|Monday 14th May 2018|
|This part of the meeting is reserved to HOPE Committee Members, Contact Persons and their Deputies who registered for the meeting.|
|09.00 - 12.00||HOPE Board meeting||Barcelona Room|
|12.00 - 12.30||Break|
|12.30 - 14.00||Board and Committee Members meeting|
|14.00 - 15.00||Break|
|15.00 - 16.00||Board and Committee Members meeting||Barcelona Room|
|16.00 - 17.30||Registration of participants for the 11th HOPE Congress||Congress reception|
|Tuesday 15th May 2018|
|This part of the meeting is reserved to HOPE Committee Members, Contact Persons and their Deputies who registered for the meeting.|
|From 08.00||Registration of participants for the 11th HOPE Congress||HOPE Reception|
|09.00 - 12.00||Board and Committee Members meeting||Barcelona Room|
|12.00 - 13.00||Break|
|Programme for all participants|
|13.00 - 17.00||Parallel visits to hospital schools (only for participants with reservation)|
|19.00||Official opening ceremony of the Congress||White Room in Town Hall|
|Wednesday 16th May 2018|
|8.30 – 13.00||Post-Registration is open for the person arriving||Congress reception|
|9.00 - 9.45||Opening ceremony||Amsterdam Room|
|KEYNOTE SPEECHES (Amsterdam Room)||Amsterdam Room|
|9.45 – 10.30||Welcome video-speech
prof. Ph. Zimbardo (USA)
What does it psychologically mean to be socially excluded?
prof. Agnieszka Wilczyńska (Poland)
|11:00 – 11.45||New media - sick children between threats and opportunities
prof. Jacek Pyżalski (Poland)
|11.45 – 12.15||Key Educational Factors in the education of students with a medical condition
Michele Capurso (Italy)
|12.15 – 12.45||An Interdisciplinary Approach to School Re-Entry: Educational and Social/Emotional Support for Children with Cancer and Chronic Illness
Julie Pollman (USA)
|12.45 – 13.15||On the Path to Inclusiveness: Hospital School includes itself
Giorgio Bodrito, Paolo Merlatti, Angelo Manganello (Italy)
|13.15 – 13.30||dr Anna Mania (special guest)|
|13.30 – 14.30||Lunch||Novotel Restaurant|
|14.30 – 16.00||PARALLEL SESSIONS|
|Cooking workshops „Zdrowiaki gotują” – healthy and sweet breakfast and dessert
Barbara Zgolik, Jolanta Krawciów, Amelia Walotek (Poland)
|Making Your Mark – An Inclusive Art and Literacy Approach to Learning
Shaun Dolan, Charlotte Thorpe (UK)
|Multiliteracy in transversal competencies
Pia Karhulahti, Mirka Manninen, Satu Nevala and Merja Laakkonen (Finland)
|14:30 – 15:15||Using inclusive hybrid classrooms for homebound students
Vincenza Benigno, Chiara Fante, Fabrizio Ravicchio (Italy)
|15:15 -16:00|| EDMed
Tracey Webster (Australia), Natali Milovanovic
|14:30 -15:15|| Juvenilization of Students with Short Stature
Krystyna Moczia (Poland)
|15:15-16:00||The usage of various forms of reading and art therapies in education of children with medical needs
Katarzyna Kulon (Poland)
|16.00 – 16.30||Break|
|16.30 – 18.00||PARALLEL SESSIONS|
|Going back home - Hospitalized children go back to their school in the community
Maskit Gilan Shochat (Israel)
|Amsterdam Room 1|
|Hospital as a meeting place for various Others and Aliens. Ways of Understanding and help
Magdalena Pluta (Poland)
|Amsterdam Room 2|
|16.30 - 17.15||The Invisible Child- transition, missed opportunities and lessons learned
Jackie Goldsmith, Jayne Franklin (UK)
|17.15 - 18.00||Merging Health and Education: Improving School Inclusion for Sick Children
Debbie Pieterse (Australia)
|Teach meet where Hospital Teachers share best practice
Mary McCarron (Ireland)
|What can be seen when nothing can be seen?
