educacio inclusiva 2 angles

8/6/2019 Educacio Inclusiva 2 Angles

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Generalitat de CatalunyaDepartament dEducaci

Learning together to livetogetherAction plan 2008-2015

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Contents1. Introduction......................................................................................................................... 3

2. Inclusiveeducation:educationforeverybody,schoolforall........................................ 63. Principles.TegeneralframeworkoftheActionPlanLearningogether

toLiveogether................................................................................................................. 94. Pupilswiththegreatestspecicneedsforsupportinthecontextofinclusive

education............................................................................................................................ 115. Conditionsandcriteriatoprogresstowardeducationforallandtofacilitate

thedevelopmentofinclusiveschools............................................................................. 136. Enteringsocietyandtheworkplace:thetransitiontoadultlife................................. 277. Tecollaborationoffamiliesandprofessionals............................................................ 298. rainingforinclusiveeducation...................................................................................... 329. AdministrationofthePlan.............................................................................................. 3610.Resourcesandservicesmap............................................................................................ 3811.Calendar............................................................................................................................ 4112.Budget................................................................................................................................ 4413.Bibliography...................................................................................................................... 46Appendix.Resourcesandservicesmap............................................................................... 50


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1.

Introductionoensurethatqualityeducationisavailabletoallstudents,independentlyofthecon-ditionsinwhichtheyliveandoftheirpersonalcharacteristics,hasinrecentdecadesbecomeoneofthechiefobjectivesoftheirteachersandfamilies,andtheinstitutionsandindividualswhoareconcernedwitheducation.

Tisgreataim,whichinrecentyearshasbecomeknownaseducation or allorschoolor all(BoothandAinscow,2004;Gin,2001;UNESCO,1994;Stainback,1999)thesedaysgoesbeyondthedesire,rstexpressedmanyyearsago,ofincludingchildrenfor-merlyexcludedfromtheeducationsystem.

o advance towards inclusive education, progressing towards true schools or all,callsfortheinvolvementofthewholeoftheeducationalcommunitythestudents,theteachersandthefamilies,aswellastheadministratorsconcernedinasinglegoal:toprocurethat,progressively,all childrenenjoytherighttogo toschoolintheirneigh-bourhoodorvillage,withoutthiscompromisingtheequallyimportantrightofrecei-

vinganeducationthatissuitedtotheirparticularneeds.

In recent history, various pronouncements of international organisations, such asUNESCOortheOCDE,pointinthisdirection.Inthisrespect,theSalamancaDecla-rationof1994(UNESCO,1994),adocumentapprovedbyacclamationbyrepresenta-tivesof92governmentsand25internationalorganisations,whichhasbecomeanim-portantreferentforeducationalinnovationandforeducationpolicies,recommendedthatthosewithspecialeducationalneedsmusthaveaccesstoregularschoolswhichshouldaccommodatethemwithinachild-centredpedagogycapableofmeetingtheseneeds,alsoassertingthatregularschoolswiththisinclusiveorientationarethemosteectivemeansofcombatingdiscriminatoryattitudes,creatingwelcomingcommuni-ties,buildinganinclusivesocietyandachievingeducationforall,andobservingthatsuchschoolscanprovideaneectiveeducationtothemajorityofchildrenandim-provetheeciencyandultimatelythecost-eectivenessoftheentireeducationsystem.

A year later, the International Classication of Functioning, Disability and Health

(ICF),approvedatthe54thWorldHealthAssemblyon22May2001,gaveanimpetustothenewcultureofdisabilitywithtwobasicpropositions:

1.Teconsiderationofdisabilityasauniversalhumanphenomenon,andnotasadie-rentiatingtraitofaminorityofsocietyforwhomspecialpoliciesarerequired.

2.Teunderstandingofdiversityastheoutcomeofacomplexinteractionbetweenapersonsstateofhealth,personalfactorsandtheirsurroundings,inwhichaninterven-tiononanyofthesemaymodifytheothers,theirbeingelementsofacomplexsystem.

Morerecently,theConventionontheRightsofPersonswithDisabilities,ratiedby

the majority ofUN member states on 30 March 2007, also recognizes the rightsofchildrenandyoungpeoplewithdisabilitiestoenjoythebenetsofaninclusiveeduca-tionsystem,withaccesstocompulsoryeducationunderthesameconditionsasothermembersofthecommunity,withoutexclusionbyreasonoftheirdisability,butwith


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theadjustmentsandsupportneededtobolstertheiracademic,personalandsocialde-velopmenttothemaximum.

Legislativeinitiativesinthis and neighbouring countries have alsoadoptedthis approachand are also takeninto account inthis Action Plan: the National Special EducationPlan(PNEE)of1978;theCircularof4September1981,whichlaysdowncriteriaintheeldofspecialeducationinCatalonia;Decree117/84,of17April,conceningtheor-ganisationofspecialeducationforintegrationintothemainstreameducationsystem;the Organic Law for the General Organisation of the Education System (LOGSE,1990)andtheprovisionsthatimplementit;theOrganicLawonEducation(2006);theMasterPlanforSpecialEducation(2003);andtheNationalEducationPact(2006).

TenewCatalanEducationLaw(LEC)stresses,initspreamble,theneedtoadaptedu-

cationalactivitytomeetthediverseneedsofstudentsandtoachievegreaterequalityofopportunity.Moreover,thepreliminaryparagraphincludesasoneofthefundamentalprinciplesoftheCatalaneducationsystemsocialcohesionandinclusiveeducationasthebasisofschoolforall.Subsequently,theclausesoftheactassertthateducationalattentionforallstudentsisgovernedbytheprincipleofinclusion,andtheydenecri-teriaforeducational organisationthatmustfacilitateeducational attentionto allstu-dents,particularlythosewhomightencountermorebarrierstolearningandpartici-pation,derivingfromtheirpersonaldisabilities.Italsoprovidesthatspecialschoolsmaydevelopservicesandprogrammestosupporttheeducationofdisabledstudentsinmainstreamschools.

Quiteapartfromtheseimportantdocuments,itwouldbeamistakenottotakeaccountalsooftwoothersourcesthathaveundoubtedlycontributedtopointingthewayto-wardsschool or all:ontheonehandtheeducationalpracticesthathavealreadybeendevelopedinthisdirection,bothinmainstreamschoolsandinspecialeducation;andontheother,theresearchthathasbeenundertakenonthisissue.Tesetwoareim-portantresourceswhenitcomestodeployingthisPlanandsketchingouttheshapeofthefuture.

Inconcordwitheverythingwehavejustoutlined,theintentionisforthisAction PlanLearning Together to Live Together tobecomepartofthesetofpoliciesalready

being implemented by the Department of Education to promotequality educationor all,placingspecialemphasis,atthepresenttime,onenhancingdisabledanddis-advantagedpupilsaccesstoinclusiveeducationasoneofthebasicpillarsofthequalityoftheCatalaneducationsystem.AsStainback(1999)stressed,Wehopethatsoonwewillbeabletospeaksimplyofgivingaqualityeducationtoallstudents.Yetstilltherearestudentswhoareexcludedfromnormalschoolandcommunitylife.

Furthermore, theAction Planwill promote thedevelopmentand implementationofgoodpracticein theeducationsystemasawhole,andchannelproposalstowardstheimplementationofthelegalrequirements,training,organisationanduseofresourcesandtheevaluationandreviewoftheprogressmade.

TeActionPlanLearningogetherto Liveogether is,therefore,aspecicinstru-mentinthehandsofthewholeoftheeducationalcommunityfortheattainmentofthefollowinggoals:


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Advancetowardtheinclusiveschoolingofallpupilsinmainstreamschools.

Promotemethodologiesthatfavour participationby allpupilsin themainstreamschoolenvironment.

Optimise support resources for the education of disabled pupils in the mains-treamschoolenvironment.

Enhanceinterdepartmentalcoordinationinpursuitofintegratedattentionfordis-abledpupilswhiletheyareatschoolandduringtheirtransitiontoadultlife.

Dene themapofresourcesandservicesfor theeducationofdisabledpupilsinCatalonia.


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2.

Inclusive education: education oreverybody, school or allConsideringthedierentwaysofdeninginclusiveeducationthatcurrentlyexist,wecouldagreethat,ingeneral,ithasbeenconsideredthatinclusion,oreducationforall,hastodowiththecapacityofeducationalsystemstoprovideeective,qualityeduca-tionforallpupilsandtheirintentionofprovidingitinnormal,sharedenvironments.

Moreover,asseveralauthorshaveobserved(Ainscow,2001andGin,2008),dierenttraditionscanbeidentied:thatwhichisassociatedwithattentionforstudentswithdisabilities; that which is associated with groups in danger of marginalisation; thatwhichfocusesprimarilyontheimprovementofschoolforallpupils;andthatwhichunderstandsinclusionasaprinciplefortheunderstandingofeducationandsociety.

Tesetraditionshaveledsomecountriestoplacetheemphasisonthereformofspe-cialeducation,whileothersplaceitonmodicationsinmainstreameducation(Ains-cow,2005b;Gin,2005;Marchesi,2001;EuropeanAgencyforDevelopmentinSpecialNeedsEducation,2007).

Here in our country, changes began with reforms in special education, but evolvedprogressively, some time aerwards, toward an orientation in whichas Marchesi(1999)hasnotedtheimprovementofthesystemasawholehascometobeconsi-

dered essential. Tus, the LOGSE and Catalan Government decrees 75/1992 and299/1997nolongerspeakofintegration,butregarddiversityasacharacteristicofthesystemasawhole.

Stainback (2001, in a succinct phrase that has been abundantly quoted, dened in-clusiveeducationasaprocess thatoersallchildren, withoutdisctinctionofability,raceoranyotherdierence,theopportunitytocontinuebeingamemberofan ordi-nary class and tolearn fromhis orhercompanions,andtogether withthem,in theclassroom. Shethus emphasises the belongingof any pupil to a community, and atthesametimestressestheinteractiveandsharednatureofallclassroomlearning.

Similarly,theexperienceofschoolsthathaveimplementedpracticestomakeeduca-tionforallavailable,aswellashisownresearch,ledAinscow(2005)toemphasisethefollowingpoints:

Inclusion is an on-going process to fnd better, ever more suitable, ways to res-pond to diversity. He deals with the fact of living with dierence and learning tolearn from dierence. From this point of view, dierence becomes a positive factorandastimulustolearningforchildrenandadults.

Inclusionisconcernedwithandpaysspecialattentiontothe identifcation andelimination o barriers to learning and participation thatpupilsmayencounter.Itis

aquestionofusingtheinformationacquiredfromobservingeducationalpoliciesandpracticestostimulatecreativityandtheresolutionofdiculties.

Inclusion seeks the presence, participation and success o all pupils.Teideaofpresence includestheplacewherethepupillearns,preferablyinsettingsthatareas


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normalaspossible;participation referstothequalityoftheexperienceofthepupilsintheschool,andhenceincludesboththeircollaborativeexperienceandtheopinionoftheclass;while success referstotheresultobtainedbypupilsinlearningactivitiesasawholeandnotjustintestsandexaminations.

Inclusion also particularly ocuses on those groups o pupils who are at risko greater marginalisation, o exclusion, or o not reaching appropriate levels oachievement. Tis implies special responsibility for administrators for such groupsofpupils,aswellastheirneedtospecicallymonitorthe presence, participation andsuccessjustreferredto.

