Questionnaire

1. TEACHING METHODS

This theme covers attention areas related to the teaching methods that are used and how these relate to the purpose of the curriculum as well as to the students with special needs, especially concerning ADHD.

Level 1

The institution states explicitly on publicly available documents (website, brochure) that its educational approaches address students with different learning needs*
Our teachers have knowledge on how to conduct behavioural interventions in the classroom*
Our teachers have knowledge on how to perform innovative methods of classroom accommodation to address the learning needs of students with ADHD*

Level 2

The institution states explicitly on publicly available documents (website, brochure) that its educational approaches address students with ADHD *
Our teachers have knowledge about different teaching methods so they can determine which instructional practices will meet the training and behavioural needs identified for the ADHD students*
The institution promotes continuous training for its teachers about paedagogical approaches and teaching methods for ADHD students *

Level 3

All our teachers have general knowledge about learning needs of ADHD students*
Our teachers have knowledge on how to adapt academic instruction for ADHD students*
Our teachers have developed teaching strategies and methods for student with special needs in general and especially with ADHD*

2. TRAINING DELIVERY

This theme covers attention areas related to the training delivery that is used and how this relates to the purpose of the curriculum as well as to the students with special needs, especially with ADHD.

Level 1

The learning materials are developed in cooperation with experts in the field of inclusive education*
Specific conditions for learners with Special Educational Needs (SEN) in general and especially for learners with ADHD are made available in the learning environments *
Our teachers adopt a learner-centered method, premised on the belief that the learner also is an important source of knowledge*

Level 2

The learning materials are developed in cooperation with experts in the field of SEN learners and especially of learners with ADHD*
The necessary learning adaptations were made to create a supportive learning environment for SEN learners and especially for ADHD learners*
Our teachers adopt an interactive method based on less teachers’ talking and more learners’ interaction with both fellow learners and teachers*

Level 3

The VET provider assures the possibility for learners with SEN and especially for learners with ADHD to be evaluated through personalised assessment methodologies *
Our teachers adopt an integrated method both intradisciplinary and interdisciplinary leaving space to group discussion and playing the role of facilitator*

The necessary teaching and learning adaptations were made according to the individual needs of SEN learners and especially of learners with ADHD.

(please answer yes/no if you’re currently using the following teaching adaptations in training delivery)

Use of computers with video-writing and automatic corrector*
Use of audiobooks*
Use of calculators*
Use of tables that support the memorization of notions*
Having texts read by teacher or fellow learners*
Use of mind maps to aid reading comprehension*

3. ORGANIZATION

This theme covers attention areas related to the organization and how this relates to the purpose of the curriculum as well as to the students with special needs, especially with ADHD.

Level 1

The staff (teachers, managers, social workers, etc…) is trained on the needs of learners with SEN and especially with ADHD and on the teaching strategies and materials*
The school/institution monitors the placement rate of SEN learners after the conclusion of the learning experience*
The school/institution ensures a continuous monitoring process of the educational system and its surrounding environment with references to learners with SEN and especially with ADHD*

Level 2

The staff has specific competences to offer customized educational and non-educational services (e.g., sports, socialisation, job placement services, etc.) for learners with SEN and especially with ADHD*
The school/institution provides specific training to in-company tutors/mentors for guiding learners with ADHD during the internships/stages *
The school/institution applies systematic and specific monitoring methods for assessing the quality of its educational and non-educational services with references to ADHD learners*

Level 3

The VET provider encourages staff to get specific new competences/skills in order to be aware of the current situation and the policy of inclusive education for learners with SEN and especially with ADHD*
The school/institution develops working transition plans and/or career development plan for addressing the specific needs of learners with ADHD for assessing the quality of employability opportunities*
The school/institution applies internal and external monitoring methods for comprehensive assessment of the whole educational system quality with references to ADHD learners*