overview on inclusion v5

8/8/2019 Overview on Inclusion v5

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Beijing QiruiRehabilitation Centre

Building InclusionExploring some key questions and

concepts.

Facilitated by : Mike Blamires:Beijing, November 2010

[email protected]


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1) Factors contributing to inclusiveeducation

Will depend on themeaning of the term

Different modelsrepresent differentvalues and agendas


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The complexity of educational InclusionThe term is open to confusion i.e.

1. It is about learning in the same place on the same curriculum as others (Bailey,1998)

2. Tomlinsons(1997) view that it is not necessarily about being in the same place andcurriculum

3. Booth & Ainscows view that it is not a state at all but an unending process ofincreasing participation

4. Thomass view that it about accepting all children

5. Sebba & Sachdevs view that it about schools responding and restructuring theirprovision

6. Floriens view that opportunity to participate in inclusion is about active involvementand choice and not something done to the disabled

(Lunt & Norwich,1999)


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Integration or Inclusion ?

The Centre for Studies on Inclusive Education (CSIE,1989) uses the terms inclusion and inclusive educationinstead of integration and integrated education toreflect new understanding of disability issues andequality opportunity:

While integration may be construed as somethingdone to disabled people by able bodied peopleaccording to their standards and conditions, inclusionbetter conveys a right to belong to the mainstream

and a joint undertaking to end discrimination and worktowards equal opportunities for all children.


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Features of good practice in leadership and

management included:

use of data on attendance, exclusions, participation

in extra-curricular activities and attainment to evaluate

progress in inclusion and to identify priorities for further action;

priorities for the future that were clearly articulated in realistic

development planning, shared and understood by the staff;

a strong belief in building effective partnerships with other agencies whic

support children and families;

a strong commitment to involving parents and the wider community in

supporting effective learning and teaching; and

procedures to ensure that the views of parents were sought, taken

seriously and acted upon where practicable


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Activity: 1

In pairs or groups discuss...

What do you think inclusion should be?

What is inclusion actually like now in thesetting you work in?


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Beijing QiruiRehabilitation CentreBeijing QiruiRehabilitation Centre

2) How to promote the acceptance ofchildren with special needs for the general

teachers and peers?

Can every school value allchildren?

Combating bullying physical, psychological andelectronic

Promoting and modellingpositive behaviour withinand beyond the classroom


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Special educationalneeds

Disability

Socio Economic

Deprivation

Teenage Mothers

Learners withHIV Aids

Travellers

EthnicityGender


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Confusion and Conflation ?

It is important that the distinction between

more specific disability and broader allencompassing meaning are not blurred.Different disadvantaged groups can have

distinct identities related to their social andpersonal conditions and even may havemultiple identities. Lunt & Norwich 1999

) h h l h d d


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3) What the general teachers and peers need toknow about inclusive education and how the

general teachers and peers supported the childrenwith special needs

Developing a shared vision of inclusion

Professional development to fostercompetence and confidence

Planning and managing change incomplex environments


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Learningpractice

Learningas doing

community

Learning

as belonging

meaning

Learningas experience

identity

Learningas becoming

Components of a social model of learning (Etienne Wenger 1997)


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Extending horizons: A developmentalmodel of inclusion:


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Inclusion and rights

Assumptions1.Students have a right to bepart of the mainstream

2.They also have a right to

positive evaluation and respectBut there is also a thirdimplied right to..

3. Individually relevant learning

Lunt & Norwich 1999


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Activity: 2

Watch the video

In groups or pairs think of a question thatyou would like to ask about the video.


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4) How to implement inclusive educationbased on childrens abilities?

Is it about preparing the child or preparingthe school ?

Is this integration or inclusion?

Fostering resilience

Developing communication skills and socialunderstanding


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Is it a good career move tohave a label of autism,dyspraxia or special needs ?

Ethical Dimensions Labels and Baggage

Is the label a signpost tounderstanding ?


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An inclusive approach to education involves:

creating an ethos of achievement for all pupils

within a climate of high expectation;

valuing a broad range of talents, abilities andachievements;

promoting success and self-esteem by takingaction to remove barriers to learning;

countering conscious and unconsciousdiscrimination that may prevent individuals, orpupils from any particular groups, from thriving inthe school; and

actively promoting understanding and a positiveappreciation of the diversity of individuals andgroups within society.


