World Bank Teacher Training for Inclusive Education Database
SECTION I: Training Manuals, Modules, Packages, Programs, etc. (Last updated on 1/2/2006)
Entry ID: EU**-3
COUNTRY: 4 European Countries
Permission
YEAR:
TITLE: The INSIDE Package (5 Booklets)
LANGUAGE: Dutch, English,
Hungarian, Romanian
£29.90
(+postage)
AUTHOR/DEVELOPER: Project INSIDE
CONTACTS/AVAILABILITY:
 How to order:
Contact Jackie Dixon at The Down Syndrome Educational Trust
Sarah Duffen Centre, Belmont St., Southsea, Hampshire PO5 1NA, United Kingdom
Tel +44 23 9285 5330 Fax +44 23 9285 5320
[email protected] or look for more information at www.inside.downsed.org
[About the Project INSIDE]
INSIDE stands for "INclusive education of children with developmental disabilities through
basic Skill Instruction and Developmental Education".
Pedagogical basic postulates
 Orientation towards process-oriented learning
 Cognitive approach as an entry to more effective learning; to learn how to learn This approach is based on the socio-cultural theory of intelligence of Vygotsky,
Piaget, Feuerstein & Nyborg.
 Inclusive education, if well organised, is the best way to realize cognitive and
social development for all children, including those with a developmental disability.
 Modifiability: every individual is considered to be modifiable, there are no a priori
limits to learning.
 Whole-person approach (cognitive- emotional - social) with a focus on the
cognitive domain as an entry towards realizing modifiability.
 Ecological approach towards intelligence: cognitive development is influenced by
the whole environment of the child: parents, neighbours, teachers, peers, parents of
peers.
Source: http://www.sclm.ua.ac.be/Project%20INSIDE(Eng).htm
[The INSIDE Package]
Booklet 1: Learning to think together
Activating cognitive learning skills and inclusion of children with a wide variation in
development. (By Jo Lebeer)
This booklet argues why inclusive education is better for cognitive, academic and social
development, provided a number of conditions are met.
 First it is needed to adopt more differentiated curricula and evaluation systems.
 Then it is needed to transform the whole school system and teaching model from
merely product-oriented towards a more process-oriented way of teaching (cognitive
education), where children learn how to gather, elaborate and generate information.
 Project INSIDE is introduced with a comparison of its three main components:
o Feuerstein’s theory of Mediated Learning Experience
o The DownsEd systems of early language and reading training
o Nyborg’s Concept Teaching Model.
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World Bank Teacher Training for Inclusive Education Database
SECTION I: Training Manuals, Modules, Packages, Programs, etc. (Last updated on 1/2/2006)
Booklet 2: The art of cognitive bricklaying
Feuerstein’s Structural Cognitive Modifiability &Mediated Learning Experience (By Jo
Lebeer)
 Reuven Feuerstein’s (International Centre for the Enhancement of Learning
Potential, Jerusalem) theory of Structural Cognitive Modifiability (SCM) – Limits to
learning are not known a priori.
 Mediated Learning Experience (MLE).
MLE is defined as the quality of the interaction in which human beings, such as
parents, teachers, caregivers as well as peers, interpose themselves between a
stimulus in the environment and an individual, in order to ensure that the stimulus is
perceived, grasped and integrated in a meaningful way. It is through MLE that an
individual builds up cognitive functions, prerequisites for independent learning
afterwards. Feuerstein distinguishes 12 criteria of MLE.
 Instrumental Enrichment & Learning Propensity Assessment Device (LPAD)
A practical cognitive intervention method (Instrumental Enrichment), dynamic
assessment method (LPAD or Learning Propensity Assessment Device) and a set of
didactic tools in order to create strong learning environments based on Feuerstein’s
theory are elaborated.
 A copy page of 29 cognitive functions for working in class is added. Includes a
process-oriented lesson plan.
Booklet 3: A Strategy of Concept Teaching and a Concept Teaching Model
Magne Nyborg’s educational approach (By Andreas Hansen, Morten Hem & Gunvor
Sønnesyn)
 Nyborg’s Concept Teaching Model – Systematically teaches basic cognitive
concepts (e.g. size, shape, number, position, time, etc.) and conceptual systems to
children.
o Part I – Introduction of Nyborg’s Model
o Part II - Examples of possible dialogues and model lessons to illustrate CTM in
practice.
Booklet 4: Teaching reading to teach talking and thinking
The Portsmouth approach to cognitive development and inclusion of children with
serious developmental problems (By Sue Buckley & Gillian Bird)
 Portsmouth approach
o Focus on language, literacy and mental processes
 Use of augmentative communication (signing)
 Reading activities
o Focus on inclusion of children with Down syndrome in regular pre-schools and
schools.
 In this booklet, we will consider speech and language development and how to
improve it, teaching reading to teach language and keys to successful inclusion in
schools.
Booklet 5: Cognitive keys
Activating cognitive functions of children living in an impoverished environment (By
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World Bank Teacher Training for Inclusive Education Database
SECTION I: Training Manuals, Modules, Packages, Programs, etc. (Last updated on 1/2/2006)
Maria Roth & Stefan Szamoskozi)
 Premise of modifiability of cognitive functions in every human being.
 Importance of activating cognitive functions for the development of the whole human
being.
 Analysis of examples of Roma children in Romania.
 Short overview of existing programmes known to activate cognitive functions.
 Brief presentation of a cognitive development programme “Inclusive School
Programme” and “Cognitive blocks”, which is largely based on Feuerstein’s theory of
Mediated Learning Experience.
Summarized based on http://www.sclm.ua.ac.be/INSIDEbooklets(Eng).htm
Information in Dutch: http://www.sclm.ua.ac.be/Project%20INSIDE.htm#lerarengids
Information in Romanian and Hungarian: http://www.sclm.ua.ac.be/INSIDE%20Try.htm#books
TARGET:  policy makers  school administrators  preschool teachers  primary ed
teachers  secondary ed teachers  higher ed teachers  sped teachers  pre-service
teachers  related service providers  families  students  community members
TOPIC:  introduction/philosophical understanding of inclusive education/getting started 
effective teaching/assessment strategies  challenging behaviors  team work, collaboration
 family/community involvement  networking  developing policy  dealing with change 
HIV/AIDS  advocacy/leadership skills  others
PHASE:  awareness raising/introduction/advocacy phase  on-going support/development
 follow-up/monitoring  others
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