IRIS Improvement through Research in an Inclusive School

Inclusion - a challenge for the future ?EU-Comenius-project.

Anna-Lena Ljusberg & Jane Brodin

Stockholm UniversityChild and Youth Studies

2006-2009

Partners (7) Jean-Claude DeVreese, Service général de I’inspection,

Inspection de l'enseignement spécialisé, Belgium

Eva Bernat, Sonder Pädagogisches Zentrum-Sprachheilschule Graz , Austria

Jenny Evans, Pre-school Advisory Service Exeter, Devon County Council, UK

Joan-Lluís Valls Calzada, Generalitat de Catalunya Department d’Educació, Tarragona, Catalonia, Spain

Adelinda Maria Araújo Cadeias, Centro de Investigação em Educação e Psicologia Universidade de Évora , Portugal

Natalia Cabral, Escola E B 2 3 de Paranhos, Porto, Portugal

Jane Brodin & Anna-Lena Ljusberg, Department of Child and Youth Studies, Stockholm University, Sweden

The partners represent both research and practical work

Aim of the project

The overall aim is to develop, implement and disseminate materials for initial and in-service training of teachers and other educational staff

Focus is on developing a multi-dimensional approach to improve participation and learning of ALL CHILDREN

A multi-dimensional approachImprove understanding of the potential or multiple skills

of children

Improve teacher’s capacities for research, evaluation and assessment

Support collaborative work between teachers, families and other professionals

Support effective planning and intervention, including the use of IEP (Individual Education Plans)

A school for all

All children have the right to education (UN, CRC, 1989)

Inclusive education involves all children

Inclusion is a process in which diversity is seen as a resource not a problem

Inclusion promotes participation and equal opportunities

International documentsThe Universal Declaration of Human Rights (1948)

The Convention on the Rights of the Child (1989)

United Nations Standard Rules on the equalization of Opportunities for Persons with Disabilities (1993)

The Salamanca declaration (1994)

The Dakaar agreement (2000)

Swedish National documents: Pupils with disabilities in school (State investigation (1998) Curricula and Swedish Education Act

All the official documents agree on

The right to education for all (boys and girls)

To avoid special solutions (e.g. for children with disabilities)

To stress placement in a regular inclusive setting which means a school for all

Education should be free of charge, compulsory and within reach for everybody. Parents should be allowed to chose other schools than state schools

What are the challenges, for whom and how can we meet

them?

Obstacle 1. The environment is not adapted

Obstacle 2. No teaching material is available

Obstacle 3. Lack of experienced teachers/leaders

The obstacles concern both the pupils and the teachers/leaders

How to facilitate inclusion

The activities need to be planned in detail

Teaching material must be developed for all pupils

Few pupils in each group/class in order to enhance communication

Choose activities that fit all or most pupils

IRIS project activitiesTwo project meetings a yearDissemination through workshops and poster sessions

on conferences and on the web page www.irisproject.euFinal conference in 2009 in Evora, Portugal

Concrete results so far:Studies based on interviews and literature surveys on

assessment, intervention, IEP and support services (published on the web)

Checklist for teachers ”Aide Memoir”developed in one brief (bookmark) and one extended version

Four main areas:

Am I including?

Environment - Is my classroom inclusive?

Collaborative approach – Have I involved?

How can I adjust my teaching?

The Aide Memoir is elaborated by the practicians in the IRIS project with contributions from the research partners. The AM will be evaluated by teachers on the field during the autumn 2008

AIDE MEMOIR(Bookmark)

Am I including?Welcome (e.g. do I welcome each pupil?)Participation and sharing (e.g. do I involve?)Communication Barriers to learning and participationLevel of work and MotivationValue and RespectRoles and ResponsibilityPositive experienceIEP (Individual Education Plan)Friendships (e.g. do I support friendships?)

Environment Is my classroom inclusive?

Accessibility

Resources availability (both staff and material)

Ambience

Rules and routines

Safety / security

Collaborative approach Have I involved?

Parents

Grandparents

Carers

Support Staff

How can I adjust my teaching?

Clarity of approach

Clear expectations

Clear explanations

Teaching styles

Resources and materials

Planning

Cont. Adjust teaching

Barriers to learning

Interest and motivation

Feedback

Prepared materials

Time

Challenge

Reflection

What have we learnt?The regular school system is responsible for education of

all children

The pupils must have influence on their own situations and their voices must be heard

A holistic view of children and their immediate environment is needed

Close cooperation between pupils, parents, teachers and school is decisive for a positive inclusion

Cont. What we have learnt

Inclusion demands will, motivation and a goal directed work from the teachers/school

Teachers need in-service training with foucs on IEP, collaborative work, evaluation and assessment of children in need of special support

A child with disability has the same rights as all children and

inclusion will promote participation and equal

opportunities in a school and society for all

Further information: www.irisproject.eu

jane.brodin@buv.su.se

anna-lena.ljusberg@buv.su.se