant and refugee children and children with individual educational needs, it does so within an assets-based, developmental, inclusive and culturally responsive approach, thus avoiding potential labelling and stigmatising, while promoting positive development and growth. It puts the onus on the classroom teacher, in collaboration with parents and other stakeholders, in implementing the curriculum in the classroom.
This chapter highlights the importance of providing all children, and particularly those at risk, vulnerable children and children with disabilities, with opportunities…
This chapter highlights the importance of providing all children, and particularly those at risk, vulnerable children and children with disabilities, with opportunities for a quality inclusive Early Childhood Education and Care (ECEC). It first sets out the evidence that quality inclusive ECEC provision is essential for all children to develop their potential and lifelong learning competencies that will ensure their successful participation in school and adult life. It then describes the main international and European policies for inclusive ECEC. A more detailed account is given of the five key principles for action towards improving the quality of ECEC provision developed by the thematic working group of the European Commission (2014) ‘Quality Framework for Early Education and Care’ that are also very similar to those proposed by the OECD (2015) ‘Starting Strong IV’. The concluding section underlines the need to address more strongly the provision of enabling opportunities for accessibility to ECEC of children at risk of exclusion. More importantly, it highlights the need to research and improve not only these children’s presence in ECEC but also their level and quality of active participation and engagement in the social and learning activities of early childhood inclusive provision. The chapter reflects the research and policy development work being undertaken by the European Agency for Special Needs and Inclusive Education in its (2015–2017) project on Inclusive Early Childhood Education (IECE) led by the present authors.
This paper aims to review the advances in additive manufactured (AM) scaffolds for bone tissue engineering (TE). A discussion on the state of the art and future trends of…
This paper aims to review the advances in additive manufactured (AM) scaffolds for bone tissue engineering (TE). A discussion on the state of the art and future trends of bone TE scaffolds have been done in terms of design, material and different AM technologies.
Different structural features and materials used for bone TE scaffolds are evaluated along with the discussion on the potential and limitations of different AM scaffolds. The latest research to improve the biocompatibility of the AM scaffolds is also discussed.
The discussion gives a clear understanding on the recent research trend in bone TE AM scaffolds.
The information available here would be useful for the researchers working on AM scaffolds to get a quick overview on the recent research trends and/or future direction to work on AM bone TE scaffolds.