EDUCATION FOR ALL 2... · highrate of early school leavers (22.6% in2012). ... achievement of children at risk of poverty andreduce early school leaving. ... from Second Chance education

project and13 rights-shy‐based13 approaches are being systematically developed13 in13 only asmall number of countries

While increasingly countries are developing initiatives that emphasise earlyintervention and provide support13 as part13 of13 the lsquogeneralrsquo provision in regular13 schools legislation and policy13 is13 often fragmented overlapping13 and poorly13 coordinated

EU policy13 guidelines

In the Maltese national13 level13 documentation there are few references to any13 recent13 European13 level communications strategies etc such13 as the European13 Social Charter(articles13 15 and 17) the13 Council13 of13 Europe13 Disability13 Action Plan 2006-shy‐201513 (actionline 4) the European Disability Strategy 2010-shy‐202013 (action area13 5) and Europe13 2020(social13 cohesion objective)13 that13 may13 support13 moves13 to a rights-shy‐based13 approach13 and13 a more13 inclusive13 education system In particular the13 European Disability Strategyaims13 to raise13 the13 share13 of persons13 with disabilities13 working13 in the13 open labourmarket Grammenos (2011) in a report for the Academic Network of EuropeanDisability experts uses Eurostat data on Income and13 Living Conditions (EU-shy‐SILC) to13 show that in 2009 only13 32 of disabled people13 aged 20-shy‐6413 in Malta13 were13 inemployment This13 report also shows13 that in 2009 Malta13 had the13 highest rate13 ofearly13 school leavers13 in Europe13 with a high percentage13 of these13 (489)13 having13 adisability

A recent report by the European Commission (2013) sets out key13 lessons13 learnedfrom Second Chance education and suggests that13 the good practices identified arebest implemented13 in13 everyday teaching and13 learning in13 order to13 reduce school drop13 out These practices include multi-shy‐professional working developing positive13 relationships between teachers and learners (providing social13 and emotional13 support) increasing13 the13 flexibility13 of curriculum and school organisation focusing13 onindividual13 learner13 assessment13 and the validation of13 progress and outcomes13

The Council Conclusions on enhancing the social inclusion13 of young people not in13 employment education or training13 (2014) also makes13 relevant proposals13 in the13 areas13 of prevention and education training13 and non-shy‐formal13 learning13

The Conclusions of the Council of Ministers on the social13 dimension of13 educationand training13 (2010) note13 that education systems13 across13 Europe13 need to ensure13 bothequity13 and excellence13 and recognise13 that improving13 educational attainment and keycompetences13 for all are13 crucial not13 only13 to economic growth and competitiveness13 but also13 to13 reducing poverty and13 fostering social inclusion Along with13 the European13 Commission13 work on lsquoRe-shy‐thinking Education Investing in skills for13 better13 socio-shy‐economic13 outcomesrsquo (2012)13 and the13 accompanying13 document13 lsquoSupporting the

Annex 2 Desk Research Report 7

Teaching Professions for Better Learning Outcomesrsquo (2012) the document could13 provide support to the further13 development13 of13 inclusive thinking

National policy

The European13 Parliament report on Children13 with13 Disabilities (2013) points out thatthe State in13 Malta13 invests heavily in13 an inclusive system where the vast majority ofchildren with disabilities13 attend mainstream school13 However it13 also recognises13 that13 this does not13 mean that13 all13 children with disabilities are fully13 included in mainstreamschools13 and notes13 that their presence13 is13 often dependent on the13 good-shy‐will ofpersons involved Children13 with13 learning disabilities and13 challenging behaviourremain at13 particular13 risk of13 exclusion and possible institutionalisation

The European13 Parliament Report observes13 that inclusion appears13 to be13 unsystematic13 with lsquo responsibility for the education of children with disabilities left in the hands ofLSAsrsquo (p28) Children with disabilities13 are13 tolerated in classes13 and do not receive13 adequate13 attention The13 report13 identifies some issues including the absence of13 children with disabilities13 not13 being13 reported and children being13 sent13 home13 if13 the13 LSAis absent13 This may13 be construed as discrimination or13 as a minimum as inadequatesupport

Work to examine the issue13 of early13 school leavers13 (set13 out13 in the previous section)13 has included13 work by the Maltese Statistical Office and13 University of Malta as well asthe Ministry13 for13 Education and Employment13 This resulted in a report13 and public13 consultation in December 201213 A director13 with specific13 responsibility13 for13 this area of13 work was appointed in November 2013 to develop and implement a strategic planThere is also13 an inter-shy‐ministerial committee and working group to focus on meetingthe ET 2020 target13 of13 reducing ESL to 10 by13 2020