Anna Bany - Fundacja Serdecznik (Poland)
|Natalia Adamczyk – Fundacja Serdecznik (Poland)||Oslo Room|
|16:30-17:15||Using online resources to improve equal access to education for students living with chronic illness
Martin Dixon, Maria Marinho (UK)
|18.00||End of this congress-day|
|19.00-23.00||Evening programme – Barbecue party (by invitation only)|
|Thursday 17th May 2018|
|9.00- 13.00||Main lectures (Amsterdam Room)||Amsterdam Room|
|9.00-9.30||Homeschooling in Madrid. Avoiding exclusion and enhancing interaction throughout foreign language teaching
Melania Di Napoli (Spain)
|9.30-10.00||An exploratory study on hospital teachers’ views of their role
Marianthi Papadimitriou (Greece)
|10.00-10.30||DAA Hospital School Social Support Projects
Kristine Andreasyan (Armenia)
|10.30-11.00||Lady Cilento Children's Hospital School – State wide educational support and innovative curriculum programs
Michelle Bond (Australia)
|11.30-12.00||School (re)integration of pupils while and after oncologic diseases
Julia Heusner & Dorothea Heinze & Annett Thiele (Germany)
|12.00-12.30||Creation of educational environment for children undergoing long-term medical treatment in hospitals
Nataliia Kurikalova, Mikhail Shibelev (Russia)
|12.30-13.00||Magda Picz- special guest|
|14.00-14.45||A unique Training model for Hospital Teachers
Meirav Hen (Israel)
|14.45 -15.30||A “Robot project AV1”, and “Documents of advice” for an inclusive schooling
Carina Eriksson, Andreas Svensson, Bjorn Olsson (Sweden)
|14.00-14.45||Exploring best practice with similar schools in a global context, in teaching and learning, curriculum development, transition pathways for pupils with mental health issues
Gillian Linkleter, Mark Jones (UK)
|14.45- 15.30||Communication of information in the hospital school integrated model: traditional and digital tools at Monza’s Maria Letizia Verga – S. Gerardo hospital
Ilaria Ripamonti, Flavia Tarquini, Angela Passoni (Italy)
|14.00-14.45||What does the evidence tell us about an effective model of education support for children with chronic health conditions?
Tony Barnett (Australia)
|14.45-15.30||HospiEdu - a home learning program with personalized e-learning materials and personal tutoring by secondary schoolers and undergrads
Monika Almassy (Hungary)
|14.00-14.45||Family’s and teachers’ attitudes on inclusive education of children with special education needs and/or medical condition in Romania
Fotinica Gliga & Mihai Benchea (Romania)
|14:45 – 15:30||Injured stork connecting hospital schools across Slovenia
Metoda Leban Dervisević (Slovenia)
|14.00-15.30||Words can be walls - or they can be windows
Agnieszka Pietlicka (Poland)
|Amsterdam Room 1|
|16.00-16.45||Superhero is not afraid of strings
Marta Pera (Poland)
|16.45-17.30||Reintegration Management for Schools
Mona Meister (Germany)
|Amsterdam Room 2|
|16.00-16.45||Inclusion of ill children into their home school by real time education
Els Janssens, (Belgium)
|16.45-17.30||From Being Sick to Being Sick of School
Christine Walser (Swizterland)
|16.00-16.45||Healing effects of learning
Szilvia Golyan (Hungary)
|16.45-17.30||Inclusion of Students with Severe Mental Health Difficulties in Mainstream Schools – developing Transition Pathways
Anthony Burke, Niamh Denham, Sarah Mulvey (Ireland)
|16.00-17.30||Special pedagogy educator in contact with a child with an intellectual disability affected by a life-threatening illness
|16.00-17.30||What can be seen when nothing can be seen?
Anna Bany – Serdecznik Fundation (Poland)
|16.00-17.30||Natalia Adamczyk – Serdecznik Fundation (Poland)||London Room|
|17:30||End of this congress-day|
|Snack & Beer Evening - Old Market Square (only for participants with reservation)|
|Friday 18th May 2018|
|09.00 – 09.30||A psycho-educational intervention to prepare children undergo Magnetic Resonance Imaging
Michele Capurso (Italy)
|09.30 – 10.00||How Hospital School Helps Pupils who Refuse School
Branka Žnidaršič (Slovenia)
|10.00 – 10.30||Break|
|10.30 – 13.00||General Assembly. Preview of the HOPE Congress to be held in 2020. Closing the Congress||Amsterdam Room|
|13.00||Lunch (at an extra charge) and goodbye|
|14.00||The Board meeting||London Room|
|My name is Kristine Andreasyan. I was born in 1997 20th of February in Yerevan, Republic of Armenia. After finishing the school, I entered and 4 year studied in International Independent University of Ecology and Politology and gradated as an ecologist. Than from 2011-2016 I studied in Yerevan State Pedagogical University in department of education and sociology and graduated as a teacher. Starting from 2000, I worked as a volunteer in Direct Aid Association/DAA/ Hospital School in education and entertainment programs. From 2006 up to now, I am a Special Projects’ Leader in DAA Hospital School. During the work I have passed many trainings and workshops in general education and special education field.
