Your Attitude Counts: Inclusive Education for Children with Disabilities

by Jess Shields, Keryn Deller and Annie Lucas

Introduction

The purpose of this presentation is to provide practical information for teachers on inclusive education for children with disabilities within New Zealand.The first part of this presentation deals with inclusive education as provided for in New Zealand legislation and government.The second part deals with the current practices and situations regarding inclusive education.The third part offers one approach as? to how teachers can include students with disabilities in their classroom.

WHAT IS A DISABILITY?

A person is disabled when they have an impairment (physical,

sensory, neurological, psychiatric or intellectual)

which inhibits their interaction with the environment they are

in.(Office for Disability Issues, 2001)

“Its not about...being kind to disabled children. It is about their rights which are actually enshrined in education

legislation and international conventions and in the New Zealand Disability Strategy. Each school is required to

recognise the rights of disabled children and ensure that their school is an inclusive community.”

Trish Grant(Director of Advocacy IHC)

Wikipedia (n.d.) Disability symbols [graphic] Retrieved from www.wikipedia.org

(Grant, 2010)

GENERAL PROVISION FOR PERSONS WITH DISABILITIES:

New Zealand Disability Strategy(NZDS)

This is a long term plan for changing New Zealand from a disabling to an inclusive society put forth by the Office for Disability Issues

THE STRATEGY CONSISTS OF 15 OBJECTIVES

(The following objectives relate especially to education)

1. Encourage and educate for an inclusive society2. Ensure rights for disabled people3. Provide the best education for disabled people. 13.Enable disabled children and youth to lead full and active lives.

For the complete strategy and the actions relating to each objective see: www.odi.govt.nz/nzds/index.html

Treaty of Waitangi

“The Treaty is the founding document of New Zealand and underpins the development of the NZ Disability Strategy... “Whakanui Oranga is consistent with the principles of the treaty relevant to social policy”

THE PRINCIPLES ARE:

•Partnership: relationship of good faith, mutual respect and understanding and shared decision making. •Participation: working together to ensure Maori participate in the disability sector at all levels of decision making around disability issues. •Protection: the Crown actively contributes to improving the well being of Maori.

The NZDS Sector Reference Group has learnt from these principles in developing its vision of a fully inclusive society. www.odi.govt.nz/resources/publications/nzds/discussion-document/tow.html

UN Convention on the Rights of Persons with Disability Ratified by New Zealand in 2008

Relates to the education of people with disabilities. Signatories to the convention are to ensure equal access to:

Primary and secondary education, vocational training, adult education, lifelong learning.

THE CONVENTION ALSO SAYS THAT:

•Education is to employ the appropriate materials, techniques and forms of communication•Pupils with support needs are to receive support measures and pupils who are blind, deaf and deaf-blind are to receive their education in the most appropriate modes of communication from teachers who are fluent in sign language and Braille.•Education of persons with disabilities must foster their participation in society, their sense of dignity and self-worth and the development of their personality, abilities and creativity.

www.minedu.govt.nz/NZEducation/EducationPolicies/SpecialEducation/AboutUs/ContextOfOurWork/EducationAndDisabilityContexts.aspx

PROVISION FOR PERSONS WITH DISABILITIES IN THE EDUCATION CONTEXT:

Human Rights Act, Section 57:

Discrimination in access to educational establishments

It is deemed unlawful to: (a)to refuse or fail to admit a person as a pupil or student; (b)to admit a person as a pupil or a student on less favourable terms and conditions than would otherwise be made available; or(c)to deny or restrict access to any benefits or services provided by the establishment; or(d)to exclude a person as a pupil or a student or subject him or her to any other detriment,—by reason of any of the prohibited grounds of discrimination.

The Education Act 1989: Section 8

“People who have special education needs(whether because of disability or otherwise)have the same rights to enrol and receive education at state schools as people who do not.”

