Module 7: Education. Addressing barriers to inclusive education for learners with disabilities. May 7 11, 2012 Washington, D.C.

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1 Module 7: Education Addressing barriers to inclusive education for learners with disabilities May 7 11, 2012 Washington, D.C.

2 Overview of the Presentation The European Agency for Development in Special Needs Education Addressing barriers to inclusive education findings from Agency work Reflections from end users learners with disabilities

3 The Agency National networks in 28 European countries: Austria, Belgium (Flemish and French speaking communities), Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, Netherlands, Norway, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden, Switzerland, United Kingdom (England, Northern Ireland, Scotland and Wales) Secretariat based in Odense, Denmark and Centre of Activity in Brussels, Belgium 16th year of operations, funded by Member Countries and EU Commission One of 6 organisations funded via an operating grant from the European Commission

4 Focus The Agency s main focus is upon inclusive education as a systemic approach that is dealing with learner difference and diversity in all educational settings as a quality issue. The Agency s work is essentially concerned with how the achievement of all learners at all levels of inclusive lifelong learning can be improved in a meaningful way that enhances their life chances and opportunities for actively participating in society

5 Collaboration as a lever for change ground rules All countries are at different starting points and have different histories in terms of education generally and inclusive education specifically No-one has all the answers. Many countries have examples of good work in progress Concepts, ideas and approaches cannot be transplanted from one country context to another Learning from diversity must be a principle for collaborative work, as well as for inclusive education

6 International Policy Context At all times, the Agency works to guiding principles as outlined in: Council Resolutions concerning inclusion of children and young people with disabilities into mainstream systems of education UNESCO Salamanca Statement and Framework for Action in Special Needs Education (1994) UN Convention on Rights of People with Disabilities (2006)

7 UN Convention on Rights of People with Disabilities (2006) Article 24 - Education States Parties recognise the right of persons with disabilities to education. With a view to realising this right without discrimination and on the basis of equal opportunity, States Parties shall ensure an inclusive education system at all levels The full development of human potential and sense of dignity and self-worth, and the strengthening of respect for human rights, fundamental freedoms and human diversity...

8 Critical issues - Resources, yes but - Access and participation - Identification and placement - Assessment, accountability, efficiency and effectiveness - Teacher professional development - Whole school reform - Policy and legislation - Building capacity and sustainability - Whole system reform - Attitudes

9 Key Principles for Promoting Quality in Inclusive Education Reviews of Agency thematic projects and activities to highlight the key principles for policy and practice Work conducted by Agency staff supported by project advisory groups of Agency Ministerial representatives Key Principles for Policy published in 2003 and 2009 Key Principles for Practice published in

10 Key Principles - Policy In the 2009 publication, seven inter-connected areas for policy are highlighted: 1. Widening participation to increase educational opportunity for all learners 2. Education and training in inclusive education for all teachers 3. Organisational culture and ethos that promotes inclusive education 4. Support structures organised so as to support inclusive education 5. Flexible resource systems that promote inclusive education 6. Policies that promote inclusive education 7. Legislation that promotes inclusive education

11 Factors impacting upon inclusive education Coherence of services and possibilities within and across phases of educational provision: Early Childhood Intervention through to Higher and even Adult Education Horizontal issues that impact on all phases of educational provision: Educational assessment systems Teacher education and development Financing systems Provision for meeting a diversity of learners needs

12 Movements towards inclusive education Developments A wider range and more flexible provision Developing funding models The development of resource centres Challenges Academic achievements (output) versus meeting individual needs Preparing all teachers for inclusive education Over 2% of pupils are being educated in separate settings (schools and classes) across Europe

13 Percentage of pupils in the compulsory school sector recognised as having SEN in 2010 (in all educational settings) < 2.0% 2.01% - 4.0% 4.01% - 6.0% 6.01% % > 10% Sweden Austria Belgium (Fr) Belgium (Fl) Iceland France Cyprus Czech rep. Lithuania Greece Denmark Estonia Luxembourg Germany Finland Poland Hungary Norway Portugal Ireland Slovenia Spain Latvia UK (Scotland) UK (England) Malta UK (Wales) Netherlands Switzerland Italy * UK (N.I.)

14 Percentage of pupils with SEN in segregated settings Up to 1.0% 1.01 %- 2.0% 2.01%- 4.0% 4.01% and above Cyprus Austria Finland Belgium (Fl) Luxembourg France Greece Belgium (Fr) Malta Iceland Hungary Czech Rep. Portugal Ireland Netherlands Denmark Spain Lithuania Estonia Norway Germany Italy * Poland Latvia Slovenia Switzerland Sweden UK (England) UK (N.I.) UK (Scotland) UK (Wales)

15 Developments - Policies Increasing focus on the rights of learners with disabilities and their families this relates to access to compulsory education; access to specialist support and services; access to mainstream, inclusive education Changes in concepts and language used in policies SEN to SNE to inclusive education Flexibility within policies and systems that encourage innovation and change Devolution of responsibilities to local and/or regional level bodies and organisations

