Transcript Slide 1

EECERA 2007 PRAGUE
Inclusion in Early Years Childhood Education: A rich
tapestry of diversity clouded by considerable
challenge
Kathleen Clark
Frances Ross-Watt
Senior Lecturer
University of Strathclyde
Lecturer
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University of Strathclyde
Legislative Background
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The Education (Additional Support for Learning) (Scotland) Act, 2004
Broadened the range of pupils who require additional support
for their learning.
SEN sits within the range
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No longer ‘special’ but individual needs (Corbett, 2002)
The 1980 Education (Scotland) Act
Choice of schools
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The Children Scotland Act, 1995
Rights/Duties of education authorities and parents
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Legislative Background
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The Education (Disability Strategies and Pupils’ Educational Records)
(Scotland) Act, 2002
Scottish schools in compliance with the Disability Discrimination Act
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Education authorities must have Accessibility Strategies Plans
The Race Relations Amendment Act, 2000
The Standards in Scotland’s Schools etc. Act, 2000
Presumption of mainstream for all children.
Collectively these bands of legislation provide a robust framework
for 21st Century education in Scotland.
Keystones
Inclusion
Equality of opportunity
Entitlement/Rights
(Thomas& Vaughn, 2004)
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Background to the Study
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Quality Indicators (HMI, 2007)
Challenge of Inclusion (Hamill & Clark, 2005)
Changing curriculum framework
Four capacities for learning: confident individuals; effective
contributors; responsible citizens; successful learners
• A continuum of Support (West Lothian Council)
Policy and guidance + practical support “responsible
inclusion” (Vaughn & Schumm, 1995)
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The Research (Phase One)
staff understanding of and views on inclusion
Survey Approach
insights about schools’ support systems and
strategies
perceived needs in terms of project materials
Sample
good inclusive practice
17 schools – geographical spread: large/small; (primary and nursery)
urban/rural; varying socio-economic factors.
All staff – promoted staff, class teachers, support assistants, nursery
nurses etc.
Ownership:- Awareness of Research across the authority.
Additional good inclusive practice identified via Educational
Psychologists and Cluster Heads based on knowledge of
good practice for pupils requiring additional support.
“Bottom –up” model as discussed by Lunt (2002)
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Findings – Phase One
Quantitative and Qualitative data from the survey.
12 schools responded (111 questionnaires)
Responses from: headteachers, depute headteachers, principal teachers, class
teachers, learning support teachers, nursery teachers, classroom assistants,
nursery nurses, support assistants and auxiliaries.
Self-selecting sample
views expressed both pro-and anti-inclusion
Understanding – matched to Armstrong’s (1999) definition
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“a system of education which recognises the rights of all children and
young people to share a common educational environment in which all
are valued equally, regardless of differences in perceived ability,
gender, class, ethnicity or learning styles” (page 76).
Outcome -
3 of the 12 schools overall appeared to have staff with a
collective, clear understanding of inclusion based on the
definition above.
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Factors which promote
successful inclusion
The same 3 schools’ staff identified many of the factors already identified by:
Lipsky & Gartner, (1996); Giangrero, (1997) and Visser, Cole & Daniels,
(2003). These factors relate to the three dimensions that, according to Booth
& Ainscow, (2002) promote inclusion.
The other schools
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Mixed responses: SEN model of integration
Varying understandings of inclusion: no unified staff understanding
or vision.
Support Staff: more narrow view than teachers but not exclusively.
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Responses: Understanding of Inclusion
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“Inclusion of special needs pupils in mainstream education regardless of how
disruptive this may be for the teacher and other pupils”. (early years class
teacher A)
“All children, irrespective of needs to be included in mainstream schools
although it is not necessarily the best situation for them or the other children”.
(early years class teacher B)
“Children with learning and/or physical disabilities coming into mainstream
schools”. (early years support assistant).
“Including children with various disabilities in mainstream school and
nursery”. (nursery nurse).
Teacher comments
dissatisfaction based on experience?
concern for pupils with no identification?
principle sound, practice problematic?
