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UNICEF ToT Modules on Inclusive Education ... UNICEF ToT Modules on Inclusive Education Module 1: Inclusive Education – Vision, Theory and Concepts Draft Version March 2015 Not for

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  • UNICEF ToT Modules on Inclusive Education Module 1: Inclusive Education – Vision, Theory and Concepts

    Draft Version March 2015

    Not for circulation, Version for Workshop in Zurich

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    Contents

    Introduction ............................................................................................................................................................ 3

    Broad statement of the purpose ......................................................................................................................... 3

    Overview ............................................................................................................................................................. 3

    Participants ......................................................................................................................................................... 4

    Enabling Environment ......................................................................................................................................... 4

    How to approach the module ............................................................................................................................. 4

    Unit 1.1: Introduction to Inclusive Education ......................................................................................................... 5

    Overview Unit 1.1 ............................................................................................................................................... 5

    Activity 1.1.1: River of Life – Bringing participants’ thoughts to the training ..................................................... 5

    Activity 1.1.2: Person and System approach to implementing human rights ..................................................... 7

    Activity 1.1.3: Circles of inclusion to reflect situation of the child ...................................................................... 8

    Activity 1.1.4: Inclusion and Exclusion in institutions to reflect situation of schools........................................ 10

    Activity 1.1.5: Reflection on Influence of teacher (leading to Unit 2) ............................................................... 11

    Unit 1.2: Personal Professional Development ...................................................................................................... 13

    Overview Unit 1.2 ............................................................................................................................................. 13

    Activity 1.2.1: Looking behind teacher action ................................................................................................... 13

    Activity 1.2.2: Experiencing and reflecting on bias ........................................................................................... 15

    Activity 1.2.3: Professional life-cycle approach Trajectory ............................................................................... 17

    Unit 1.3: Valuing Student Diversity ....................................................................................................................... 20

    Overview Unit 1.3 ............................................................................................................................................. 20

    Activity 1.3.1: Understanding social identities ................................................................................................. 20

    Activity 1.3.2: Reflect on the cycle of oppression ............................................................................................. 21

    Activity 1.3.3.: Reflecting on consequences of a human rights based approach .............................................. 23

    Unit 1.4: Supporting all Learners .......................................................................................................................... 25

    Overview Unit 1.4 ............................................................................................................................................. 25

    Activity 1.4.1: Thinking in Activities rather than Tasks ..................................................................................... 25

    Activity 1.4.2: Developing a deeper understanding of participation ................................................................ 27

    Activity 1.4.3: Develop a deeper understanding of learning environments ..................................................... 29

    Activity 1.4.4: Reflection of Support for all Learners in participant’s schools .................................................. 31

    Unit 1.5: Working with others ............................................................................................................................... 32

    Overview Unit 1.5 ............................................................................................................................................. 32

    Activity 1.5.1: Working with Families and the Community ............................................................................... 32

    Activity 1.5.2: Working together in schools ...................................................................................................... 33

    Activity 1.5.3: Creating a shared vision of “Inclusive Education in your School” .............................................. 34

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    Introduction

    Broad statement of the purpose Module 1 seeks to lay the foundation and provide an overview of concepts relevant to inclusive education. It

    takes an activity-based approach based on the premise that participants have to be actively involved in order to

    learn. It not only teaches the principles of inclusive education, it also follows and enacts these principles.

    Participants should not only gain knowledge, but also be introduced to concepts and models that they can

    themselves use in their everyday practice.

    The module seeks to provide opportunities to reflect on one’s own practice, knowledge, beliefs and attitudes.

    These are the building blocks of teacher competencies. Competencies relevant to inclusive education will be

    introduced and used as the underlying structure of the module.

    Overview Module 1 provides an overview of inclusive education with a focus on teachers and other professionals who work

    in formal educational settings (e.g. schools, kindergarten). It looks at the impact of persons and systems on

    processes of inclusion and exclusion within the framework of a rights-based approach.

    Inclusive education is understood as a process to ensure participation and learning of all students. The concept

    is introduced using a rights-based approach. Realisation of rights is about respecting individual rights of persons

    and about progressive implementation of a rights-based approach in institutions or organisations. Teachers have

    to be able to ensure rights with both approaches by respecting the rights of every child and by making their

    school and classroom more inclusive. The principle is introduced in this module and expanded in module 2 and

    module 3. To learn more about UNICEF conceptual framework of inclusive education, please see the publication

    The Right of Children with Disabilities to Education: A Rights-Based Approach to Inclusive Education.

    To be able to work with both, the person and system approach, it is important to understand systems, both in

    society in general and in institutions in particular. Participants have to develop basic skills in system thinking to

    become agents for inclusive education in their environment. Therefore, models are introduced to understand

    social inclusion of the child (family, community, society) and inclusive institutions (classroom, school, education

    system).

    If teachers are to become agents for inclusive education, they have to be willing to develop not only their

    knowledge, but also skills and attitudes. Module 1 highlights the importance of teachers, their knowledge, skills

    and attitudes. Using the profile of an inclusive teacher developed by the European Agency for Special Needs and

    Inclusive Education, it seeks to illustrate and highlight the competencies involved. The four areas (personal

    professional development, valuing student diversity, supporting all learners and working with others) are

    introduced.

    Module 1 also introduces some of the over-arching organising principles and models that will serve them as tools

    in their own practice:

     System’s approach from Uri Bronfenbrenner with a focus on micro, meso and macro systems.

     Matrix representing the levels (classroom, school, policies) and process of education (input, process,

    outcome)

     Profile of Inclusive Teacher

     Actions cycle or problem-solving cycle

     Activity model

     Concept of Participation

    http://www.unicef.org/ceecis/UNICEF_Right_Children_Disabilities_En_Web.pdf https://www.european-agency.org/agency-projects/Teacher-Education-for-Inclusion/profile

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    Participants The training is only successful if it manages to touch the knowledge, experiences and beliefs that the participants

    bring to the training. The module should enable the participants to become agents for inclusive education in their

    own work. This requires opportun

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