IRIS IRIS Improvement through Research in an Improvement through Research in an

Inclusive SchoolInclusive School

Inclusion - vision or utopia?Inclusion - vision or utopia?

EU-Comenius-project (2006-2009)EU-Comenius-project (2006-2009)

Jane BrodinJane Brodin

Presentation on the 9th of December 2008 – Delegation from Zhejiang Province, ChinaPresentation on the 9th of December 2008 – Delegation from Zhejiang Province, ChinaStockholm University, Child and Youth StudiesStockholm University, Child and Youth Studies

Partners Partners (7)(7) Jean_Claude De Vreese, Service Général d’Inspection, Jean_Claude De Vreese, Service Général d’Inspection, BelgiumBelgium

Eva Bernat, Spezialhochschule Graz, Eva Bernat, Spezialhochschule Graz, AustriaAustria

Jenny Evans, Devon County Council, Jenny Evans, Devon County Council, UKUK

Joan-Luis Vats Calzada, Department d’Educació, Tarragona, Joan-Luis Vats Calzada, Department d’Educació, Tarragona, Catalonia, Catalonia, SpainSpain

Adelinda Maria Araújo Cadeias, Universidade d’Evora, Adelinda Maria Araújo Cadeias, Universidade d’Evora, PortugalPortugal

Natalia Cabral, Escola de Paranhos, Porto, Natalia Cabral, Escola de Paranhos, Porto, PortugalPortugal

Jane Brodin & Anna-Lena Ljusberg, Stockholm University, Jane Brodin & Anna-Lena Ljusberg, Stockholm University, SwedenSweden

The partners represent both research and practical workThe partners represent both research and practical work

Aim of the project Aim of the project

The overall aim is to develop, implement The overall aim is to develop, implement and disseminate materials for initial and in-and disseminate materials for initial and in-service training of teachers and other service training of teachers and other educational staff educational staff

Focus is on developing a multi-dimensional Focus is on developing a multi-dimensional approach to improve participation and approach to improve participation and learning of ALL CHILDRENlearning of ALL CHILDREN

A multi-dimensional approachA multi-dimensional approach

Improve understanding of the potential or multiple Improve understanding of the potential or multiple skills of childrenskills of children

Improve teacher’s capacities for research, Improve teacher’s capacities for research, evaluation and assessmentevaluation and assessment

Support collaborative work between teachers, Support collaborative work between teachers, families and other professionalsfamilies and other professionals

Support effective planning and intervention, Support effective planning and intervention, including the use of IEP (Individual Education including the use of IEP (Individual Education Plans) Plans)

A school for allA school for all

All children have the right to education (UN, All children have the right to education (UN, CRC, 1989)CRC, 1989)

Inclusive education involves all childrenInclusive education involves all children

Inclusion is a process in which diversity is Inclusion is a process in which diversity is seen as a resource not a problemseen as a resource not a problem

Inclusion promotes participation and equal Inclusion promotes participation and equal opportunitiesopportunities

International documentsInternational documents

The Universal Declaration of Human Rights (1948)The Universal Declaration of Human Rights (1948) The Convention on the Rights of the Child (1989)The Convention on the Rights of the Child (1989) United Nations Standard Rules on the equalization of United Nations Standard Rules on the equalization of

Opportunities for Persons with Disabilities (1993)Opportunities for Persons with Disabilities (1993) The Salamanca declaration (1994)The Salamanca declaration (1994) The Dakaar agreement (2000)The Dakaar agreement (2000)

Swedish National documents:Swedish National documents: Pupils with disabilities in school (State investigation Pupils with disabilities in school (State investigation

(1998)(1998) Curricula and Swedish Education ActCurricula and Swedish Education Act

All the official documents agree onAll the official documents agree on The right to education for all (boys and girls)The right to education for all (boys and girls)

To avoid special solutions (e.g. for children with To avoid special solutions (e.g. for children with disabilities)disabilities)

To stress placement in a regular inclusive setting which To stress placement in a regular inclusive setting which means a school for allmeans a school for all

Education schould be free of charge, compulsory and Education schould be free of charge, compulsory and within reach for everybody. Parents should be allowed within reach for everybody. Parents should be allowed to chose other schools than state schoolsto chose other schools than state schools

What are the challenges, for whom What are the challenges, for whom and how can we meet them? and how can we meet them?