|Anthony Burke is a qualified secondary teacher with over twenty years teaching
experience. He has been Principal of Linn Dara School since 2012. He holds a Post
Graduate Diploma in SEN, Masters degrees in Education and Education Leadership/
Management as well as a Doctorate degree in education. He has also been an associate
lecturer on the Open University M.Ed programme since 2007 and is also a qualified
clinical psychotherapist working in private practice. His areas of interests include lifelong learning, inclusion of pupils with mental health difficulties, educational disadvantage and supported education.
|Michele Capurso started his career as a primary school teacher at the beginning of the ’90. He has worked as an Hospital teacher and as a Practical teacher training coordinator.
As a researcher Michele has published several books and articles on children’s fears and coping, understanding of illness, didactics and communication. He has been a member of the Board of HOPE (Hospital Organisation of Pedagogues in Europe) for eight years, and President for two.
|Niamh Denham is the art teacher in Linn Dara School. She holds a post graduate diploma in SEN. Niamh has extensive experience in SEN from previously working in a range of special education settings. She also supports young people on the Autistic Spectrum and their families in the community. Her areas of interest include supporting students with mental health difficulties, challenging behaviours and ASD with co-occurring needs.|
|Melania Di Napoli holds an M.A. in Comparative Languages and Culture, a PGCE in secondary education and she is currently doing a Ph.D. in Education at the Autónoma University of Madrid. She has been teaching EFL for seven years both in Italy and Spain in public and private schools and homeschool classes. Her main research interests include TESOL in hospital schools and homeschooling, hospital pedagogy and teacher training.|
Martin Dixon has worked at Chelsea Community Hospital School (CCHS) in London for over 20 years. He teaches music to students who have a wide range of needs and abilities and he also develops projects combining digital and creative arts within the hospital school.
Martin has built a number of websites and in 2010 he began working with Maria Marinho on the Well at School project, collaborating with teachers, health care professionals and students to develop the online resource www.wellatschool.org
In 2014 Martin graduated with a BA Photography (1st) from the University of Westminster. Martin also plays the accordion.
|Shaun Dolan is a practising artist as well as Artist In Residence for Chelsea Community Hospital School in London. With over 14 years of experience working across 5 hospital school sites he works with an extremely diverse group of young people who are facing a wide range of different challenges.
His role is as a catalyst and facilitator of art, educating children and young adults through practical led workshops.
Shaun’s research into participatory art and its effectiveness as a tool for learning have significantly informed his practice. In addition to this, his research has emphasized the importance drawing has as a transformative process for young people, particularly those who are suffering the effects of trauma.
Hospital-teacher at “Queen Silvia´s Children´s hospital” in Gothenburg, Sweden, since 2002.
Legitimate teacher of all subjects at elementary school since 1986.
Special pedagogical studies in History and Languages.
One of the first members of “the Swedish Hospital-Teachers´ Network at Oncology Centers”, founded in 2003 with support from “The Childhood cancer foundation”.
|Jayne Franklin has been the Headteacher at the Children's Hospital School at Great Ormond Street Hospital (GOSH) and University College Hospital (UCH) since September 2011. The Hospital School offers teaching to inpatients from 3-19 years. Priority is given to long-stay or recurring pupils, those studying for and sitting exams and those with a statement of special educational needs.
Prior to her role at Great Ormond Street Jayne was Headteacher at an inner London Primary School and Children’s Centre with an additional resourced provision for children with autism.
Jayne chaired the National Association of Hospital School Leaders in the UK from 2013-2017 and continues to work closely with the Department of Education (DFE) to resolve new policy and funding arrangements for Hospital Schools across the country. Jayne is also very active on several strategic committees at Great Ormond Street including their Safeguarding Strategy Group and Patient, Family Experience & Engagement Group.