InthisActionPlanLearningogethertoLiveogether,wheninclusion isreferredto,itisnotinthesenseofreturning (reintegrating)anyone,butofavoidingeverleaving

themoutofmainstreamschoollife.Itisnotaquestionofbringinginthosewhoareexcluded,butofbuildingasystemabletomeettheneedsofeveryone.

Similarly, itis understood thatworkingfromthe point ofviewof schoolforall alsomeansmoving from the idea ofassisting only pupils with disabilities to the idea ofprovidingthenecessarysupportforanypupil,accordingtotheirneeds,withtheaimoffacilitatingtheparticipationofallintheclasssgroupactivities.

Aninclusiveschool,asproposedbyPorter(2001),isoneinwhichpupilswithspecialeducationalneedsorwithdisabilitiesgotothesameclassastheircompanionsofthesameage,thesameclasstheywouldgotoiftheyhadnodisability.

Tus, inclusive education is a process that begins with the recognition of the die-rences there are between the pupils, with respect, and the building of teaching andlearningprocessesonthebasisofthesedierences,reducingbarriersto learningandto participation by all pupils, not just those with disabilities or special educationalneeds(Booth,.andAinscow,M.,2004).

Inaninclusiveschool,asPujols(2005)hasstressed,therearenoordinarypupilsorspecial pupils,butjust pupils,withno adjective, eachwiththeirowncharacteristicsand needs; diversity isunderstoodasthe naturalstateof aairs, and henceall thesedierencearetakenintoaccountsothatallpupils,whoarediverse,learntothebestoftheirpossibilities.Inthiscontext,pupilswithdisabilitiesparticipateasmuchastheycaningeneralactivitiesandinthelifeoftheschool,aswellasinteachingandlear-ningactivitiesintheordinaryclassroom.

Fromthisperspective,thisActionPlanassumesthepointofviewadoptedby Indexor Inclusion (Booth,.andAinscow,M.,2004)whenitpausestoconsiderthreeinter-connecteddimensionsintheimprovementofschooleducation:creatinginclusivecul-tures,generatinginclusivepoliciesanddevelopinginclusivepractices.

Foranyimprovementinschoolstobeconsolidatedontheroadtowardeectiveand

inclusiveeducationforallpupils,allthreedimensionsmustbedeveloped.

Furthermore,asthesametextunderlines,itmustbeborneinmindthatschoolcul-turesarekeyfortheimplementationofimprovementsandtothestimulationof,orhindranceto,teachingandlearning.


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Schoolcultureismadeupofthebasicbeliefsandconvictionsoftheteachingstaandofthe educational community inrelation tothe teaching and learningof the pupilsand to the functioning of the school. Beyond a schools teaching and learning sys-tems,school culture also includesaspects such asthe rules that aect the educatio-nal community, information and communicationsystems, the relations between theteachingstaandthepupilsorbetweentheteachingstaandthefamilies,orother

valuessharedbythemembersofthecommunity(Huguet,2006;MarchesiandMar-tin,2000).

InthisregardweonceagaincoincidewithIndex or Inclusion whenitisassertedthatitisthroughprogressininclusiveschoolculturesthattheteachersandnewpupilscandevelopandmaintainchangesinpoliciesandpractices.


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3.

Principles. The general rameworko the Action Plan Learning Togetherto Live TogetherOntheroad towardstheschoolforall,the aimsand the measuresit isproposed toimplementintheActionPlanLearningogethertoLiveogetherarebasedonthefollowingprincipleswhichdenethegeneralapproachthatunderliesthePlan:

Inclusion. Teprincipleofinclusionarmsthatschoolsmustbeopentoallpu-pilswithoutdiscriminationnorexclusion,consideringallpupilstobemembersofthecommunitybyright.

Fromthisprincipletherefollowsthewilltoadvance,progressivelyandinsofaraspossi-ble,towardstheeducationofallpupilsinmainstreamschools,encouragingthefullestandmostactiveparticipationpossibleofeveryoneinschoolactivities.

Normalisation. Educational attention for pupils with special educational needs(SEN),arisingfromtheirpersonaldisabilities,severelearningdicultiesorotherdi-culties,is provided, tothe greatestpossibleextent,usingtheordinaryresourcesavai-lable for all pupils and in ordinary contexts and environments, thus facilitating theparticipationofpupilswithspecialeducationalneeds inactivities togetherwiththeircompanions.

Interventionwithspecicsupportandresourcesiscarriedoutbybringingthespecicsupportorresourcetothepupils(totheirclassroom,schoolorzone,etc.)ratherthantheotherwayround.

Equality o opportunities or learning and participation. Teeducationsystemmustoerall pupilsthepossibilityof participatinginmainstreamactivities,andeve-ryonewhomostneedsthemshouldhavethesupportandformsofattentiontheyre-quireinordertosharetheseactivitiesandattainthelearninggoalslaiddownforeachstagetothegreatestpossibleextent.

Teeducationprovidedinschoolsmustpromoteparticipationinthecommunityofwhichthepupilsformpartandrespondtotheindividualeducationalneedsofeachpupil.

Education needs to be personalised for all pupils, but more specic measures andattentionneedtobeappliedtopupilswithspecialeducationalneeds.

Personalisededucationimpliestherecognitionofdierentrhythmsoflearningandofdierenttypesofparticipation,notnecessarily,oronly,individualattention;rather,itisaquestionoflookingatthepupilandtheenvironmentinamorepersonalisedlight,

allowingbetteridenticationofthelearningbarriersthepupilsarefacing,deciding,whennecessary,ontheapplicationofindividualplansandactivatingtheorganisatio-nalresourcesforimprovingattention.

Beyondtheschoolenvironmentperse,thepupilsparticipationincomplementaryand


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4.

Pupils with the greatest specifc needsor support in the context o inclusiveeducation

4.1. From pupils special educational needs to thebarriers to learning and participation that may arisein the environmentInthelate1970s,theWarnockreport(1978)introducedtheconceptof special educatio-nal needs, whichbroughtaboutamajorreappraisaloftheeducationandschoolingofpersonswithpersonaldisabilitiesorpupilsatriskduetoexceptionalsocialcircums-tances.

ospeakofspecial educational needsallowedattentiontobedivertedfromanypossibledecitsorlimitationsofeachspecicpupilandtofocusaboveallontheconditionsrequiredfortheireducation,whetherintermsofspecialmeasuresorthemodicationofcurriculumsorthespecialresourcesthatneededtobeprovided.Tus,the individualdescription o the handicap or other diagnostic label o each specifc pupilbegan tolose weight andinsteadgreater attention began to be paid to the learning conditionsthe environment needed to provide.Specialeducationalneedsreferredtothecom-

plementarysupportorresourcessomechildrenneeded.Teywereknownas specialbecausetheywerenotcommontoallpupilsandtheywerecomplementary becausetheywereadditionaltothoseprovidedforallpupils.

Fromthisperspectiveit seemedevidentthatstudentswiththesamecategoryofdis-ability, according to the traditional diagnostic standards, might have dierent edu-cationalneeds,dependingonthefamily,schoolorsocialenvironmentinwhichtheyfoundthemselves,andwhichisevenmoreremarkablethismaysignicantlychangethespecialnatureoftheeducationalneedsidentied.Tus,apupilwhorequiresacertaintypeofsupportinoneschoolmightneedsomethingelseinthenexttownorintheschoolroundthecorner.

Morerecentlytheconcepthasbeenintroducedofbarriers to learning and participa-tion (Ainscow, M., 2001; Booth, . and Ainscow, M., 2004; Stainback, S. and Stain-back,W.,1999),andthisconcepthasclariedandemphasisedtheimportanceofcon-text indeterminingtheresultingdegreesofdicultyfacedbystudents.Itisnotonlytheneedsderivingfromthepupilspersonaldisabilitiesthatcount,butratheritisthebarriersthattheenvironmentputsinthewayofeachpersonspossibilitiestolearnthatcometotheforeasbeingparticularlyrelevant.

Inthesamevein,Porter(1990)observeshowthemostsignicantdierencesbetweenatraditionalapproachtospecialeducationandaninclusiveapproachoriginateinthe

fact that the former is focused on the pupilbeing based above all on prescriptivediagnosticsandplacingspecialemphasisontheroleofindividualisedprogrammeswhilethelatterprioritisesandfocusesontheclassgroup,andconsidersthetypesofmeasures and resources that need to be implemented or provided in the school orclassroom,inorderthebettertoresolvethedicultiesanyparticularstudentmayface.


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4.2. The Action Plan and pupils with disabilitiesInspiteoftheinsistenceonthefactthatattentiontodiversityandtheinclusiveschool

approachaectsallthepupilsandtheeducationalcommunityasawhole,thesedayspupils with disabilities require special consideration for two reasons: rstly becausetheyarestillexcluded from mainstream schools; andsecondly, their full incorpora-tionrequirescertainchangesforwhichspecicstructuralmeasuresneedtobetaken.

Consequently,theActionPlan,aswellasfocusingongeneralaspectsthatareessen-tialinorderforschoolstoadvancetowardeducationforall,alsospecicallyconsidersthedenitionofmeasurestofacilitatetheincorporationofpupilswithdisabilitiesintomainstreamschools,withtheaim ofprovidingidealconditionsforqualityeducationandgoodinter-personalrelationsbetweenallpupils.

4.3. Support and support resourcesWhenitcomestodeningthesupportsneededtoputinclusiveeducationintopractice,theobservationsbyStainback(2001)arerelevantwhenshestressesthattheprovisionofeectivesupportdepends,inpart,onwhatwedecideshouldbeexpectedfromthissupport.Inthecaseoftheinclusiveclassroom,thefollowingtworesults,atleast,seemdesirable:

thatallpupilsaresuccessfulincurricularandsocialactivities;

that theteachingsta genuinely feel theyare beingsupported intheireortstopromotethesuccessofpupilsintheirparticipationineducationalactivityandintheirpositiveinterdependencewiththeclassgroup.

From this perspective, support may take many dierent forms, the only importantconditionbeingthatitbeeectivefortheattainmentofthedesiredobjective.

AlsoIndex or Inclusion(BoothandAinscow,2004)oersanewperspectiveofsupportwhenitisdenedasall those activities which increase the capacity o schools torespond to diversity, asserting, furthermore, that individual support is only one of

various possible forms of support that may improve students learning. Tus, class-

room programming to facilitate thediversicationof activities, or agreeing on crite-riathatallowfordierentformsofparticipationandassessment,wouldalsoqualifyassupport.

Inthiscontext,wheredoweincludesupport resources?Inthiscasewearespeakingof the provision o tangible material (such as adaptedcomputer keyboards,specialchairsordesks,specialclassmaterial,etc.)orof teacher participation (twoteachersperclass,doublingupofgroups,etc.),orofparticipation by other proessional sta(speechtherapists,physiotherapists,auxiliaries,etc.)whohelptheteacherintheclassgroup.Belowwewilldealspecicallywithwaysoforganisingsupportresourcesinashared,eectiveoperationtoimproveinclusion.


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5.

