session 5: towards the development of inclusive education policies: training inclusive teachers...
TRANSCRIPT
Session 5: Towards the development of inclusive education policies: training
inclusive teachers
Implementation of Inclusive Education
Policies in Latin America: Progress and Pending
Challenges 18 - 20 November 2009
Santiago de Chile.
Implementation of Inclusive Education
Policies in Latin America: Progress and Pending
Challenges 18 - 20 November 2009
Santiago de Chile.
What is Flagship as part of EFA?Please visit: www.inclusionflagship.netAnd take the brochure of the Flagship !
”Presence, participation and learning of ALL children” (Mel Ainscow) -> And all should mean truly ALL children
• Attitudes and policies • Early childhood care and education• Curricula• Teacher education• Resources and legislation
Global challenges to be addressed in moving towards more inclusive education:
How the world’s best-perfoming school systems
come out on top? (McKinsey & co 2007)
• Analysis of OECD/PISA top ten countries:• Australia, Belgia, Canada (Alberta & Ontario),
Finland, Hongkong, Japan, Netherlands, New Zealand, Singapore, South Korea
• And what answers were found?
Finding #1• The quality of an education system
cannot exceed the quality of its teachers– Culture, policy and status of teaching– Mechanisms for selecting students for
teacher training– Good starting compensation– The importance of teacher status
Finding #2
• The only way to improve outcomes is to improve instruction– Building practical skills during initial training– Placing coaches in classrooms to support
teachers– Selecting and developing effective
instructional leaders, and getting the right teachers to become principals and developing instructional leadership skills
– Enabling teachers to learn from each other
Finding #3
• High performance requires every child to succeed– Setting high expectations for what students
should achieve– Monitoring and intervening at the school
level– Monitoring and intervening at the student’s
level• Key questions and parameters in
system development
Challenges to promote inclusive education in teacher training:
1. Values and Attitudes behind teacher training curricula
– Schools and teachers should commit to accept all learners being included (see Policy Guidelines for Inclusion in Education by Unesco)
2. Methods in teacher training programmes should offer tools for coming teachers to meet the diverse needs of children
Changes in the Attitudes in 1998 and 2004
Integraatioasenne
100
90
85
80
75
70
65
60
55
50
45
40
35
30
25
20
30
20
10
0
AIKA
1998 (N=126)
2004 (N=172)
Challenges to promote inclusive education in teacher training:
3. Teachers’ co-operation and working together is crucial to share the responsibility of responding to diverse needs
– The co-operation of regular and special education teachers
– The cooperation of teachers and other professionals in schools
Challenges to promote inclusive education in teacher training:
4. A strong emphasis on the learning and behavior challenges of children– The knowledge in special education needs– The system should fit for the children and not vice
versa
Challenges to promote inclusive education in teacher training:
All the previous principles (1 – 4) should penetrate teacher training curricula AND they should be met in theory and in practice during the initial training.
Educational leadership should support and promote all children’s participation in quality education