Education that Fits: Planning & Implementing Inclusive ... · Education that Fits: Planning & Implementing Inclusive Education Presentation to postgraduate students, Ljubljana March

Education that Fits: Planning & Implementing

Inclusive Education Presentation to postgraduate students, Ljubljana

March 2012

David R. Mitchell, PhD

Jill W Mitchell, PhD

University of Canterbury

Christchurch

NEW ZEALAND

david.mitchell@canterbury.ac.nz

.

Where on Earth is New Zealand

*

Christchurch Earthquake

22 February 2011

Southern Alps

Fiordland

Marlborough wine-growing area

.

Rankings on PISA Reading 2000, 2003, 2006, 2009

2000 2003 2006 2009

Finland 1st

Finland 1st

Finland 2nd

Finland 3rd

NZ 3rd

NZ 6th NZ 5th

NZ 7th

.

???

What is your experience of inclusive education?

What is your main question about inclusive

education?

Inclusive Education

Inclusive Education

Inclusive Education

The Story of the Man and the Raft

Inclusive Education

Exclusion

- kept out

Exclusion

- pushed out

Inclusive Education

Segregation

Inclusive Education

Integration

Inclusive Education

Inclusion

Inclusive Education

Inclusive Education

Inclusive education

- the dream

Inclusive Education

Inclusive education

- the dream rigid exam system

negative attitudes from teachers

teachers lack skills

negative attitudes in society

‘one size fits all’ curriculum

large classes

inaccessible buildings

parent resistance

inflexible teaching methods

lack of support staff

lack of legislation/policies

inadequate monitoring of schools

lack of money

dominance of medical model

lack of appropriate assessment

lack of coordination among government depts and NGOs

media ignorance

lack of advocates

.

Inclusive Education in New Zealand

.

Inclusive Education in New Zealand

Ongoing and Renewable Resourcing Scheme (ORRS)

•1% of students with high and very high needs

• National system of verification

• High needs: 0.1 of a teacher

• Very high needs: 0.2 of a teacher

• Eligible for teacher aide assistance

• Eligible for specialist therapy (e.g., physiotherapy)

• IEP sets out programme and responsibilities

• Parents can choose special or regular school

.

Inclusive Education in New Zealand

.

Inclusive Education in New Zealand

Students with Moderate Needs * 4-6% of students

• Most in regular classes, some in special classes

• Teachers advised by Resource Teachers Learning &

Behaviour

• Schools receive Special Education Grant, according to

decile level (SES)

* Some have IEPs

.

Inclusive Education in New Zealand

BUT

In 2010, the Education Review Office found:

50% of schools had mostly inclusive practices

30% had some inclusive practices

20% had few inclusive practices

1.ethical standards and leadership that build the culture of an

inclusive school,

2. well-organised systems, effective teamwork and constructive

relationships that support the inclusion of students with high

needs,

3. innovative and flexible practices to manage the complex

challenges of including students with high needs.

.

Inclusive Education in New Zealand

SO

The Ministry of Education has set a target:

‘all schools will demonstrate inclusive practice

by the end of 2014’

Inclusive Education

The ‘Magic Formula’

Inclusive Education = V + P + S + R + L + 5As

INCLUSIVE EDUCATION

The ‘Magic Formula’

Inclusive Education = V + P + S + R + L + 5As

Vision

At all levels of the education system

INCLUSIVE EDUCATION

.

30

Education Act 1989

– Section 8

(1) … people who have special education

needs (whether because of disability or

otherwise) have the same right to enrol and

receive education at state schools as people

who do not.

Inclusive Education in New Zealand

.

The ‘Magic Formula’

Inclusive Education = V + P + S + R + L + 5As

Placement

Age appropriate

Neighbourhood schools

Mixed ability groups

INCLUSIVE EDUCATION

The ‘Magic Formula’

Inclusive Education = V + P + S + R + L + 5As

Support

From professionals

From parents

INCLUSIVE EDUCATION

A comprehensive ecological model

A comprehensive ecological model

The ‘Magic Formula’

Inclusive Education = V + P + S + R + L + 5As

Resources

Trained teachers (pre-service, in-service)

Equipment e.g., assistive devices

Adapted buildings

Support infrastructure

INCLUSIVE EDUCATION

The ‘Magic Formula’

Inclusive Education = V + P + S + R + L + 5As

Leadership, from

Government

Ministries/Departments

District supervisors

Principals

Classroom teachers

INCLUSIVE EDUCATION

The ‘Magic Formula’

