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22/09/09 ©Hubert Marx 1
« La consultation des enseignants en cas d’échec scolaire »
A pilot-project supported by the Ministry of Education and the Town of Luxembourg
directed by Hubert Marx, PG SpLD
Presentation during the INSPIRE-Course, Tallinn, Estonia, 10-16.10.09
22/09/09 ©Hubert Marx 2
INTRODUCTIONINTRODUCTION
Luxembourg: a country with 3 official languages: Luxembourgish, French,German
No other choice: Belgium, France and Germany are neighbors.
Luxembourgish: « lesser used languages »
Where is Luxembourg?
22/09/09 ©Hubert Marx 3
POPULATION
Total inhabitants (2008): 493000
43,7% belonging to another nation
High immigrant rate has its effects on the school population (2007/08)*:
- 56.1% have a Luxembourgish linguistic background
- 43.9% have a different / foreign linguistic background
(- 23.6% have a Portuguese linguistic background
- 5.3% come from ex-yugoslavia)* « précoce, préscolaire, primaire, spécial, différencié »
22/09/09 ©Hubert Marx 4
POPULATION
The official trilingual situation represents a truly existing multilingual situation
This presents many challenges for children in primary school
22/09/09 ©Hubert Marx 5
MODEL
The model of Cummins
BICS: Basic Interpersonal Communicative Skills.
These skills are the basic skills sufficient only to converse with peers and teachers
CALP: Cognitive Academic Language Proficiency.
This proficiency refers to the cognitively demanding (spoken and written) language skills required to achieve school success
22/09/09 ©Hubert Marx 6
----
L’2L’4L’5
L’2L’3L’4
L’2L’3L’4
L’2L’3L’4
L’2L’3L’4
L’2L’3L’4
L’2*L’4
L’4
L’1L’2L’3
L’1L’2L’3
L’1L’2L’3
L’1L’2L’3
L’1L’2L’3
L’1L’2L’3
L’1L’2L’3
L’1L’2L’3
L’1L’2L’3
L’1L’2L’3
L’1L’2L’3
L’1L’1
L2L3L4
L1L2L3
L1L2L3
L1L2L3
L1L2L3
L2L3
L2L3*
L2
L1L1L1L1L1L1L1L1L1L1L1L1L1
6e 8e
7e 7e
6.5.4.3.2.1.Prés. 2Prés.1Précoce
13121110987654321
nLC CALP
nLC BICS
LC CALP
LC BICS
Grade
Age (years)
Table 1: Language contact, use of languages, learning languages for children in Luxembourgish achools - schematic representation
Explanations :Précoce: early educationPrés. 1: 1st preschool-yearPrés.2: 2nd preschool-yearLC: child with Luxembourgish as his mother tonguenLC: child with another mother tongue (mostly Portugeese)BICS: see Cummins: Basic Interpersonal Communicative Skills, required for social contact (context embedded)CALP: see Cummins: Cognitive Academic Language Proficiency, required for school work (context reduced)
Languages :For native Luxembourgish students For immigrant / non-native studentsL1= Luxembourgish L’1= mother tongue (mostly Portuguese)L2= German L’2= FrenchL3= French (* = second part of the year) L’3= LuxemburgishL4= English or Latin L’4= German
L’5= English or Latin
Secondary school
22/09/09 ©Hubert Marx 7
COMMENTS ON TABLE 1
the language learning situation is configurated more feasibly to the children with a Luxembourgish background
for the other children there exist more barriers to acceed to the languages offered at school
the more languages are offered, the more interferences occur
22/09/09 ©Hubert Marx 8
Background 1
Very high rate of school failure in Luxembourg!!!!In a study by SCRIPT* 20.2 % of the children of primary school are older than the « normal » age (SCRIPT, 2005)This rate is for 2007/08: 19.9%**That means that every 5th child leaving primary school is older than his classmates
• *Service de coordination de la recherche et de l’innovation pédagogique et technologique• **MENFP (2009), Statistiques globales et analyse des résultats scolaires 2007/2008
22/09/09 ©Hubert Marx 9
Background 2
The school-career of these children was not « normal » Most of them had to repeat one ore several yearsThe average level of older children in classrooms in other countries of the EU is about 10%!