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Activity: 3


1)How your school shows it values theachievements of all its learners

2)What other things could it do todemonstrate that it values the

achievement of all children


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Resilience: Definitions

Resilience seems to involve several relatedelements.

Firstly, a sense of self-esteem and confidence;

secondly a belief in ones own self-efficacy andability to deal with change and adaptation;

and thirdly, a repertoire of social problemsolving

approaches


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Risk factors are those that renderand individual more likely to developproblems in the face of adversityRutter 2000

Protective factors are those that actto protect an individual fromdeveloping a problem even in theface of adversity or risk factorsClarke & Clarke 2000

Family Factors:violence, abuse,neglect, discordant family relationships,being a young person who is being lookedafter outside the family, parentalpsychiatric illness, inconsistent or uncleardiscipline, parental criminality, death andloss, rejection by parents;

Family Factors: supportive relationshipswith adults, small family size, materialresources such as adequate familyincome, clear and consistent discipline,support for education

Social Factors: poverty, economiccrises, deprivation, homelessness,rejection by peers, being a member of adeviant peer group;

Social Factors: access to goodeducational facilities, wider supportnetwork, range of facilities available,positive policies in school for behaviourand attitudes, effective anti-bullyingpolicies, good liaison between school and

local communities

Factors in the child: low intelligence,chronic physical illness, hyperactivity,brain damage, communication difficulties,deafness, high alcohol use, drugs andsubstance abuse, academic failure,

premature / under age sexual activity.

Factors in the child: a sense ofmastery, participation in activities, sportsand outside interests, being a member ofa non-deviant peer group, eventemperament, positive self esteem and

intelligence or good social skills, religiousaffiliation


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Individual

Beingfemale

Higher

Intelligence

Humour

Control

Reflector/ProblemSolver

Communicationskills

Believesystems

Family

Affection

Secure earlyrelationships

Support for education

Clear firm discipline

Comm

unity

Wider supportive network

Good housing

High Living Stds

Range of positive sport/leisure


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Individual

Family

School

Examples of foci of Interventions to foster resilience

Community

School

Education Support Services

Social Services

Health Services

Is there joined up thinking and

working that is knowledge drivenand strategic & which buildscapacity and exploits potentialsynergies or is everyoneall overthe place?


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5) How to adapt the curriculum and arrangethe environment for the children with

special needs during the inclusive education

Personalisation and entitlement

Developing appropriate curriculum in theshort and longer term


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Beijing QiruiRehabilitation CentreBeijing QiruiRehabilitation Centre 24

Main learning points

An inclusive curriculum is planned from the outset The curriculum is all the learning experiences

students encounter An inclusive curriculum can obviate the need

for specialist intervention for many students atSchool Action Flexibilities in the National Curriculum allow for

most learners with SEN and/or disabilities to beincluded

When reviewing the curriculum, a wide range ofevidence should be used alongside performancedata


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Strategy 1:

Clarity of what is expected

Strategy 2:

Predictability / Novelty

Strategy 3:

Feedback (Reward System)

Strategy 4:

Interaction/ group work

Available time for tasks

Strategy 6:

negotiation/conflict (Choice)

Strategy 7:

level of work (Complexity)

Strategy 8:

Modality

Strategy 9:

Language demand

The 9 Key Strategies (?)

Strategy 5:

Blamires 1998

Consider which strategies may be useful in enabling thelearning of a child experiencing difficulty in your classroo


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Activity: 4


Discuss the needs of a learner who hasexperienced difficulties in learning andsuggest how you would use one of more ofthe strategies to enable learning.


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6) How to assess the children with specialneeds during the inclusive education andhow to evaluate the inclusive education

programme.

Criteria for the evaluation of inclusion

Reporting and accountability Assessing and Reporting on Progress

Who should be involved and how are

decisions made?


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Three principles of inclusion

Setting suitable learning challenges

Responding to students diverse learningneeds

Overcoming barriers to learning andassessment for individuals and groups


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Two types of assessment

Summative used for national data, egnational curriculum tests, P scaleassessment, public exams

Formative helps the teacher tailorteaching, and helps the student learn byincluding them in evaluating their own

work and giving feedback to develop theirstrategies for learning


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The cycle of successfulcurriculum planning

EvaluateWhat more needs

to be done?

