(853) MEANINGFUL PATHWAYS FOR INCLUSIVE EDUCATION

摘要

This paper presents findings from the first phase of an Erasmus+ funded European project, Mobile Pedagogical Assistant to develop meaningful pathways to personalised learning. The project addresses inclusive education, thus affecting and supporting every teacher in the European countries that ratified the UNCRPD, 2008, as well as beyond Europe. Inclusive education is a major concern globally: this project substantially contributes to the uptake and implementation of inclusive education by providing teachers and teacher educators with a toolset to support the assessment of each child as part of a holistic approach towards inclusive education. The countries involved in the project are Belgium, Bulgaria, Serbia, Turkey, and the United Kingdom. The overall aim of project is to provide teachers and teaching assistants with a mobile technology that will measure the engagement and attention of learners and provide information to the teacher on appropriate pedagogical adaptations to planned learning content. Thus, promoting differentiation, reducing teacher time in planning and preparation, improving both teacher and learner experience and supporting the learner in improved attention and engagement, leading to enhanced progression and a change in school’s practice. This paper presents findings from data collected from 74 Case Studies and 90 interviews with teachers from the countries involved. This data has informed a pedagogical framework which will be presented at the conference and will form a significant part of the mobile technology.