Implementing Inclusive Education

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Implementing Inclusive Education

• Richard Rieser
• richardrieser_at_worldofinclusion.com

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MEDICAL MODEL THINKING SOCIAL MODEL THINKING
Person is faulty Person is valued
Diagnosis Strengths and Needs defined by self and others
Labelling Identify Barriers and develop solutions
Impairment becomes Focus of attention Outcome based programme designed
Assessment, monitoring, programmes, of therapy imposed Resources are made available to ordinary services
Segregation and alternative services Disability Equality Training for All
Ordinary needs put on hold Encourage Social Relationships
Re-entry if normal enough OR Permanent Exclusion Diversity Welcomed Disabled Person is Included
Society remains unchanged Society Evolves
(Adapted from Micheline Mason 1994, R. Rieser
2005)
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Inclusive Education -UNESCO

•  Inclusive Education -UNESCO sees inclusive
  education as a process of addressing and
  responding to diversity of needs of all learners
  through increasing participation in learning,
  cultures and communities, and reducing exclusion
  within and from education. It involves changes
  and modifications in content, approaches,
  structures and strategies, with a common vision
  which covers all children of appropriate age
  range and a conviction that it is the
  responsibility of the regular system to educate
  all children.

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What is Inclusive Education

• Inclusive Education refers to the educational
  practice base on the philosophical belief that
  all learners, those with disabilities and those
  without, have a right to be educated together in
  age appropriate class groups, and that all will
  benefit from education in regular classrooms of
  community schools. Within these settings
  teachers, parents and others work collaboratively
  using appropriate and sufficient resources to
  interpret and enact the regular curriculum in a
  flexible manner in accordance with the individual
  abilities and needs of all learners. Prof Gary
  Bunch Ontario

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Four key questions to help develop inclusive
practice in lesson preparation.

• 1. As you are planning any lesson for pupils ask
  yourself what are the essential knowledge, skills
  or understanding you want all students to get
  from the lesson?
• 2. How do my pupils learn best? Take account of
  learning styles. Most pupils can learn in visual,
  auditory or kinaesthetic ways, though most have a
  preference and it is good to know these.
• 3. What modifications to the lesson plan would
  permit more pupils to learn more effectively in
  my classroom? All teachers are very used to
  modifying their lessons to enhance their pupils
  learning.
• 4. How will my pupils show what they have
  learned? Ask the pupils to respond in ways they
  can handle. Assess pupils through their strengths
  not their weaknesses.
• Gary Bunch How to Book of Inclusion

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Maslows Hierarchy of Need Good educational
reasons to have zero tolerance for bullying.
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Making Reasonable Adjustments for disabled pupils

• Sent out 9000 schools. Received nearly 400
  nominations
• 54 LEAs nominated schools
• Chose a mix of schools
• Visited 41 schools for filming-3DVDs CD Rom
• Gained many examples of reasonable adjustments
• Now available 1 free copy per school. You have
  to send for it. Implementing the Disability
  Discrimination Act in Schools and Early Years
• Ref 0160-2006DOC-EN Tel. [phone]
• Online www.teachernet.gov.uk/publications
• Small box 20 from DEE or Stationary Office

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Reasonable Adjustments Key Factors

• vision and values based on an inclusive ethos
• a can do attitude from all staff
• a pro-active approach to identifying barriers and
  finding practical solutions
• strong collaborative relationships with pupils
  and parents
• a meaningful voice for pupils
• a positive approach to managing behaviour
• continued

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• Key factors continued
• strong leadership by senior management and
  governors
• effective staff training and development
• the use of expertise from outside the school
• building disability into resourcing arrangements
• a sensitive approach to meeting the impairment
  specific needs of pupils
• regular critical review and evaluation
• the availability of role models and positive
  images of disability

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Promoting Positive Attitudes to Disabled People

• Make sure disability is covered in a positive way
  in all parts of the curriculum. e.g. Art,
  History, Geography Science
• Gather examples from national press and media
  use in displays
• Relate to TV and newspapers
• Encourage Peer Support
• Help pupils critiques stereotypes English
• Use a social model approach-identify barriers
• Examine ethical issues from a human rights
  perspective
• Ensure hidden curriculum is disability friendly
• Challenge disabilism
• Develop strong self esteem in disabled pupils