Inclusive Education = V + P + S + R + L + 5As

Acceptance

Access

Adapted curriculum

Adapted assessment

Adapted teaching

INCLUSIVE EDUCATION

INCLUSIVE EDUCATION Teaching strategies

•Cooperative group teaching

•Peer tutoring

•Cognitive strategy instruction

•Behavioural approaches

•Review & practice

•Formative assessment

•Feedback

•Classroom climate

•School-wide positive

behavioural support

INCLUSIVE EDUCATION Vision Yes Yes Yes Yes Yes Yes

Placement No Yes Yes Yes Yes Yes

Support No No Yes Yes Yes Yes

Resources No No No Yes Yes Yes

Leadership No No No No Yes Yes

5As No No No No No Yes

Good

intention

s

Irresponsible

inclusion

Limited

commitment

Rudderless

inclusion

Blocked at

the

classroom

Responsible

inclusion

Inclusive Education

Date Place Authors Comparison Results

1986 Various Wang & Baker 11 studies of

mainstreaming

Effect size: 0.33, i.e. gain of

13 percentiles for

mainstreamed students

1998 Canada Saint-Laurent et al. 3rd grade LD and BD

Full inclusion vs ‘pull-

out’ resource room

support

Improved writing scores

+ Gains for general education

students

1998 US Waldron & McLeskey Grades 2-6. Mild –

severe LD

Full inclusion vs ‘pull-

out’ resource room

support

Greater progress in reading &

maths

1995 US Fryxell & Kennedy Severe disabilities

Full inclusion vs special

class

Improved social relationships

2001 Nether

lands

Karsten et al. At risk students in

special vs regular classes

Improved academic and social

behaviour

2006 UK Buckley Adolescents with Down

syndrome in mainstream

vs special schools

Significant gains in expressive

language & academic

achievement

Other research results

Kavale & Mostert (2003)

Analyses of regular classrooms in the US show that they are places

where undifferentiated, large group instruction dominate and

teachers make few adaptations, with the result that there is

little individualised programming.

Other research results

Kavale & Mostert (2003)

Analyses of regular classrooms in the US show that they are places

where undifferentiated, large group instruction dominate and

teachers make few adaptations, with the result that there is

little individualised programming.

Salend & Duhaney (1999)

In their review of studies (largely American), educators have varying

attitudes towards inclusion, their responses being shaped by a range

of variables such as their success in implementing inclusion,

student characteristics, training and levels of support.

Other research results

Kavale & Mostert (2003)

Analyses of regular classrooms in the US show that they are places

where undifferentiated, large group instruction dominate and

teachers make few adaptations, with the result that there is

little individualised programming.

Salend & Duhaney (1999)

In their review of studies (largely American), educators have varying

attitudes towards inclusion, their responses being shaped by a range

of variables such as their success in implementing inclusion,

student characteristics, training and levels of support.

Scruggs & Mastropieri (1996)

About two-thirds of the US teachers they surveyed supported the

concept of mainstreaming/inclusion.

Other research results

Kavale & Mostert (2003)

Analyses of regular classrooms in the US show that they are places

where undifferentiated, large group instruction dominate and

teachers make few adaptations, with the result that there is

little individualised programming.

Salend & Duhaney (1999)

In their review of studies (largely American), educators have varying

attitudes towards inclusion, their responses being shaped by a range

of variables such as their success in implementing inclusion,

student characteristics, training and levels of support.

Scruggs & Mastropieri (1996)

About two-thirds of the US teachers they surveyed supported the

concept of mainstreaming/inclusion.

Duhaney & Salend (2000)

Reviewed 17 studies of the perceptions of inclusion held by parents of

children with and without disabilities. Both groups had mixed, but

generally positive, perceptions of inclusive education.

References http://www.european-agency.org/agency-projects/indicators-for-inclusive-education

Mitchell, D. (2010). Education that fits: Review of international trends in the education

of students with special educational needs, Wellington, New Zealand: Ministry of Education

(pp. 223). Available on NZ Ministry of Education website:

http://www.educationcounts.govt.nz/publications/special_education

Mitchell, D. (2008). What really works in special and inclusive education: Using evidence-based

teaching strategies. Abingdon, Oxfordshire: Routledge.

Mitchell, D.R. (ed.). (2005). Contextualizing inclusive education: Evaluating old and new

international perspectives. Abingdon, Oxfordshire: Routledge. (Paperback version published in

2008).

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