REDP (2000) Girl in wheelchair holding sign [drawing] Retrieved from www.redp.org.uk

PROVISION FOR PERSONS WITH DISABILITIES IN THE EDUCATION CONTEXT:

Ministry of Education National Education Goals (NEGs)Particularly : NEG1: Enable all students to reach full potentialNEG2: Equality of educational opportunities for all peopleNEG6: Clear learning objectives, monitoring achievement and meeting individual needsNEG7: Success for those with special needs.

National Administration Guidelines(NAGs)NAG1: (c) and (d) Identify students who have special needs (including gifted and talented) and develop and implement teaching and learning strategies to address the needs of students.

The Special Education Policy Guidelines For all those involved with young children and school students with special education needs. 1. Learners with special education needs have the same rights, freedoms and responsibilities2. the primary focus: meet learning and developmental needs of the learner3. Learners have access to a fair share of the available special education resources4. Partnership between parents and education providers is essential5. Use resources in the most effective

and efficient way possible, taking into account parent choice and the needs of the learner6. A learner's language and culture comprise a vital context for learning and development 7. Learners have access to a seamless education from the time that their needs are identified through to post-school options.

Rheasport. (2010) Hand pointing finger- Education for All [graphic] Retrieved from www. rheasport.com

What is happening in NZ right now?The current effort within NZ schools is to practise inclusive education; the teaching of all students and moreover, tailoring learning to suit the diverse needs of every learner, so that each student feels welcomed, valued and able to achieve within the class and school environment.

In 2006, 90,000 children in New Zealand(10%) were identified as having a disability (Statistics New Zealand, 2006)

According to the latest ERO report (April 2012):

90% of NZ schools believe they have at least one student with a disability on their roll, and have inclusive education

practices which cater to their students’ needs

88% of NZ schools reported through self-evaluation that they have mostly inclusive practices

12% said they have some inclusive practices

One school said they had few inclusive practices81% of schools have a Special Education Needs Co-ordinator

Two thirds of NZ schools have initiated projects to make their school facilities more user-friendly for

their students with disabilities

ERO also indicated that schools could not provide substantial evidence of any specific gains by students with disabilities, for example through documented achievement, suggesting a need to re-focus efforts. ERO was concerned that students with disabilities are not reaching their potential in school. While most schools identified funding as a main concern, this is not the opinion of most researchers. We personally believe one of the biggest issues is the teacher’s readiness to have students with disabilities in their class – ‘readiness’ encompasses attitude, resources, support, environment and personal beliefs and values.

However

Separated or Included?In 2007 there were 47 specialised schools for children with disabilities. (Statistics New Zealand, 2007). An example of a specialised school is Sara Cohen in St Clair, Dunedin.

Students in specialised classes are with other student who have disabilities and receive specialised teaching. Class sizes are generally smaller, allowing more one-on-one teaching and learning programmes that are tailored to the student. Specialised education is NOT inclusive education (MacArthur, 2009).

The overwhelming majority of research shows that students with disabilities are disadvantaged when placed in specialised schools, with one study stating it is impossible to provide top-level learning environments, no matter how hard the teachers work (Mac Arthur, 2009. Ministry of Education, 2010. Mainstream and Inclusive Education – A Bicultural Perspective, (n.d.)).

It has been shown that students with disabilities, successfully integrated into a mainstream classroom through inclusive education, are exposed to a more stimulating learning environment through the language and interactions of other students, and the greater variety and faster pace of course material (Mac Arthur, 2009).

Students without a disability also benefit from the presence of a student with a disability in their classroom, as they learn how to appreciate and value differences (Mac Arthur, 2009).

Our standpoint: From our own experiences that coincide with these findings we believe diversity should be encouraged in the classroom!

Opinions about FundingAccording to the 2010 report from the Disabled Persons Assembly, $450 million is put into special education each year.

Schools, teachers and parents, when asked how a student could be helped, immediately identify funding as one of the major issues. In most cases, this is because students only have access to a teacher aide for a limited amount of time a week, and teachers feel less able to cope with the student when the teacher aide is not around (Ministry of Education, 2010. Daveta, 2009. Mapsea, 2006).