Quality of experience
Support staff comments
No shared vision of process
integration
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The Suggestions: Materials
(Realistic Domain)
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Videos showing good practice
Guidelines on legal requirements
How to work collaboratively
Examples of documentation re. support (Multi-Agency Support Plans)
Explanation of Inclusion
Simplified programmes of study/differentiation
Cross-referencing of resources
Contact numbers e.g. agencies, voluntary organisations
Practical advice.
Feasible and to be considered
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The Suggestions: Wish List
• Resources: Material
• Resources: Extra staff
• Continuing Professional
Development: Courses
• Laptops
• More Special Schools
• Reduce Class Sizes
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Specialised Equipment
Time
Experts
Better School Building
Permanent Contracts
for all Support Staff
“It’s not material we need it’s staff!” (support teacher)
“I suggest the authority produces more special schools and teachers” (early
years class teacher C)
These sentiments express strength of feeling about the changes demanded of
staff. As stated by Hamill and Clark (2005) “The financing of inclusion cannot
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be underestimated”. (Page 35).
The Research (Phase Two)
• Good practice identified – Observations
• Filming in good practice schools
 Interviews
 Classroom/school routines and practices
 Responses
• Hardcopy material to support video (case studies including early years )
• Links to key initiatives and documents
Audit
Curriculum framework West Lothian’s Continuum of
(3-18)
Support
Ensuring quality responses to individual needs within the culture of supportive,
inclusive classrooms and schools, whose staff have a shared understanding and vision
of inclusion.
Staff development and evaluation to be key factors in the desired changes.
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Case Studies
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Autism / ASD
Verbal Dyspraxia
Able Pupils
Cerebral Palsy
English as an Additional Language
Dyslexia
Down’s Syndrome
early years
P1
early years
P1
early years
P3
( Representing Levels 1- 4 on the Continuum of Support)
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Schools
• 4 Mainstream schools
• 2 Special schools
Outreach Support to Mainstream
Pupils on split placements
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Range of Filmed Practice
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Classroom
Social Settings
Support Settings
Collaborative Planning Meetings
Planning for Transition
Multi- Agency Collaboration
Partnership with Parents
Cluster Resource Group Meeting
Outdoor Activities
Systems/Strategies/Resources at School/Classroom and
Individual levels.
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Interviews
• Head teachers and other management
personnel
• A range of school staff ( LST, CT, SA etc.)
• Educational Psychologists
• Speech and Language Therapists
• Outreach Support Teachers
• Visiting Teachers ( EAL etc.)
• Parents
• School Counsellor
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Leon’s School : Quality Indicator
Themes
• Key Performance
Outcomes
• Impact on Learners
• Impact on Staff
• Impact on the Community
• Delivery of Education
• Policy Development and
Planning
• Management and
Support of Staff
• Partnerships and
Resources
• Leadership
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General findings Across Good
Practice Schools
Strong leadership : Leading by example
Teamwork
Commitment of staff / willingness to give a bit extra
Partnership with parents / range of agencies
Good communication / liaison between staff and across agencies
Supportive ethos
Positive attitudes
Evidence of Vygotsky’s
Celebrating diversity
philosophy embedded in
Acknowledging achievement
practice
Shared vision of inclusion
Evidence of “ A Curriculum for Excellence “: Embracing policy and guidance
Early identification / early intervention
Targeting resources / support
Whole school approaches / systems / strategies
Awareness of the importance of the pastoral role in education
Preparation for transition ( nursery - primary, class - class )
All qualities listed in the quality indicators (HMIe, 2007 )
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The Package
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DVD and hard copy case studies / pupil profiles
Examples of MASPs and pupils’ work
Audit tool based on HMIe (2007)
Matching each school in the study to the audit
tool based on observations made
Continuum of Support and how it has been
accessed in each case
Authority /School / classroom and individual
support strategies, systems and resources
Highlighting the steps in the journey towards
successful inclusion in each case
Weaving in and cross-referencing national policy,
authority policy, the continuum of support & a
Curriculum for Excellence.
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What Now?
• A staff development pack to support staff who in
turn will support pupils (scaffolding for both)
• Staff development to introduce staff to the
materials
• Evaluation within clusters to find out its impact in
other schools
Sharing Good Practice within an authority that is
operating a model of “responsible inclusion”
( Vaughn & Schumm, 1995 )
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