iris improvement through research in an inclusive school inclusion - a challenge for the future ?...
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IRIS Improvement through Research in an Inclusive School
Inclusion - a challenge for the future ?EU-Comenius-project.
Anna-Lena Ljusberg & Jane Brodin
Stockholm UniversityChild and Youth Studies
2006-2009
Partners (7) Jean-Claude DeVreese, Service général de I’inspection,
Inspection de l'enseignement spécialisé, Belgium
Eva Bernat, Sonder Pädagogisches Zentrum-Sprachheilschule Graz , Austria
Jenny Evans, Pre-school Advisory Service Exeter, Devon County Council, UK
Joan-Lluís Valls Calzada, Generalitat de Catalunya Department d’Educació, Tarragona, Catalonia, Spain
Adelinda Maria Araújo Cadeias, Centro de Investigação em Educação e Psicologia Universidade de Évora , Portugal
Natalia Cabral, Escola E B 2 3 de Paranhos, Porto, Portugal
Jane Brodin & Anna-Lena Ljusberg, Department of Child and Youth Studies, Stockholm University, Sweden
The partners represent both research and practical work
Aim of the project
The overall aim is to develop, implement and disseminate materials for initial and in-service training of teachers and other educational staff
Focus is on developing a multi-dimensional approach to improve participation and learning of ALL CHILDREN
A multi-dimensional approachImprove understanding of the potential or multiple skills
of children
Improve teacher’s capacities for research, evaluation and assessment
Support collaborative work between teachers, families and other professionals
Support effective planning and intervention, including the use of IEP (Individual Education Plans)
A school for all
All children have the right to education (UN, CRC, 1989)
Inclusive education involves all children
Inclusion is a process in which diversity is seen as a resource not a problem
Inclusion promotes participation and equal opportunities
International documentsThe Universal Declaration of Human Rights (1948)
The Convention on the Rights of the Child (1989)
United Nations Standard Rules on the equalization of Opportunities for Persons with Disabilities (1993)
The Salamanca declaration (1994)
The Dakaar agreement (2000)
Swedish National documents: Pupils with disabilities in school (State investigation (1998) Curricula and Swedish Education Act
All the official documents agree on
The right to education for all (boys and girls)
To avoid special solutions (e.g. for children with disabilities)
To stress placement in a regular inclusive setting which means a school for all
Education should be free of charge, compulsory and within reach for everybody. Parents should be allowed to chose other schools than state schools
What are the challenges, for whom and how can we meet
them?
Obstacle 1. The environment is not adapted
Obstacle 2. No teaching material is available
Obstacle 3. Lack of experienced teachers/leaders
The obstacles concern both the pupils and the teachers/leaders
How to facilitate inclusion
The activities need to be planned in detail
Teaching material must be developed for all pupils
Few pupils in each group/class in order to enhance communication
Choose activities that fit all or most pupils
IRIS project activitiesTwo project meetings a yearDissemination through workshops and poster sessions
on conferences and on the web page www.irisproject.euFinal conference in 2009 in Evora, Portugal
Concrete results so far:Studies based on interviews and literature surveys on
assessment, intervention, IEP and support services (published on the web)
Checklist for teachers ”Aide Memoir”developed in one brief (bookmark) and one extended version
Four main areas:
Am I including?
Environment - Is my classroom inclusive?
Collaborative approach – Have I involved?
How can I adjust my teaching?
The Aide Memoir is elaborated by the practicians in the IRIS project with contributions from the research partners. The AM will be evaluated by teachers on the field during the autumn 2008
AIDE MEMOIR(Bookmark)
Am I including?Welcome (e.g. do I welcome each pupil?)Participation and sharing (e.g. do I involve?)Communication Barriers to learning and participationLevel of work and MotivationValue and RespectRoles and ResponsibilityPositive experienceIEP (Individual Education Plan)Friendships (e.g. do I support friendships?)
Environment Is my classroom inclusive?
Accessibility
Resources availability (both staff and material)
Ambience
Rules and routines
Safety / security
Collaborative approach Have I involved?
Parents
Grandparents
Carers
Support Staff
How can I adjust my teaching?
Clarity of approach
Clear expectations
Clear explanations
Teaching styles
Resources and materials
Planning
Cont. Adjust teaching
Barriers to learning
Interest and motivation
Feedback
Prepared materials
Time
Challenge
Reflection
What have we learnt?The regular school system is responsible for education of
all children
The pupils must have influence on their own situations and their voices must be heard
A holistic view of children and their immediate environment is needed
Close cooperation between pupils, parents, teachers and school is decisive for a positive inclusion
Cont. What we have learnt
Inclusion demands will, motivation and a goal directed work from the teachers/school
Teachers need in-service training with foucs on IEP, collaborative work, evaluation and assessment of children in need of special support
A child with disability has the same rights as all children and
inclusion will promote participation and equal
opportunities in a school and society for all
Further information: www.irisproject.eu