inclusive education is a multi-faceted concept where on earth is

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Inclusive education is

a multi-faceted concept .

David Mitchell

University of Canterbury

Christchurch

NEW ZEALAND

[email protected]

2015

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Where on Earth is New Zealand?

*

mailto:[email protected]

mailto:[email protected]

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*

Mt Ngaruhoe

Castle Hill

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Castle Hill

Hokitika Gorge

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Punakaiki

Mt Cook/Aorangi

Southern Alps

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North Otago

Fiordland

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Marlborough wine-growing area

Christchurch Earthquake

22 February 2011

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Population: 4.5 million 5.5 million

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0-14 years 20% 17%

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0-14 years 20% 17%

Fertility rate: 2.05 1.73

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0-14 years 20% 17%


Education expend: 7.4% GDP 8.7% GDP

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0-14 years 20% 17%



PISA 2012 Reading 13th Science 18th Maths 22nd= Reading 25th Science

27h Maths 22nd=

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0-14 years 20% 17%



PISA 2012 Reading 13th Science 18th Maths 22nd= Reading 25th Science

27h Maths 22nd=

Unemployment (15-24): 17.7% 14.2%

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0-14 years 20% 17%



PISA 2012 Reading 13th Science 18th Maths 22nd= Reading 25th Science 27th

Maths 22nd=

Unemployment (15-24): 17.7% 14.2%

Net migration rate: 2.23/1000 2.25/1000

Ethnicity: European 71.2%, Maori 14.1%, Asian 11.3%, 90.5% Danes

Pacific peoples 7.6%,

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Why inclusive education?

Segregation of students with special needs is a violation of

their human rights



their human rights

Inclusive education contributes to a democratic society

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their human rights


No clear demarcation between students with and without

disabilities



their human rights


No clear demarcation between students with and without

disabilities

Intergroup Contact Theory (Gordon Allport): contact

between members of different groups can work to reduce

prejudice and intergroup conflict

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Why inclusive education? Segregation of students with special needs is a violation of their human rights


No clear demarcation between students with and without disabilities

Intergroup Contact Theory (Gordon Allport): contact between members of different groups can work to reduce prejudice and intergroup conflict.

Oxytocin?

Teachers adapting the curriculum benefits all students

Other students develop leadership and better understanding of diversity

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Inclusive Education in New Zealand

Location of ORRS-funded Students

(1% with high & very high needs)

Special school

Special class

Regular class

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Inclusive Education in New Zealand

BUT

In 2010, the Education Review Office found:

50% of schools had mostly inclusive practices

30% had some inclusive practices

20% had few inclusive practices

1.ethical standards and leadership that build the culture of an

inclusive school,

2. well-organised systems, effective teamwork and constructive

relationships that support the inclusion of students with high

needs,

3. innovative and flexible practices to manage the complex

challenges of including students with high needs.

Inclusive Education

Exclusion

- kept out

Exclusion

- pushed out

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Inclusive Education

Segregation

.

..

Inclusive Education

Integration

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.

Inclusive Education

.

Inclusion



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The Magic Formula

IE = P+V+5As+S+R+L

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. Inclusive education

Vision

Placement

Adapted curriculum

Adapted assessment

Adapted teaching

Acceptance

Access

Support

Resources

Leadership


a multi-faceted concept

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Placement

Criterion

All learners with special education needs are educated in age-appropriate classes in their neighbourhood schools, regardless of their ability.

Indicators

All learners with special educational needs attend their neighbourhood school.

They are placed in age-appropriate classes.

They are withdrawn for additional assistance no more frequently than other learners in the class.

NZ

Social promotion

Illegal to discriminate



Vision

Criterion

Educators at all levels of the system are committed to the underlying philosophy of inclusive education and express a vision for inclusive education in legislation, regulations and policy documents.

Indicators

The principal/head teacher of the school consistently expresses a commitment to inclusive education.

Other senior members of the school leadership are committed to inclusive education.

The school’s board/governing body is committed to inclusive education.

The national/ regional/ local bodies responsible for education are committed to inclusive education.

NZ

• Education Act 1989

• National curriculum

• Ministry of Education: all schools to be fully inclusive by 2015

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Adapted curriculum

Criterion

The standard curriculum is adapted or modified so that it suits the abilities and interests of all learners. In the case of learners with special educational needs, this means the curriculum content is differentiated so as to be age-appropriate, but pitched at a developmentally appropriate level.

Indicators

The curriculum is broadly similar for all learners (i.e., there is not a separate curriculum for learners with special needs).

The curriculum is adapted to take account of the abilities and interests of different groups of learners.

The principles of Universal Design are employed in the development of curricula.

NZ

National Curriculum is inclusive and follows principles of Universal Design.

Teachers expected to teach different levels of the curriculum in the same classroom.



Adapted assessment

Criterion

The content of assessment reflects any adaptations to the curriculum. As well, the means of assessment is adapted to take account of the abilities of all learners. Assessment of learners with special educational needs results in individual educational plans.

Indicators

The content of assessment tasks reflects any adaptations made to the curriculum.

Assessment tasks take account of the abilities of all learners. For example, a blind learner is assessed via Braille or orally, a deaf learner via sign language, etc..

Learners with special educational needs have individual educational plans, which form the basis of their assessment.