Conditions and criteria to progresstoward education or all and to acilitatethe development o inclusive schoolsGoodpracticeinthebuildingoftheschoolforall,theexperimentsoninclusionthathavebeenstartedinvariousschools,theexperienceofschoolswithSESUresourcesorwithSEUsandtheobservationsofteacherswithregardtoallthis,aswellastheconclu-sionsreachedbyvariousresearchers(Ainscow,2001;Gin,2001;Huguet,2006;PorterandStone,2001;UNESCO,1995);allthesehavemadeclearsomeoftheconditionsthatallowpracticeinschoolstobeimprovedinordertoprovideeectiveeducationforall.Teyincludeavarietyofwaysoforganisation,strategiesandresources,whicheach

schooloreducationalzonemustadapttoitsparticularsituationandcharacteristics.

Asweshallseebelow,aboveandbeyondtheprovisionofthenecessaryservicesandresources, thechanges that will make possible the improvement of educationforallimplyachangeinstudentslearningexpectations,therecognitionofthepossibilitiesoflearningfromoneanotherandtheinteractiveworkofprofessionalstainordertorespondadequatelytostudentsneeds.

Inwhatfollowswereviewaseriesofcriteriathatmustbeconsideredfromtheperspec-tiveofinclusiveeducation.

5.1. School organisation and teaching and learningstrategiesItisforheadteachersandtheirseniorstatoimplementmeasurestoadvancetowardtheinclusionofallpupils.Teymust,therefore,promotetheevolutionofinstitutionalapproaches and school structures to facilitate the elimination of physical, cultural,attitudinal,curricular,methodologicalandorganisationalbarriersthatimpedetheac-quisitionoflearningbystudents.

Ascanbeseenintheschoolsthathavealreadyimplementedthispractice,thisappro-

achmustinvolvetheteachingstaandtheeducationalcommunityasawhole,sothat,starting from existing practices and understanding, they actively participate in theprocessof introducingthemodicationsfavourableto inclusive educationwhicharecollectively implemented in the school. Te consolidation of teachingteams aroundsharedschoolprojectshasprovedtobe anecessaryconditionforthisapproachtobepossible.

In this process it is useful to consider those educational resources, ways of doingthingsandstrategiesthathaveprovedeectiveinattemptstofacilitateeducationforall.TeEuropeanAgencyfortheDevelopmentofSpecialEducation(2003),aswellas

otherreportsandresearch(Ainscow,2001;CSE,2008;Duran andVidal,2004;Gin,2001;Gin,2005;Huguet,2006;Parrilla,2005;Puigdellivol,1998;Pujols,2005b;Por-ter,2001;Ruiz,2008;Stainback,2001)havedescribedfactorsthatareeectiveforin-clusiveeducation,notableamongwhicharethefollowing:


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For schools, the ollowing have proved eective and positive:

Schools equipping themselves with a exible structure, able to adapt to the

characteristics and needs of the students and the teaching sta, and an internalorganisationthatstrengthenscollaborationbetweenteachersintermsbothofplanningandworkintheclassroom.Tattheyagreeoncriteriaforthedistributionofsupportteacher attention, professional support sta and the resources and mechanisms forcoordination that facilitate exible adaptation to the diverse needs of dierent classgroupsandoftheschool;

e acilitation o collaborative teaching. Tetaskofteachingisfacilitatedwhentheteachingstadoitcollaboratively,withregardtoboththeinternalrelationsoftheteamandtothesupportandassessmentavailabletotheschool.Hence,itisnecessaryandusefultomakecooperativeworkbetweentheteachingstathehabitualtoolforcreatingknowledge,andtodevelopnewinitiativesthatenablearesponsetothestu-dentsneeds.Inschoolorganisation,considerationmustbegiventothisneedinthedesignoftheteachingstaspersonalandcollectivetimetables,thuspavingthewayforinitiativesforshared teaching(twoteachersperclass,supportandaccompanimentfromtimetotime,etc.)andforcoordination,jointprogrammesandsharedreview;

Schools providing themselves with organs and structures that acilitate thedevelopment o an inclusive orientation,suchasaCommitteeonAttentiontoDiver-sity(CAD)and(inmanyschools)aSocialCommitteealso.Tecoordinationofthespecic action and support implemented in schools, aswell asa distributionof the

teachingstathatisparticularlysuitedtothediversityoftheschoolpopulation,arekey factors if progress is to be made towards inclusive education. Te CommitteeonAttention toDiversity (CAD)isa powerful tool available toschools tothis end,as experience in schools has demonstrated in recent years (Bassedas, 2005; Huguet2006). Te CAD takes responsibility for stimulating and implementing measures tomovetowardsinclusionandtomanageresources.TeSocialCommittee,meanwhile,createdinmanyschoolsinrecentyears,hasenabledmoreecientidenticationandresolutionofbarrierstoeducationfacedbystudentswithlearningdicultiesderivingfromsocialandfamilyfactors,forwhichanetworkedresponseisessential;

Forschoolsthathavespecic resources available (SESU, SEU, groupingsofchil-

drenwithhearingdiculties,etc.),the coordinationoftheirworkwithotherspecia-lisedresourcesandthatoftheteachingstaasawhole,withintheframeworkoftheattentiontodiversityplandesignedbytheschool.Teeectivenessoftheseresourcesisampliedwhentheybecomepartofthemechanismforattentiontodiversitywiththewholeoftheteachingstabehindthem;

Agreement in theschool onshared criteria and a variety o ways o assessingstudents,enablingcoherencewithintheteachingteamandclearcommunicationwiththepupilsandtheirfamiliesonthelearningprogressofeachpupil;useofavarietyofmeansandresourcestoassesstheabilitiesofdierentpupils,accordingtothegoalsset;diversicationofthewaysofinformingthepupilsandtheirfamiliesoftheresultsof

assessment;

Formingclassgroupswitha mixed composition o students.Mixedgroupingandpersonalisedfocusaretwocomplementarystrategiesthathaveprovedtobeeectiveandnecessary.A diversityof studentsin theclassroommakesitusefulandnecessary


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tooeralternativeroutestolearningandatthesametimeenablespersonalisedteacherattention,exemplaryrole-modellingandpeercooperation.

As or dealing with diversity in the classroom, good practice in schools has demons-trated the utility and eectiveness o:

Facilitating group work within the class and promoting cooperative learning.Educationalexperiencewithadiversityofstudentsinthesameclasshasrevealedthatwhenpupilsworktogetherandhelponeanotherin learningactivities,allpupilsreapthebenet,thanksto mutuallearningthatpromotescooperation.Aboveandbeyonditspositivecontributionintermsofthevalueofdialogue,socialharmonyandsolida-rity,cooperativeworkhasprovedtobenetabilitiesrelatedto planning,themanage-mentoflearning,theuseoflanguageandthecontrastofcriteriaofallcooperatingpu-

pils(DuranandBlanch,2008;Pujols,2008;Serra,2008);

akingstepstowardthepracticeofparticipative resolution o relational problemsand conicts. Cooperativeconict-resolutionstrategies,andthemediationresourcesdevelopedinschoolswith theactiveinvolvementof teachingstaandstudents,haveprovedparticularlypositiveforpupilswithsocialorbehaviouraldiculties.Tees-tablishmentof clearrulesforbehaviour,coherenttreatmentbythe wholeschoolandthe acceptance of individual and collective commitment by the pupils have also allprovedtobeeective;

Te developmentofways o class programming that pay regard to the diverse

composition of a class group,andwhich provide fordierent levels of participationandeducationalresponse.Multilevellearninghasprovedtobeaneectiveapproachtorespondtothediverseneedsofthestudentsthatmakeupthegroup.Inthisapproach,onthebasisofpickingoutthekeyideasofeachunit,waysofpresentationandactivitydevelopmentaredevisedthatallowfordierentroles,goalsandpacesoflearning,aswellasavarietyofwaysofassessment(Ruiz,2008;Schulzandurnbull,1984);

Deciding on individualised (orpersonalised) plans which,takingasastarting-pointthebarrierstolearningandparticipationthatpupilsface,denethekeyaspectsonwhich attentionmustbe focused in order for certain skills tobe acquired. Suchplans make sense in the context of inclusive education when they are explicitly re-latedtoclassroomprogrammingandtakeaccount,furthermore,ofhowtopromotestudentparticipationinthevariousactivities;

Tedevelopmentofways o working and other measures that acilitate attentionto diversity in the classroom.Amongstthedierentwaysofcopingwithdiversityintheclassroomwithaninclusiveorientationforallpupils,thefollowinghaveprovedparticularlyeective:

sharedteachingbytwoteachersintheclassroom, grouplearning,

theuseofspecialisedsupportintheclassroom, groupworkand/orworkshopswithintheclass, workingininter-classgroupsand/orworkshops, specicworkshopsonoralorwrittenexpressioninsmallgroups, workinginsmallgroupswithintheclass.


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5.2. The psychoeducational assessment o pupilsTesocialnatureoflearninganddevelopmentdescribedbyVigotsky,whichhasbeen

amply conrmed by subsequent research and development (Bronfenbrenner, 1987;Bruner,1977;Rogo,1993;Schaer,1977),aswellasthepre-eminentroleofbarrierstolearningandparticipation(BoothandAinscow,2004),towhichwereferthroughoutthisdocument,leadtoanapproachtopsychoeducationalassessmentthatisnolon-germainlyorexclusivelycentredontheindividual,butinsteadconsidersitessentialtotakeaccountalso ofthelearninganddevelopmentenvironmentandtheinterventionstrategiesemployed.

Tus,itseemsclearthatifpupilsdevelopmentandlearningisinfunctionoftheex-periencesandopportunitiesthatareachievedininteractionwithadultsandpeers,theprocessofidentifyingthesepupilsspeciceducationalneedsandpotentialmusttake

accountofthevariablesthataectteachingandlearningandnotmerelyeachpupilsindividualcharacteristics.

Understoodinthissense,psychoeducationalassessmentmustaimtoproviderelevantinformationtosteerpupilseducation.Asanumberofworkshavestressedandveri-ed(BonalsandSanchez-Cano,2007;Gin,2001b;Huguet,2006;MonereoandSol,1999;Sanchez-CanoandBonals,2005)thisassessmentmustbeaprocesssharedbe-tweenprofessionalstaandthefamilies,toobtainandanalyserelevantinformationaboutthedierentfactorsthataecttheprocessofdevelopmentandlearning.

Tisisinformationthatmustproveusefultoidentifypupilseducationalneedsand

potential,particularlywithregardtothosewithdicultiesinpersonaldevelopmentorwhohave,foravarietyofreasons,severedicultiesinacquiringtheskillscalledforbythesyllabus,inordertofacilitatedecision-makingwithregardtothecurriculumandthetypesofmeasuresneededforeachpupilattheschool,inordertobolsterprogressinpersonaldevelopmentandmaximiseparticipationinthecommunity.

Inconsequence, reportsonassessment andpsychoeducational orientation,aswellasschoolsagreementsonresourcesandsupport,musthavethesamegoalsandbepoin-tedinthisdirection.

Teresultsoftheassessmentandthereportsderivingfromthemmustservetosteerthepsychoeducationalinterventionsofteachingstaandfamilies.

Assessmentandorientationforpupilseducationmustbeupdatedfromtimetotime,generallyatthebeginningofeachstageandparticularlywhenthereisarequestortheneedforit.