22/09/09 ©Hubert Marx 10
Background 3
In a study I made four years ago I could find out that at the end of the 2nd school year: 7.98 % of the children with a luxembourgish
mothertongue background can be seen as at-risk students
10.21% of the children with another mothertongue background can be seen as at-risk students (Marx, 2005) (data of the Town of Luxembourg)
22/09/09 ©Hubert Marx 11
Background 4
In this at-risk group we find several different school problems. Most of them can be treated, when problems are detected as early as possible and when an adequate material and/or methods come into use.
… and here is the pivotal point where the pilot-project should be helpful.
22/09/09 ©Hubert Marx 12
Idea 1
The model is a « consultation » model……because the teacher is the expert: she/he sees the child most of the time at school and works with him.The consultation of the teacher should give the teacher an approach of the special needs for the child with problems. This helps the teacher to a better understanding of the child an should lead to an integration in the class.
22/09/09 ©Hubert Marx 13
Idea 2
The mainstream classteacher has perhaps not always a specific knowledge and/or adapted material… she/he can profit from a consultive structure.
The consultation will be done by a specially trained teacher or educator
The consultation will take place AT SCHOOL with the teacher(s)and with a child presenting a problem
22/09/09 ©Hubert Marx 14
Idea 3
This approach is not new! Similar consultation structures exist in many countries (D: Bavaria, B: Flanders, UK: Scotland, N, NL, USA). In France the « instituteur de référence » has a similar role.All these structures have a common goal: to reduce and prevent school failure and to cope with personal and time problems of the classic « specialist » structures The structures with the specialists, like EPs, social assistants, medical people can concentrate on their core business.
22/09/09 ©Hubert Marx 15
Main goals
Reducing school failure in a medium and long range perspective by early detection and intervention
Helping/consulting the classroom teacher in order to guarantee an inclusion of the child presenting a problem
22/09/09 ©Hubert Marx 16
Operative goals 1
Implement a consulting structure in every (big) school (small schools should be attached to a neighboring big school)This structure operates in this specific schoolThe consultant works together with the teachers and all the other organisations (like Inspectors, CMPP, SMPP, SREA, EDIFF, SGE etc…)*It is also possble to have a consulting team
* Special education structures in Luxembourg
22/09/09 ©Hubert Marx 17
Operative goals 2
In the case of occuring school problems/difficulties the classroom teacher contacts the consultant
With the help and the permission of the parents and the teacher, the consultant makes a first analyses of the situation in school (educational tests, questionnaires, observations in the classroom, etc… )
22/09/09 ©Hubert Marx 18
Operative goals 3:
So in that sense he operates with adaquete material a first limited diagnosis of school problems
With these results in mind he develops an individual learning plan (ILP) and makes a proposal for material and methods to the teacher for use in class (inclusion). Parents are informed about all these steps.
22/09/09 ©Hubert Marx 19
Operative goals 4:
If that is not possible an orientation to another school structure should be considered (i.e. « classe d’appui »)(integrational view)The consultant follows every child during the time of intervention with all his teachersThe ILP is a contractual mean between teacher(s), parents and the childThe ILP is evaluated at least once a year and might be adapted (reduced / extended)
22/09/09 ©Hubert Marx 20
Operative goals 5:
In the case that the problems will not be mastered in a certain time or if there are other occuring problems, the consultant should contact the other existing structures and professionals (SREA, CMPP, EPs etc…)
22/09/09 ©Hubert Marx 21
Operative goals 6
The « consultant » is present in every meeting between teacher(s) and parents of a child with existing problems or of an at-risk student
The main organsisation (and by there the inspector) (VdL: SMPP, L: SGE) is briefly informed of every step by the consultant
22/09/09 ©Hubert Marx 22
Realising the pilot-project 1
Training for teachers assuming the role of a consultant
22/09/09 ©Hubert Marx 23
Date Horaire Sujet Forma/teur(s)/trice(s)7.2. 16h30-18h00 S1 Difficultés d’apprentissages spécifiques…. H. Marx13.2. 16h30-18h00 S2 Théories cognitives…… H. Marx20.2. 16h30-18h00 S3 Situation multilinguistique ….. H. Marx6.3. 16h30-18h00 S4 Aspects psychologiques…. H. Marx13.3. 16h30-18h00 S5 Dépistage… H. Marx20.3. 16h30-18h00 S6 Moyens formels…. H. Marx25.3. 09h00-12h00 E1 Introduction à la dysphasie et présentation