But students give a different answer when asked how they can be helped. Researchers therefore believe that a greater emphasis needs to be placed on training teachers how to work with diverse learners in their classroom, as well as establishing strong support networks involving the teacher, the parents, the principal and school, and other supporting organisations (MacArthur, 2009. Ministry of Education, 2010).

StakeholdersStudents had the most revealing statements to make. Students with disabilities indicated they wanted the same types of activities, assessment, group work, books and homework as those without disabilities. They wanted teachers to slow down when need be, take time to explain concepts and teach learning strategies. More than anything, students with disabilities wanted to be treated like the other students, as being singled out as different created stigma. Students requiring a teacher aide wanted more freedom from their ‘shadow’; the constant presence of an adult was a social barrier (MacArthur, 2009. Ministry of Education, 2010).

Research suggests most teachers support inclusive education, but they feel they lack the necessary skills and time to practice inclusive teaching in their classroom. They also reported a concern that other students in the class might miss out from valuable teacher-time (Daveta, 2009. MacArthur, 2009. Ministry of Education, 2010. Mapsea, 2006).

Parents have a huge role as they must liaise with the school and teachers and have the final say in their child’s learning. Most parents have positive inclinations towards inclusive education. Parents of students with disabilities worry about their child needing the trained attentions of a teacher aide, while the main concern from parents of students without disabilities is that their child will not get enough support from a teacher pre-occupied with a high-needs student (MacArthur, 2009. Ministry of Education, 2010).

A particular note about the principal; research has indicated that how successful a school is at practicing inclusive education relies heavily on leadership, with an overriding factor being the principal’s attitude and commitment to the scheme (MacArthur, 2009. Mapsea, 2006. Ministry of Education, 2010. Mainstream and Inclusive Education – A Bicultural Perspective, (n.d.)).

What can you do as a teacher of a student with disabilities?

There is a wealth of resources for teachers who are teaching students with disabilities. This part of the presentation will focus on the Universal Design for Learning as an example of one framework a teacher can use to maximise learning of students with disabilities.

“It’s [educating teachers in their role as an educator of a child with disabilities] about making them aware that they don’t have to have a magic wand and try to solve all the problems … and making them realise there is a person there.”

Mark Barratt(Principal, Papatoetoe South School)

(Grant, 2010)

The Universal Design for Learning framework has been based on research by Rose and Meyer (2002) into brain networks and learning.

According Rose and Meyer (2002), this research suggests it is too simple to label students as ‘disabled’ or ‘bright’; all students have strengths and weaknesses in the way they utilise these brain networks that impact the way they learn.

The Universal Design for Learning

Recognition networks:

The networks involved with receiving and

categorising the information we

receive.

Strategic networks:The networks involved with

organising how we perform tasks

associated with learning.

Affective networks:The networks

involved in our motivation for

learning.

(Centre for Applied Special Technology, 2012 )

Sounds familiar? Don’t we do this anyway as a part of good teacher pedagogy?

Present content and information in different ways.

Differentiate the way that children can express what they know.

Stimulate interest and motivation for learning.

(Centre for Applied Special Technology, 2012 )

Based on these understandings of the networks associated with learning, the UDL has three overreaching guidelines for educators that have been developed in recognition of this research that has identified the three networks that contribute to learning.

So what?

Ben finds it very difficult to sit quietly on the mat for long periods of time looking and listening.

Rachel is generally working at a higher level than others in the class and needs challenge to keep her engaged.

In one classroom all students will have different learning needs. We believe it is less overwhelming for teachers to consider a student with disabilities is just another student with individual learning needs. Using the principles of the UDL is a good starting point for educators to begin to take practical steps in the classroom to recognise this.

Sarah has cerebral palsy and finds it difficult to verbalise.

Conclusion“Inclusion is no longer an option. We have the UN Convention… , we have the New Zealand Disability Strategy, we have a curriculum that states schools have to be inclusive. It is no longer an option we actually have to make it work.”

Mark Barratt(Principal, Papatoetoe South School)

(Grant, 2010)

We hope this presentation will begin to help you make it work as a teacher of a child with disabilities.