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Maths and the Braille System
Get pupils to work out how many different
permutations you can get on the six pattern of a
dice?
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Gradients-What is the right angle for as
wheelchair?
Too steep-dangerous
Too gentle-tiring
Answer -Between 1 in 20 and 1 in 12
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The Royal Impairment Haemophilia Science and
History
Queen Victoria carried the gene for Haemophilia
on her X Chromosome. Her Eighth Child Leopold was
Haemophiliac and two of her daughters carriers of
the condition into the Russian, German and
Spanish Royal Families.
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Ellis Island- United Stated Immigration Filtering
out those with an Impairment
12 million immigrants passed through from 1890 to
1930s 100,000 were turned back.
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Who would not have existed if we eliminate
genetically and other carried impairments?

• Julius Caesar
• Pope
• Milton
• Beethoven
• Goya
• Monet
• Van Gogh
• Evelyn Glennie
• Stevie Wonder
• Che Guevara
• Cerrie Burnell

• Ray Charles
• Winston Churchill
• David Blunkett
• Gordon Brown
• Frida Kahlo
• Toulouse Lautrec
• Einstein
• Shrek or The Hulk
• Mr Magoo
• Howard Hughes
• Iris Murdoch

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Teachers choices for an inclusive classroom

• For those committed to Transformability. Based on
  an analysis of the practice of 9 teachers
  committed to learning without limits.
• Learning Without Limits 2004, Open
  University/McGraw Hill
• Susan Heart, Annabelle Dixon, Mary Jane Drummond,
  Donald McIntyre et al.

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Acting on the principle of co-agency

• Do
• Actively encourage and enable young people to
  share responsibility for achieving a productive,
  purposeful and harmonious working atmosphere.
• Respond to individuals by trying to understand
  classroom experience through their eyes, by using
  that understanding to ensure meaningful diversity
  and openness in learning opportunities.
• Draw on all info available to understand what is
  blocking learning
• Construct classroom interactions on the basis of
  a meeting of minds valuing as much what the young
  people bring as teachers.

• Donts
• Manage classroom activities through imposition of
  authority.
• Respond to individuals on the basis of categories
  of perceived ability.
• Write off anybody
• Work on the basis of passing knowledge from
  teacher to learner

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Acting on the principle of everybody

• Dont
• Overtly differentiate between young people in
  tasks and activities.
• Routinely use ability-based grouping or grouping
  by similar attainment.
• Keep peer interaction to a minimum to avoid
  interference with learning

• Do
• Construct learning activities as a common
  endeavour in which everybody can take part on an
  equal footing.
• Encourage diverse grouping and negotiate patterns
  of grouping and seating with young people.
• Work to develop the peer group as a community of
  learners who support and increase one anothers
  learning capacity

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Acting on the principle of trust

• Do
• Construct a range of attractive opportunities
  accessible to everybody, with space for learner
  input to shape experiences and outcomes.
• Constantly seek for better kinds of opportunities
  through which initially unresponsive learners
  might be encouraged to engage effectively with
  classroom activities.
• Choose content and devise tasks that encourage
  young people to draw on diverse experiences and
  make connections with what is worthwhile and
  important to them.

• Dont
• Match tasks to perceived attainment/ability.
• Attribute the problem to the learners when they
  are unresponsive to the task and experiences
  provided to them.
• Take for granted the value, relevance and
  worthwhileness of curriculum content

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1. Pre-planning information.

• Have you been given information on the nature and
  degree of impairment and the access needs of the
  disabled pupils in the class?
• Have you been shown or do you know how these
  disabled pupils access needs and personal care
  needs will be met in the class?
• If you dont know how the disabled pupils needs
  will/can be met seek advice from SENCO, Head or
  Deputy or from other agencies such as Educational
  Psychologists, Advisors or Health Professionals.

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2. What preparation have you made with the
class/ group for

• one to one peer support
• collaborative teaming
• group work
• valuing difference of race, gender, ethnicity,
  disability, age or religion
• How do you ensure that mutual respect is
  encouraged within your classroom? Are you clear
  about how to deal with bullying and harassment in
  the class? Doers the school have a consistent
  policy?