|Fotinica Gliga, Bucharest, Romania
Now I' m working in formal Hospital School as educational psychologist and science teacher and I'm the President of Association of Teachers and Educators from Hospitals - APES ( http://www.profesoridespital.ro/ ). I’m working
|Jackie Goldsmith – trained originally as a Speech and Language Therapist working in hospitals and schools for 10 years before retraining as a teacher. She worked as a class teacher and Special Needs Coordinator for 20 years in mainstream schools and in a provision for children with autism. She joined the team as Assistant Headteacher at the Children’s Hospital School at Great Ormond Street in 2012 and enjoys both the creativity and challenges of working alongside pupils within a hospital setting. Jackie’s specialism is supporting the continuity of educational provision during long hospital admissions including transition back into home schools and the local community.|
|Szilvia Golyán PhD is an Associate Professor at Eötvös Loránd University (ELTE), Budapest, Hungary at the Department of Education/Faculty of Primary and Pre-school Education. Holding a PhD in Education, MA in Education, BA in Primary Education, having obtained these degrees at Eötvös Loránd University. Her research areas are: transition from kindergarten to primary; hospital education; and pre-service teachers’ motivations for entering pre-primary teacher education.|
|Dorothea Heinze works as a research assistant at Leipzig University, Faculty of Education, more specifically the Institute of Special and Inclusive Education as part of the team for education in the field of physical handicaps since 2015. Her research interests focus on pedagogics of students with chronic illnesses, especially oncological diseases. Her courses in the university focus on medical conditions of pupils with physical handicaps and didactics in teaching them.|
|Dr. Meirav Hen is an occupational therapist, a practicing clinical psychologist, and the head of the psychology department in a mid-size academic college in northern Israel.
She is a senior lecturer, a researcher and a therapist, and also works in two hospitals as an academic advisor. Her main domain of research is issues within the fine line of education and psychology.
|Julia Heusner works as a research assistant at Leipzig University, Faculty of Education, more specifically the Institute of Special and Inclusive Education as part of the team for education in the field of intellectual disabilities since 2017. Her research interests focus on hospital teaching, pedagogics of students with illnesses/ severe disabilities. Currently she works in two research projects (1. Palliative Care for people with intellectual disabilities/ 2. Dealing with Challenging Behaviour in the context of stationary facilities for Children with Intellectual Disabilities).|
|Els Janssens has a Bachelor in Social Work and a Master in Communication Sciences. For several years, she worked as a consultant in training & development, and as a management coach in various professional sectors. In 2006, she took on the challenge to start the non-profit organisation Bednet. Currently, Els is managing director and spokesperson of Bednet. She designs its vision and strategic planning, she negotiates with partners and government agencies, and manages Bednet on a daily base.|
|Jolanta Kaczmarek - a certified teacher, who has been working with terminary ill children since 20 years; pedagogue therapist, teacherprimary school education at Special Primary School No. 38 in Zabrze, Poland, affiliated hospital school. I’m working at a school whose priority is "learning by doing". I love to carry out educational projects that give me the opportunity to creative work with a child. In pedagogical and educational work with children terminary ill people I’m looking for people with a similar temperament, imagination and teacher's passion. I am a co-author and originator of the educational project "Zdrowiaki gotują"-cooking workshops.|
|Pia Karhulahti: I have worked in the field of social work before I studied to become a special school teacher. I have worked with refugees and in a reform school before I came to work in Tierna school. In Tierna school I have worked in different units. Before hospital school I worked in work based unit, which was specialized in arts and crafts. So, I use a lot of art, crafts and for example cinema education in my work. I think that making creative projects with pupils has a great impact for example in their self esteem.
Merja Laakkonen: After my Master of Arts (Education) diploma I studied Special education which finally guided me to Oulu Hospital School. I started working with kids with learning disabilities; the last 14 years I’ve been in Children’s psychiatrics. While living 4 years in Texas, I finished Montessori-diploma for the early year program and last year I studied for neuropsychiatric guide. I have the world’s best colleagues and I wish we all would find joy in our lives.
Satu Nevala: I work as a head teacher of Oulu Hospital School. Before that I worked nine years in secondary unit with pupils coming from psychiatric wards. The background for my interest in intercultural issues lies in my international teacher education as well as in voluntary teaching period in Africa nearly 20 years ago. I enjoy to use participatory and co-operative methods in learning and teaching.
Mirka Manninen: I work as a special education teacher in Oulu Hospital School. After finishing my Master of Arts (Education) studies I first worked few years as a SEN teacher in various mainstream schools until 2001 when I began working in hospital school. I have worked with both youth and children’s psychiatric teaching groups, and also have had the chance to teach in pediatric and somatic wards.
