1. Inclusion: Societal & Whole-School Issues Dan O’Sullivan ED6306 - Inclusive and Multicultural Education Lecture 7: 24/10/11

2. Lecture 7: Outline 1) Introduction 5) Conclusion 4) Factors Associated with Successful Inclusion 2) SEN: The Continuum of Provision – Irish Context 3) Three Challenges of Inclusion Note: SEN = Special Educational Need

5. Concepts fundamental to understanding the inclusion of SEN pupils: a) Access ~ Participation ~ Outcome d) Pupil identity - labelling c) Relational dimension of school life b) Least Restrictive Environment

7. …… not just about groups of people who are somehow “different” Inclusion……. … ..it is about systems reforming to include us all, rather than integrating specific needs groups into existing systems.

21. Making practical curricular value judgements: Choice between - viewing inclusion of students as an “add-on” or secondary goal or - viewing inclusion as the bedrock of “good teaching” – avoiding compartmentalisation – increasingly recognised that effective teaching for SEN pupils is transferable to all learners – “Good teaching is good teaching”. [Inextricably linked, in turn, to classroom management]

22. e.g. “Good teaching” manifest in (among others): 2) Assessment principles – authentic forms – Based on the quality of performance on real learning tasks and on a developmental model of achievement e.g. Junior Certificate School Programme [JCSP] http://jcsp.slss.ie - portfolio system - stark contrast to high stake summative tests. ** Fairer assessment / testing remains a challenge. 1) Use of differentiated materials [Lecture 10: 21/11/11] Note: Sum mative and for mative testing: www.ucd.ie/t4cms/ucdtlt0029.pdf

23. 4) Factors associated with successful inclusion: A) Participation of the whole school community in developing a shared vision and practice B) Effective parental involvement C) Positive staff attitudes and expectations towards students with disabilities

24. * D) Collaborative teamwork among the school staff: In-class models of learning support / team teaching / co-teaching [Lecture 9 – 14/11/11] * F) Collaborative classroom strategies: Peer Tutoring and Co-operative Learning / Group Work [Lecture 10 – 21/11/11] * E) Adaptation of existing curricula and instructional practice: Differentiation [Lecture 10 – 21/11/11]

30. Stage 3: School Support Plus ( for a Few ) : More intensive & individualised supports. Detailed assessment and development of intervention programmes for pupils with complex and/or enduring needs. Involvement of relevant external services e.g . educational psychologist / speech and language therapist / occupational therapist / visiting teacher service. Co-ordinated by the school’s Resource Teacher & Special Educational Needs co-ordinator.

31. Support for ALL Stage 1 Stage 2 Stage 3 School Support ( for Some ) School Support Plus ( for a Few ) Subject Teacher(s) Pupil Parents Subject Teacher(s) Pupil Parents + Learning Support Teacher Subject Teacher(s) Pupil Parents + Resource Teacher/ SEN co-ordinator + Outside Specialists 80-90 % 10-20% 2-5% ‘ Continuum of Support’ towards addressing the needs of pupils with Special Educational Needs – Post Primary (NEPS 2010)

37. Please remain mindful that … … inclusion is not a target to be hit, or a goal to be reached; … nor is it the final destination of a road of continuous linear improvement Rather …. …… inclusion is an ongoing process: marked out by struggle and negotiation, and worked out through interpersonal actions and relations

38. 1) Griffin, Seán & Shevlin, Michael (2007) Responding to Special Educational Needs – An Irish Perspective , Dublin: Gill & Macmillan. (Chs. 1-5). [ Boole Q+2 - 371.9 GRIF ] References: 3) A Continuum of Support for Post-Primary Schools (NEPS 2010) Vol. 1: Guidelines for Teachers Vol. 2: Resource Pack for Teachers www.education.ie > NEPS > Reports and Publications [Blackboard: Lecture 7 Subfolder] 2) Department of Education & Science (2007) Inclusion of Students with Special Educational Needs: Post-Primary Guidelines, Dublin: The Stationery Office. (Chs. 1-3). www.sess.ie > Documents and Publications > Other DES Publications [Blackboard: Lecture 7 Subfolder] 4) Children with Special Educational Needs: Information Booklet for Parents (NCSE: Sept. 2011) [Blackboard: Lecture 7 Subfolder] www.ncse.ie/uploads/1/ChildrenWithSpecialEdNeeds.pdf

39. 5) Hegarty, Seamus (2001) Inclusive education – a case to answer. Journal of Moral Education, 30(3), 243-249. [Blackboard: Lecture 7 Subfolder] 8) Topping, Keith & Maloney, Sheelagh (eds.) (2005) The RoutledgeFalmer Reader in Inclusive Education, Abingdon: RoutledgeFalmer. (Intro. and Chs. 1-3) [ Boole Q+2 - 371.9 TOPP ] 6) CABHAIR Newsletter Insert ~ ‘Inclusive Schools: Developing a Practical Approach’ www.sess.ie > Documents and Publications > CABHAIR Newsletter > Issue 3 January 2009 (CABHAIR Insert) [Blackboard: Lecture 7 Subfolder] 7) Jordan, A., Schwartz, E. & McGhie-Richmond, D. (2009) Preparing teachers for inclusive classrooms. Teaching and Teacher Education, 25(4), 535-542. [Blackboard: Lecture 7 Subfolder]