5.3. The schooling o children with disabilitiesSchools,whetherprivateorpublicly-funded,mustfollowthegeneralcriterionofedu-catingallchildreninthemostnormal,ordinaryenvironmentpossible.Asforchildren

withpersonaldisabilities,accountmustbetakenonapersonalisedbasisofthesupporttheymayrequireandoftheconditionsintheschool.

Tis personalised approach means that account must be taken, above and beyondthegeneralcriteriathathavebeenestablished,ofspecicvariablesaectingthechild


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concerned,suchasthesituationandprioritiesofthepupilsfamily,theaccessibilityofthenearestschoolandtheconditionswithinit.

Tus,althoughinformationaboutchildrenspersonaldisabilities,ortheextentoftheirautonomy,contributetoguidingthedecisionastowheretheywillbeeducated,thisinformationmustnotbeconsideredinanabsoluteordecontextualisedmanner.

ohelpmeetthespecialeducationalneedsofpupilsinallschools, the education sys-tem has general and specifc resources and services:zonaleducationalservices(ZES),special education teachers, therapeutic education teachers, speech and hearing tea-chers, educational psychologists, resource centres for students with hearing impair-ment(ERCHI),resourcecentresforstudentswithvisualimpairment(ERVI),supportservicesforstudentswithmotordisabilityandsupportservicesforstudentswithde-

velopmentalandbehaviouraldisorders,inadditiontotheothermeasurestoattendtodiversitythataredevelopedinschools.

Dependingonthesegeneralconditionsandthecharacteristicsofthevariouseduca-tionallevels,pupilsschoolingmustconsiderthefollowingcriteria:

Nursery education (0-3 years)Early attention for children with personal disabilities may in many cases be greatlyhelpedatthenurserystage.Itisforthisreasonthatadviceandattentiontofamiliesandearlyattentiontotheinfant(withinterventionbytheCentreforChildrensDeve-lopmentandEarlyCare(CCDEC)whennecessary)mustbecoordinatedfromtheveryrststages,withnurseryattendancewhenthefamilyconsidersthistobeappropriate.Troughoutthisprocesscoordinatedprofessionalattentionisneededforboththein-fantandthefamily.

Tus,atthisstage:

childrenshould be accommodatedin mainstreamnurseries that have places forchildrenwithspecialeducationalneeds;

nurserieswithdisabledchildrenhaverecoursetoadvicefromthePEOandthesupportofthedistrictCCDEC.Teycanalsoreceivesupportfromthespecialschools;

thePEOisresponsibleforthecoordinationofinterventionbyprofessionalsupportstaandtheorientationofsubsequentschooling.

Inant (age 3-6), primary (3-12) and secondary (12-16)Inthisperiod:

with the normal resources and the specic educational services, students withsucientautonomyandadequatesocialbehaviour(suchasthosewithvisualorau-ditory impairment, motor disability, those who are autonomous or partially depen-dent andthosewith slighttomoderate intellectualdisability)willattendmainstreamschools;


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tofacilitatetheattendanceof pupilswith alackofautonomy(dependentpersonswithmotorimpairment,severeintellectualdisability,generaldevelopmentalorseverebehavioural disorders) in the mainstream school environment, schools are providedwith special education support units (SESU), with speech and hearing teachers andotherspecialists,aspersonalresourcesadditionaltotheresourcesalreadypresentinschoolsandtothedierentsortsofinclusiveorganisationdevelopeduptonowinva-riousschools;

thespecialschoolswilleducatethosechildrenforwhomthisisdeterminedtobethebestoptionaerassessmentoftheireducationalneedsandsupportrequirements,sharing activities with a mainstream school whenever possible. Te special schoolsmustcollaboratewiththeZESwithrespectbothtotheeducationofdisabledchildrenandtoadviceandsupportformainstreamschoolsinthezone,oncepupilshavebeen

enrolled.

Post-compulsory educationOncecompulsory educationis completed,wheneverpossible theinclusive educationof students with specic support needs and/or personal disabilities should continueinmainstreameducationalsettings,promotingtheirparticipationingeneralcourses(higher-secondaryeducationandtrainingcourses)sothattheywillbe abletoleadanactivelifewiththehighestpossibledegreeofautonomyandequalityofopportunity.

Teindividualisedplansspeciedinthenewregulationsforhigher-secondaryeduca-

tionandtheexibilityofthenewstructureoftrainingcoursesarekeyfactorsforpro-gresstobemadeinthisdirection.

Furthermore, the Initial Professional Qualication Programmes (IPQPs) can helpyoung people with personal disabilities to start a personal and professional careeraccordingtotheirinterestsandabilities,andtheirlaunchintotheworldofwork.IPQPsthatareaddressedtodisabledstudentsmustincludemodulesonpersonalandsocialautonomyandassistanceinjobplacement.

Also,disabledyoungpeoplemustbeabletofollowadiversiedsyllabustoensuretheyhavetheessentialtrainingfortransitiontoadultlife.

Stepsmustbetakentomaketheireducationalcareersassimilaraspossibletothoseofotherstudentswhohavebeeneducatedtogetherwiththeminthecompulsorystagesofeducation,aswellasprocuringthecontinuityofinclusiveconditionsin thecentrewherepost-compulsorycoursesaregiven,withasucientlydiverseandappropriatelyadaptedrangeofcourses.

Inallcasesitisimportantthattheguidancegiventothesestudentstakesaglobalviewoftheirlifeproject.

5.4. Personal support resourcesDeningasanobjectivethatschoolscatertotheeducationalneedsofallpupilsmeansthatsomeofthewaysthingshavebeendoneuntilnowwillhavetobereassessed.Some-timesthismayalsomeantheprogressivemodicationoftheorganisationofspecic


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resourcesatpresentavailabletoschools,aswellastomovetowardsamoreprecisede-nitionofnewneeds.

In this regard, and asdescribed elsewhere in this Plan,the eectiveness ofpersonalsupportresourcesisgreatlyincreasedwhentheyformpartofapackageofsupportac-tions,suchasthosementionedaboveinconnectionwithmultileveleducation,coope-rativeworkbetweenpupilsordierentwaysofgroupingthem.

Tevariousprofessionals who make upwhat wecall personal support resources takeonavarietyoftasksandinsomecasesrequirespecictrainingandskills,buttheyhavein commontheultimategoalofreducingbarriersto learningandparticipation,andhencealsothesharedaimofenhancingtheecacyofteachingincontextswhichare as normal and participative as possible. Teir function makes sense when they

actinacoordinated,complementaryway.Tegrouptutor,thesupportteachingsta,supplementary activities, professional specialists, and teachers in the reception classallhavecertainaimsandaprogrammeincommonwithregardtoaparticularpupilorclassgroup.

Te specialised personal support resources that are available to a school includesupport teaching sta (special education teachers; therapeutic education teachers,educational psychologists atsecondarylevel,andreception class teachers andspeechandhearingteachersatbothlevels),auxiliary support sta(infanteducationspecia-lists,monitorstoassisttheautonomyofdisabledstudents,SEeducators,SEauxiliariesandsocialintegrationsta)andeducational services specialists, suchasspeechthe-

rapistsandphysiotherapists.Eachmemberofthepersonalsupportresourcesstamustcollaboratewiththeteachingstatoattendtothespecicneedsofthepupilsin eachschool,withregardtomobilityproblems,lackofautonomy,languageorcommunica-tiondiculties,relationalorbehaviouraldicultiesorseverelearningdiculties.Tissupportmustbecarriedoutwhereverpossibleandmustadapttothegoalsandtothetasksunderwayinthemainstreamclassroom.

Also,dependingonthepresenceinaschoolofstudentswithspecicmajorsupportneeds,itmayalsohaveaspecialeducationsupportunit(SESU)orsupportteachingsta for the grouping of deaf children. A SESU is a personal support resource that

complementsothersavailabletoaschoolandisfocusedparticularlytowardfacilita-ting participation and learning by students with a lack of autonomy deriving frommotordisability,severeintellectualdisabilitiesorseveredevelopmentalorbehaviouraldisordersinthemainstreamschoolenvironment.TecurrentspecialeducationunitsassignedtomainstreamschoolsaretobecomeSESUsintheseschools.

Inanyevent,allpupilsataschool,independentlyoftheirsupportneeds,mustformpartofanordinaryclassgroup,andthevariousresourcesmustbeorganisedtofacilitatetheirparticipationinordinaryactivitiesandtohelpandsupportstudentsfacedwithlearningdiculties,aboveallinnormalsettings.

Teheadteacherandseniorsta,theschoolsCADand,onthebasisoftheirproposals,thewholeoftheteachingsta,mustassumedierentlevelsofresponsibilityaccordingto current guidelines and rules, for the modicationsand support organised by theschooltomeetstudentseducationalneeds.


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Schoolsalsohaveavailabletothemtheadviceoftheeducationalservicesandofthespecialschoolsinthedistrict.

When using and organisingthe personal support resources that are available totheschool,accountmustalwaysbetakenofthecriteriadiscussedaboveoncooperativeworkbetweenthestudentsandotherformsofsupport,sothattheycomplementoneanother.

Furthermore,specialiststa(specialeducationteachers,therapeuticeducationteachers...)shouldprioritisetheirattentiontodisabledstudentsandsupportinterventionsinthemainstreamclassroom,inviewofhowveryeectivethispracticehasprovedtobeforthe students asa whole, and they should reserve their activities outside the generalclassroomforspecicactivitiesforwhichtheirpresenceisessential.

Tedangermustalwaysbeavoidedofallowingapersonalsupportresourcetobecomeabarriertoparticipation,asaresultofgeneratingexcessivedependenceonthepartof the student, or of nothaving suciently combined individualattention withthataddressedtothegroupasawhole.

5.5. Special schoolsTecurrentstateofoureducationsystem,asisthecasealsowiththoseofmostofourneighbours,obligesustoconsiderthespecialschoolsasanassetandaresourcethatneeds to be progressively transformed to adapt to the inclusive education approachwhichisproposedinthisPlan.

Variousdiscussionsofthistopic(APPS,2007;Carbonellet al.,2007;FontandGin,2007)havestressedtheimportanceofvaluingtheexpertise,thefundofknowledge,theprofessionalteamsandtheresourcesthespecialschoolshaveaccumulated,in or-dertoreinvesttheseassetsinthedevelopmentofinclusiveeducation.AsFarrellandAinscow(2002)haveobserved,thedirectionandfutureofthespecialschoolsisinti-matelyboundupwithmakingspecialeducationmoreinclusive.

InCatalonia,legislationasearlyasDecree299/1997providedforcooperationbetween

mainstreamschoolsandspecialschools,withregardbothtothemobilityofstaandtosharededucationorexchangeof experienceandeducationalresources.Beforeandaerthislegalprovision,ourcountryhasundertakenseveralpioneeringexperimentsthathelpconrmherethesuccessfulexperimentscarriedoutbyothercountriesinthisregard(Ainscow2001).Teseexperimentsallowustostatethatmakingspecialeduca-tionmoreinclusivemeansunderstandingitasapackageofspecialisedaid,resourcesandsupportattheserviceofstudentswithspecialneedsofeducationalsupport,prio-ritising intervention in mainstream school environments. Tus, the existing specialschoolsmustevolvetoenablethemtoperformadoublefunctionfocusedontheedu-cationalinclusionofallpupils:

Firstly,theeducationofpupilswithmajoreducationalsupportneeds.Inthiscase,educationalattentionmustprioritisethefunctionalityofwhatislearntandpromotetheautonomyandsocialhabitsthatfacilitatestudentsparticipationinthecommuni-tyandtheirsurroundings,insofaraspossibleinmainstreamschoolenvironments.