|My name is Jolanta Krawciów and I have been working as a teacher of biology, science and chemistry since 2007. I graduated the Jagiellonian University, Faculty of Biology and Earth Sciences, majoring in biology, I have also completed Pedagogical studies at the Jagiellonian University, post-graduate studies in the field of - rehabilitation, oligophrenopedagogy, education and child support with autism and Asperger's syndrome, as well as a qualifying course in the field of pedagogy in medicine. I have been working at a hospital school since 2013. From the very beginning I am very eager to get involved in work on various educational projects and establish cooperation with foundations that sympathize with our hospital school. I started my adventure with the educational project "Zdrowiaki gotują"-cooking workshops last school year, at first my activity consisted of immediate help, now I fully represent the team of "Zdrowiaki". I am very pleased with this and I am looking forward to taking on new challenges that I hope will appear soon.|
|Danuta Kopeć - Special Education Specialist. Head of the Department of Special Education at Adam Mickiewicz University. She is a member of the Special Eduction Team at Polish Academy of Sciences. Her main research interests include: pedagogy of a person with moderate/severe/profound intellectual disability as well a person with multiple disabilities.|
I am a PhD student at Kazimierz Wielki University in Bydgoszcz, Faculty of Pedagogy and Psychology. I am an animator of culture, pedagogue, health promoter, specialist in social marketing. I worked as a tutor in a hospital clinic with children for cancer. I am interested in exclusion phenomena of children with cancer and children's literature. I am writing a dissertation on this subject.
|Nataliia Kurikalova (PhD),
teaching methods specialist in the Project Team "Uchim/Znaem" ("We Teach/They Learn") of the innovative platform “Creation and implementation of educational environment for schoolchildren who undergo long-term medical treatment in hospitals” (Moscow) ; Vice-President of Reading Association of Russia
|Metoda Leban Dervišević
I have been a class teacher in the hospital school in Ljubljana for 24 years. All these years I have been working at the Department of Allergology, Rheumatology and Clinical Immunology at the Paediatric Clinic. I am a form mistress for pupils who are 6 to 18 years old. I have taught at all paediatric departments and participated in many international projects of hospital schools across Europe. I lead expert meetings of hospital teachers in Slovenia and the project of connecting hospital schools at the state level. I have devoted a lot of my energy to the use of ITC in the education of long-term ill students. I participate in the Society for the Help of Children with Immune Diseases, which includes children with rheumatic diseases and primary immune deficiencies.
Maria has worked in hospital education for over 25 years. Maria began at Chelsea Community Hospital School (CCHS) as a Teacher and finished as Assistant Headteacher in 2013.
Then Maria took up the role of Assistant Headteacher at The Oxfordshire Hospital School, where she lead the team based at the Highfield Adolescent Psychiatric Unit.
Now working once again with CCHS, she is excited to be working on the Well at School website project with Martin Dixon.
Maria is passionate about all young people with medical and/or mental health needs having access to the best possible education both in hospital and back at school and has been involved in several projects that have focused on improving the child and young person’s experience. These projects include teacher training on Medical & Mental Health Needs, Training for Hospital School Teachers and Teaching Assistants, Teacher Recruitment and Well at School.
Maria has a keen interest in Education Policy and Equality of Opportunity.
Education Coordinator Ronald McDonald Learning Program
Ronald McDonald House Charities (RMHC) AustraliaNatali has spent a decade as a secondary teacher in Western Sydney, supporting students with diverse needs. She has led various school-based and district initiatives in student health and welfare, curriculum differentiation, and technology. She moved to Ronald McDonald House Charities in 2014 as an Education Coordinator, supporting students with chronic illness, and their schools. She also manages the EDMed® professional development program, Australia’s only training pathway supporting teachers working with students with chronic illness. Natali is currently completing postgraduate studies in psychology, and has worked with other teachers, psychologists and health professionals on the redevelopment of EDMed into an online module.
|Sarah Mulvey is the Liaison Teacher in Linn Dara School. She holds a Post Graduate Diploma in SEN and Masters of Education in SEN. She has worked as a subject teacher and resource teacher in a mainstream school for many years before moving to Linn Dara School. Her areas of interest include the role of the SNA, supporting students with evere mental health difficulties, supporting schools to support students and educational transition pathways.|
My background is teacher of special education, headmaster of a compulsory school and as headmaster of the Hospital school at the Academic University hospital in Uppsala, Sweden. Now I am school advisor at The Swedish Childhood Cancer Foundation.
