The project ILEA-Basis-T relates to the funding guideline goal for the further development of support-relevant diagnostic procedures and their implementation processes in different professional environments. At the same time, interfaces arise for the conceptualization of the necessary pedagogical-diagnostic qualifications of the pedagogical professionals and a qualification of professionals in kindergarten and elementary school to support an inclusive, learning-accompanying or everyday integrated diagnostics in the transition.
About the research project
The transition to elementary school requires an interlocking development-oriented diagnostic support of children with significant learning and developmental delays. In many cases, these children do not receive sufficient support in the educational areas relevant to school, since specialists sometimes lack appropriate support attitudes and domain-specific background knowledge, which means that educational needs and opportunities are not recognized as such. In addition, there is a lack of suitable diagnostic instruments that adequately record the (learning) development of children with significant learning and developmental delays in the transition year in order to derive adaptive learning stimuli. In addition to the diagnostic instrument ILEA T for learning development support in transition (Geiling et al., 2015), domain-specific diagnostic basic modules as well as support suggestions for this target group of children will be developed in the project together with practice partners. This is being done for the domains of psycho-social overall situation, early literacy, and early mathematics. The diagnostic modules and support suggestions will be tested in cooperation with practice partners, the elementary measurement quality will be checked and validated in terms of curriculum and content by expert judgments and by means of interrater and parallel test procedures.
Goals
The goal of ILEA-Basis-T is to develop complementary diagnostic modules to the field-tested and Rasch-scaled procedures ILEA T (Geiling et al., 2015) as well as support suggestions based on these modules for the areas of early literacy, early mathematics, and psychosocial well-being for children with significant learning and developmental delays (ELE) in cooperation with practice partners. Specifically, the project involves the design, piloting, and testing of two ILEA T-complementary diagnostic modules that make early competencies visible in such a differentiated way that appropriate support suggestions can be selected for children with ELE in the domains relevant for the transition from kindergarten to elementary school (early literacy: University of Leipzig; early mathematics: Julius-Maximilians-Universität Würzburg). A third diagnostic module assesses the psycho-social well-being of children with ELE and identifies risks of low well-being, reduced social recognition and participation. Appropriate support suggestions for increasing well-being are also developed.
At the end of the project, the developed diagnostic modules and the accompanying support suggestions will be made available as Open Educational Resources (OER) and implemented in multiplier systems and university teaching.
ELTERNINFORMATIONEN FLYER für Leipzig
ELTERNINFORMATIONEN FLYER IN LEICHTER SPRACHE
ИНФОРМАЦИОННАЯ ЛИСТОВКА ДЛЯ РОДИТЕЛЕЙ
PARENT INFORMATION FLYER IN ENGLISH
PARENT INFORMATION FLYER IN Arabic (نشرة معلومات الوالدين باللغة العربية)
Collaborative projects ILeA-Basis-T
Project Management: Leipzig University, Prof. Dr. Katrin Liebers
The aim of the subproject is to identify and operationalize domain-specific competencies for the diagnostic modules Early Literacy and Early Mathematics as well as observation focuses for the diagnostic module Well-being. In the process, practice requirements are also elicited. The diagnostic modules are developed, piloted, and tested in the partner childcare centers in a participatory manner.
In order to increase the participation of the partner childcare centers, the pedagogical staff will be involved in the development of the diagnostic modules from the beginning of the project, for example in workshops.
Subproject management: Julius-Maximilians-University of Würzburg, Dr. Steffen Siegemund-Johannsen (currently substitute professor at the European University of Flensburg)
After the development and testing of the three diagnostic modules, subproject 2 is concerned with the verification of their psychometric test quality as well as with the preparation of a published version of the diagnostic modules. Expert ratings, item analyses, and interrater procedures will be used.
Subproject management: University of Leipzig, Prof. Dr. Suanne Viernickel
Subproject 3 pursues the goal of identifying support clusters or support areas on the basis of the developed and validated diagnostic modules. For this purpose, the test items will be transferred into support clusters and targeted support suggestions for the adaptive design of support integrated into everyday life will be developed. In the course of a participatory research approach, the acceptance, comprehensibility, practicability, and usefulness of the support suggestions are ensured in cooperation with the partner kindergartens.
Project management: University of Leipzig, Dr. Beatrice Rupprecht
The parallel study focuses on the development of diagnostic competencies of pedagogical staff in the partner childcare centers from the beginning to the end of the project. The aim is to determine the effectiveness of the cooperative involvement in the development process of the diagnostic modules and the associated support suggestions with regard to the deepening of diagnostic and support-related competencies.