The range of measures being taken13 to13 prevent ESL include implementing theNational Curriculum Framework validating non-shy‐formal13 and informal13 learning anddeveloping new forms of teaching and13 learning such13 as e-shy‐Learning To improve13 the13 relevance13 of skills13 for the13 labour market Malta13 is13 introducing13 vocational subjects13 insecondary13 schools13 and different career paths13 through vocational educationaltraining and higher13 education in those sectors in demand by13 industry13

Intervention measures include a multi-shy‐stakeholder approach to address13 the13 needs13 ofparticular groups of students at risk of early school leaving and13 improving careerguidance13 in compulsory13 education Compensation measures13 focus13 on a review ofsecond chance13 and re-shy‐integration programmes and Malta has also improved earlychildhood education and care which is likely to have longer-shy‐term impact13 on ESL

Overall the European Commission Education and Training Monitor (2013) notesthat13 the issue of13 early13 school13 leaving still13 has not13 been fully13 addressed and states

Annex 2 Desk Research Report 8

that in particular a comprehensive system for13 collecting and analysing datainformation on early13 school13 leaving is not13 sufficient13 to inform policy13 and practice (for13 example13 monitoring13 in relation to gender social class13 and assessing13 the13 impact ofdifferent strategies for example ability grouping etc) However a National ReferralSystem for absenteeism which13 aims to13 improve the referral process and enablemultidisciplinary teams to work together when required was piloted in 201213 andshould be13 implemented in all schools13 at the13 beginning13 of school year 201314Further work is planned13 in13 the new education13 strategy 2014-shy‐202413 and as the13 reportEducation13 and Training 2020 Responses from EU Member States notes Maltarsquosphasing out of its dual secondary education13 system which13 placed13 learners accordingto their13 ability13 as shown in the standardised examinations which took13 place at13 theend of primary13 education will be13 complete13 by13 2015

Malta has recently undertaken a review of the curriculum and noted a bias13 towards13 knowledge13 and content13 as13 well13 as13 the13 need to establish a value13 system (attitudes13 and beliefs) The13 Curriculum Framework document also notes13 that the13 curriculumshould not primarily13 aim to satisfy13 economic13 need but should support students13 todevelop13 to13 their maximum potential minimise drop13 out and13 allow student voices to13 be heard13 (p6) The need13 for diverse learning pathways and13 flexibility with13 a movefrom traditional13 curriculum and structures to more active co-shy‐construction13 ofmeaning is also stressed together with the fact that this requires approaches thatempower teachers13 to be13 innovative

The new general principles in13 the curriculum include entitlement diversity acontinuum of13 achievement learner-shy‐centred learning quality13 assurance13 teacherprofessional support and13 more use of cross curricular themes (such13 as learning to13 learn co-shy‐operative learning education for13 entrepreneurship creativity13 andinnovation and education for13 diversity)13 The important13 role of13 parents is recognisedand 8 working13 groups13 have13 been set up to formulate13 a strategy document including13 one focusing on additional needs

Conceptions13 of13 inclusion

Although it is widely understood that there is no singular definition of inclusiveeducation many13 researchers13 talk13 about inclusion as a response13 to disciplinary13 exclusion where13 barriers13 to presence participation and achievement are identifiedand overcome Countries13 across13 Europe13 are13 slowly moving13 towards13 a concern withall groups13 vulnerable13 to exclusion rather than a focus13 on children with specialeducational needsdisabilities For example13 in Denmark inclusion is13 seen as aprincipled13 approach13 to13 education13 and13 society in13 general Other countries talk aboutdeveloping13 a school for all or having13 a right13 to support in mainstream classes

Annex 2 Desk Research Report 9

While there are moves in Malta to develop an understanding of inclusion asmeaning all learners the13 underpinning13 thinking13 seems13 primarily to view inclusion asbeing about the placement of learners with13 disabilities into13 mainstream schoolsThis leads to13 a concern13 with13 learners who13 are disabled13 or have SEN with13 a lack ofclarity13 about13 where13 responsibility13 for such learners13 lies13 and concern over the13 possible impact of inclusion13 on standards

There have been13 attempts13 to introduce13 new terminology that13 try to reflect13 a change13 from the idea of charity13 towards13 those13 who are13 less13 fortunate13 to an understanding13 that13 each person has a right to a quality13 education and life and equal respect13 ashuman13 being (Bezzina 2007)

The National Minimum13 Curriculum13 for Malta (2002) Principle13 8 -shy‐ An InclusiveEducation13 states An inclusive education13 is based13 on a commitment on the13 part13 of13 the13 learning community to fully acknowledge13 individual13 difference13 and to professingas well as implementing13 inclusionary13 politics This concept recognises the full rangeof educational interests potential and needs of students