des moyens de l’apprentissage des languesappropriés
Dr L. NicolayN. BackA.-M. Wolter
27.3. 16h30-18h00 E2 Graphomotricité C. Prêtre1.4. 08h30-12h00 E3.1 Orthophonie
E3.2 Le centre pédopsychiatrique de jour auCentre Hospitalier de Luxembourg
P. LommelD. Bailleux (év. etal.)
3.4. 16h30-18h00 E4 Interventions psychologiques, sociales et depédagogie curative en milieu scolaire
A. LesselS. LoutschL. Kraus
24.4. 16h30-18h00 S7 Interprétations et PIA… H. Marx3.5. 08h30-12h00
14h00-16h00S9 Fon-O-GrammS10 Fon-O-GrammS11 Fon-O-Gramm
H. Marx
8.5. 16h30-18h00 S8 Méthodes utilisables H. Marx15.5. 16h30-18h00 S12 Programmes pour ordinateurs H. Marx24.5. 08h30-12h00
14h00-16h00S13 Consultation 1S14 Consultation 2S15 Equipe pluridisciplinaire ….
H. Marx
29.5 16h30.18h00 E5 Comment tester les dyslexiques….. S. UgenExplications :
S1-S15 séances 1-15 prévues par le plan présentéE1-E5 interventions externes
22/09/09 ©Hubert Marx 24
Realising the pilot-project 1
Training for teachers assuming the role of a consultant
Implementing the consultation structures in the schools First in one school afterwards in a few schools
with an external assistance General implementation in one commune
afterwards propagation troughout the country
22/09/09 ©Hubert Marx 25
Realising the pilot-project 2
The concept of the pilot-project agrees with the new school law (6/2/2009).The acceptance of the project is very large Ministry: Minister of Education, Inspectors, Primary Instruction Dep., SCRIPT, SREA, EDIFF, SGE
City of Luxembourg: Bourgmestre, Echevin de l’Instruction, Service de l’Enseignement, Service médico-psycho-pédagogique
22/09/09 ©Hubert Marx 26
Realising the pilot-project 3
The acceptance among the teachers is very good: in the first course there were 28 inscriptions.
This project is not the only one in Luxembourg: Differdange Hosingen Mertert/Wasserbillig
22/09/09 ©Hubert Marx 27
Perspectives
First external and independant evaluation took place (course, first implementation)Creating synergies with the other projects in order to harmonise the conceptsFine tuning of the concept relying on the experiences in every day work and adaptation to the new school lawStrengthening of communication tasks (at school and with external services)Training of consultative approaches (teacher-teacher, parents-teacher, specialist-teacher) in order to define the consultation work
22/09/09 ©Hubert Marx 28
Generated spin-offs of the projet:
Creation of a reflection group within the multiprofesionnal team with teachers in order to improve interprofessional communication.
« consultation collégiale » offered on demand for teachers in the town of Luxembourg
Peer learning group for teachers
22/09/09 ©Hubert Marx 29
My view:
When school problems and learning difficulties occur it is up to the school to
treat them
22/09/09 ©Hubert Marx 30
Thank you for your attention!
22/09/09 ©Hubert Marx 31
22/09/09 ©Hubert Marx 32
Formation continue issue du projet « The Consultation Project » • 106170-CP-1-2002-BE-COMENIUS-C21Blankenberge 23.4.-29.4.2005 • Dany BARTHEL, Ecole de Wasserbillig • Hubert MARX, Ecole de Luxembourg (r.D. Schlechter)
Prise en charge traditionnelle des élèves en difficulté…en théorie!