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Tis function impliesthat a special schoolshouldact asa facilitator for pupils pre-sence, participation, learning and success, particularly in the case of those studentswiththemostneedforspecialisedsupportinnormalenvironments.

Tepossibilitiesshouldalwaysbeconsideredofcombinedschoolattendanceandpar-ticipationinactivitiesinmainstreamschools,dependingonthestudentsspecicsi-tuation,aswellasofmaintainingcollaborativerelationswithcommunityservicesandinstitutionsinthezonetofacilitateeveryonesparticipationinthecommunity.

Secondly, they must become reerence centres and providers o services andsupport programmes or educational inclusion.

Tespecialisedknowledge,experienceandresourcesavailabletotheexistingspecial

schoolsontheteachingandlearningofstudentswiththegreatestneedofeducatio-nalsupport,meanstheycanbecomeimportantsupportresourcesforstudentinclu-sioninsituationsrangingfromwaysofapproachingsituationsofdicultyorconictfacedbythestudent,toreception,orientationandsupportforfamilies.

Atanyevent,asresearchandgoodpracticehasshown,inclusiveeducationnecessarilyinvolvescooperationbetweendierentprofessionals, throughwhichtutorsin mains-treamschoolsandspecialschoolteachingstaexchangetheirexperiences.

Tis creative and innovative collaboration shares the experience, educational tradi-tions and teaching techniques already found in mainstream schools and special

schoolsand,aboveandbeyondsimplyaddingthemtogether,generatesnewwaysofdoingthingsthataretheoutcomeofsharedthoughtandpractice.

Tespecial schools, whetherpublicorprivateschoolsreceivingsupportfrompublicfunds, actingincoordinationwitheducationalservices,mustbecomeoutreach specialschools forthemainstreamschoolsinthezone,inordertoprovidespecicresources,collaboratewiththeadaptationofmaterialsandthedevelopmentofinterventionstrate-giesforstudentseducationalinclusion.

Furthermore,thespecialschools, withtheauthorisationoftheDepartmentofEduca-tion and in coordination with the zonal and specic education services, may act as

providers of specic services and programmes to support educational inclusion, inmatterssuchasthefollowing:

Stimulationoflanguageandalternativecommunication. Multisensorial stimulation and mobility adaptations in the classroom environ-

ment. Emotionalbalanceandself-control. Functionalskills(mobility,eating,hygiene...). Orientation ofmethodological andorganisationalstrategies,adaptationofmate-

rialsandteachingresources. Specicsupportforstudentsinexceptionalsituations.

Contributionstoorinformationaboutspecicteachingmaterials. Supportforjobplacement.

oenhanceinclusivenessinagivenarea,projectsmayalsobeconsideredforunionsbetweenspecialschoolsandmainstreamschoolspromotedbytheschoolsthemselves.


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5.6. Education services and specifc supportprogrammes

Because of their role in encouraging good educational practice and in providingsupportforschoolstomeettheneedsofallpupils,particularlythosewithspecialedu-cationalneeds,theeducationserviceshaveaveryimportantparttoplayontheroadtowardsinclusiveeducation.

Inharmonywithearlieradviceonthecontributionofeducationservicestoprogresstowardinclusiveeducation(CSE,2008),weoutlinebelowanumberofeldstowhichtheycancontribute:

Advice to and collaboration with schools to progress toward the inclusivetreatment o all pupils throughparticipationwhennecessaryintheschoolsstructure

(courses, teaching teams, sta meetings, departments...), particularly in the CADs.Cooperationwiththeheadteacherandteachingstatomakespecicproposalsforimprovementsandcontributetoputtingthemintopractice.

Assessing, with the cooperation o the teaching sta, the needs and potential oSEN students, consideringhowtodealwiththebarrierstolearningandparticipationthe student faces in the environment. Collaboration in tracking their progress andlearningthroughouttheirtimeatschool.

Initiateandparticipateinproposals to update, review and improve the teaching

stas proessional practice,promotingandcoordinating, whennecessary,seminarsonmethodology,inordertohelpschoolsadvancetowardsinclusiveeducation.

Cooperatetobring together and share good practice on educational inclusion.Facilitatetheadoptionofmeasurestoimproveschools,asdecidedonaerconsidera-tionofgoodpracticeswithteachingsta.

Facilitate the inclusion o methodological and didactic proposals in trainingactivities thattakeplaceintheeducationalzone,whichtakeaccountofdiversityandpromoteinclusivenessintheclassroom.

Contributeto raising awareness o educational inclusion in the whole commu-nity,organising(orcooperatingwith)informativeeventsinthezone,andencouragingparticipationby,andtheactiveinvolvementof,disabledyoungpeopleandadultsorthoseatriskofsocialexclusion,inlocalsocialevents.

Oer advice, support and orientation to teaching sta toenhancelearningandparticipationbyallpupilsinthemainstreamenvironment.

Facilitate and participate in networking bylocalprofessionalsworkingindie-rentelds(education,health,socialservices,etc.)tomonitorandsupportstudentsandtheirfamilies.

Advise amilies onmattersarisingfromtheeducationoftheirchildrenandontheirparticipationinfamily,schoolandcommunitylife.


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Educationservicesmaybezonalorspecic:

Zonal education services (ZES) provide psychoeducational evaluationandtea-chingresourcessupportservicesforschoolsintheirzone.Teyincludethepsychoedu-cationalevaluationandorientationteam(PEO),theteachingresourcescentre(RC)andthelanguage,interculturalityandsocialcohesionteam(LISC).

Specifc education services (SES) areservicestosupportteachingactivityinschoolswiththeaimofadaptingeducationalactivityfordisabledstudentsorthosewithseveredevelopmentalorbehaviouraldisorders.

TeSESsperformaspecicevaluationoftheeducationalneedsofpupilsconnectedwith their speciality, provide specic support in the form of resources andteaching

materialsandcarryouteducationalsupportactionsforteachingsta,studentsandfa-milies.

Tespeciceducationservicesareasfollows:

ERCHI (educationalresourcescentreforhearingimpairment).Teseprovideser-vicestosupporttheeducationofstudentswithhearingimpairmentorcommunica-tionandlanguagedisorders.

SESMD (speciceducationservicesformotordisability).Teseprovideservicestosupporttheeducationofstudentswithmotordisability.

SEGDBD (speciceducationserviceforgeneraliseddevelopmentalandbehaviou-raldisorders).Providessupportfor studentswithgeneraliseddevelopmentalandbe-haviouraldisorders.

ERVI (educationalresourcecentreforvisual impairment).Providessupportser-vicesfortheeducationofstudentswithvisualimpairment.

Inaddition,theDepartmentofEducationwillcallonspecialschools,incoordinationwiththeeducationservices,tocarryoutspecifc support programmes fortheinclu-

siveeducationofdisabledstudentsinmainstreamschoolsinthezone,providingad-viceforteachingsta,supportinadaptingmaterialsand,whennecessary,directatten-tionforstudentswithspecialeducationalneedsderivingfromdisablement,generaliseddevelopmentaldisordersorseverebehaviouraldisorders.

5.7. NetworkingStudentsingeneral,andmostparticularlythosewhoaremorevulnerableforsocialreasons,becauseoftheirhealthorbecauseoftheirpersonaldisabilities,needagreateror lesser degree of intervention by professional sta working in the social, health,

employmentorleisurespheres.

Overcoming the barriers to learning and participation, the fundamental goal ofinclusiveeducation,oenrequirestheinterventionofprofessionalsinmorethanoneoftheseelds,aboveandbeyondthatofprofessionalsfromtheeducationalcommunity.


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Whensuch avarietyofaspectsare inplay, tosharegoalsandto moveforward inacoherentwayisasindispensableasitiscomplex.

Variousauthors(AbrilandUbieto,2008;Bassedas,2005;Huguet,2005)havediscussednetworkingandhaveoeredexperiencesandobservationsthathaveenabledasteptobetakenaboveandbeyondmerecoordinationbetweendierentprofessionals,inpur-suitofacomplementary,incrementalaction,thefruitofcollaboration.

Teirobservationsstressthattheviewofa singleprofessionalisnotenough,inmanycases,tohelpstudentsandtheirfamiliestoovercomethesebarrierstolearningandparticipation,inordertofollowthebestpossiblepathoflearninganddevelopment.Whenitcomestoidentifyingthedicultiesandstrongpointsofapersonandtheirenvironmentanddrawingupaplanforinterventionandmonitoring,itisfromcon-

versation amongst professionals that a shared view and a collaborative line of workcanemerge.

Networkingmeans,atleast,thattheprofessionalsinvolvedsharethisneedforcolla-borativeaction,andthattheydeneaminimalsharedplan,withacollectivecommit-menttomonitoringit.

Terstexpressionofnetworkingshouldbeincollaborativeactionbytheprofessionalstawhointerveneinschools(tutorialteachingsta,supportteachingsta,educatio-nalpsychologyconsultants,etc.)anditshouldextend,whennecessary,intothethreeelds mentioned earlier: health, social, leisure. Networkingbythevarious professio-nalstawillbeenhancedbytheeducationservices.

Inorderfornetworkingtobepossible,enoughtimeandsuitablestructuresmustbeavailable.OccasionssuchasmeetingsoftheCADortheSocialCommitteeareidealforthisimportantfunction,withthecooperationoftheeducationservices.Ideasonhowtocooperatewithotherservicesorhowtomeettheneedsofeachzoneandeachsitua-tionmayalsoarisefromsuchmeetings.

5.8. Involving the communityResearchintoinclusiveeducationhasmadeplainthevitalimportanceoftheroleofthecommunityforthesuccessofinclusion.

Firstofall,stresshasbeenlaidontheroleoftheschoolitselfasacommunitywhichismovinginacertaindirectiontofacilitateeducationforalltoagreaterorlesserdegree.Ithasalsobeenobservedthatthepupilsthemselvesaretherstresourceforinclusionwhentheschoolisorganisedtopromotecooperationbetweenpeersorwhenitpro-motesinitiativessuchasgroupworkinwhichstudentslearnfromoneanother.

Butthecommunitygoeswellbeyondtheschool.Familiesandsocialagentscanhave

averyimportantroletoplayinenhancingtheacademicsuccessofallstudents,parti-cularlywhenschoolsworkinharmonywiththerestof thecommunityandwhenthecooperationthatis requiredofparentshasa directbearingontheirchildrenseduca-tion.


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Tis broader concept of the learning community further strengthens the schoolspossibilities of inclusiveness and the success of all pupils. Community involvementinschools,whetherintheformofmixedcommitteesorvolunteerwork(byfamilies,other members of the community, higher-education students, teaching sta, etc.)enhances the schools harmonising role and signicantly improves learning, incor-poratingwaysofdoingthingssuchasinteractivegroupsandpromotingtheinclusionofallstudentsinthesameactivities.