The implications of13 a commitment13 towards diversity extend beyond the educational13 domain Society13 has a moral responsibility13 to13 affirm diversity if it believes in13 thebroadening13 of democratic boundaries in13 the fostering13 of a participatory13 culture in13 the13 defence of the basic rights of children in13 the constant struggle against all thosefactors that13 prevent13 the13 studentsrsquo different13 abilities from being brought13 to fruitionand in13 the safeguarding13 and strengthening13 of our countryrsquos achievements in13 thesocial and cultural fields p22

The document reports that at that time teachers did13 not feel sufficiently prepared13 and supported to address13 the13 challenge13 of inclusion The13 need to carry out aneducational campaign among13 parents13 intended to bring13 about a change13 in the social13 perception13 of education13 was also13 recognised

To quote the Guidelines for the Implementation13 of National Curriculum (2002)Inclusion is a National13 Minimum Curriculum (NMC) commitment that concerns theeducation of13 all students13 Issues13 of13 inclusive13 education have13 arisen from aconsideration of the13 difficulties13 faced by13 students13 with Individual Educational Needs13 (IEN)13 to participate13 fully in mainstream education13 However the13 same13 issues13 are13 now seen13 as of concern13 to13 all students and the education13 system as13 a whole Thusinclusive education is an essential13 part13 of13 the first13 principle underlying the wholeNMC13 exercise for ensuring13 ldquoa quality13 education13 for allrdquo13 p16

However the amended13 Education13 Act (2006) states that13 the state should provideresource centres whose role should also include provision for13 children withindividual13 educational13 needs who would benefit from such13 provision13 rather13 thanattending13 a mainstream13 school

Annex 2 Desk Research Report 10

While such thinking is informed by13 a medical13 or13 deficit model rather than a rights-shy‐based13 approach work is on going at the University of Malta regarding training forteachers and LSAs that13 encourages a broader13 idea of13 inclusion13 The University13 of13 Malta was involved in the coordination of a Comenius project on responding tostudent13 diversity13 The project13 materials (2007)13 are motivated by13 a concern for socialjustice in education a need13 to13 promote openness to13 student diversityan13 assumption13 that it is normal to13 be different and to13 provide a differentiated13 curriculum and learning experience (Preface13 xiii)

In 2005 the Inclusion and Special13 Education Review in Malta noted that theobjectives of inclusive education13 policy were not being effectively implemented13 through the systematic13 provision of13 support13 to satisfy13 the spectrum of13 needs Forexample if the13 LSA for a child on full time13 support is13 absent a child with complex13 needs could13 be sent to13 a resource centre Such13 practice gives a clear message aboutlsquobelongingrsquo and whether13 -shy‐ or not -shy‐ children are13 seen as13 valuable13 members13 of theclassschool13 It appears that to quote Ainscow (2011) the13 preoccupation withindividualised responses that13 have been a feature of13 special13 needs educationcontinue13 to deflect attention away13 from the13 creation of forms13 of teaching that canreach out13 to13 all learners within13 a class and the establishment of school conditionsthat13 will13 encourage13 such developmentsrsquo13 p56

Latimer and Siska13 (2011) observe that while inclusive education13 is achieved13 forsome13 learners13 who are13 in mainstream schools13 with the13 support they need there hasnot been13 systemic change Such13 change should13 lead13 to13 inclusion13 focusing on schoolimprovement13 and quality13 for13 all13 learners

Consistency13 of13 policies

Recent Agency work on Teacher Education13 for Inclusion13 stressed13 the need13 forholistic and inter-shy‐connected policies13 and a lsquowhole13 governmentrsquo approach as13 alsoadvocated by OECD (2010) Work by the Agency (Agency 2010a) similarly stressedthe critical13 importance of13 joint13 policy-shy‐making between departments of educationhealth13 and13 social services13 and this13 was13 further reinforced by13 the13 recent13 Agency13 Organisation of Provision project

The European13 Parliament Report on Member States policies on Disabled Children(2013)13 makes13 the13 following13 recommendation on Access to assistance A specialsingle13 national body (with regional offices)13 responsible13 for the13 management13 of13 services budget and assistance13 of children and their families13 should be13 established inorder to13 ensure consistency coordination effectiveness increase accessibility13 andbetter guidance for13 families on the funding support13 available p61

Annex 2 Desk Research Report 11

Inter Ministerial13 work

In some countries services are under13 the control13 of different ministries (for13 examplethe Ministry13 of13 Education and the Ministry13 of13 Health) increasing the potential13 for13 poor13 communication among different13 service providers13 This compartmentalisationinevitably13 impacts negatively13 on a learnerrsquos educational13 career13 (Ebersold 2012)13 Soan (2012) suggests that legislation13 should13 underpin13 the development and thecommitment13 of13 the13 different13 services so that13 inter-shy‐professional working supportslearners with disabilities with all13 those involved identifying assessing monitoringand reviewing13 provision together