NZ

• Most learners with special education needs will be able to progress and achieve in relation to National Standards

• Some may be working at Level One of The New Zealand Curriculum

• Mostly a non-categorical approach, with identification of learners with high and very high needs

• No IQ testing

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Adapted teaching

Criterion

As appropriate to the composition of classes and the needs of individual learners, the

teaching strategies described by Mitchell (2014) or in comparable texts are adopted.

Indicators

A substantial number of the classroom focused teaching strategies outlined by

Mitchell (2014) or in comparable texts are utilized, where appropriate.

Teachers utilize data on learner outcomes to design and evaluate their teaching

strategies.

NZ

ITE and resource teacher education programmes in some universities use Mitchell’s

book

40

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Acceptance

Criterion

The education system and the school recognize the right of learners with special educational needs to be educated in general education classrooms, to receive equitable resourcing and to be accepted socially and emotionally.

Indicators

The school board/governing body recognize the rights of learners with special educational needs to inclusive education.

The national/ regional/ local bodies responsible for education recognize the rights of learners with special educational needs to inclusive education.

The principal/head teacher and other staff members recognize the rights of learners with special educational needs to inclusive education.

The school accepts individual learners with special educational needs socially and emotionally.

NZ

Ratified the UN Convention on the Rights of Persons with Disabilities

Resources follow the child, irrespective of placement



Access Criterion

Adequate physical access to and within classrooms is provided, with such features as ramps and lifts, adapted toilets, doorways that are sufficiently wide to take wheelchairs, and adequate space for wheelchairs to be manoeuvred in classrooms. As well, the design and arrangement of furniture, acoustics, lighting, temperature, and ventilation take account of individual learners’ needs.

Indicators

The school has adequate physical access features to accommodate people with physical disabilities and visual impairments (e.g., ramps, adapted toilets, adapted playground equipment, and accessible footpaths/sidewalks).

Interior design includes doorways sufficiently wide to accommodate wheelchairs and desks/tables that can be adjusted to suit the needs of learners with physical disabilities

Classrooms have appropriate lighting, acoustics, temperature and air quality.

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Support

Criterion

A team of professionals provides adequate and appropriate support for teachers. Ideally, this team consists of (a) a general educator, receiving advice and guidance from (b) a specialist adviser, access to (c) appropriate therapists and other professionals (e.g., psychologists, hearing advisers, social workers, physiotherapists, speech and language therapists, and occupational therapists), and (d) assistant teachers/ paraprofessionals, learning support assistants, or teacher aides. The composition of such teams varies according to the needs of the particular learners. Teams should receive appropriate training to carry out their responsibilities. The school should adopt a response to intervention model.

Indicators

Teachers have access to specialist adviser(s), appropriate therapists and other professionals (e.g., psychologists, hearing advisers, social workers, physiotherapists, speech and language therapists, and occupational therapists), and assistant teachers/ paraprofessionals/ teacher aides.

Team members receive training to engage in collaborative arrangements.

The school implements a response to intervention model.

NZ

Access to full range of specialists and teacher aides

Beginning to adopt RTI model



Resources

Criterion

Adequate and appropriate equipment and appropriate levels of staffing are provided.

Indicators

The national/regional/local education system makes available to the school

sufficient resources for it to meet its inclusive education obligations.

The school board/governors ensures that resources are delivered to the school and

are utilised for the purposes for which they are intended.

The school managers ensure that sufficient resources (material and personnel) are

available at the classroom level.

NZ

Good level of access to material and personnel resources – with caveats!

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Leadership Criterion

Those who are in leadership positions show a strong commitment to accepting and celebrating diversity, a sensitivity to cultural issues, and set high, but realistic, standards.

Indicators

The school leadership consistently articulate the philosophy and goals of inclusion

The school leadership provides encouragement and recognition to staff members who promote inclusion.

The school leadership seeks adequate resources to further inclusion and ensures they are fairly distributed

The school leadership identifies barriers to inclusion and actively seeks to overcome them.

The school leadership regularly monitors the processes and outcomes of inclusion.

NZ High levels of leadership at national and regional levels

Principals and school leaders vary in commitment

University personnel committed to inclusive education



Vision Yes Yes Yes Yes Yes Yes

Placement No Yes Yes Yes Yes Yes

Support No No Yes Yes Yes Yes

Resources No No No Yes Yes Yes

Leadership No No No No Yes Yes

5As No No No No No Yes

Good

intentions

No action

Irresponsible

inclusion

Limited

commitment

Rudderless

inclusion

Blocked at

the

classroom

Responsible

inclusion

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References



References

Mitchell, D. (2010). Education that fits: Review of international trends in the education

of students with special educational needs, Wellington, New Zealand: Ministry of Education

(pp. 223). Available on NZ Ministry of Education website:

http://www.educationcounts.govt.nz/publications/special_education

Mitchell, D. (2014). What really works in special and inclusive education: Using evidence-based

teaching strategies. Second edition. Abingdon, Oxfordshire: Routledge.

Mitchell, D.R. (ed.). (2005). Contextualizing inclusive education: Evaluating old and new

international perspectives. Abingdon, Oxfordshire: Routledge. (Paperback version published in 2008).



References

:

Come to the edge, he said.

We are afraid, they said. Come to the edge, he said.

They came to the edge.

He pushed them.

And they flew.

Guillaume Apollinaire

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What symbol suits inclusive education?

inclusive education is a multi-faceted concept where on earth is

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