PRETTi Handbook – to improve quality of inclusive education

PRETTi Handbook

Specialized Handbook with theory, guidelines and practical exercises

The main target group is mainstream primary teachers who are not specialists in SEN.

The Council conclusions on education and training in Europe 2020 suggest that the improvement of the professional development of school teachers, school leaders and teacher trainers, will lead to increase in the quality of teaching. The PRETTi project develops this argument further by preparing primary teachers to respond to the diversity of needs they will face in today’s classrooms, a measure needed to impact students' personal development and lead to inclusive education.

In terms of target group main aims are to raise awareness to the impact of “hidden” learning difficulties;  to improve knowledge on students' learning difficulties;  to improve quality of inclusive education.

The PRETTi Handbook will provide primary teachers with both - theory necessary to identify learning difficulties in mainstream school education at primary level, practical exercises and   guidance on how to carry out activities in class, interaction with parents, resource teachers and SEN experts. It will be developed in 5 languages to ensure wide exploitation and accessibility.

The theoretical part will describe country contexts and applicability of integrated methods for identification of learning difficulties in mainstream education at primary school level and how these could be applied in daily class activities. Primary teachers will be also supplied with outline of what inclusive education involve as well as some best practices with regard to reducing disparities in learning outcomes (irrespectively of whether a child is formally registered as having SEN or not). Description of the common types of learning difficulties and their symptoms will be also made available.

The carefully designed and structured set of exercises, can be used for identification of learning difficulties in the classroom. Information on how to analyze and who to communicate the results to will be also included, taking into consideration the country specific context.

The handbook will provide primary school teachers with guidelines on how to cooperate with other relevant stakeholders. The target group will be also supplied with guidance on how to work and cooperate with parents, resource teachers, school principals and SEN specialists, when they identify a learning difficulty in class and also on how to update school strategy to address disparities in learning abilities and outcomes.

It will give answers to the most frequently asked questions. For example: what will be the best approach a mainstream teacher could use when communicating identified issue; how to manage disparities in the classroom; how to collaborate more efficiently with special education teachers or any other relevant specialists, depending on country context.