TEACHER EDUCATION FOR INCLUSION

A project conducted by the

European Agency for Development in Special Needs Education

TE4I project aims● To address the essential project question: how

all teachers are prepared via their initial teacher education to be 'inclusive’

● To examine the essential skills, knowledge and understanding, attitudes and values needed by everyone entering the teaching profession

● To provide information on best policy and practice

● To develop a Profile of Inclusive Teachers

1 - Inclusion is a principled, rights-based approach to education underpinned by a number of central values

Parameters

A rights-based approach to inclusion

● The emphasis is that inclusion is the responsibility of all educators

● 1994: Salamanca Declaration

● UN Convention on the Rights of Persons with Disabilities 2006

● UNESCO policy Guidelines on Inclusion in Education 2009

● EU Council Conclusions on the social dimension of education and training 2010

Change in attitude and values● FROM:

● The Clinical Model - this child is broken and the purpose of diagnosis and special education is to fix him – to make him normal

● I am not trained to teach him. I am trained to teach normal children. He should be excluded and sent where he can get expert help.

● TO: ● We are all different. ● Difference is normal; it’s not a deficit● Difference in my classroom is a rich, diverse educational

resource.● I provide a continuum of support and challenge through my

teaching.

World Report on Disability

‘The appropriate training of mainstream teachers is crucial if they are to be confident and competent in teaching children with diverse needs.

The principles of inclusion should be built into teacher training programmes, which should be about attitudes and values, not just knowledge and skills’.

(World Health Organisation / World Bank, 2011)

Teacher Education for Inclusion

Key questions:● What kind of teachers does a 21st century

school need in an inclusive society ?● What are the essential teacher competences for

inclusive education?

Essential Focus● how are mainstream teachers prepared through

initial teacher education to be 'inclusive’

● Policy review● International literature review● Web based country literature abstracts● 25 Individual country reports ● 25 Country information database● Synthesis report ‘Teacher Education for Inclusion

across Europe. Challenges and Opportunities’● Project recommendations linked to sources of

evidence document● Profile of inclusive teachers

Project outputs

Project Recommendations (1)● Effective approaches to improve the recruitmentimprove the recruitment

of student teachers should be explored, along with ways to increase the number of teachers from diverse backgrounds, including those with disabilities

● Research should be undertaken on: ● the effectiveness of different routes into

teaching and ● the course design, content and pedagogy to

develop best the competence of teachers to meet the diverse needs of all learners.

Project Recommendations (2)● Teacher educators need further development,

with improvements in recruitment, induction and continuing professional development

● Schools and teacher education institutions must work together to ensure good models in practice schools and appropriate placements for teaching practice

● Four core values relating to teaching and learning have been identified as the basis for the work of all teachers in inclusive education

● These core values are associated with areas of teacher competence

● For each area of competence identified, the essential attitudes, knowledge and skills that underpin them are presented

● The values reinforce the assertion that inclusive education is the responsibility of all teachers and that preparing all teachers for work in inclusive settings is the responsibility of all teacher educators working across ITE programmes

The Inclusive Profile

Made up of 3 elements: attitudes, knowledge and skills

A certain attitude or belief demands certain knowledge or level of understanding and then skills in order to implement this knowledge in a practical situation

Profile of Inclusive Teachers

Profile of Inclusive Teachers: 4 core values

● Valuing Learner Diversity

● Supporting All Learners

● Working with Others

● Personal Professional Development

Learner difference is considered as a resource and an asset to education:

- Conceptions of inclusive education

- The teacher’s view of learner difference

Valuing Learner Diversity

Supporting All Learners

Teachers have high expectations for all learners’ achievements:

- Promoting the academic, social and emotional learning of all learners

- Effective teaching approaches in heterogeneous classes

Collaboration and teamwork are essential approaches for all teachers:

- Working with parents and families

- Working with a range of other educational professionals

Working with Others

Teaching is a learning activity and teachers take responsibility for their lifelong learning:

- Teachers as reflective practitioners

- Initial teacher education as a foundation for on-going professional learning and development

Personal Professional Development

GTCNI Code of Values

GTCNI Teaching Competences in Northern Ireland

– are they inclusive?

GTCNI Core Values

● Trust ● Honesty ● Commitment● Respect ● Fairness ● Equality● Integrity ● Tolerance ● Service

A commitment to serve lies at the heart of professional behaviour. Members of the profession will exemplify the values in their work and their relationships with others; recognising the unique and privileged relationship that exists between teachers and their pupils. In keeping with the spirit of professional service and commitment, teachers will at all times be conscious of their responsibilities to others: learners, colleagues and the profession itself

The Commitment to Learners

Teachers will:● maintain professional relationships with those

pupils/learners entrusted to their care ● respect the pupil/learner as a person ● encourage growth and development;● acknowledge and respect the uniqueness, individuality

and specific needs of each pupil ● provide appropriate learning experiences; ● aim to motivate and inspire pupils with a view to

helping each realise their potential.

Inclusion and Diversity

● It’s nothing new

● It’s the best of what we already do

More information

http://www.european-agency.org/agency-projects/teacher-education-for-inclusion/teacher-education-for-inclusion

European Agency for Development in Special Needs Education

Østre Stationsvej 33

DK-5000 Odense C

Denmark

secretariat@european-agency.org