The need for a more dynamic and ecological assessment of children experiencing barriers to learning to move towards inclusive education: a summary of results of the Daffodil project
Autor(a) principal: | |
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Data de Publicação: | 2014 |
Outros Autores: | , , , , , , , , , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10174/10032 |
Resumo: | Although governments have recognized the need to make education more accessible to children with developmental disabilities and/or learning difficulties, many children remain excluded from participation in regular school settings, let alone receive adequate education. Though every country which ratified the United Nations (UN) 2006 Convention on the Rights of People with Disability has committed itself to inclusive education, there are many obstacles. One of them is the currently preferred way of assessing children with standardized, psychometric diagnostic tests, with a comparative and classifying purpose. This type of assessment, based on a medical impairment model and a static model of intelligence, results in reports which are sometimes not very useful for educational advice. This paper reports an overview of the results of the DAFFODIL project (Dynamic Assessment of Functioning and Oriented at Development and Inclusive Learning), created by a consortium of eight European partners in order to research more inclusive alternatives and suggest reforms to assessment and coaching procedures. It starts with a critical review of current assessment practices; then it presents criteria for good practices for assessing children with additional educational needs in a more dynamic, inclusion-oriented and contextual way. A Delphi procedure was used by 150 professionals and parents to develop a consensus for guidelines for assessment procedures oriented at mapping functional difficulties, context, interaction and possibilities for learning, with the objective to understanding learning processes, to develop more inclusive, challenging and suitable educational programmes and more useful recommendations for teachers, parents and rehabilitation staff. |
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The need for a more dynamic and ecological assessment of children experiencing barriers to learning to move towards inclusive education: a summary of results of the Daffodil projectfunctional assessmentdynamic assessmentecology of developmentspecial educational needsbarriers to learninginclusive educationaction- and needs-based assessmentICF-CYportfolio-assessmentcurriculum-based assessmentconceptual shiftguidelinesAlthough governments have recognized the need to make education more accessible to children with developmental disabilities and/or learning difficulties, many children remain excluded from participation in regular school settings, let alone receive adequate education. Though every country which ratified the United Nations (UN) 2006 Convention on the Rights of People with Disability has committed itself to inclusive education, there are many obstacles. One of them is the currently preferred way of assessing children with standardized, psychometric diagnostic tests, with a comparative and classifying purpose. This type of assessment, based on a medical impairment model and a static model of intelligence, results in reports which are sometimes not very useful for educational advice. This paper reports an overview of the results of the DAFFODIL project (Dynamic Assessment of Functioning and Oriented at Development and Inclusive Learning), created by a consortium of eight European partners in order to research more inclusive alternatives and suggest reforms to assessment and coaching procedures. It starts with a critical review of current assessment practices; then it presents criteria for good practices for assessing children with additional educational needs in a more dynamic, inclusion-oriented and contextual way. A Delphi procedure was used by 150 professionals and parents to develop a consensus for guidelines for assessment procedures oriented at mapping functional difficulties, context, interaction and possibilities for learning, with the objective to understanding learning processes, to develop more inclusive, challenging and suitable educational programmes and more useful recommendations for teachers, parents and rehabilitation staff.2014-01-27T10:30:24Z2014-01-272014-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttp://hdl.handle.net/10174/10032http://hdl.handle.net/10174/10032eng• Lebeer, J. , Partanen, P. , Candeias, A , Grácio, M.L., Bohacs, K. , Sønnesyn, G. , Van de Veire, H., Van Trimpont, I., Orban,R. , János, R., Demeter, K., Schraepen, B. & Dawson, L. (2014) The need for a more dynamic and ecological assessment of children experiencing barriers to learning to move towards inclusive education: a summary of results of the Daffodil project, Transylvanian Journal of Psychology, Suppl. 1 Special Issue on Inclusive & Cognitive Education, 176-205jo.lebeer@uantwerpen.bepetri@skolutvecklarna.sendmlg@uevora.ptkbohacs@medialttanulas.hugunvors@online.nohugo.vandeveire@vclbgent.beinge.van.trimpont@g-o.bereka.orban@ubbcluj.robeno.schraepen@plantijn.belornamax@hotmail.comndnd681Lebeer, JoPartanen, PetriCandeias, AdelindaGrácio, Maria LuísaBohacs, KrisztinaSønnesyn, GunvorVan de Veire, HugoVan Trimpont, IngeOrban, RekaSchraepen, BenoDawson, LornaJános, RDemeter, Kinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-01-03T18:52:47Zoai:dspace.uevora.pt:10174/10032Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T01:04:06.473143Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
The need for a more dynamic and ecological assessment of children experiencing barriers to learning to move towards inclusive education: a summary of results of the Daffodil project |
title |
