IRIS IRIS Improvement through Research in the Inclusive School Improvement through Research in the Inclusive School EU-Comenius-project (2006-2009)EU-Comenius-project (2006-2009)

Equal opportunities and education for all

in tomorrows school!

Jane BrodinJane BrodinStockholm University, Child and Youth StudiesStockholm University, Child and Youth Studies

Presentation at South West University, ’Neofit Rilsky’, Blagoevgrad, BulgariaPresentation at South West University, ’Neofit Rilsky’, Blagoevgrad, BulgariaApril 22-29th, 2009April 22-29th, 2009

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

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

based on research based on research

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

Aim of the projectAim of the project

A multi-dimensional approachA multi-dimensional approach

Improve understanding of the potential or multiple skills of Improve understanding of the potential or multiple skills of children (teachers need knowledge of each child’s prerequisites children (teachers need knowledge of each child’s prerequisites and limitations)and limitations)

Improve teacher’s capacities for research, evaluation and Improve teacher’s capacities for research, evaluation and assessment (teachers need tools for their work)assessment (teachers need tools for their work)

Support collaborative work between teachers, families and other Support collaborative work between teachers, families and other professionals in school (to puzzle with different pieces)professionals in school (to puzzle with different pieces)

Support effective planning and intervention, including the use of Support effective planning and intervention, including the use of IEP (Individual Education Plans) (teachers need information IEP (Individual Education Plans) (teachers need information about new and pioneer-making important research)about new and pioneer-making important research)

Two keyconceptsTwo keyconcepts

ResearchResearch as basis for decision-making in as basis for decision-making in practical work, which means that theory and practical work, which means that theory and practical experience go hand-in-handpractical experience go hand-in-hand

InclusionInclusion and inclusive education for ALL and inclusive education for ALL

irrespective of race, sex, language, religion, irrespective of race, sex, language, religion, political opinion, national, ethnical or social political opinion, national, ethnical or social origin, or disability origin, or disability

From integration towards inclusionFrom integration towards inclusion

Integration means to be inserted into Integration means to be inserted into something that already exists (e.g. a school, something that already exists (e.g. a school, a class or a group)a class or a group)

A prerequisite for Integration is segregation A prerequisite for Integration is segregation or exclusion and or exclusion and

only a child who has been segregated or only a child who has been segregated or excluded can be integratedexcluded can be integrated

Cont. Integration - inclusionCont. Integration - inclusion

Inclusion means to be part of a class or a Inclusion means to be part of a class or a group already from the start without having group already from the start without having been excluded from his/her peers been excluded from his/her peers

The child starts in preschool with peers from The child starts in preschool with peers from the neighbourhood and is included all the the neighbourhood and is included all the way through schoolway through school

Inclusion is never just a physical placementInclusion is never just a physical placement

A school for all is the basis for increased A school for all is the basis for increased understanding of diversityunderstanding of diversity

ALL children have the right to education (UN, CRC, ALL children have the right to education (UN, CRC, 1989) but research has shown that exclusion starts early1989) but research has shown that exclusion starts early

Inclusive education involves ALL children (no child Inclusive education involves ALL children (no child should be left behind…)should be left behind…)

Inclusion is a process in which diversity is seen as a Inclusion is a process in which diversity is seen as a resource not a problem without any solutions resource not a problem without any solutions

Inclusion promotes participation and equal Inclusion promotes participation and equal opportunities for all childrenopportunities for all children

International documents support International documents support inclusioninclusion

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) The Convention on the Rights of Persons with Disabilities (2008) The Convention on the Rights of Persons with Disabilities (2008)

Swedish National documents:Swedish National documents: Pupils with disabilities in school (State investigation (1998)Pupils with disabilities in school (State investigation (1998) Curricula and Swedish Education ActCurricula and Swedish Education Act

The Convention on the Rights of the The Convention on the Rights of the Child (UN, 1989) Child (UN, 1989)

The Convention has 54 articles with four main The Convention has 54 articles with four main principles:principles:

Article 2 – all children have the same valueArticle 2 – all children have the same value Article 3 – the best of the child to be in the frontArticle 3 – the best of the child to be in the front Article 6 –the right to life and development Article 6 –the right to life and development

with focus on the early years and with focus on the early years and playplay

Article 12 – children’s opportunities to be heardArticle 12 – children’s opportunities to be heardand influence their own situation and influence their own situation

The Convention on the Rights of The Convention on the Rights of Persons with Disabilities (2008)Persons with Disabilities (2008)

Shift in focusShift in focus From To RehabilitationRehabilitation Rehabilative societyRehabilative society Charity of medicl treatmentCharity of medicl treatment RightsRights Adjust to the normAdjust to the norm Acceptance of diversitiesAcceptance of diversities ExclusionExclusion Inclusion, participation, Inclusion, participation,

citizencitizen ConsultationConsultation Self-determinationSelf-determination

””Nothing about us without us”Nothing about us without us”

The new convention The new convention (May 3rd, 2008)(May 3rd, 2008)

The word ”special” is not mentioned in the The word ”special” is not mentioned in the conventionconvention

””Inclusive education system” is the normInclusive education system” is the norm

Children have the right to diagnosis, assessment, Children have the right to diagnosis, assessment, intervention, efforts and evaluation from policy, intervention, efforts and evaluation from policy, organisational, educational and clinical organisational, educational and clinical perspectives (Judith Hollenweger, 2008) perspectives (Judith Hollenweger, 2008)

Health, education, equality and protection Health, education, equality and protection are the keywordsare the keywords

All official documents supportAll official documents support The right to education for boys The right to education for boys andand girls girls

(some countries still prioritate boys for various reasons)(some countries still prioritate boys for various reasons)

To avoid special solutions (e.g. for children with To avoid special solutions (e.g. for children with disabilities, for different ethnic or religious groups) disabilities, for different ethnic or religious groups) when possiblewhen possible

To stress placement in regular inclusive settings which To stress placement in regular inclusive settings which means a school for all (e.g. to avoid building up a means a school for all (e.g. to avoid building up a segretating school systems with special schools)segretating school systems with special schools)

Cont. Official documents support Cont. Official documents support

Education should be free of charge, compulsory Education should be free of charge, compulsory and within reach for everybody. Today many and within reach for everybody. Today many children do not go to school as they have to children do not go to school as they have to work at home or outside the home work at home or outside the home

Parents should be allowed to choose other Parents should be allowed to choose other schools than state schools, which is a challenge schools than state schools, which is a challenge for the established school systemfor the established school system

(e.g. free schools based on religion, ethnicity)(e.g. free schools based on religion, ethnicity)

What are the challenges?

Common objections against inclusion: Common objections against inclusion:

Obstacle 1. The environment is not adaptedObstacle 1. The environment is not adapted Obstacle 2. Too many pupils in the classObstacle 2. Too many pupils in the class Obstacle 3. No teaching material is availableObstacle 3. No teaching material is available Obstacle 4. Lack of time to support each childObstacle 4. Lack of time to support each child Obstacle 5. Lack of experienced teachers/leisure time leadersObstacle 5. Lack of experienced teachers/leisure time leaders Obstacle 6. Limited support from the head of school Obstacle 6. Limited support from the head of school The obstacles concern both the pupils and the teachers/leaders and The obstacles concern both the pupils and the teachers/leaders and

the parentsthe parents

Solutions for improving inclusionSolutions for improving inclusion

The physical environment need to be adapted, e.g. the The physical environment need to be adapted, e.g. the classroom, the school yard, the lunch room – Physical classroom, the school yard, the lunch room – Physical accessibility (1)accessibility (1)

The accessibility can also deal about technical devices The accessibility can also deal about technical devices (e.g communication aids) to be able to participate in all (e.g communication aids) to be able to participate in all activities (1)activities (1)