Elève EnseignantEcole
Structure de prise en charge EXTERIEURE
Signalisation Diagnostic
Intervention de plusieurs experts
Aide Proposition d’intervention
Prise en charge externe
ECOLE
© Dany Barthel et Hubert Marx
22/09/09 ©Hubert Marx 33
Formation continue issue du projet « The Consultation Project » • 106170-CP-1-2002-BE-COMENIUS-C21Blankenberge 23.4.-29.4.2005 • Dany BARTHEL, Ecole de Wasserbillig • Hubert MARX, Ecole de Luxembourg (r.D. Schlechter)
Prise en charge traditionnelle des élèves en difficulté…en pratique!
Elève EnseignantEcole
Structure de prise en charge EXTERIEURE
Signalisation Diagnostic
Aide Proposition d’intervention
Prise en charge externe
ECOLE
© Dany Barthel et Hubert Marx
A. Ecole
- Moyens pédagogiques en classe
- Contacts parents
degré élevé de problèmes
scolaires et/ou comportementaux B. SGE
Psychologue (toujours)
au besoin
-assistant/e social/e
-SREA
-logopédie
-(psychomotricité
-(pédagogie curative)
Parents
SGEInspectorat
Pro
posi
tion
s au
x pa
rent
s
oui
non
aux parents
conseillé aux parents
Médecins spécialisés
CMPP nationale
CM
PP
rég
ion
ale
C.
D.
22/09/09 ©Hubert Marx 34
Formation continue issue du projet « The Consultation Project » • 106170-CP-1-2002-BE-COMENIUS-C21Blankenberge 23.4.-29.4.2005
Prise en charge des élèves en difficulté: le modèle consultatif… idéal!
Enseignant + prise en charge interne
ELEVE
CONSULTATION(consultation individuelle, diagnostic pluri-disciplinaire, échanges pédagogiques)
Ressources à prévoir
AideEcole
© Dany Barthel et Hubert Marx
22/09/09 ©Hubert Marx 35
Formation continue issue du projet « The Consultation Project » • 106170-CP-1-2002-BE-COMENIUS-C21Blankenberge 23.4.-29.4.2005
Prise en charge des élèves en difficulté: le modèle consultatif… réalisable!
Enseignant + prise en charge interne
ELEVE
CONSULTATION(consultation individuelle, diagnostic pluri-disciplinaire, échanges pédagogiques)
Ressources à prévoir
AideEcole
© Dany Barthel et Hubert Marx
+ ParentsTEAM
Inspectorat
Instit.spécialisé(e) et/ou psychologue et/ou pédagogue
Logopédie et/ou orthophonie
Ergothérapie et/ou psychomotricité
internes externesaide médicale
autre aide thérapeutique
aide spécifique (ex.SREA)
aide pédagogique
appui scolaire
travail parents
aide thérapeutique (ex. dyslexie, dyscalculie,, ADHD…)
22/09/09 ©Hubert Marx 36
Inclusion de l’élève dans l’environnement pédagogique de sa commune Donner à l’enfant en difficulté, à sa famille et à ses enseignants le plus
rapidement possible les moyens adéquats pour son développement
L’enseignant est l’expert en matière d’ enseignement (« the teacher is the expert for teaching »). Elargissement de ses compétences dans son travail, en lui offrant de le consulter, de l’ aider et de le former …à l’intérieur de l’environnement pédagogique (travail individuel ou en groupe (peer group consulting)
Faciliter et implanter le travail de consultation et d’ information des parents des enfants en difficultés par une prise en charge immédiate dans l’environnement pédagogique (coopération entre tous les acteurs)
Formation continue issue du projet « The Consultation Project » • 106170-CP-1-2002-BE-COMENIUS-C21Blankenberge 23.4.-29.4.2005
Les BUTS et FILS CONDUCTEURS?? du modèle consultatif inclusif….idéal:
© Dany Barthel et Hubert Marx