Obstacle 1. The environment is not adaptedObstacle 1. The environment is not adapted Obstacle 2. No teaching material is availableObstacle 2. No teaching material is available Obstacle 3. Lack of experienced teachers/leadersObstacle 3. Lack of experienced teachers/leaders

The obstacles concern both the pupils and the The obstacles concern both the pupils and the teachers/leadersteachers/leaders

Solutions for inclusionSolutions for inclusion

The activities need to be planned in detail in order The activities need to be planned in detail in order to avoid the obstaclesto avoid the obstacles

Teaching material must be developedTeaching material must be developed

Few pupils in each group/class in order to facilitate Few pupils in each group/class in order to facilitate communicationcommunication

Choose activities that fit all or most pupilsChoose activities that fit all or most pupils

IRIS activitiesIRIS activities Dissemination through workshops and poster Dissemination through workshops and poster

sessions on conferences and on the web pagesessions on conferences and on the web page Final conference in 2009 in Evora, PortugalFinal conference in 2009 in Evora, Portugal

Results so far:Results so far: Studies based on interviews and questionnaires Studies based on interviews and questionnaires

on assessment, IEP and services in the partner on assessment, IEP and services in the partner countries (published on the web)countries (published on the web)

Aide Memoir for teachers (one brief and one Aide Memoir for teachers (one brief and one extended version)extended version)

www.irisproject.euwww.irisproject.eu

AIDE MEMOIR AIDE MEMOIR (BOOKMARK)(BOOKMARK)Am I including? Am I including?

WelcomeWelcome Participation and sharingParticipation and sharing CommunicationCommunication Barriers to learning and participationBarriers to learning and participation Level of work and MotivationLevel of work and Motivation Value and RespectValue and Respect Roles and ResponsibilityRoles and Responsibility Positive experiencePositive experience IEP/PEP (Personal Education Plan)IEP/PEP (Personal Education Plan) FriendshipsFriendships

Environment - Is my classroom inclusive?Environment - Is my classroom inclusive?

Accessibility, resources availability, ambience, Accessibility, resources availability, ambience, rules and routines, safety/ securityrules and routines, safety/ security

Collaborative approach – Have I involved?Collaborative approach – Have I involved? Parents, grandparents, carers and support staffParents, grandparents, carers and support staff

How can I adjust my teaching?How can I adjust my teaching?CClarity of approach, clear expectations, clear larity of approach, clear expectations, clear explanation, teaching styles, resources and materials explanation, teaching styles, resources and materials and planning. and planning. Barriers to learning, interest and motivation, feedback, Barriers to learning, interest and motivation, feedback, preparation, time, cahllenge and reflection preparation, time, cahllenge and reflection

What have we learnt from research?What have we learnt from research?

The regular school system is always responsible for The regular school system is always responsible for education of education of all childrenall children

A holistic view of children and their immediate A holistic view of children and their immediate environment is neededenvironment is needed

Inclusion demands will, motivation and a goal directed Inclusion demands will, motivation and a goal directed work from the teachers/schoolwork from the teachers/school

Cont. A school for allCont. A school for all

Teachers need in-service training with foucs on Teachers need in-service training with foucs on IEP, collaborative work, evaluation and IEP, collaborative work, evaluation and assessment of children in need of special supportassessment of children in need of special support

A child with disability has the same rights as all A child with disability has the same rights as all children and inclusion will promote participation children and inclusion will promote participation and equal opportunitiesand equal opportunities

Further information: Further information: www.irisproject.euwww.irisproject.eu or or

jane.brodin@buv.su.sejane.brodin@buv.su.se