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Journey to Inclusion St Petersburg May 2009 Richard Rieser www.worldofinclusion.com Born to be different Or Making Difference Ordinary Types of thinking about Disabled People in Education. Thinking/Model Characteristics Form of Education Traditional A shame on family -based on guilt, ignorance. Excluded from education altogether. Medical 1 What we cannot do. Attempt to normalize or if we do not fit the norm we are kept separate. Segregation Institutions, hospitals, special schools (with ‘expert’ special educators). Medical 2 Supported by minor adjustments Integration in mainstream:to function normally and to a)At same location-in separate class/units. minimize our impairment. b)Socially in some activities e.g. meals, assembly or art. Continuum of provision based on severity and type of c)In the class with support, but impairment. teaching & learning not adapted. The form of education received is based on what we cannot do. Types of thinking about Disabled People in Education 2 Thinking/Model Characteristics Social Model Barriers Identified-solutions found to minimize them. Form of Education Inclusive educationSchools where all are welcomed. Barriers of attitude, environment Staff, parents and pupils and organization are seen as value diversity. disabling and are removed to Support is provided so all can maximize potential of all. succeed academically and socially. All are welcomed and relations Teaching,learning and are intentionally built. assessment are reorganised. Peer support is encouraged. Everyone achieves their potential with a person centred approach. Focus on what we can do. The Index for inclusion Developing learning and participation in schools Inclusion • • • • Valuing all students and all staff Increasing the participation of all Minimising all forms of exclusion Acknowledging a right to a local mainstream education • Restructuring schools to respond to the diversity of students in the locality • Viewing differences between students as resources to support learning • Fostering relationships between schools and communities Barriers and Resources • What are the barriers to learning and participation? • Who experiences barriers to learning and participation? • How can barriers to learning and participation be minimised? • What resources can be mobilised to support inclusion and participation? ES IC CT RA PO ive lus inc P ve ing usi du c l inc Pro ing olv Ev LI CI ES The Index dimensions Creating inclusive CULTURES Dimensions and Sections Dimensions A: Creating inclusive CULTURES 1. Building community 2. Establishing inclusive values Dimension B: Producing inclusive POLICIES 1. Developing the setting for all 2. Organising support for diversity Dimension C: Evolving inclusive PRACTICES 1. Orchestrating learning 2. Mobilising resources Indicators/Questions • Staff and students treat one another with respect. • There are high expectations for all students • All new staff are helped to settle. • ‘Special educational needs’ policies are inclusion policies. • Activities encourage the participation of all. • Staff expertise is fully used. The Index process and the development planning cycle Phase 1 Getting started Phase 2 Finding out Phase 5 Review Phase 3 Planning Phase 4 Implementation Some needs identified and addressed through using the index in Nottinhamshire Meeting individual needs in class Review of the practice of withdrawal from lessons Making everyone welcome Induction for new staff Review of parent and staff handbooks Perceptions of the school by the local community Playground needs Involving pupils in planning and decision making Parental support needs Bullying In 8 months we have issued Helena Romanes School Essex 100 staff questionnaires 1400 student questionnaires 1500 parents questionnaires We gained Invaluable perceptions from the pupils about school life. What the parents valued and cared about What concerned the staff and the things they felt we were good at and what are priorities should be. Knowledge about boys and girls needs that can feed into other school projects Key concerns pertaining to certain year groups Implementing Inclusive Education Handbook for Implementing Article 24 . Commonwealth Secretariat, London • All countries need to develop plans • These need to work at National Regional/District Local level. • These need to be monitored. Author Richard Rieser Article 3-General Principles (a) Respect for inherent dignity, individual autonomy including the freedom to make one’s own choices, and independence of persons; (b) Non-discrimination; (c) Full and effective participation and inclusion in society; (d) Respect for difference and acceptance of persons with disabilities as part of human diversity and humanity; (e) Equality of opportunity; (f) Accessibility; (g) Equality between men and women; (h) Respect for the evolving capacities of children with disabilities and respect for the right of cwd to preserve their identities. Article 24 Education • Inclusive education system at all levels. • All to achieve their fullest potential. • An inclusive primary and secondary education system, from which disabled people should not be excluded. • Support provided. • Reasonable accommodations and individualised programmes provided to facilitate effective social and academic education for all. •139 signatories to the Convention •82 signatories to the Optional Protocol •50 ratifications of the Convention •29 ratifications of the Optional Protocol Policy Challenges to Implement Inclusion 1. 2. 3. 4. 5. 6. 7. Flexible National Curriculum Primary education is free to all Sufficient school places and teachers Pupil centred pedagogy Flexible Assessment systems Specialist teachers to support mainstream. Sufficient capital for school building and modification 8. A media and public awareness campaign to establish a rights based approach to disability and inclusive education Activities at District Level 1.Ensure all disabled children identified are enrolled in their local schools-Make all schools accessible. 2.To support learning use people within the community who have completed their elementary education. 3. Run regular training on inclusive teaching and learning for all teachers and support staff . 4.Run regular training on inclusive education for parents, disabled advocates & community leaders. 5.Train local unemployed people to build and adapt accessible school environments. 6.Support parents to empower disabled children. 7.Share best practice by exchanges and films. Activities at school/class level 1. Regularly audit inclusion and ensure barriers removed. 2. Ensure school environment & activities are accessible and information available in alternative forms as required e.g. Braille, audio, pictures, signing, objects, movement. 3. Make sure the curriculum is taught to all in an accessible way, with a range of learning situations, style and pace. 4.Teachers trained & support each other in developing inclusive planning and practice. 5. Assess children’s learning formatively. 6.Intentionally build pupil relationships. 7.Ensure difference is valued by giving all pupils an understanding of disabilism.