Inparallelwiththis,stepsmustbetakentofurtherparticipationbystudentswithspe-cialeducationalneedsinactivitiesinthesurroundingcommunity,takingadvantageoftheavailableculturalandleisureresourceswhichmaycontributetodevelopingtheirpotential,improvingtheirqualityoflifeandmakingtheirpresenceingeneralactivi-tiessomethingnormal.

5.9. Interdepartmental coordinationIndividualswithdisabilitiesoenrequiresupportthatgoesbeyondtheschoolenvi-ronment, necessitating coordination between institutions to ensure the eectivenessofservicesandthatmajormeasuresarecomplementarytooneanother.

othisenditisessentialforthedepartmentsofEducation,HealthandSocialActionandCitizenshiptodrawupbetweenthemanintegratedplantoattendtotheneedsofindividualswithdisabilities.

CoordinationisalsoessentialbetweentheDepartmentof EducationandtheDepart-ment of Employment to advance towards the integrated planning of training pro-grammesforpeoplewithdisabilities,withdueregardfortheirprospectsforjobplace-ment.

Itisalsoimportanttocoordinatethecriteriaofthevariousprofessionalstawhoad-viseandguidefamiliestoensurecoherencethroughouttheprocess.

5.10. Students own views about their education

Progressingtowardinclusiveeducationalsomeanslisteningtothestudentsopinionsaboutschoolforall.Students,whethertheyhavedisabilitiesornot,shouldbeabletoexpresstheirviewsonthepositiveaspectsandthelimitationstheyperceive;onlythuscanwaystrulybefoundtoresolvethediculties.Stepsmustbetakentollthegapthathasbeenrevealedinthisregardbyresearchintotheopinionsofyoungpeoplewithpersonaldisabilitiesandtheirclassmatesaertheyhavecompletedschool(AndersonandClarke,citedbyMarchesi,2001b).

Accountmustbetakeninthisrespectofyoungpeoplesthoughtsabouttheneedtobeinformedaboutdierentaspectsoftheirpersonaldisabilitiesorspecicwaysofdea-lingwiththem.

Itisalsoimportanttopromotetheirsocializationandformationofrelationships,inor-dertoavoidthesenseofisolationtheymayfeel,particularlywhentheyreachadoles-cence.


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Appropriate steps must also be taken to prepare students for independence or theassumptionofresponsibilityforcommonplaceaspectsofdailylife.

Each persons disability situation is unique, and so the rigid application of generaleducationalcriteriamustbeavoided,lestitcausedissatisfactiononthepartofthosewhohavenothadtheopportunitytohavetheirvoiceheard.Wemustlistentotheviewsof students with disabilities, be sensitive to them and understand them, seeking tomaketheadjustmentsthatmaybeneededineachparticularsituation.

Furthermore,weshouldcontinuetodiversifythespecicwaysofprovidingeducationfor students with personal disabilities, making the general criteria discussed so farcompatiblewithother,morespecicones,inordertofacilitatetheprocessoflearningandsocialisation.

Adolescents andyoung people withdisabilities who attendthevarious schools havealsofromtimetotimeexpressedtheirdesiretomaketheirattendanceatmainstreamschoolswhichallowsthemtobewithandlearnwithdierentclassmatescompatiblewiththeopportunityofperiodicallymeetingotheradolescentsandyoungpeoplewhosharewiththemexpectationsforthefutureandinterestsrelatedtotheirpersonaldisa-personaldisa-bilities.

Tedevelopmentofinclusiveeducationmustalsobesensitivetothedesiresandaspi-rationsofadolescentsandyoungpeoplewithdisabilities,tryingoutavarietyofformsofsocialandcommunityparticipationtoenhancetheirqualityoflife.


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6.

Entering society and the workplace:the transition to adult lieAttheendoftheperiodofschoolattendance,transitiontoadultlifeforpeoplewithpersonaldisabilitiescallsforspecialattentionifthegoalsofparticipationandlearningforallthathavebeenpursuedthroughouttheirinclusiveeducationaretobeachieved.

Experience with students with major needs for educational support deriving fromdisabilitymakeitclearthatattentionmustbepaidtopreparationforaccesstoajobandthetransitiontoadultlife,beforetheirtimeatschoolisover.Hence,experienceandopportunitiesforworkandinthecommunityshouldbeprovidedforthembeforethey

leaveschool.Aplanfortransitiontoadultlife(FontandGin,2007)shouldhavetwogoals:

Forstudentstoidentifytheirabilitiesforlearninganddevelopmentbeforeleavingschoolsoastoimprovetheirautonomyandfunctionality.

o identifytheservicesandsupport needed tohelpthemobtaina properjob, asuitableplacetoliveandtheopportunitytocontinuedevelopingpersonalandsocialskills,aswellasgivingthemtheopportunitytoformrelationshipsandfriendships.

Withtheseaimsinview, personalised lie projects canbedrawnupasabackground

tothedevelopmentofskillsfortransitiontoadultlife,bearinginmindtheconditionsandpossibilitiesineachareaandtheneedsandpossibilitiesofeachindividual,inor-dertorearmpersonalautonomyandsocialskillsaswellaswork-relatedskills.

Hence,attheendoftheperiodofcompulsoryeducationitisindispensabletobeginguidingstudentsinthisregard,andtothisendpersonaliseditinerariesmustbedevisedthataresuitedtotheyoungpeoplesabilitiesandinterestsandtotheirpossibilitiesinsocietyandatwork.

Inthedevelopmentofpersonalisedlifeprojectsthefollowinghavean importantroletoplay:

the community work carried out in connection with inclusive education in thezone,aswellasthesolidityofthenetworkingthathastakenplaceonsocialandwork-relatedquestionsandtheprospectsforfuturejobplacementandparticipationwithinthecommunity;

participationbythefamiliesofyoungpeoplewithdisabilitiesandothersclosetothem.Collaborationbetweenthefamiliesandtheprofessionalstawhoadvisethem,andthesupporttheseareabletoprovide,areessentialthroughouttheprocess.

ofacilitatethisprocess,theDepartmentofEducation,in coordinationwiththe De-partmentofEmployment,will:

promotetheinvolvementandparticipationof companiesin theprocessesofn-dinginitialemploymentandthedevelopmentofavarietyofoptions,suchassheltered


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employment, work teams,supported employment, self-employment andother formsofworkactivity;

encouragecompaniesto oerwork experiencefor school-leaverswithdisabilitiesunderthesametermsastheothersandprocurethattheIPQPs(InitialProfessionalQualicationProgrammes)ineachzonearecoherentwiththeavailabilityofjobs;

plantheavailabilityofprofessionaltrainingtotakeaccountofthepossibilitiesofcompaniesintheareaaswellastheinterests,abilitiesandskillsofpeoplewithperso-naldisabilities.

Peoplewithpersonaldisabilitiesveryoenneedinstrumentstosupportthemiftheyare to enter the world of work with equal opportunities. Supported employment

isasystemthatprovidesapackageofaidsandmeasurestoaccompanypeoplewithdisabilities astheyseek work,start their job and hold itin anordinarycompany. Itsuitsall those individualswhoneedcontinualaccompanimentor supervisionastheybeginworksothattheycansuccessfullydoarealjobinthelongterm.Oneofthekeyguresinthisprocessisthejob placement ocer,whowilloerassistancetoworkerswithdisabilitiesandwhocoordinatesallrelatedissues.

Furthermore,theDepartmentofEducation,incoordinationwiththeDepartmentofSocialActionandCitizenship,willpromotethemeasuresneededtofacilitatetransi-tion toadult life for people with disabilities underthe best possibleconditions, andhencethetransitionfromattentionintheschoolenvironmenttoattentionona daily

basis(atpresentoccupationalcentresandspecialisedattentioncentres).


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7.

The collaboration o amiliesand proessionalsItisgenerallyagreedthatthefamilyenvironmenthasakeyroleforthedevelopmentandeducationoftheindividual,andthisisevenmoresointhecaseofstudentswithspecialeducationalneedsinviewofthegreaterdependencethatoenconditionstheirdevelopmentandtheiraccesstolearningandparticipation.

HereintheActionPlanLearningogethertoLiveogether, wewishtogiveapro-minentplacetothecooperationbetweenthefamilyandtheschoolandbetweenthefamilyandprofessionalstawhichissonecessaryinordertodealwithbarrierstolear-

ningandparticipation.

Formanyyears,thoseworkingintheeldsofhealthandeducationtendedtothinkoftheroleofthefamiliesofstudentswithspecialeducationalneedsmoreasaninstru-mentalonethanasacollaborativeone:theyoensoughtthecooperationofparentstotakepartinprogrammestostimulatetheirchildren,programmesdrawnupbyspecia-listsinvariousaspectsofeducationorbyenablers.Progressively,staintheCentresforChildrensDevelopmentandEarlyCare(CCDECs),schoolsandtheeducationser-

viceshaveevolvedtowardamoreglobal,interactiveapproach,inwhichthefamiliesbegintoplayamorerelevantandactiverole.

Asvariousstudiesandresearchhavestressed(Almirall,2007;Gin,2003;Leal,1999;Planas,2003;Paniagua,1999),tomoveforwardwithinclusiveeducationitisessential:

toimprovecommunicationbetweenprofessionalstaandfamilies, toimproveavenuesofparticipationbyparentsindecision-making, toputgreateremphasisontheworkofprofessionalstato inform,supportand

advisethefamiliesofSENstudents.

7.1. From the amily with problems to the amily with

needs and a part to playInrecentyearstheideathatfamilieswithachildwithdisabilitieshadtohaveproblemsordicultiesthatwerecharacteristicoftheirsituationhasgraduallybeenlebehindinfavourof aview inwhich theyareconsiderednormal families inexceptional cir-cumstances(SeligmanandDarling,2007).

Teabandonmentofthispathologisingapproachbecamepossiblewhenfamiliesbe-gantobe analysedintheirspecicenvironmentandaspeoplewithcertainresourcesavailable,whetherwithinthefamilyitselforintheirimmediatesetting.Tischangeofperspectivemeansthat families are no longer thought of in terms ofdefcits andproblems, butratherashaving needs andpossibilities, andalsoallowsthedierences

betweenthecharacteristicsofdierentfamiliestobeenvisionedandattentiontobepaidtohowtheirsituationevolves.


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7.2. Collaboration between amilies and proessionalsImprovingavenuesforparentsparticipationindecision-makingandintheprocessof

educatingtheirchildreninvolvesacommitmenttoprogresstowardamodelinwhichprofessional sta and families collaborate, and in which each party recognises theothersmutually-necessaryknowledgeandexpertise.

Tismodelisbasedonrecognitionbyprofessionalstaoftheknowledgetheparentshaveabouttheirchild.Parentsareseenasprotagonistsintheadaptiveprocessandintheresponsetotheirchildsneeds,andabalanceissoughtbetweenparticipationbyfamiliesandprofessionals.

Teprofessionalscancontributeinformation, oer options,openupalternativesandhelpinterpretinformation,situationsandreactions.

Tisapproachmeansthatprofessionals,aboveandbeyondtheirtechnicalexpertiseasteachersoradvisersinacertaineld,needtohavetheabilitytorelateandaparticular-lyempathicattitudetoenablethemtocontrolandleadthiscollaboration.