Agnieszka has been working as a trainer for more than 15 years now accompanying in the fields of conscious communication adults with very different backgrounds and stories: cooks, hoteliers, teachers, soldiers, doctors, bosses, simple workers, refugees, parents, singles….She is a certified trainer with the Center for Nonviolent Communication and an enthusiast of the therapeutical approach called Internal Family Systems. She participated herself in more than 2000 hours of training in. 2000-2006 she was doing research at the Institute of Intercultural Communication at the University of Munich.In her interventions for individuals and within organizations, she is developing in herself and supporting others in doing so, a quality of listening that makes people want to talk and a quality of talking that makes people want to listen.
|Marianthi Papadimitriou is a Special Education Needs teacher (SEN-primary) and a Psychologist. She holds a Masters degree on SEN from Aristotle’s University in Thessaloniki (with distinction) and a Masters degree in Information and Communications Technology in Education from Institute of Education University of London. She has several years of working experience as a hospital teacher in various paediatric clinics (oncology, intensive care unit, bone marrow transplant unit, psychiatric clinic, general pediatrics etc.) in the largest paediatric hospitals in Greece (Athens, Thessaloniki). Marianthi also holds a MSc in Clinical Health Psychology from Middlesex University, London (with distinction). She is currently undertaking a professional doctorate in Educational, Child and Adolescent Psychology at University College London, Institute of Education with a particular research interest in Hospital and Home Education. As part of her placement Marianthi has worked as the link Educational Psychologist with Chelsea Community Hospital School, one of the largest and most innovative hospital schools in the UK. She is currently researching the role of the Hospital Teacher across four major hospital schools in London.|
|Debbie Pieters is a teacher with the School of Special Educational Needs: Medical and Mental Health (SSEN:MMH), Perth, Western Australia (WA). She has worked across various health programs at the Princess Margaret Hospital (now Perth Children’s Hospital) including rehabilitation, diabetes and mental health. For the last 3 years, she has been a liaison teacher for the Intensive Rehabilitation (iRehab) program within WA's KidsRehab department. She works collaboratively with health professionals and enrolled schools to inform and meet student's educational goals and support positive school transitions for children undergoing rehabilitation. Debbie advocates an integrated approach across the child, family, health team, hospital school and enrolled school to maximise inclusive school participation.|
Master of Arts, Educational Administration and Leadership, 1989
Bachelor of Science, Elementary Education, 1985
Graduate, California Leadership Academy, 1990
Supervisor, Marie Wattis School April, 2003-Present
Classroom Teacher July, 1999-August, 2002
Volunteer & Special Events Coordinator October, 1997-June, 1999
Child Life Teacher July, 1991-June, 1997
Classroom Teacher August, 1988-June, 1991
Classroom Teacher August, 1986- June, 1988
Classroom Teacher August, 1985-June, 1986
Classroom Teacher July, 1982-July, 1983
California Multiple Subject Teaching Credential
Association of Pediatric Hematology Oncology Education Specialists (APHOES)
|Prof Jacek Pyżalski - Special educator, professor at the Faculty of Education Studies of the Adam Mickiewicz University in Poznań and at the Occupational Medicine Institute in Łódź - in the Polish National Centre for Promotion of Occupational Health. He is also an author of numerous publications, a trainer within the scope of school communication and challenging behaviour and an expert within the scope of media education. His research interests are related to the issues of: electronic aggression, new media and mechanisms of adolescents’ online behaviour, communication at school, promotion of health and bullying and online bullying among adolescents He is the author of the first monograph on the Polish market regarding electronic aggression, entitled “Agresja elektroniczna wśród dzieci i młodzieży” [“Electronic aggression among children and adolescents”] (GWP, Sopot 2011), as well as the co-author and author of more than forty scientific projects and manager of over 60 national and international projects, including, among others: ACERISH 2, Adults Mentoring, Dragon Fly, ROBUSD and European Cyberbullying. Intervention Project. He was a scientific representative of Poland in the European Science Foundation COST IS 0801 [European Cooperation in the field of Scientific and Technical Research] Action IS0801: Cyberbullying: coping with negative and enhancing positive uses of new technologies, in relationships in educational settings, and currently - COST IS 1210 Appearance Matters. Now he represents Poland in COST Actiom CA16207 European Network for Problematic Usage of the Internet. Problematic use of the internet (PUI) CA More information: www.jacekpyzalski.pl|
I am a teacher at the Hospital school at the University hospital in Linköping, Sweden, where I have worked for the last five years. I have a degree as a senior high school teacher and have prior mostly worked with children with special needs.
|I’m Monika Tóthné Almássy. I have been the director of HospiEdu Program since 2016. It is a new system for ensuring higher lever education for sick children mostly at home but also in the hospital. I had tought for 15 years in Heim Pál Paediatric Hospital in Budapest – it is the biggest paediatric hospital of Hungary.
I have been an active member of the Association of Hungarian Hospitalteachers since 2006. And I have been a board member of HOPE and the editor of Newsletter for 6 six years.