16 Inclusive Policies All policies consider and account for the needs of all learners from the beginning Policies should be: trans-sectoral underpinned by a philosophy of meeting all needs have long-term vision, but reflect local level needs Phases of policy development: short term: recognisable (separate) specific action plan/strategy medium term: part of general strategy plans long term: inclusive education as the approach for the education of all learners

17 Developments - Infrastructure A re-focussing of the role of special schools as a resource for the mainstream sector Improving frameworks and structures of provision all legislative changes aim towards improvements and capacity building for inclusive education within mainstream provision Promoting specific tools and approaches within provision i.e. the implementation of Individual Education Plans and personalised learning approaches End user participation in local decision-making Active involvement of policy makers in the identification and mobilisation of resources Inter -disciplinary support structures

18 Developments Shared Value Systems Leadership at all levels with a clear vision of inclusive education as a quality approach for all learners All stakeholders hold the view that diversity in education is beneficial Reflective practice in teaching Formalising the informal

19 Key Principles Practice, 2011 The focus of inclusive education must be upon widening participation and on promoting access and achievement for all learners Lisbon Hearing 2007: We have the right to the same opportunities as everyone else, but with the necessary support to meet our needs. No one s needs should be ignored

20 Learners voices and those of family and advocates should be heard, when decisions are made that affect their lives

21 I think that students should have the choice to be where they feel more comfortable (Artūras) I knew that I could catch up in various subjects and had to tell and prove it to teachers who would not believe me; I felt disrespected. We are all the same, we all have problems. Every teacher has a different opinion, they explain things differently this is confusing (Rolands) It is important that learning support is provided. But teachers are strict and they take decisions without asking (Sam) I didn t need a special school, but didn t get a choice because mainstream school didn t have the access I need (Bethany)

22 All learners are entitled to be active participants in the life of the school community

23 Inclusive education means all people being in the same school and in the same class (Fé, Josette, Kanivar) It is having lessons in an ordinary school; having friends, not just learning together; everyone doing all activities. (Michalis, Andreani, Maria) You have experiences that eliminate stereotypes. Inclusive education changes people s attitudes towards disability (John) Inclusive education is a wide approach; it is not only about good grades, it is about good social contacts and relationships. School is more than learning from books it is about social relationships. Inclusive education is not just about school, it is also about the wider community (Bethany, Gemma, Sophie)

24 All teachers should have positive attitudes towards all learners

25 The starting point for inclusive education is teacher awareness and education (Sophie and Gemma) Teachers must be aware of what everyone needs and give opportunities for successfully reaching goals (Klara) There were teachers who didn t want to cooperate in making inclusive education work for me and others; teachers should accept everyone in their classes (Wessel) Teachers sometimes only focus on the things I cannot do, not on my skills (Thordur)

26 All teachers should develop the skills to meet the diverse needs of all learners

27 Teacher training is really critical (Sophie) Teacher training does not provide enough and the right information on inclusion issues. People with special needs are already in trouble; getting more support sometimes causes them more problems (Wessel) Sometimes teachers are not interested in learning about special needs (Méryem) The ICT teacher in my school is disabled, too this helps him understand special needs better he is more familiar with the problems of his students (Áron)

28 Every school should have access to the support of a multi-disciplinary service and relevant community services

29 I feel that I am in a normal situation having two teachers in my class (Orlando) I have the experience of being in a school where children with SEN are included. My school is made for them. Also other students help each other without having to they just do it (Edgars) I enjoyed resources such as fewer questions or more time during exams. It is necessary to provide adaptation to my needs (Jakub) Inclusive education is an investment, we must invest in people; people are the only resource. Inclusive education helps us get past our history it strengthens us (Jens)

30 Inclusive education as a means to realise the right to an equitable high quality education without discrimination advance towards more democratic and fair societies learn to live together and build our shared identities improve the efficiency and cost-benefit relationship of education systems

31 And the starting point? The focus is often on practical things (like buildings) but inclusive education is mostly in people s minds. Everybody must have the habit of thinking about different disabilities, not discriminating or dividing. (Mei Lang) We need to remove barriers in the widest sense; we must change people s mentalities (Jens) Other young people must develop their understanding: we live in an ignorant world (Gemma)

32 Inclusive education is mutually beneficial to us and to the others We see a lot of benefits in inclusive education: we acquire more social skills; we live more experiences; we learn about how to manage in the real world; we need to have and interact with friends with and without special needs

33 More Information The Agency offers various information resources, which can all be accessed via the website Thematic Reports Thematic Databases Newsletters and Electronic Bulletin Agency publications can be downloaded in up to 22 member languages

34 Contact us European Agency for Development in Special Needs Education Østre Stationsvej 33 DK-5000 Odense C Denmark secretariat@european-agency.org Amanda Watkins amanda@european-agency.org

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