7.3. Inormation, support and advice or amiliesTegrowingpresenceofstudentswithdisabilitiesinmainstreamschools,asproposedbyeducationalinclusion,mustbeaccompaniedbytheimplementationoforganisatio-nalmeasuresandtrainingforthestathatwillenableadequatecommunicationwith

studentsfamilies.Furthermore,provisionmustbemadetoensuretheavailabilityofwhatever specic information, support and advice the families may need (Almirall,2007;Gin,2003;Paniagua,1999)onspecicaspectsrelatedtotheirparticularneeds.

Ingeneral terms, theschools andeducationservices should payspecial attention toaspectssuchasthefollowingwithregardtoinformationandadvice:

Provide information and clarication on aspects of students progress and onfunctionalaspectsconnectedwithdisability.

Cooperatewiththefamilyonstudentsschoolingandtheadoptionofmeasuresto

facilitatetheireducationalandsocialinclusion.

Provideinformation, and/orwaysofobtainingit,on technicalresourcesandso-cialassistance.

Adviseon strategiesandwaysof doingthingsthat facilitate thecontrolofbeha-viourandthesettingoflimitsfortheirchild.

Facilitatecontactwithassociationsof familiesor otherorganisationsthat maybeasourceofmutualassistance.

Asforfamiliesemotionalsupportneeds,schoolsandeducationservicesmustprioritise:

Appropriatetreatmentwhendisabilityisdiagnosedandassistancetofaceuptothefeelingsthismayarousewithinthefamily.


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Helpfor familiesin comprehendingthe disability, providing anaccurate viewofthedicultiesfacedbyapersonwithdisabilitiesaswellastheirpotential.

Helpforfamiliestondtheirownresourcestocope.

Support and advice in the situations of particular diculty that occur in thecourseoflifeandschool(startingschool,changeinstageofeducationortheschoolattended,changesinastudentscapacityforautonomy,pubertyandtheonsetofado-lescence,etc.).

Support in the event of a communication block between the parents and theirchildwithdisability.


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8.

Training or inclusive educationoputthisActionPlanLearningogethertoLiveogetherintoeectaspecictrai-ningprogrammeisnecessaryforallteachingsta,headteachers,professionalstaintheeducationservicesandsupportpersonnel(educatorsandmonitors).EventhoughtheFrameworkPlanforContinuingraining2005-2010alreadyprovidesforeduca-tionalinclusionasaprioritytopicfortraining,onthebasisofthisActionPlanase-riesofspecicmeasureswillbetakenthatwilltakeaccountofinclusioninclassroomsandschools,atthesametimesettingitinabroadersocialandcommunitycontext.

omovermlytowardeducationalinclusionitisnecessary,attheoutset,toprovideclassteachers,otherspecialists inschools,professionalstaintheeducationservices

and head teachers and senior teaching sta with an orientation and with strategiesthatsmooththeirtaskinanormalclassroomorschoolsetting.

According to the Framework Plan for Continuing raining 2005-2010, the trainingplanforinclusiveeducationwillcombinetrainingintheschoolandinthelocaleduca-tionalzone(soastofacilitatetheexchangeofexperiencesandtheoptimisationofre-sources)withother,moregeneral,measuresaddressedtoallprofessionalsta.

8.1. The objectives o training

TeobjectivesoftrainingforinclusiveeducationareevidentfromtheveryconceptandoughttoimpregnateallinformativeandtrainingactionsthatderivefromtheActionPlan.

osharetheideathatunderlieseducationalinclusion:therecognitionthatallstu-dentscanlearnandthattheyshoulddosoinanordinarysocialandeducationalcon-text,inequalityofrightsanddutiesandwithoutbarriers.

o moveforward with the practice of inclusion asa set ofactions in the class-room,theschoolandthesurroundingarea,aimedatcombatinginequalityandpro-motingtheeducationalsuccessofallpupils,placingspecialemphasisonthegroups

whicharetraditionallymostvulnerable,amongstwhomarestudentswithdisabilities.

ocontributetoperceivingtheprocesstowardsinclusiveeducationasoneoftrans-formation that requires commitment and which will bring with it improvement foreveryone,emphasisingthefactthatequalityandqualityofeducationarenotonlynotcontradictory,butreinforceoneanother.

osensitisethe educationalcommunityabout inclusion,so thatit isperceivedassomethingpositivethatbenetseveryoneandcontributestocreatingmorejust,morecohesivecommunities.

oshareinclusivepracticesasameanstoachievebothbasictransverseskillsandthosespecictoeacharea.

opoolanddisseminatethestrategiesandresourcesneededbyall thoseinvolved,


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sothattheycanoerallpupilstheopportunitytolearnandparticipateinthecontextoftheclassroom,theschoolandtheordinaryenvironment.

o give teaching sta the tools and strategies they need to enter into inclusivepracticeswithenoughcondenceforpositive,collaborativedynamicstobegeneratedintheclassroomandintheschool.

8.2. The initial training o teaching staInitial teacher training at university must include the theoretical underpinnings ofeducationalinclusionasanoptionthatpromoteslearningandtheoveralldevelopmentofthestudent.

Furthermore,thistrainingmuststressthecontentonstrategiesandwaysofprogram-mingactivitiesthatfacilitateinclusiveeducationinschoolsandinclassrooms.

In specialised training, carried out at postgraduate and masters level, priority mustbegiventoenablinggraduatestoprovidesupportandassessmentonmethodsandre-sourcesthatenhanceeducationalattentiontoallstudentsinmainstreamenvironments.

8.3. Continuing training o teaching staTebackboneofthistrainingisthatgivenin-schoolorinthelocaleducationalzone.

In-school trainingisjustiedbytheimportanceofthejointworkoftheprofessio-nalstawhoworktheretofacilitateprocessesofinclusion.Tistrainingnecessarilyinvolvesadiscussioncentredontheschoolsbeliefs,policiesandeducationalpractice.It must cover the organisational and structural measures that must be taken in theschoolto facilitateinclusion;ananalysisandarecognitionof themostsuitableclass-roommethodology;adiscussionofthestrategiesforcollaborationbetweenthetea-chingstainvolvedinteachingthesamegroup(tutorialteachers,specialistteachersandsupportteachers)topromoteaninclusivedynamic,andoftheconsequentdecisionsonthe role of specialists in schools (special education teachers, speech and hearingteachers,therapeuticeducationteachers,educators,educationalpsychologists,etc.).

Teleadership ofthe head teacherand the senior sta and the presence ofexternaladvisors are essential for the optimum development of training in the school. Tisproposal,furthermore,iscoherentwiththenewCatalanEducationLaw,whichpro-posesagreaterdegreeofautonomyforschools.

Asfortraining in the local area (educationalzoneortrainingplanzone),trainingmustensurethatinclusivegoodpracticeisknownandshared,itmustpromotecoope-rativenetworkingbetweentheschools,includingthespecialschools,andprovidespe-cictrainingforcertainspecialists.Initially,trainingactionswillbeorganiseddirectedatallthedierentstainvolvedin ordertoraisetheirawarenessandencouragewor-

kingtogether,andsubsequentlytherewillbemorefocusedtrainingforspecicgroupsofsta,accordingtotheirneeds.Inparallelwiththisandasageneralrule,discussionwillbestimulatedontheteachingandlearningmethodologiesthataremostpropitiousforinclusionwithrespecttoalltypesofdidacticactivity.


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TisproposalisalsofullycoherentwiththedesireoftheDepartmentofEducation,manifestedintheEducationLaw,tomanageeducationonalocalbasis,asisthecaseoftheeducationalzones.

Itisthereforeincumbentonthezonedirector,inconjunctionwiththeeducationser-vicesandtheschoolsinspectorate,totakechargeofthiszonaltraining.

Te centralised training providedbytheDepartmentofEducation,directedatheadteachers,seniorteachersandthe teachersofparticularsegmentsofthecurricu-lum,willincludetransversalguidelinesandmethodologiestofacilitatetheimplemen-tationofinclusiveeducation.

Specifc trainingwillfocusonmoredetailedaspectsoftheeducationalneedsand

potentialofthosewithdierentdisabilities.Tistrainingwillbedirectedprimarilyatspecialised teaching sta and the teaching sta at schools which havestudents withdisabilities.

8.4. The basic content o trainingTecontentoftrainingwillbeadaptedtothevarioustypesofschool,thelocalzoneconcernedandthestaandtheirrequirements,butwill basicallycoverthefollowingtopics:

Generalaspects:

Teunderpinningsofinclusiveeducation.Conceptandmodelsofinclusion. Knowledgeanduseofthematerial:ndex per a la inclusi: guia per a lavaluaci

i la millora de linclusive education (IC-UB 2005), to draw up and implement animprovementplanfortheschool.

Collaborativeworkwithsupportteachingstaandotherspecialists. Waysoforganisingsupportforandattentiontodiversityintheschool. Universaldesignoflearning. Teevaluationof inclusivecontexts:identifyingthe barrierstolearning,partici-

pationandsuccessforallpupils.

Involvingfamiliesandthesurroundingareatopromoteinclusivepractices. Optimisingresources.

Methodologyandeducationalattention:

Waysoforganisingtheschoolandtheclassroomthatarefavourabletoeducatio-nalinclusion.

Classroom management strategiesto optimise learning and participation for allpupils: strategies for the self-regulation of learning, cooperative work, multilevelteaching,etc.

Adaptationoftextbooksandteachingmaterial.

Formsandstrategiesofadaptationfordierentsubjectareas. Useoftechnologicalresources. Workingwithmethodologiesbasedonreectivepractice.


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8.5. Specifc actionsrainingforinclusiveeducationis directedatall professionalstainschoolsandthe

educationservices;itwilltakeplaceindierentsettings:centralised,byregion,bylocaleducationalzone,inschoolsoronanindividualbasison-line.

eachingstathushaveaccesstogeneralisedtrainingtosupporttheprocessoftrans-formationintheschoolandtheclassroom,withtheaimofachievingtheparticipationofallpupilsinmainstreamenvironments,buttheywillalsohaveattheirdisposalspe-cictrainingondierenttypesofdisabilityandspecicstrategiesandresourcestode-ploy.

Attheregionallevel,coordinationseminarswillbeorganisedtocovercooperationbe-tweenthestain specialschools,thoseinmainstreamschoolswithspecialeducation

supportunits,andtheeducationservices.


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9.

Administration o the PlanManyexpertsandprofessionalshaveparticipatedinthedraingoftheDepartmentofEducationsActionPlan, andtogether withthem,priorities have beenestablished,togetherwithcriteriaandproposalsforbringingitsmeasuresandaimsintolinewithrealeducationalneeds.TePlantakesaccountoftheirsuggestionsandcontributions.

Variouscommitteeshavebeenestablishedtoimplementtheprocess:

Technical committeesAtechnicalcommitteewasestablishedin2007.Representativesofthevariousdirecto-

ratesgeneraloftheDepartmentofEducationsitonthiscommittee.

Tetechnicalcommitteesitsfortnightlytoanalyseproposalsandactionsandtoiden-tifythewaysforward.