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3. Lesson planning how will you support the
needs of all learners?

• Consider
• - timing,
• - variation of activities,
• - types of activities concrete/abstract,
• - reinforcement of key ideas,
• - extension work
• - recall of previous work,
• - links to future work,
• - clear instructions.
• Will the content of the lesson engage all pupils
  from the beginning? Will there be sufficient
  variation in activities and pace to engage all?
• Are you able to access specially adapted
  equipment for some pupils to enable them to
  participate fully?
• If not, can an alternative way be found?
• Will the diversified and differentiated work
  allow all pupils to experience success at their
  optimum level?

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4. What different teaching styles are you going
to use?

• Visual e.g. use photos, mind maps, maps and
  diagrams, pictures, film clips, digital cameras,
  wall displays?
• Auditory e.g. use story telling, talking,
  effective questions, problem solving, clear
  sequencing, music, singing?
• Kinaesthetic e.g. use movement, role play,
  artefacts, use the environment

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5. Preparing materials

• Are written materials accessible to all formats
  readability length content?
• Scaffolding practical materials e.g. writing
  frames, pictograms, sounds, pictures, objects,
  artefacts, word lists, number lines, etc, are
  they accessible to all?
• Appropriate use of augmented communication and ICT

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6. Self presentation (hidden curriculum)

• Have you thought about how you will react to
  situations of stress, humour, seriousness,
  embarrassing questions offer encouragement to
  all challenge the behaviour not the pupil?
• Are all the pupils aware that you might approach
  the behaviour of some students in a different
  manner to the rest of the class?
• How will you use your voice in the lesson, e.g
  volume, tone, and make sure all children are
  understanding you?
• Where will you position yourself in the classroom
  and when?
• Who will you question and when?

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7. Use of support staff

• Have you met with or at least communicated with
  support staff before the lesson?
• How are you going to use other support in the
  lesson?
• Does their use allow all pupils to be equally
  included in the class activities?
• If you are using support staff for withdrawal,
  how do you know the pupils are gaining from this?
• If you are using withdrawal, how are the groups
  organised?
• When do you take small groups and support take
  class?

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8. Classroom organisation

• Is seating carefully planned and/or the activity
  accessible for students with
• - mobility impairments e.g. circulation space,
  table height
• - hearing impairments e.g. sight line for lip
  reading/ interpreter/ no glare
• - visually impaired e.g. maximise residual sight,
  if touch can reach
• - challenging behaviour e.g. in adult gaze at
  front for eye contact
• - short attention span/easily distracted, eg
  sit on own
• - learning difficulties who need a lot of
  support, eg next to peer supporter
• - short attention span, e.g. distraction free
  zone
• What seating plans are you using and why?
• Will seating plans make use of peer support and
  how?

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9. How will you organise and group pupils in
lessons?

• Friendship groupings?
• Mixed gender/same gender groupings?
• Mixed ability/same ability groupings?
• Specific pairs of pupils working together,
• e.g. stronger reader/weaker reader?
• Disabled and disabled non-disabled students
• How do you decide which grouping to use for what?

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10. How will you deal with unexpected incidents?

• Are you aware of the systems for dealing with
  unexpected incidents, e.g.
• evacuation,
• fainting or fits,
• psychotic incidents,
• arguments,
• incontinence,
• medical emergencies?

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11. How will you ensure that all pupils feel
equally valued through their experiences of

• the allocation of teacher and support staff time
  
• being listened to/ paid attention to
• being respected
• achieving
• interacting with their peers
• being free of harassment.

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12. How will you assess the outcomes?

• Do you have a scheme for assessing the
  achievements of all?
• Have you looked at alternative forms of
  assessment? e.g. video recording progress, peer
  evaluation, self evaluation?
• How will you involve pupils in assessing their
  progress and their peers progress?

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Maresa now at University Studying English Non
verbal and quadriplegic, with a mental age of 2
was the diagnosis. I was in a special school
until I was eleven and then in a unit for 2
years. Nobody learnt to communicate with me.
When I went to a comprehensive it was just
ordinary teachers who decided to have a go. So
I got my GCSEs . At college they believed in me.
The University said I could submit essays for
admission instead of exams which are exhausting.
Now I am in the last year of my English Degree
and want to be a writer.