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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
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Beijing QiruiRehabilitation Centre
1) Factors contributing to inclusiveeducation
Will depend on themeaning of the term
Different modelsrepresent differentvalues and agendas
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Beijing QiruiRehabilitation Centre
Beijing QiruiRehabilitation Centre
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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Beijing QiruiRehabilitation Centre
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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Beijing QiruiRehabilitation Centre
Beijing QiruiRehabilitation Centre
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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Beijing QiruiRehabilitation Centre
Beijing QiruiRehabilitation Centre
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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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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Beijing QiruiRehabilitation Centre
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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Beijing QiruiRehabilitation Centre
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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Beijing QiruiRehabilitation Centre
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
In pairs or groups discuss...
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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Beijing QiruiRehabilitation Centre
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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Beijing QiruiRehabilitation Centre
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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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
In pairs or groups discuss...
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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Beijing QiruiRehabilitation CentreBeijing QiruiRehabilitation Centre
Activity: 5
In pairs or groups discuss...
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_D4KSOqC78NkJ8/8/2019 Overview on Inclusion v5
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Activity: 6
In pairs or groups discuss...
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/