The Sport Empowers Disabled Youth 2 (SEDY2) project encourages inclusion and equal opportunities in sport for youth with a disability by raising their sports and exercise participation in inclusive settings. This SEDY2 Inclusive (Online) Focus Group Guidance aimed to develop an easy-to-use guidance document on how to deliver inclusive focus groups to attain the authentic views, wishes and feelings of children and youth with a disability about inclusion in sport in practice. This guidance document was produced in order to support other practitioners in conducting inclusive focus groups. The focus group guidance can easily be adapted to cover other topics and can also be used effectively with all (young) people.
The bilingual education standard agreed by the Network for Dutch Bilingual schools requires subject teachers to be able to provide feedback on their learners’ language use. But this is not as easy as it seems. What type of language do learners produce in subject lessons? What language aspects could the feedback focus on, and how is this best done?In this workshop, we will look at various types of feedforward and feedback that teachers can use to support and develop their learners’ subject-specific language. By watching videos of pre-vocational learners performing tasks, we will focus on finding ways to support learners’ spoken language. At the end of the workshop, teachers will have gained insight into the principles of feedback and feedforward, will have designed feedback/forward activities and will have applied both to videotaped performances.
This paper reports on CATS (2006-2007), a project initiated by the Research Centre Teaching in Multicultural Schools, that addresses language related dropout problems of both native and non-native speakers of Dutch in higher education. The projects main objective is to develop a model for the redesign of the curriculum so as to optimize the development of academic and professional language skills. Key pedagogic strategies are the raising of awareness of personal proficiency levels through diagnostic testing, definition of linguistic demands of curriculum tasks, empowerment of student autonomy and peer feedback procedures. More specifically, this paper deals with two key areas of the project. First, it describes the design and development of web-based corpus software tools, aimed at the enhancement of the autonomy of students academic reading and writing skills. Secondly, it describes the design of three pilots, in which the process of a content and language integrated approach - facilitated by the developed web tools - was applied, and these pilots respective evaluations. The paper concludes with a reflection on the project development and the experiences with the pilot implementations.