PlanWhat is to be achieved?

How will it be done?

ReviewGather a variety

of evidence

ImplementHow will the curriculum

be managed?

) Th ll b i d i h f i l i


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7) The collaboration during the process of inclusiveeducation (such as the collaboration between

general teacher and special education teacher, thecollaboration between peers and special children;the collaboration between parents and teachers)

Collaboration with the child Collaboration with peers

Collaboration betweenteachers

Collaboration with supportstaff and external agencies

Collaboration with parents,

carers and the community


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Features of good practice in managing the curriculum included:

well-developed systems to review and monitor the range and balance of the

curriculum offered in meeting the needs of pupils;

curriculum planning which ensured a high but appropriate level of challenge

for all pupils;

effective links between, for example, pre-school centres and primary

schools, primary and secondary schools, secondary schools and furthereducation colleges, and among adjacent primary, secondary and special

schools, including joint delivery of courses where appropriate;

effective support for pupils at transition stages in their education

to ensure smooth progression;

good use of staffing, including inter-agency support teams, to

offer flexible, alternative provision;


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Activity: 5


What factors help you to work better with

colleagues to meet special educationalneeds and support inclusion?

How could you improve your collaboration?


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8) What the special children should focuson to facilitate better inclusion

Overcoming stigma and building aninclusive ethos

Involving the learner with special

educational needs


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The Bio/Psycho/Social Model

Psychological

factors

Socialfactors

Biological

factors

Norwich 1990


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9) How to design and implementappropriate inclusive education program

Differentiation versus Personalisation

Building good practices that facilitateindividualised education

Co-ordinating and Evaluating Provision toenable inclusion


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Dilemmas of difference

If you treat someone differentlythey may lose out...

but if you treat them the samethey may also lose out

Clark, Dyson & Millward (1998)


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Key learning points

Planning for students with SEN and/ordisabilities

should include appropriate: learning objectives

teaching approaches strategies to remove barriers to learningIt should:

be embedded in regular planning formats incorporate personal targets be done collaboratively whenever possible

10) B i q i t f i l i d ti


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10) Basic requirements for inclusive education(such as the ratio between peers and special

children, the inclusive education model)

Implementation and developmental issues

Staff expertise

Support staff and working with otherprofessionals


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M i C l Ch


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Vision Skills ResourcesIncentives Action Plan+ +++ = Change

Skills ResourcesIncentives Action Plan+++ = Confusion

Vision ResourcesIncentives Action Plan+++ = Anxiety

Vision Skills Resources Action Plan+ ++ = Resistance

Vision Skills Incentives Action Plan+ ++ = Frustration

Vision Skills ResourcesIncentives+ ++ = Treadmill

Thousand (2000) adapted from Knoster, T. (1991)

Managing Complex Change
http://www.google.co.uk/imgres?imgurl=http://www.chipdesignmag.com/denker/wp-content/uploads/2008/08/treadmill-image.gif&imgrefurl=http://www.chipdesignmag.com/denker/%3Fp%3D31&usg=__vS0dmln-hzejjYoD6gmr94zI6IE=&h=720&w=960&sz=226&hl=en&start=287&sig2=sHUo751jXU6N3fU-CVfAMw&zoom=1&um=1&itbs=1&tbnid=YeRQqkpLb_oV_M:&tbnh=111&tbnw=148&prev=/images%3Fq%3Dtreadmill%26start%3D273%26um%3D1%26hl%3Den%26lr%3D%26sa%3DN%26rlz%3D1G1GGLQ_ENUK306%26ndsp%3D21%26tbs%3Disch:1&ei=hW20TPe_D4KSOqC78NkJ


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Activity: 6


What barriers to inclusive practice do you

see in your own setting?

How can you work together to overcomethem?


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Acknowledgements

Some photos are taken from videos onwww.teachers.tv

Some slides are adapted from the TDA resource pack on SEN forundergraduate courses.

www.sen.ttrb.ac.uk
http://www.teachers.tv/http://www.sen.ttrb.ac.uk/http://www.sen.ttrb.ac.uk/http://www.teachers.tv/

overview on inclusion v5

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