Giangreco (as cited in Causton-Theoharis, 2009)

We found this video Learning Better Together commissioned by the IHC (Grant, 2010) to be an excellent resource for further information: http://vimeo.com/11315409

ReferencesCauston-Theoharis, J. (2009). The Paraprofessional’s Handbook for Effective Support in Inclusive Classrooms. Baltimore, United States: Paul H. Brookes

Publishing.

Centre for Applied Special Technology (CAST). (2012). About UDL. Retrieved from http://cast.org./udl/index.html.

Convention on the Rights of Persons with Disabilities.(2006) Retrieved from http://www.un.org

Daveta, M. L. (2009). Inclusive education for children with disabilities in Fiji: Teacher perspectives and attitudes. Retrieved from http://researchcommons.waikato.ac.nz/bitstream/handle/10289/2769/thesis.pdf?sequence=1

Disabled Persons Assembly. (2010). Education for all. [Word Document]. Retrieved from http://www.google.co.nz/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CEwQFjAA&url=http%3A%2F%2Fw

ww.dpa.org.nz%2Fdownloads%2Feducation_for_all_2010.doc&ei=7QcFUI_oCdDqrQfAuqWsBg&usg=AFQjCNEZflGaXAhTtYlIIUFOIb5m7RnBvg&sig2=MIzzYo9_4uXEAAjWPcSmkA

Education Review Office. (2012). Dimension 5: Safe and Inclusive School Culture. Retrieved from http://www.ero.govt.nz/Review-Process/Frameworks-and-Evaluation-Indicators-for-ERO-Reviews/Evaluation-Indicators-for-School-Reviews/PART-TWO-The-Evaluative-Questions-Prompts-and-Indicators/Dimension-5-Safe-and-inclusive-school-culture

Education Review Office. (2010). Including Students with High Needs (June 2010) 30/06/10. Retrieved fromhttp://www.ero.govt.nz/National-Reports/Including-Students-with-High-Needs-June-2010/Conclusion

Education Review Office. (2012). Including Students with Special Needs: School Questionnaire Responses (April 2012): 01/04/12. Retrieved from http://www.ero.govt.nz/National-Reports/Including-Students-with-Special-Needs-School-Questionnaire-Responses-April-2012

Grant, T. (2010). IHC. Learning Better Together- Inclusive Education. Retrieved from vimeo.com/11315409

MacArthur, Dr. J. (2009). Learning Better Together: Working towards inclusive education in New Zealand schools. Retrieved from http://www.ihc.org.nz/wp-content/uploads/learning-better-together.pdf

Mainstream and Inclusive Education – A Bicultural Perspective. (n.d.) Retrieved fromhttp://spectrumimages.co.nz/Inclusiveducation.htm

Mapsea, A. J. (2006). Teachers’ views on providing for children with special needs in inclusive classrooms: A Papua New Guinea study. Retrieved fromhttp://researchcommons.waikato.ac.nz/bitstream/handle/10289/2391/thesis.pdf?sequence=1

Ministry of Education .(1989) .Education Act 1989. Retrieved from http://www.legislation.govt.nz/act/public/1989/0080/latest/DLM177470.html

Ministry of Education. (2010). Education that fits: Review of international trends in the education of students with special educational needs. Retrieved from http://www.educationcounts.govt.nz/publications/special_education/education-that-fits-review-of-international-trends-in-the-education-of-students-with-special-educational-needs/chapter-eleven-inclusive-education

Ministry of Justice New Zealand. Human Rights Act 1993. Retrieved from http://www.legislation.govt.nz/act/public/1993/0082/latest/DLM304637.html

Office for Disability Issues .(2001) .New Zealand Disability Strategy. Retrieved from http://www.odi.govt.nz

Rose, D.H. & Meyer, A. (2002). Teaching Every Student in the Digital Age: Universal Design for Learning. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/index.cfm

Statistics New Zealand. (2007). Measuring government sector productivity in New Zealand – a feasibility study. Retrieved fromhttp://www.stats.govt.nz/browse_for_stats/economic_indicators/productivity/measuring-govt-productivity/7-education.aspx