Few pupils in each group/class would improve and Few pupils in each group/class would improve and facilitate communication between the teacher and the facilitate communication between the teacher and the pupils, and between the pupils (2)pupils, and between the pupils (2)

Solutions for improving inclusionSolutions for improving inclusion Teaching material need to be developed by the teachers Teaching material need to be developed by the teachers

in good time before the lessons (4) but the teachers then in good time before the lessons (4) but the teachers then need more time for preparationneed more time for preparation

The activities need to be planned in detail in order to The activities need to be planned in detail in order to avoid obstacles (5)avoid obstacles (5)

The teacher must choose activities that fit all or most The teacher must choose activities that fit all or most pupils (5) pupils (5)

The teachers need support from the school leader (head The teachers need support from the school leader (head of the school) (6)of the school) (6)

IRIS activitiesIRIS activities Two project meetings a year to report and share new working Two project meetings a year to report and share new working

taskstasks

Research concerning certain issues relevant for the project, e.g. Research concerning certain issues relevant for the project, e.g. assessment and tools for assessment, IEP (Individual assessment and tools for assessment, IEP (Individual educational plans), support systems in school, classroom climateeducational plans), support systems in school, classroom climate

Dissemination through workshops, poster sessions and Dissemination through workshops, poster sessions and presentation of papers on conferences and on the web page presentation of papers on conferences and on the web page www.irisproject.euwww.irisproject.eu

Final conference in 2009 in Evora, PortugalFinal conference in 2009 in Evora, Portugal

Research in the IRIS-projectResearch in the IRIS-project

Cont. IRIS activities

Studies based on interviews and questionnaires on Studies based on interviews and questionnaires on assessment, IEP, classroom climate and support assessment, IEP, classroom climate and support services in all six partner countries. These activities services in all six partner countries. These activities have been conducted by the researchers in Portugal and have been conducted by the researchers in Portugal and Sweden (The final report will be published on the web Sweden (The final report will be published on the web during the first half of 2009)during the first half of 2009)

Development of an Aide Memoir for teachers (one brief Development of an Aide Memoir for teachers (one brief and one extended version). The Aide Memoire is a tool and one extended version). The Aide Memoire is a tool to facilitate inclusion in practice and has been to facilitate inclusion in practice and has been developed by the partners working in practicedeveloped by the partners working in practice

www.irisproject.euwww.irisproject.eu

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

Welcome Welcome 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 (Individual or Personal Education Plan)IEP/PEP (Individual or Personal Education Plan) FriendshipsFriendships

Environmental aspects – Environmental aspects – Is my classroom inclusive?Is my classroom inclusive?

AccessibilityAccessibility

Resources AvailabilityResources Availability

AmbienceAmbience

Rules and routinesRules and routines

Safety / securitySafety / security

Collaborative approach – Collaborative approach – Have I involved all pupils?Have I involved all pupils?

ParentsParents

GrandparentsGrandparents

CarersCarers

Support StaffSupport Staff

How can I adjust my teaching?How can I adjust my teaching?

Clarity of approach Clarity of approach

Clear expectationsClear expectations

Clear explanationClear explanation

Teaching stylesTeaching styles

Resources and materialsResources and materials

Planning Planning

Cont. Adjust teachingCont. Adjust teaching

Barriers to learningBarriers to learning

Interest and motivationInterest and motivation

Feedback Feedback

Prepared materials Prepared materials

TimeTime

ChallengeChallenge

ReflectionReflection

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

We have learnt that:We have learnt that:

The regular school system is responsible for education of all The regular school system is responsible for education of all childrenchildren

A holistic view of children and their immediate environment is A holistic view of children and their immediate environment is neededneeded

Inclusion requires will, motivation and a goal directed work from Inclusion requires will, motivation and a goal directed work from the teachers and the school leadersthe teachers and the school leaders

Cont. A school for allCont. A school for all

Teachers need basic and in-service training with Teachers need basic and in-service training with focus on IEP, collaborative work, evaluation and focus on 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 or or