From 29May-05 June 2012, we visited Bekkefaret Skole in Kristiansund, Norway, an institution for children with PMLD and children with ASD. Examples of good practice in teaching music, multi-sensory story telling and ASD sessions were observed. We assisted to a presentation about the Norwegian eduction system. positive and negative outcomes of inclusive education were discussed. A multi-sensory box and story was handed over to the participants.
3. BEKKEFARET SCHOOL
Bekkefaret Skole (Norway) is a special school for children
and young people aged 6-21 years. The pupils have severe
and profound learning difficulties associated with severe
developmental delay.
4. BEKKEFARET SCHOOL
They have physical and sensory impairments, syndromes, epilepsy and
other medical conditions, autistic disorder and challenging behaviours.
In Norway most children with special needs go to their local school.
Only a small number of children with severe handicaps may have their
school organised in small groups outside the ordinary schools.
The personnel on Bekkefaret skole, is a small group of teachers and
supporting staff, who have little contact with other special schools.
Therefore it is of great importance that we can meet others with special
knowledge to exchange experiences and to extend our knowledge.
Kristiansund is also a centre for refugees and work immigrants in the
area. Cultural differences in connection with special education is an
important issue for us.
5. PERSONAL DE L’ESCOLA: 4 teachers, 2 social educators,
7 auxiliars(someone partial time).
They meet each other once a week to talk about their
learniers.
BEKKEFARET SCHOOL
14. COMENIUS PROJECT
“Hear my Voice”
MAKE CHOICES
The main focus in our work is to give the students possibilities to have an
influence on the daily life at school and the wider community. To reach this
goal it Is important to give the students communication-systems which are
adapted to each students level, physically and mentally.
Different reasons do that most of the students need AAC, for supply for spoken
language, or they use AAC as main communication.
We have developed communication-systems for each student, who give them
possibilities to influence on their life at school, home or other arenas in their
life.
15. COMENIUS PROJECT
“Hear my Voice”
MAKE CHOICES
Here are some examples:
Possibilities to choose which music they want to listen to. On the wall we have
different pictures who symbolize different kinds of music. The student take a
picture from the wall, and put it on the cd-player. Then, the teacher helps the
student to find this cd.
The meaning of every picture is especially exercised, before they start to use
them in natural environments, so we are sure they understand what each
picture is symbolizing.
17. COMENIUS PROJECT
“Hear my Voice”
COMMUNICATION
Communication Book
This book contain different areas in the students life. Examples; bead meals,
bathroom, family, horse-riding…
With this book the student can communicate with people about all stages of
their daily routine.
We are also using communication-sheets, they functioning is similar to
communication skills,however, they are theme based.
(example: meals)
When the student starts using pictures as a communication aid, we start with
communication sheets, then the sheets are put together to form a
communication book.
18. COMENIUS PROJECT
“Hear my Voice”
COMMUNICATION
Diary with photos
To give the students the opportunity to tell their families or others about the
day at school, some of them bring pictures or a diary with pictures with them to
their homes. This method creates opportunities for the students to tell their
family members about what happened at school today.
This diaries/pictures give them opportunities to communicate with different
people (example: at school, the daycare-centre, and other people they meet).
19. COMMUNICATION
Day and week schedule
Mobile day-schedule is a very useful tool for several students. They always
have the possibility to get a reminder of what will happen, even if they aren`t at
the classroom. A mobile schedule help them to have a focus on the activity
they are going to do. It is especially useful when the students move from one
room to another throughout their daily routine.
COMENIUS PROJECT
“Hear my Voice”
