at-risk children, disabled children and learning : a global life-span approach j.-j. detraux,...
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At-risk children, disabled children and learning : a global
life-span approach
At-risk children, disabled children and learning : a global
life-span approachJ.-J. Detraux, University of Liege
J.-J. Detraux, University of Liege
Integration ?Integration ?
Increase interactions between valid and disabled persons
Principle of normalization Meanstreaming Inclusion
Increase interactions between valid and disabled persons
Principle of normalization Meanstreaming Inclusion
Integration vs inclusionIntegration vs inclusion
Integration- Focus on the child
- Assessment by a specialist
- Diagnosis and prescription
- Individual program for the disabled child
- Guidance
Integration- Focus on the child
- Assessment by a specialist
- Diagnosis and prescription
- Individual program for the disabled child
- Guidance
Inclusion- Focus on the classroom- Focus on the learning
processes- Solving problems in
collaboration- Strategies for the teachers- Adaptations into the
classroom
Inclusion- Focus on the classroom- Focus on the learning
processes- Solving problems in
collaboration- Strategies for the teachers- Adaptations into the
classroom
In BelgiumIn Belgium
The principle of compulsory education leads to exclusion
Right to access a challenging programme imperfectly respected
The principle of compulsory education leads to exclusion
Right to access a challenging programme imperfectly respected
In BelgiumIn Belgium
In 1970’ structure of Special Education autonomous
Law states that regular education is a priori open for all children and that special education is an exception
Orientation to special school is made on the basis of « specific needs »
In 1970’ structure of Special Education autonomous
Law states that regular education is a priori open for all children and that special education is an exception
Orientation to special school is made on the basis of « specific needs »
In BelgiumIn Belgium Source : Wikipedia,2010 Source : Wikipedia,2010
In BelgiumIn Belgium
Three communities responsible for Education
Evolution is different in each Community
Three communities responsible for Education
Evolution is different in each Community
In French speaking CommunityIn French speaking Community
1997’s Act aims to organize a « successful school » for each child
==) number of children enrolled in Special Education increases
1997’s Act aims to organize a « successful school » for each child
==) number of children enrolled in Special Education increases
Evolution of children attended Special Education
0
2000
4000
6000
8000
10000
12000
14000
16000
18000
1 2 3 4 5 6
97-98 99-00 01-02 03-04 05-06 07-08
Série1
Série2
Série3
Number of students in each type of Special Education (2007)
1
2
3
4
5
6
7
8
In French speaking CommunityIn French speaking Community
Decree in 2009 : extend the collaboration between regular and special schools
==) number of such collaborations raises from .50% to 2.5 % of the global population enrolled in Special Education)
Decree in 2009 : extend the collaboration between regular and special schools
==) number of such collaborations raises from .50% to 2.5 % of the global population enrolled in Special Education)
Evolution of number of children enrolled in special education and attended a regular classroom
Evolution of number of children enrolled in special education and attended a regular classroom
2006-7 1362007-8 1622008-9 1822009-10 451 2010-11 750
Among them intellectual disability 14%behavior disorders 15,5%neuromotor disability 7,3%visual impairment 4,7%hearing impairment 24,4%specific learning disability 34%
2006-7 1362007-8 1622008-9 1822009-10 451 2010-11 750
Among them intellectual disability 14%behavior disorders 15,5%neuromotor disability 7,3%visual impairment 4,7%hearing impairment 24,4%specific learning disability 34%
In French speaking CommunityIn French speaking Community
More than 1200 disabled children attend regular education without support of special education
More than 1200 disabled children attend regular education without support of special education
Number of disabled children in Regular Education without support of Special school
Number of disabled children in Regular Education without support of Special school
1999 2006% %
Intellectual disability 24 = 23Hearing impairment 24 40 Neuro-motor disability 15 11 Visual impairment 12 3 Behavior Disorders 8 11 Autism 4 = 4Specific learning disabilities 9 11
1999 2006% %
Intellectual disability 24 = 23Hearing impairment 24 40 Neuro-motor disability 15 11 Visual impairment 12 3 Behavior Disorders 8 11 Autism 4 = 4Specific learning disabilities 9 11
OrientationOrientation
Identification of at-risk children into the regular school supposes clear criteria
==) it is not the case! The main factor : delay in acquisitions If we adopt an eco-systemic approach, we
can describe some schools as at-risk schools!
Identification of at-risk children into the regular school supposes clear criteria
==) it is not the case! The main factor : delay in acquisitions If we adopt an eco-systemic approach, we
can describe some schools as at-risk schools!