I give lectures about the practice of hospital teaching at Institute for the Psychology of Special Needs Faculty of Special Education, ELTE University.
|Charlotte Thorpe is a primary trained teacher with experience in both mainstream and hospital school settings. Charlotte graduated with a first class honours degree in English and Drama and worked in youth theatre in London before embarking on her teaching career. Charlotte is passionate about engaging children in reading and writing and has taught English as an additional language in Argentina, Brazil and Kenya. Last summer Charlotte travelled to Uganda to train teachers in Kampala on identifying and supporting children with additional learning needs, with a particular focus on literacy.
Charlotte works as a primary teacher and Literacy Coordinator at Chelsea Community Hospital School.
|Amelia Walotek, English teacher at Special Primary school no 38 in Zabrze, Poland, affiliated hospital school. Oligophrenopedagogue, teacher of early school and pre-school education, student of the fifth year of psychology. Currently, works in a nursery, kindergarten , a hospital school and special school, teaching English from the first year of life. Active activist of the Staff of the Great Orchestra of Christmas Charity in Częstochowa, engaged in acquisition sponsors, running a website and Facebook profile, and contacting the media. She participated in the Camp America program as an counselor during holidays organized in the United States, she gained experience in working with children in Częstochowa and Katowice, leading art, therapeutic and psychological classes.|
Christine Walser has a diploma as a primary school teacher, in special needs education, art therapy, as an English secondary school and a Yoga teacher. After teaching at regular schools, she started working at the hospital school of the University Children’s Hospital in 1993. Additionally, she lectures at the University of Applied Sciences of Special Needs Education in Zurich and at the Nursing School of the Careum Training Centre in Zurich. She is also a trainer for Master students during their practical while studying at the “Institute for Special Education and Psychology” in Basel. Since 2000 she has been Committee Member in HOPE for Switzerland.
General Manager Programs & Impact
Ronald McDonald House Charities (RMHC) AustraliaWith a background in education Tracey has spent the past 30 years in the charitable sector supporting the needs of children. In 2002, she was invited to join RMHC to establish the Ronald McDonald Learning Program (RMLP). The program supports the educational needs of students who miss significant schooling due to illness. The program supports over 1,200 students each week around Australia. In 2008 Tracey commenced the development of EDMed®. EDMed has been delivered to over 24,000 education and health professionals and is now available online. Tracey has worked extensively in research projects with the Kids Cancer Centre, the University of NSW and the Victoria University. In 2011 she created the biennial H.E.L.P Conference, which continues to draw both national and international interest.
|Agnieszka Wilczyńska, Prof.
Psychologist, psychotherapist, senior lecturer, trainer. She has edited, authored, and co-authored more then 100 scientific publications in the field of psychology. She is the author of the book that was published regarding her gathered publications, “Uwarunkowania radzenia sobie młodzieży w sytuacjach zagrożenia wykluczeniem społecznym,” and the editor of another, titled “Młodzież na biegunach życia społecznego.” For 20 years, she has taken part in progressive educational approaches and research projects which are aimed at exploring the topic of individual in social environment. In her own research, she pointed out that the lack of belonging to a social group can be for many people an important issue in struggling with the process of maturity. The fact of social exclusion, or rejection from the community where somebody would like to affiliate can cause serious consequences of the mental condition.
Furthermore, she is the co-founder of “Zimbardo Youth Center,” as well as the leader of “Heroic Imagination Project” and “Understanding Human Nature” programs in Poland - that is executed in Poland in collaboration with Prof. Philip Zimbardo.
|Barbara Zgolik - a certified teacher with many years of experience at work with terminary ill child, therapeutic teacher, educator in the educational group of Special Primary School no 38 in Zabrze, Poland, affiliated hospital school. I work at a school whose priority is "learning by doing". I do everything to make our students aware of the educational process and education. I implement and co-create educational projects that give me the opportunity to work creatively with child. I am one of the initiators of the educational project "Zdrowiaki gotują"-cooking workshops, I am very happy to cooperate with people of similar temperament, with vivid imagination and ingenuity, with teacher's passio.|
I am a special and rehabilitation pedagogue working at the Ledina Hospital School in Ljubljana since 2008. At first I did special pedagogical work at the Center for Child Dialysis and Transplantation; currently I am working with adolescents in the Department of Child Psychiatry. The first time I attended the HOPE Congress was in Munich in 2010. I have been Hope’s representative for Slovenia since 2016.