Territorial committeesWithin each of the territorial services a specic committee has been established topromotethePlanandtodeterminethemapofresourcesandservicesinanongoingmanner. Toseresponsible forthe planning units, school inspectionandtheeduca-tionservicessitonthesecommitteestoanalysetheprojectionsandexistingresources

and,onthebasisofstatisticaldataregardingthepopulationofeachzone,theyproposehowresourcesandservicesbedistributed,andprogrammesimplemented,withsightsseton2015.

Teterritorialcommitteesmeetregularly,atleastonceeverythreemonths,topushfor-wardtheplanningforresourcesand tocoordinateactionsassociatedwiththe imple-mentationofthePlan.

Inordertocoordinatetheactionsofthevariousterritorialareas,themeetingsoftheterritorialcommitteesareattendedbymembersofstafromtheDirectorateGeneralforAttentiontotheEducationalCommunity.

Group o expertsTeDepartmentofEducationisassistedthroughthecollaborationofagroupofex-pertsconsisting of university teachingsta, membersof school managementteams,theeducation services sta, school inspectors,representatives of theDepartmentsofHealth, Employment, Social Action andCitizenship, representatives of organisationsconcernedwithpeoplewithdisabilitiesandmembersoftheDirectorateGeneralforInnovationandtheDirectorateGeneralforAttentiontotheEducationalCommunity.Tegroupofexpertsconsidersproposalsandcriteria,tracksthePlansimplementationanddecidesonindicatorstoevaluatethatimplementation.

Teacher-training experts committeeAspeciccommitteewasestablishedto design aneducationalinclusionteacher-trai-ningprogramme.Sittingonthiscommitteewereuniversityteachingsta,expertson


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inclusiveeducation;membersoftheDirectorateGeneralforInnovationandmembersoftheDirectorateGeneralforAttentiontotheEducationalCommunity.

Tecommitteedealtwithdeeperissuesregardingtheaims,contentandformoftrai-ningtoenableteachingstawithresourcesandstrategiesregardingall pupilsschoolworkwithintheordinaryclassroomandschoolsetting.

Interdepartmental coordinationTeDepartmentofEducationhasbeguntoholdcoordinationsessionswiththeDe-partmentsofHealth,Employment,SocialActionandCitizenshipthebettertocoordi-nateactionsinwhichthevariousdepartmentsinterveneandto makeprogressin thedesignofaplanforintegratedattentionforpupilswithdisabilities.

Astudyhasbeensetup,inthisregard,aboutschoolpupilshealthneeds,andintotheincorporationofstafromtheDepartmentofEducationduringthemonthswhenjobplacementisbeingsoughtforpeoplewithdisabilities.

Furthermore,duringthe2007-2008academicyear,presentationsessionsbytheschoolsinspectorateandtheeducationservicesaboutthefundamentalsofthePlanwereheldateachoftheterritorialservicesinordertobetterpromoteitsimplementation.

TefundamentalsofthePlanwerealsopresentedtoheadteachersatpublicly-fundedspecialeducationschoolsandtothecentraleducationdirectorsboardsforinfant,pri-

maryandsecondaryeducation.

Duringthe2008-2009academicyear,variousworkingsessionswereheldwiththeFe-deraciCatalanaProPersonesambDiscapacitatIntellectual-APPS(CatalanFedera-tiononbehalfofPeoplewithIntellectualDisabilities),withtheunionrepresentativesofprivateschoolsreceivingsupportfrompublicfunds,andwiththerepresentativesoflocalauthoritiesthathavemunicipalspecialschools.

InSeptember2008anagreementwassignedwiththeemployersassociationforpri-vate,specialeducationschoolsreceivingsupportfrompublicfundsaboutthemodi-

cationofaccordsconcerningspecialschoolsderivingfromtheimplementationofthePlan.


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10.

Resources and services map

10.1. Drating processAlltheagentsinvolvedparticipatedinthedraingof theresourcesandservicesmapforsupportforpupilswithdisabilities,namely:theterritorialservices,schoolinspec-tors,schoolheadteachersandproprietors,thestaoftheeducationservices,associa-tions of those aected, municipal representatives, representatives of the employersassociationforprivate,specialeducationschoolsreceivingsupportfrompublicfunds,andtheunionsintheprivatespecialeducationsector.

obeginwith,the DirectorateGeneralforAttentionto theEducationalCommunity,togetherwiththeSchoolsInspectorateandtheterritorialservices,madearstesti-mateoftheneedsofpupilswithdisabilitiesbyterritorialareaandonthebasisofge-neraldataaboutthedistributionofpeoplewithdisabilitiesthroughoutCataloniaandtheresourcesrequiredtoattendtothoseneeds.

Tisestimatewasassessedwiththeplanningunitsandtheterritorialservicesschoolsinspectorateinordertoputthisinformationinthecontextoftherealsituationineachterritoryand todetermine the schoolingneeds ofpupils with disabilities, the needsforspecicresourcesandtheredistributionofresources.

TevariousproposalswereanalysedwiththeechnicalCommitteetoevaluateviabi-lity.

Te territorial committees analysed the Plans predictions and the existing servicesandresourcesand,onthebasisofthestatisticaldataonpopulationforeachzone,de-terminedtheproposeddistributionofservicesandresourceswithaviewtowardstheyear2015.

Furthermore, theterritorialcommitteesheld talkswith thedirectorsandproprietorsofspecialschoolsintheirterritorialareatodeterminethecurrentsituationandthe

predictionsforthefutureconcerninginclusiveeducation,bothwithregardtoschoo-lingforpupilsandtheprovisionofprogrammesandsupportservicesformainstreamschools.

Teinformationobtainedhasmadeitpossibletodrawupamapofresourcesandser-vicesforeachoftheterritorialservices,inlinewiththevariousterritoriesneeds.

Troughoutthewholeprocess,theDirectorateGeneralforAttentiontotheEducationalCommunityhasconsultedwiththeheadsandteachingstaatspecialschoolstooerguidanceinadaptingtothenewframework.

10.2. Presentation o dataTeservicesandresourcesmap,includedasanappendixtothisPlan,isorganisedbyterritorialservice.


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oshowtheimpactoftheActionPlanforeachterritorialservice(S)therearetwotables,therstwithdataatthestartoftheActionPlan(2008)andthesecondwiththedataregardingtheplansfor2015.

Tevarioustablecolumnscontainspecicmapdata,organisedinvarioussections:

Territorial zones (1stand2ndcolumns)Eachterritorialservicehasbeenorganisedintodierentzones,bearinginmindthegeographical distribution andcurrent organisationof the education services, andoftheSchoolsInspectorate.Tezonescorrespondingtoeachterritorialserviceareenu-meratedintherstcolumnofeachtable.Tesecondcolumnliststhemunicipaldis-trictsorcountiesincludedineachofthezones.

Units in special schools (3rdcolumn)Ineachofthetwotablesforeveryterritorialservicearelistedtheexistingunits(2008)and those planned (2015) for schooling in special schools, both for basic education(infant,primaryandcompulsorysecondaryeducation)andforpost-compulsoryedu-cation (Initial Professional Qualication Programmes-IPQPs, and curriculum diver-sicationprogrammesfortransitiontoadultlife)foreachofthezones.

Support units (SESUs and deaf pupils groupings) in mainstream schools (4th co-lumn)Both theSESUs andthedeafpupils groupings supportresources are specic provi-sionsofresources,addedtothosealreadyexistinginschools,soastocontributeto-

wardstheparticipationandlearningof pupilsthatrequiremoreeducational supporttoaccessknowledgeandparticipateinthecurriculum.TefourthcolumninthetablesforeachterritorialserviceliststhedataaboutresourcesexistingatthestartofthePlan(2008),andthoseplannedfortheendofthePlan(2015).

School support sta(5thcolumn)Tehcolumnliststhestaatmainstreamschoolswhocollaborateintheeducationalattentiongiven topupilswithdisabilities:specialeducationteachers(SEs)in infantandprimaryschools,therapeuticeducationteachers(Es),andpsychologistsandedu-cationalistsworkinginsecondaryeducation,speechandhearingteachers(SHs)andsupportmonitorsforstudentautonomy.

Outreach special schools (6thcolumn)Tese are special schools that, in collaboration with the education services,providesupportformainstreamschoolsinthezonewithregardtostrategies,andtheadapta-tionofteachingmaterialsandeducationalresourcesfortheinclusiveeducationofstu-dentswithdisabilities.Tesixthcolumnofthetablecontainsthedataforeachzone.

External services and programmes (7thcolumn)Te seventh column contains information about thezones educational services andspecicservicesandprogrammes.Teservicesandprogrammesareasfollows:

Zonal education services

ZES (zonaleducationservices).Includesthepsychoeducationalevaluationandorien-


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tationteam(PEO),theteachingresourcescentre(RC)andthelanguage,intercultu-ralityandsocialcohesionteam(LISC).

Specifc education services

ERCHI (educationalresourcescentreforstudentswithhearingimpairment)

SESMD (speciceducationservicesforstudentswithmotordisability)

SEGDBD (specic education services for generalised developmental and behaviourdisorders)

ERVI (educationalresourcecentreforvisualimpairment)

Specifc support programmes

SSP (specicsupportprogrammes)


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11.

Calendar11.1. Promoting the PlanDuringthe period 2008-2015 the Department of Education will continue tobenetfromthecollaborationofexpertsandprofessionalsinitsdrivetodene,promoteandtracktheactionsundertakenasthePlanisprogressivelyimplemented.

Tetechnicalcommittee,theterritorialcommittees,thegroupofexperts,andcoordi-nationwiththeDepartmentsofHealth,Employment,SocialActionandCitizenshipwillallbemaintained.

ogetherwiththeSchoolsInspectorate,educationalservicesandschools,stilldeeperconsiderationwillbegiventotheanalysisanddenitionofactionsthatcontributeto-wardsprogressineducationalinclusion.

Work will also continue with the Federaci Catalana Pro Persones amb Discapaci-tat - APPS(CatalanFederationonbehalfofPeoplewithDisabilities),theproprietorsandunionsofprivateschoolsreceivingsupportfrompublicfunds,andwithmunicipalauthorities,inordertoprogressivelyadaptthespecialschoolstothenewframework.

11.2. Teacher trainingDuringtherstandsecondquarterofeachacademicyearspecictrainingwillbepro-

videdforteachingstawhoseschoolshavesupportunitsforspecialeducation.

Duringthe2009-2010academicyearateacher-trainingpilotschemefortheeducationalinclusionprogrammewascarriedoutand,duringthe2010-2011academicyear,thiswillbeappliedbroadlythroughouttheterritoryandaddressedtotheteachingstainaschoolorwithinaneducationalzone.

Aspartoftheannualprovisionofteacher-trainingschemesforeducationalzonesitisplannedtoholdcoordinationseminarsforspecialeducationteachersandeducatio-nalpsychologistsinsecondaryeducation,therapeuticeducationteachingsta,specialschoolteachersandSESUteachersandsta.

Additionally,on-linecourseswillbeprovidedannuallyonmattersconcerningeduca-tionalinclusion.

11.3. Services and resourcesInplanningtheservicesandresourcesmapfortheinclusiveeducationofpeoplewithdisabilities,considerationwasgiventoprogressivelyoptimisingthecurrentresources

ofspecialschoolssoas tofurthertheinclusiveeducationo

educacio inclusiva 2 angles

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