Q3617955 (Q3617955): Difference between revisions
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(Changed label, description and/or aliases in en: Setting new description) |
(Created claim: summary (P836): The Inclusion Assistant project promotes the equal participation of young people with disabilities/special pedagogical needs and is also preventive at 121. High school. The development of social competences and especially learning skills to promote individual learning, the acquisition of life-based skills and the social encounter and interaction of disabled and non-disabled young people are at the heart of this. In order to achieve these objecti...) |
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The Inclusion Assistant project promotes the equal participation of young people with disabilities/special pedagogical needs and is also preventive at 121. High school. The development of social competences and especially learning skills to promote individual learning, the acquisition of life-based skills and the social encounter and interaction of disabled and non-disabled young people are at the heart of this. In order to achieve these objectives, the inclusion assistant will focus on supporting teachers in teaching and extra-teaching. Work is done on a case-by-case basis or in the group. Basic skills (e.g. frustration tolerance, empathy, etc.) are developed or strengthened here. With development planning, each young person is individually promoted according to their skills and resources. This will enable greater equal opportunities in terms of school success and thus access to the labour market for this young person. The ability to fit and connect the accompanying and supporting measures is of particular importance here. Through the additional continuous support of young people with disabilities/special pedagogical needs and regular evaluation, the school community is supported and accompanied on the way to an effective integration concept. (English) | |||||||||||||||
| Property / summary: The Inclusion Assistant project promotes the equal participation of young people with disabilities/special pedagogical needs and is also preventive at 121. High school. The development of social competences and especially learning skills to promote individual learning, the acquisition of life-based skills and the social encounter and interaction of disabled and non-disabled young people are at the heart of this. In order to achieve these objectives, the inclusion assistant will focus on supporting teachers in teaching and extra-teaching. Work is done on a case-by-case basis or in the group. Basic skills (e.g. frustration tolerance, empathy, etc.) are developed or strengthened here. With development planning, each young person is individually promoted according to their skills and resources. This will enable greater equal opportunities in terms of school success and thus access to the labour market for this young person. The ability to fit and connect the accompanying and supporting measures is of particular importance here. Through the additional continuous support of young people with disabilities/special pedagogical needs and regular evaluation, the school community is supported and accompanied on the way to an effective integration concept. (English) / rank | |||||||||||||||
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| Property / summary: The Inclusion Assistant project promotes the equal participation of young people with disabilities/special pedagogical needs and is also preventive at 121. High school. The development of social competences and especially learning skills to promote individual learning, the acquisition of life-based skills and the social encounter and interaction of disabled and non-disabled young people are at the heart of this. In order to achieve these objectives, the inclusion assistant will focus on supporting teachers in teaching and extra-teaching. Work is done on a case-by-case basis or in the group. Basic skills (e.g. frustration tolerance, empathy, etc.) are developed or strengthened here. With development planning, each young person is individually promoted according to their skills and resources. This will enable greater equal opportunities in terms of school success and thus access to the labour market for this young person. The ability to fit and connect the accompanying and supporting measures is of particular importance here. Through the additional continuous support of young people with disabilities/special pedagogical needs and regular evaluation, the school community is supported and accompanied on the way to an effective integration concept. (English) / qualifier | |||||||||||||||
point in time: 18 November 2021
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Revision as of 20:14, 18 November 2021
Project Q3617955 in Germany
| Language | Label | Description | Also known as |
|---|---|---|---|
| English | No label defined |
Project Q3617955 in Germany |
Statements
122,179.25 Euro
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152,724.06 Euro
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80.0 percent
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5 March 2017
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31 August 2021
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DAA Deutsche Angestellten-Akademie GmbH
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Das Vorhaben Inklusionsassistent fördert die gleichberechtigte Teilhabe junger Menschen mit Behinderung/sonderpädagogischem Förderbedarf bzw. wird auch präventiv an der 121. Oberschule tätig. Die Entwicklung von sozialen Kompetenzen und speziell Lernkompetenzen, um die Förderung des individuellen Lernens zu begünstigen, der Erwerb der lebenspraktischen Fähigkeiten und die soziale Begegnung und Interaktion behinderter und nicht-behinderter junger Menschen stehen dabei im Mitelpunkt. Um diese Ziele zu erreichen, wird die/der Inklusionsassistent/-in vorrangig in der Unterstützung der Lehrkräfte im Unterricht und im außerunterrichtlichen Bereich tätig sein. Gearbeitet wird im Einzelfall bzw. in der Gruppe. Hier werden grundlegende Kompetenzen (z.B. Frustrationstoleranz, Emphatie u.a.) entwickelt bzw. gestärkt. Mit der Entwicklungsplanung wird jeder Jugendliche entsprechend seiner Fähigkeiten und Ressourcen individuell gefördert. So wird eine höhere Chancengleichheit bezüglich des schulischen Erfolgs und damit des Zugangs zum Arbeitsmarkt für diesen jungen Menschen ermöglicht. Die Pass- und Anschlussfähigkeit der begleitenden und unterstützenden Maßnahmen sind hierbei von besonderer Wichtigkeit. Durch die zusätzliche kontinuierliche Förderung der jungen Menschen mit Behinderung/sonderpädagogischem Förderbedarf und durch regelmäßige Evaluation wird die Schulgemeinschaft gefördert und auf dem Weg zu einem effektiven Integrationskonzept begleitet. (German)
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The Inclusion Assistant project promotes the equal participation of young people with disabilities/special pedagogical needs and is also preventive at 121. High school. The development of social competences and especially learning skills to promote individual learning, the acquisition of life-based skills and the social encounter and interaction of disabled and non-disabled young people are at the heart of this. In order to achieve these objectives, the inclusion assistant will focus on supporting teachers in teaching and extra-teaching. Work is done on a case-by-case basis or in the group. Basic skills (e.g. frustration tolerance, empathy, etc.) are developed or strengthened here. With development planning, each young person is individually promoted according to their skills and resources. This will enable greater equal opportunities in terms of school success and thus access to the labour market for this young person. The ability to fit and connect the accompanying and supporting measures is of particular importance here. Through the additional continuous support of young people with disabilities/special pedagogical needs and regular evaluation, the school community is supported and accompanied on the way to an effective integration concept. (English)
18 November 2021
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Identifiers
672 / 101003209361
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