Inclusive Assessment Map – I AM
|Sub-program||Support for Policy Reform|
||Inclusive Assessment Map – I AM|
||Social inclusion through education, training and youth|
||Social inclusion and common values: the contribution in the field of education, training and youth|
|Project duration||36 months: 15.01.2021 – 14.01.2024|
Board of Education for Vienna – European Office, Austria
School of Education, Porto Polytechnic – Centre of Research and Innovation in Education, Portugal
University of Vienna – Centre for Teacher Education: Inclusive education, Austria
University of Leipzig – Institute of Special Needs and Inclusive Education, Germany
Contact: Saskia Schuppener
Centre for Special Education, Belgium
Jönköping University – The School of Education and Communication, Sweden
Contact: email@example.com , firstname.lastname@example.org
UiT The Arctic University, Norway
Contact: email@example.com , firstname.lastname@example.org
Zurich University of Teacher Education, Switzerland
The innovative inclusive Assessment Map – I AM has been tested and evaluated so that it offers comprehensive support for teachers working towards the full educational participation of primary and lower secondary school pupils.
I AM offers state of the art solutions, which have been selected by a team of international experts from universities and educational authorities together with teachers, pupils and parents.
The selected solutions are embedded in the ICF-CY (International Classification of Functioning, Disability and Health for Children and Youth) making it into a user-friendly, practical and analytical system.
I AM’s condensed overview of the ICF-CY items offers practical support for pedagogical experts so that they can make the necessary adjustments to pupil environment by focussing on the connection between participation and environmental factors.
I AM is available for all Viennese school as a user-friendly tool for teachers.
I AM offers the following:
1. Environmental factors that either foster or impede educational participation are highlighted in order that barriers can be removed respectively, participation can be enhanced;
2. Internationally-tested solutions/good practices are presented making it easier for every pupil to take part in school;
3. The person-centred and deficit-orientated approach when it comes to deciding on inclusive measures will be replaced by a
4. A pedagogical diagnosis with the acclaimed WHO ICF (Internactional Classification of Functioning for Children and Youth) catalogue.
WP1: Policy Analysis
WP2: Field Trials and Practical Arrangement
WP5: Quality Assurance
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