Input for the 2nd SEKA consortium
Meeting
London
10.-11.5.2016
Manfred Pretis
Suggestion 1
Usage of well establishe EU learning outcome
model to structure and describe moduls
SEKAs intellectual outcome 2 might be based on
the use of “units of learning outcomes”. The
learning outcomes of a unit represent a ‘standard’ against which following aspects are
assessed:
• 1) person’s knowledge
• 2) skills and
• 3) competence
The use of units creates the possibility to recognise
learning outcomes for parts of qualifications and to
give people the possibility to achieve the remaining
units of learning outcomes through formal or
informal learning.
Orientation on COMPETENCES
(learning outcome orientation)
Challenge: Structure our curriculum based on
learning OUTCOMES
•
•
•
•
The learner (WHO) is able to .....
WHAT…
HOW…
IN WHICH CONTEXT…
2.2 REVELVANT ASPECTS OF
LEARNING OUTCOMES for parents
• KNOWLEDGE (theories, models, information)
• SKILLS (PUTTING INTO PRACTICE CONCRETE
PROCEDURES)
• COMPETENCES (e.g. level of AUTONOMY:
autonomously, with support...)
• EXAMPLE
Example (Modul Information about
ASD)
Knowledge
Skills
(Wider) Competences
The parents know 3 basic
symptoms of ASD
The parents are able to
observe these behaviours in
their child
The parents are able to
discuss possible symptoms
with professionals.
The modules
Within this section learning outcomes for parents of children
with autism – based on previous needs analysis are presented.
The learning outcomes might be comparable for the
participating parents in the partner countries, however it is
highly probable. that the concrete contents of the training to
reach these learning outcomes depend to a high extent of
• the national context (including legal background and
availability of services)
• the age of the child
• the concrete living situation of the family
Because of this the concrete training materials (based on this
modular system) will be employed by the project partners
within their concrete training contexts.
Modul 1: Health Services
Suggested learning outcomes: Services
Knowledge
Skills
(Wider) Competences
The parents know about
services concerning health
concerns of their children
with autism
The parents are able to ask
Parents are able be
and look for services and
respected partner within
express their needs/concerns communication processes
with medical experts
The challenge/to do towards trainings: describe
concrete health service provider and systems in
your national context.
Suggested learning outcomes: Symptoms
Available: Briefing packs in DE, EN and TR
www.early-inclusion.eu
Modul 2: Educational aspects
Suggested learning outcomes: 2.1 Services
Knowledge
Skills
(Wider) Competences
The parents know about
services concerning
educational possibilities of
their children with autism
The parents are able to ask
and look for services and
express their
needs/concerns
Parents are able to be a
respected partner within
communication processes
with medical experts
The challenge/to do towards trainings: describe concrete
educational service provider and systems in your national context.
Modul 2: Educational aspects
Suggested learning outcomes: 2.2 Educational support
Knowledge
Skills
(Wider) Competences
The parents know about
specific educational needs of
their child with ASD
The parents are able apply
evidence based educational
methods during daily routines
at home
The parents are able to ask
professionals relevant
questions concerning bringing
up their child
Available: Briefing packs in DE, EN and TR
www.early-inclusion.eu
Modul 3: Legal entitlements
Suggested learning outcomes: Applicable laws,
entitlements, allowances
Knowledge
Skills
(Wider) Competences
The parents know about their
legal entitlements concerning
the diagnosis Autism spectrum
disorder
The parents are able to ask and
apply for their entitlements
Parents are able to identify
stakeholders or supporting
services which can help them
The challenge/to do towards trainings: describe concrete
legal basis, entitlements in your national context.
Modul 4: Psychosocial rights
Suggested learning outcomes: Applicable laws,
entitlements, allowances
Knowledge
Skills
The parents know about the The parents are able to
UN-convention on Persons identify situations where
with disability
they percieve that the social
rights of their child was
endangered
(Wider) Competences
Parents are able to discuss
and claim their rights
The challenge/to do towards trainings: in which way
should we provide this content?.
Modul 5: Services and support
Possible Introduction:
• Generally services should be (European Agency)
• affortable for parents
• accessible (in terms of distance)
• interdisciplinary
• parents-needs oriented
• representing state-of-the-art quality
Services are mostly based on the diverse national
contexts and might differ significantly and also
depend on the age of the child.
Modul 5: Services
Suggested learning outcomes: Assessment of
appropiateness of services
Knowledge
Skills
(Wider) Competences
The parents know about
appropiate servicesfor their
child and for themselves
The parents are able assess
the quality of a service
Parents are able to ask for
needs-orientation and for full
participation concerning
service provision
The challenge/to do towards trainings: in which way
should we provide this content?.
Modul 6???
Suggested learning outcomes?????????
Knowledge
Skills
(Wider) Competences
The parents know about
appropiate servicesfor their
child and for themselves
The parents are able assess
the quality of a service
Parents are able to ask for
needs-orientation and for full
participation concerning
service provision
The challenge/to do towards trainings: in which way
should we provide this content?.
To do
- Decide about the suggested EU learning
outcome model
- Prepare relevant national documents for the
moduls
- Consider existing training materials (e.g.
www.early-inclusion.eu Briefing Pack on
Autism in EN, TR, DE)
- Translate useful materials into your target
languages
Performing pilot trainings with parents
• Consider appropiate timing (when)
• Consider possible priorities of parents (not always what you
consider important might be important for the parents)
• Consider possible needs for child care
• Consider possible obstacles concerning the language or terminology
used
• Consider the importance of engagement of the parents (how can
they be actively included into the training)
• Consider the preparation of the trainer
• Consider the learning environment (size of the classroom,
availability of beverages...)
• Consider the evalution and transfer of the learning outcomes