KØBENHAVNS KOMMUNE Børne- og Ungdomsforvaltningen Socialforvaltningen Inclusion in Copenhagen The Special reform 6 March 2013 Nina Hemmersam, Head of department.

Præsentationer af emnet: "KØBENHAVNS KOMMUNE Børne- og Ungdomsforvaltningen Socialforvaltningen Inclusion in Copenhagen The Special reform 6 March 2013 Nina Hemmersam, Head of department."— Præsentationens transcript:

1 KØBENHAVNS KOMMUNE Børne- og Ungdomsforvaltningen Socialforvaltningen Inclusion in Copenhagen The Special reform 6 March 2013 Nina Hemmersam, Head of department and Majbrit Møller, Development consultant, Department of Children and Youth

2 KØBENHAVNS KOMMUNE Børne- og Ungdomsforvaltningen Socialforvaltningen 2

3 KØBENHAVNS KOMMUNE Børne- og Ungdomsforvaltningen Socialforvaltningen Agenda  The framework for inclusion in Copenhagen  Competence development  Competence centres and Inclusion coordinators  Resource centres  Flexible areas of actions 3

4 KØBENHAVNS KOMMUNE Børne- og Ungdomsforvaltningen Socialforvaltningen Why inclusion and improving collaboration?  All children and young people should thrive and develop in the municipality of Copenhagen  All children who can benefit from it should be included in public schools  Not a budget cutting exercise, but an investment and a re- allocation of ressources All children and young people and their parents should experience a holistic approach 4

5 KØBENHAVNS KOMMUNE Børne- og Ungdomsforvaltningen Socialforvaltningen Central focus areas are  Strengthening of general education to include more children and young people ensuring their well-being and development  Inter-disciplinarity  Cooperation  Help to self-help

6 KØBENHAVNS KOMMUNE Børne- og Ungdomsforvaltningen Socialforvaltningen Challenges to general public schools  Increase in referring pupils to special offers in recent years  We should be better to include children where they are and to ensure that: –teachers improve in differentiating teaching and learning –the focus is on the learning environment, rather than that it is the children who are the problem –point of departure is the context the child is a part of  More resources and tasks at the individual school  Communication and cooperation with parents about inclusion

7 KØBENHAVNS KOMMUNE Børne- og Ungdomsforvaltningen Socialforvaltningen Competence development  More than 3000 teachers and pedagogues have participated in courses on inclusion  AKT tutors and inclusion teachers participate in an A-guide training programme where they learn about special needs and how to work with inclusion (AKT: Behavior, Contact and Welfare)  Courses for all teachers in differentiated instruction methods including class management, systematic teaching, etc.  2 teachers at the school support the work of the new resource centres and help create an inclusive school 7

8 KØBENHAVNS KOMMUNE Børne- og Ungdomsforvaltningen Socialforvaltningen Competence centres and inclusion coordinators  Competence centres are specialized schools or institutions offering:  On-site, practical guidance to teachers and pedagogues in relation to specific target groups and issues  Courses in relation to specific groups of children The courses cover both the special needs area and the general area - the target audience are children and young people 0 - 18 years  Inclusion Coordinators visit schools and institutions to mentor teachers and pedagogues on how to work with inclusion 8

9 KØBENHAVNS KOMMUNE Børne- og Ungdomsforvaltningen Socialforvaltningen Inclusion teachers at all schools  Associated with the school resource centre and work both preventive and acute  Sparring and support in relation to communities and well- being of all children  Supporting structure in everyday life of individual students or groups of students  Taking care of tasks in relation to specific classes or age groups  Collaboration with individual parents or groups of parents of children having problems 9

10 KØBENHAVNS KOMMUNE Børne- og Ungdomsforvaltningen Socialforvaltningen Resource centres at all general schools  Support management in relation to specific interventions, inclusion, better well-being and academic achievement  Help create a common, reflected way of collaboration  Ensure a holistic approach and interdisciplinary cooperation  Coordinate initiatives  Provide sparring to teachers in relation to handling inclusion and educational challenges, so problems are solved at their roots  Ensure targeted and coordinated assistance to the individual child in need of support  Contribute to a good cooperation with parents

11 KØBENHAVNS KOMMUNE Børne- og Ungdomsforvaltningen Socialforvaltningen SOF (Social service) Family unit AREA Resource centre School management Inclusion teacher AKT tutors Evaluation mentor (Readning mentor) (Education mentor) (Integration mentor) Function teachers IT-facilitator school social worker SCHOOL School psychologist Health visitor Area Manager School consultant Inclusion coordinator Speech-hearing teachers Educational guidance for young people UU guide Competence centres SSP-collaboration (Schools, Social services, Police) A model of the resource centres Involving parents

12 KØBENHAVNS KOMMUNE Børne- og Ungdomsforvaltningen Socialforvaltningen Flexible actions lines and options  New flexible offers as an alternative to several of the social and special education courses  The aim is to give children who can benefit from it and who need it, an increased possibility of inclusion in public school  Range of options- from full inclusion in public school, half-time in public school and follow-up process between special measures and general school 12