|Barbara Zgolik, Jolanta Krawciów, Amelia Walotek||Cooking workshops „Zdrowiaki gotują” – healthy and sweet breakfast and dessert.||Poland|
|Tony Barnett||What does the evidence tell us about an effective model of education support for children with chronic health conditions?||Australia|
|Shaun Dolan Charlotte Thorpe||Making Your Mark – An Inclusive Art. And Literacy Approach to Learning.||UK|
|Pia Karhulahti, Mirka Manninen, Satu Nevala, Merja Laakkonen||Multiliteracy in transversal competencies.||Finland|
|Nataliia Kurikalova, Mikhail Shibelev||Creation of educational evironment for children undrgoing long-term medical treatment in hospitals.||Russia|
|Monika Almassy||HospiEdu - a home learning program with personalized e-learning materials and personal tutoring by secondary schoolers and undergrads.||Hungary|
|Michele Capurso||A psycho-educational intervention to prepare children undergo Magnetic Resonance Imaging.||Italy|
|Melania Di Napoli||Homeschooling in Madrid. Avoiding exclusion and enhancing interaction throughout foreign language teaching.||Spain|
|Meirav Hen||A unique Training model for Hospital Teachers||Israel|
|Maskit Gilan Shochat||Going back home - Hospitalized children go back to their school in the community.||Israel|
|Mary McCarron||Teach meet where Hospital Teachers share best practice.||Ireland|
|Martin Dixon, Maria Marinho||Using online resources to improve equal access to education for students living with chronic illness.||UK|
|Marianthi Papadimitriou||An exploratory study on hospital teachers’ views of their role.||Greece|
|Krystyna Moczia||Juvenilization of Students with Short Stature.||Poland|
|Kristine Andreasyan||DAA Hospital School Social Support Projects.||Armenia|
|Danuta Kopeć||Children with an intellectual disability in hospital.||Poland|
|Katarzyna Kulon||The usage of various forms of reading art therapies in education of children with medical needs.||Poland|
|Julie Pollman||An Interdisciplinary Approach to School Re-Entry: Educational and Social/Emotional Support for Children with Cancer and Chronic Illness.||USA|
|Michelle Bond||Lady Cilento Children's Hospital School - Statewide educational support and innovative curriculum programs.||Australia|
|Jackie Goldsmith Jane Franklin||The Invisible Child- transition, missed opportunities and lessons learned||UK|
|Jacek Pyżalski||New media - sick children between threats and opportunities.||Poland|
|Ilaria Ripamonti, Flavia Tarquini, Angela Passoni||Communication of information in the hospital school integrated model: traditional and digital tools at Monza’s Maria Letizia Verga – S. Gerardo hospital.||Italy|
|Giorgio Bodrito||On the Path to Inclusiveness: Hospital School includes itself"||Italy|
|Gillian Linkleter, Mark Jones||Exploring best practice with similar schools in a global context, in teaching and learning, curriculum development, transition pathways for pupils with mental health issues.||UK|
|Anna Bany – Serdecznik Fundation||What can be seen when nothing can be seen?||Poland|
|Natalia Adamczyk – Serdecznik Fundation||Hidden.||Poland|
|Fotinica Gliga & Mihai Benchea||Family’s and teachers’ attitudes on inclusive education of children with special education needs and / or medical condition in Romania||Romania|
|Els Janssens||Inclusion of ill children into their home school by real time education||Belgium|
|Debbie Pieterse||Merging Health and Education: Improving School Inclusion for Sick Children||Australia|
|Branka Žnidaršič||How Hospital School Helps Pupils who Refuse School||Slovenia|
|Anthony Burke, Niamh Denham, Sarah Mulvey||Inclusion of Students with Severe Mental Health Difficulties in Mainstream Schools – developing Transition Pathways||Ireland|
|Agnieszka Wilczyńska||What does it psychologically mean to be socially excluded?||Poland|
|Michele Capurso||Key Educational Factors in the education of students with a medical condition||Italy|
|Magdalena Pluta||Hospital as a meeting place for various Oyhers and Aliens. Ways of Understanding and help.||Poland|
|Julia Heusner & Dorothea Heinze & Annett Thiele||School (re)integration of pupils while and after oncologic diseases.||Germany|
|Christine Walser||From Being Sick to Being Sick of School||Swizterland|
|Carina Eriksson, Andreas Svensson, Bjorn Olsson||A “Robot project AV1”, and “Documents of advice” for an inclusive schooling.||Sweden|
|Metoda Leban Dervisević||Injured stork connecting hospital schools across Slovenia.||Slovenia|
|Agnieszka Pietlicka||Words can be walls - or they can be windows.||Poland|
|Szilvia Golyán||Healing effect of learning.||Hungary|
|Mona Meister||Reintegration Management for Schools||Germany|