Matti Kuorelahti, PhD University of Jyväskylä Finland 21 August 2012
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1 Matti Kuorelahti, PhD University of Jyväskylä Finland 21 August 2012
2 School reforms in : regulation & pedagogy Inclusion in Finnish: supporting individually
3 Low achievers high performance! Finland OECD average Croatia Bottom 2nd 3rd Top Russian Fed. Serbia Montenegro Azerbaijan -200
4 Japan 0,52 Netherlands 0,63 Slovenia 0,71 Czech Republic 0,42 Germany 0,75 Austria 0,64 Chinese Taipei 0,60 Belgium 0,73 Italy 0,73 Hungary 0,81 Croatia 0,56 Korea 0,58 Kyrgyzstan 0,59 Serbia 0,68 United Kingdom 0,54 Switzerland 0,58 Israel 0,65 Luxembourg 0,85 Bulgaria 0,88 Greece 0,69 Montenegro 0,60 Turkey 0,78 Hong Kong-China 0,60 Romania 0,60 Argentina 1,19 Australia 0,57 Slovak Republic 0,59 New Zealand 0,54 Chile 1,18 United States 0,63 Ireland 0,46 Brazil 0,98 Lithuania 0,65 Uruguay 0,99 Canada 0,52 Indonesia 0,89 Thailand 0,96 Estonia 0,49 Denmark 0,44 Russian Federation 0,50 Mexico 1,25 Tunisia 1,22 Latvia 0,58 Sweden 0,44 Portugal 1,03 Colombia 0,90 Norway 0,33 Jordan 0,60 Spain 0,73 Poland 0,59 Azerbaijan 0,86 Macao-China 0,48 Finland 0,36 Iceland 0, Score point difference Schools produce different outcomes All schools produce the same quality * * Interquartile 0 range of the school-level average PISA index of economic, social and cultural status. *
5 Children with disabilities (learning, behavior, sensory etc.) are better guaranteed with quality education, if the variation between schools is small Individual needs should be responded in mainstream schools Quality education for all and all should really mean ALL Minimising the number of children being left behind
6
7 Principal voting and political debate in parliament in 1963 concerning the change from traditional, parallel system toward comprehensive school 123 vs 68 (out of 200 MEP s) -> comprehensive, 9 years basic schooling between ages 7 and 16
8 Significant pedagogical changes: Common academic 9 years education for all instead of sorting out the academically capable from practically oriented after four years (as in most Central European countries today) Ability based groupings in Math and English until 1985 Increase of the special education services Especially part-time special education (pupil participates 2-4 hrs per week in special ed.) Classroom teachers in grades 1-6, subject teachers in grades 7-9
9
10 z-scores (1965 = 0-level) 1,8 1,6 1,4 1,2 1 0,8 0,6 0,4 0,2 0 Low achievers High achievers percentiles
11
12 Number of special schools The proportion of pupils in special schools has decreased from 2 % to 1,2 %
13 Individualized Education Plan (IEP) Tier 3: 8,5 % Special support: in regular or SE class/group Tier 2: 23,3 % Intensified support: part-time SE Tier 1: All, when necessary Universal support: regular teacher & SE teachers (part-time) Regular curriculum
14 1978 teacher s qualification MA also for classroom teachers 1985 no more ability based groupings of pupils ( best average poor ) 1997 severally intellectually disabled persons become part of education system out of social welfare
15 2000 IEP only in one subject, and pupil can continue studying in regular classroom -> number of IEP pupils increased 3 % - 8 % schools earned more state subsidies based on number of IEP s 2010 from special education to support Moving from tier 1 to 2 ONLY if tier 1 actions were not sufficient, and the actions must be documented Response to Intervention (RTI)
16
17 Access Every child has the possibility to attend the school Transportation, equipments, accessible environment Participation Every child should have the experience of being a member of the society (class/school) Friends, interaction, equality despite of the disabilities Quality education Learning outcomes, positive expectations See also Unesco: Policy Guidelines on Inclusion in Education & Inclusion in Practise
18 School attendance rate is high, and the number of drop-outs during basic education is very small (0,04 %) The idea of school for all is implisit written in the Basic Education law Special education support should be offered in regular setting (if possible) Basic school is highly appreciated by the citizens (and teaching profession)
19 Children are placed in segregated settings in special schools and classes Inclusion in education is not explicitly written in the Basic Education Law Children with SEN are not always welcomed in regular classes
20 The results of the system are satisfying and struggles between home and school appear seldom -> strong trust on the school in the society And The individual needs are identified in the early stages of schooling career and supported
21
22 Issue not only to schools but whole society to accept persons with disabilities with the same rights and obligations as others Children with disabilities should receive their education among peers On the other hand: where the peer relations are best guaranteed? Deaf children - the use of sign language Blind child s best friend is often another blind child
23 Where the peer relations are best guaranteed if the child is aggressive, withdrawal or difficult to approach for his/her peers? Child with ADHD can be a complex peer Child with LD may not understand the social expectations by his/her peers -> over-/under reactions Children with SEN s often seem to be unhappier in school communities They hope to get more friends, they experience more bullying Teachers should remember to encourage children for tolerance and acceptance
24 Flexibility of the school system: not only one mode of support (like special school or class) BUT variety of services Multiprofessional teams in school Regular and SNE teachers, principal, psychologist, school nurse, social worker Analysing and intervening the challenges in school Searching for new and creative modes in school, classroom and individual levels
25 Teachers also need support to meet the huge challenges due to the diversity of children! No teacher can stand allone in the classroom where individual needs are high and acute Co-teaching models: regular and SNE teacher working together and merging their classes Educational leadership in encouraging collaboration and sharing the responsibility of children s well-being in school
26 Partnership, negotiating, listening Respecting the parents as the experts of their child Guiding them to encourage their child s emotional, behavioral and cognitive development Guiding them to search for other professional support when needed
27 The challenges for teachers are after all pretty much the same in all educational cultures! I hope that you found some ideas for your future efforts to promote the education of children with disabilities. Arigato!
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