The need for a more dynamic and ecological assessment of children experiencing barriers to learning to move towards inclusive education: a summary of results of the Daffodil project |
spellingShingle |
The need for a more dynamic and ecological assessment of children experiencing barriers to learning to move towards inclusive education: a summary of results of the Daffodil project Lebeer, Jo functional assessment dynamic assessment ecology of development special educational needs barriers to learning inclusive education action- and needs-based assessment ICF-CY portfolio-assessment curriculum-based assessment conceptual shift guidelines |
title_short |
The need for a more dynamic and ecological assessment of children experiencing barriers to learning to move towards inclusive education: a summary of results of the Daffodil project |
title_full |
The need for a more dynamic and ecological assessment of children experiencing barriers to learning to move towards inclusive education: a summary of results of the Daffodil project |
title_fullStr |
The need for a more dynamic and ecological assessment of children experiencing barriers to learning to move towards inclusive education: a summary of results of the Daffodil project |
title_full_unstemmed |
The need for a more dynamic and ecological assessment of children experiencing barriers to learning to move towards inclusive education: a summary of results of the Daffodil project |
title_sort |
The need for a more dynamic and ecological assessment of children experiencing barriers to learning to move towards inclusive education: a summary of results of the Daffodil project |
author |
Lebeer, Jo |
author_facet |
Lebeer, Jo Partanen, Petri Candeias, Adelinda Grácio, Maria Luísa Bohacs, Krisztina Sønnesyn, Gunvor Van de Veire, Hugo Van Trimpont, Inge Orban, Reka Schraepen, Beno Dawson, Lorna János, R Demeter, K |
author_role |
author |
author2 |
Partanen, Petri Candeias, Adelinda Grácio, Maria Luísa Bohacs, Krisztina Sønnesyn, Gunvor Van de Veire, Hugo Van Trimpont, Inge Orban, Reka Schraepen, Beno Dawson, Lorna János, R Demeter, K |
author2_role |
author author author author author author author author author author author author |
dc.contributor.author.fl_str_mv |
Lebeer, Jo Partanen, Petri Candeias, Adelinda Grácio, Maria Luísa Bohacs, Krisztina Sønnesyn, Gunvor Van de Veire, Hugo Van Trimpont, Inge Orban, Reka Schraepen, Beno Dawson, Lorna János, R Demeter, K |
dc.subject.por.fl_str_mv |
functional assessment dynamic assessment ecology of development special educational needs barriers to learning inclusive education action- and needs-based assessment ICF-CY portfolio-assessment curriculum-based assessment conceptual shift guidelines |
topic |
functional assessment dynamic assessment ecology of development special educational needs barriers to learning inclusive education action- and needs-based assessment ICF-CY portfolio-assessment curriculum-based assessment conceptual shift guidelines |
description |
Although governments have recognized the need to make education more accessible to children with developmental disabilities and/or learning difficulties, many children remain excluded from participation in regular school settings, let alone receive adequate education. Though every country which ratified the United Nations (UN) 2006 Convention on the Rights of People with Disability has committed itself to inclusive education, there are many obstacles. One of them is the currently preferred way of assessing children with standardized, psychometric diagnostic tests, with a comparative and classifying purpose. This type of assessment, based on a medical impairment model and a static model of intelligence, results in reports which are sometimes not very useful for educational advice. This paper reports an overview of the results of the DAFFODIL project (Dynamic Assessment of Functioning and Oriented at Development and Inclusive Learning), created by a consortium of eight European partners in order to research more inclusive alternatives and suggest reforms to assessment and coaching procedures. It starts with a critical review of current assessment practices; then it presents criteria for good practices for assessing children with additional educational needs in a more dynamic, inclusion-oriented and contextual way. A Delphi procedure was used by 150 professionals and parents to develop a consensus for guidelines for assessment procedures oriented at mapping functional difficulties, context, interaction and possibilities for learning, with the objective to understanding learning processes, to develop more inclusive, challenging and suitable educational programmes and more useful recommendations for teachers, parents and rehabilitation staff. |
publishDate |
2014 |
dc.date.none.fl_str_mv |
2014-01-27T10:30:24Z 2014-01-27 2014-01-01T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10174/10032 http://hdl.handle.net/10174/10032 |
url |
http://hdl.handle.net/10174/10032 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
• Lebeer, J. , Partanen, P. , Candeias, A , Grácio, M.L., Bohacs, K. , Sønnesyn, G. , Van de Veire, H., Van Trimpont, I., Orban,R. , János, R., Demeter, K., Schraepen, B. & Dawson, L. (2014) The need for a more dynamic and ecological assessment of children experiencing barriers to learning to move towards inclusive education: a summary of results of the Daffodil project, Transylvanian Journal of Psychology, Suppl. 1 Special Issue on Inclusive & Cognitive Education, 176-205 jo.lebeer@uantwerpen.be petri@skolutvecklarna.se nd mlg@uevora.pt kbohacs@medialttanulas.hu gunvors@online.no hugo.vandeveire@vclbgent.be inge.van.trimpont@g-o.be reka.orban@ubbcluj.ro beno.schraepen@plantijn.be lornamax@hotmail.com nd nd 681 |
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info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
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reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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