Current challenges What is inclusion? Identifying barriers to inclusive practice

› Where does change begin? Teacher education

› Structured discussion Overcoming barriers

Inclusion in education involves the processes of…

increasing the participation of students in and increasing the participation of students in and reducing exclusion reducing exclusion from the cultures, curricula, and communities of local schools.

restructuring the cultures, policies, and practices restructuring the cultures, policies, and practices in schoolsin schools so that they respond to student diversity.

reducing barriers to learning and participation of reducing barriers to learning and participation of all studentsall students, not only those who are categorized as having “special educational needs”.

Index for Inclusion (2006)

[5 minutes] In small groups, discuss the following question and be prepared to report back.

Through your observations or experiences, what do you believe to be the barriers to the barriers to successful inclusive educationsuccessful inclusive education?

lack of coordination among government, school boards, and schools

structure of our schools does not meet the needs of diverse learners› one-size-fits-all curriculum› inflexible assessment and teaching methods› rigid examination systems› lack, or uneven, distribution, of resources› lack of support staff› inaccessible buildings

lack of conceptual understanding› inadequate training of teachers› attitudes, beliefs, and values related to disability and

inclusion

Carrington & Robinson (2006); Mitchell (2006)

Society

Schools

Classrooms

Individuals

In pairs [2 min]› Brainstorm. List skills that pre-service teachers need

to gain in order to instruct in inclusive settings.

Groups of 4 [5 min]› Share your lists› Narrow down to top 5 skills that teachers need

Groups of 8 [8 min]› We can assume that pre-service teachers are

learning some of these skills, but why is there still resistance to inclusive education?

Share with large group

How can we re-imagine the way we approach issues of inclusion in teacher training?

acceptance implementation

ATTITUDES – BELIEFS – VALUES

School interactions have a significant effect on the experiences of students with disabilities.› The risk inherent in having a disability does not necessarily

cause negative outcomes; instead, one’s vulnerability to future problems is related to how the disability is experienced in the broader context of the environment (Morrison & Cosden, 1997).

Researchers have shown that teachers who are most able to manage inclusive classrooms are those who have personal beliefs that all students can and should be included, as well as have the supports of administrators and policies that enforce this belief (Stanovich & Jordan, 1998).

Wyer and Lambert (1994) define "person perception" as the process by which people form impressions and make judgments about the traits and characteristics of others.

Person schemasPerson schemas are formed where we then attempt to fit an individual into some pre-existing stereotype we have about the population in question.

These schemas play a large role in determining determining the way we behavethe way we behave toward certain individuals.

Challenge of changing attitudes

For further information:[jessica.toste@mcgill.ca]

or [dana.salter@mcgill.ca]

To continue the discussion:http://inclusiveabv.wordpress.com

Ainscow, M. (2000). Developing inclusive schools: Implications for leadership. National College for School Leadership.

Baglieri, S., & Knopf, J. H. (2004). Normalizing difference in inclusive teaching. Journal of Learning Disabilities, 37(6), 525-529.

Carrington, S., & Robinson, R. (2006). Inclusive school community: Why is it so complex? International Journal of Inclusive Education, 10(4-5), 323-334.

Centre for Studies on Inclusive Education. (2006). Index for inclusion.

Mitchell, D. (2006, October 23). Inclusive education: A formula for success. Mail & Guardian.

Morrison, G. M., & Cosden, M. A. (1997). Risk, resilience, and adjustment of individuals with learning disabilities. Learning Disability Quarterly, 20, 43-60.

Stanovich, P. J., & Jordan, A. (1998). Canadian teachers’ and principals’ beliefs about inclusive education as predictors of effective teaching in heterogeneous classrooms. The Elementary School Journal, 98, 221-238.