OrientationOrientation
Teachers must be trained to be able to detect some significant signs in connection with a suspicion of a specific learning disability
Specific reference centre/professionals have to be identified to make a correct diagnosis
Teachers must be trained to be able to detect some significant signs in connection with a suspicion of a specific learning disability
Specific reference centre/professionals have to be identified to make a correct diagnosis
OrientationOrientation
Gap between the elements considered for the examinations made by guidance services
AND The informations required to elaborate an
individual plan for the child
==) discontinuity in the process
Gap between the elements considered for the examinations made by guidance services
AND The informations required to elaborate an
individual plan for the child
==) discontinuity in the process
Regular school
A difficulty is expressed
Various meetingsinterviews
Search for
Solutions
Multidisciplinary examinations
Report
Special Education
Advice(Type of Sp.Educ )
Individual plan
Follow up
Diagnosis
Possible resources
Sp. Educ = solution
« Orientation »
Space and time to support a situation in which needs and intents of interveners are expressed and plan for intervention Non official space without formalization
Space and time to elaborate an individual plan for the
child attending the special school.
Space and time to officialize orientation to SE In the majority of the situations, proposition is made to join SE
Maintain in SE
Not maintain in SE
Space and time for elaboration of a adapted plan to support
Continuous record ofinformations
Regular education
A difficulty is observed, identified
Informations are gathered
Confrontation
Special Education
Assessment – Testing(Pluridisciplinary
approach )
Individual Plan
Follow up
Adapted Education
Professionals and parents meet
AdviceEvaluation
Evaluation
Evaluation
Analyze situation Identifify Resources
Adapted Support Plan
Specific informations
Adapted Support Plan
Our practiceOur practice
Context :
- universitary service for clinical consultations and follow up
- Demands are made by parents
- Multidisciplinary approach
- Networking with various services
Context :
- universitary service for clinical consultations and follow up
- Demands are made by parents
- Multidisciplinary approach
- Networking with various services
Our practiceOur practice
Meet the parents and know about their plan Consider the strenghts into the family Consider the quality of Life of the family Know about the capacities of the child Ask the parents to select a school
Meet the parents and know about their plan Consider the strenghts into the family Consider the quality of Life of the family Know about the capacities of the child Ask the parents to select a school
Our practiceOur practice
Support parents for a negotiation with school team
Ensure that the role of each concerned « actor » is clearly defined
Demand for periodical meeting Give direct support to the teacher if
requested
Support parents for a negotiation with school team
Ensure that the role of each concerned « actor » is clearly defined
Demand for periodical meeting Give direct support to the teacher if
requested
Our practiceOur practice
Master students as a resource into the classroom
Re-assess the child Support the teacher to inform classmates
Master students as a resource into the classroom
Re-assess the child Support the teacher to inform classmates
Some principlesSome principles
Not focus on the child alone : he/she is an actor
The link between the concerned persons is the plan not the child
Act as mediator
Not focus on the child alone : he/she is an actor
The link between the concerned persons is the plan not the child
Act as mediator
Our modelOur model
Integration is a process to be considered in a developmental and eco-systemic perspective
Co-construct an equitable system of cooperation (S. Ebersold)
Integration is a process to be considered in a developmental and eco-systemic perspective
Co-construct an equitable system of cooperation (S. Ebersold)
Society
Close social circle
Spécialists
Parents
DP
Professionaleducator
DP
Partner
DP
Parents
DP
Professional Educator
DP
Large family
Siblings, GP
Parents associations Regular services
Specialised resources
Conclusion Conclusion
Integration is not an aim in itself ! Disabled children don’t need integration,
they need education! (S. Hegarty)
Integration is always the result of a negotiation
Integration is a process
Integration is not an aim in itself ! Disabled children don’t need integration,
they need education! (S. Hegarty)
Integration is always the result of a negotiation
Integration is a process
Conclusion Conclusion
Focus on learning difficulties whatever the child is considered « at risk », or with a specific learning problem or with a specific disability
==) consider a continuum
==) reinforce the competencies of teachers and parents to cope with
Focus on learning difficulties whatever the child is considered « at risk », or with a specific learning problem or with a specific disability
==) consider a continuum
==) reinforce the competencies of teachers and parents to cope with
Conclusion Conclusion
Offer a « patchwork » with various modalities and possibilities, with close cooperation between regular and special school
Open choices and consider each situation as singular
Offer a « patchwork » with various modalities and possibilities, with close cooperation between regular and special school
Open choices and consider each situation as singular
Conclusion Conclusion
Allow a regular school to move progressively to an inclusive school but with respect
Refer to the concept of Community of practice (Wenger, 2000)
- Group of persons having the same interests- Group of persons willing share knowledge- Common references
==) examine the evolution of the community towards more maturity and cohesion
Allow a regular school to move progressively to an inclusive school but with respect
Refer to the concept of Community of practice (Wenger, 2000)
- Group of persons having the same interests- Group of persons willing share knowledge- Common references
==) examine the evolution of the community towards more maturity and cohesion