News article
Role models in the early years: Young Roma Teachers in Bulgaria
News article
A new tool focused on empowering Continuous Professional Development (CPD) for school leadership to create inclusive school cultures was recently released through the HEAD: Empowering School Principals for Inclusive School Culture project.
News article
As a partner of the Diversity+ project, ISSA hosted a two-day transnational meeting in its Leiden office on Thursday, 12 and Friday 13 May.
Resource
This guide supports a wide range of professionals working alongside parents and caregivers in both special and mainstream systems to manage and implement the ongoing transitions that affect how special and mainstream institutions provide services and coordinate actions. This includes those who may be special educational needs teachers, special pedagogues, psychologists, teaching assistants, or sign language interpreters.
Issa Practices
Inclusive Resource Centers (IRC) in five sites in four regions were developed under the programme supported by USAID. Their main purpose is to provide complex inter-sectorial support to children with special needs, their parents and teachers working with these children in pre-school and primary classrooms trough psychological-medical-pedagogical consultations.
The main achievements included:
1) increased number of services for parents of children with special needs;
2) increased level of trust;
3) more competent teachers.
Issa Practices
Supporting Development of Early Inclusive Education in Tbilisi Kindergartens is a project aiming to support development of early childhood inclusive education: 1) by empowering mainstream kindergarten teachers and specialists working in kindergartens through modelling, practicing and sharing experiences, 2) by training Tbilisi Kindergarten Management Agency monitors/advisory team in observing, assessing and monitoring skills, using service standards developed by UNICEF Georgia and 3) by developing and conducting university accredited certificated courses for kindergarten practitioners
Resource
For over 25 years, the Step by Step Program, flagship initiative for Early Childhood Education reform of the Open Society Foundations, has implemented a democratic child-centered classroom approach where families and children are placed at the heart of the pedagogical practice. For everyone to take advantage of the multiple benefits such a program delivers, ISSA is offering the comprehensive guide Child-centered Democratic, Pre-school classrooms: The Step by Step Approach specially addressed to early childhood educators and pre-school staff who work with children aged from 3 to 6 years.
Resource
This toolkit represents the compilation of different programs and specific activities developed by ISSA and its members over the past 15 years. The backbone of the toolkit is ISSA’s core document Competent Educators of the 21st century: Principles of Quality Pedagogy which focuses on process, quality and educators as agents of change and their power and ability (with more or less support) to enrich the lives of children, families and communities and thus of society in general.
Resource
Embracing Diversity Training program for adults promotes the values of anti-discrimination, anti-bias, equity and respect for diversity in different settings: in communities, at the workplace, and in society. Embracing Diversity guides participants through a process of personal transformation, which helps them to become agents of change towards inclusive and social cohesive societies.
Resource
The manual “Inclusive Education” describes the conceptual principles of inclusive education, international and national legislation in a field of inclusive education, experience of inclusive education implementing in other countries, public-state governance of inclusive education. The special emphasis is put on the education of children with special needs in the system of general education. The manual is also aimed to provide practical information for teachers working in the inclusive educational environment.