Recently Malta13 has moved13 towards such13 practice with13 the inter-shy‐ministerial groupset up to tackle13 early13 school leaving

Summary

The research13 reviewed13 in13 this section13 stresses the need13 to13 take account ofinternational13 normative instruments and EU level13 guidelines in the development13 of13 national legislation13 and13 policy The importance13 of a coherent approach13 supportedby a shared13 understanding of inclusion13 and lsquoconnectionsrsquo between13 system levels isalso highlighted

Annex 2 Desk Research Report 12

2 Building13 capacity13 within13 mainstream schools

School organisation13

The process of inclusive education13 requires both13 a transformation13 of mainstreamsettings13 as well as a reconsideration of the13 role13 of special schools

The Organisation13 of Provision13 literature review (European13 Agency 2013) states thatchange13 does13 not13 necessarily13 result from the13 application of new techniques13 or the13 introduction of13 new organisational13 arrangements in schools (Ainscow 2007) andthat13 policy-shy‐makers often struggle to change schools by using new13 regulations andlegislation (Pijl13 and Frissen 2009)

The literature indicates that the consequences of such13 action13 is not real change ndashschools13 may13 show that they13 comply13 with the13 new guidelines13 (for example by13 welcoming learners with disabilities into their classrooms) but only through minoradjustments13 (eg13 creating resource rooms and special13 units within the mainstream)13 and without really transforming13 the13 way in which schooling13 (ie teaching13 andlearning)13 is structured13

In an Agency report on inclusive assessment Watkins (2007) concludes that anorganisational13 culture is needed that13 promotes inclusion and leads teachers andschool leaders13 to re-shy‐think13 and re-shy‐structure13 their teaching13 and assessment practice13 toimprove the education of13 all13 learners13 The Agencyrsquos work on Key Principles (Agency2009) also notes the need13 for an13 organisational culture guided13 by leaders with13 avision that13 includes13 clear thinking13 regarding13 school development accountability13 andresponsibility for13 meeting a diverse range of13 needs

The Agencyrsquos Profile of Inclusive Teachers (2012b) suggests that the school cultureshould be13 aligned with the13 following13 core13 values valuing13 learner diversitysupporting13 all learners working13 with others and continuing13 personal professionaldevelopment Regarding school ethos Hart et al (2006) introduce the lsquoethic of13 everybodyrsquo explaining13 that there13 is13 no room in an inclusive13 classroom for learning13 opportunities that only benefit some people Everyone shares responsibility for aproductive working atmosphere and13 contributions from everybody in13 the learningcommunity13 will be13 valued13

Cooper and13 Jacobs (2011) summarise research13 indicating the importance of personalwarmth as a professional quality of teachers This quality as the basis for strongrelationships in turn promotes emotional13 security and13 resilience in13 all learners andalong13 with good communication skills13 can increase13 positive13 student engagement(Kreminizer 2005 Flem et al 2004 Poulou 2005 Rimm-shy‐Kaufmann et al 2014)The 2011 review also13 notes the importance of whole school approaches and

Annex 2 Desk Research Report 13

interventions that13 can improve student13 behaviour13 and engagement13 and raiseattainment (Lassen et al 2006 Sorlie13 and Ogden 2007)

In Malta the 2005 report ldquoFor13 all13 Children13 to13 Succeedrdquo recognised13 that Networksare now the most important organisational form of our time reshaping13 the activitiesof families governments and businesses They13 are increasingly13 fundamental to13 successful enterprise13 and they13 challenge13 our notions13 of leadership (Hannon 2004)

The college system in13 Malta13 has consequently been13 organised13 to13 facilitatenetworking between13 schools Borg and Giordmaina13 (2012) in13 a report commissioned13 by the Malta Union13 of Teachers note Essentially13 the College Reform is based13 on thefirm belief13 that13 school13 networking must13 be13 at13 the13 heart13 of a meaningfultransformation of13 our13 educational13 system from one13 that13 celebrates the13 educational13 success13 of some13 children at the13 expense13 of others13 into one13 that is13 geared at enablingthe13 success of13 all13 children13 It13 sees school13 networks as the13 vehicle13 by which learningcommunities13 can be13 fostered that will be13 in a better position to address13 the13 needs13 ofevery child13 p3

This reform sees partnership13 working sharing of resources and joint problem solvingas a way to create13 new practices13 as well as to ensure13 a smoother lsquoflowrsquo betweenphases of education

Partnership13 with13 parents

The INCLUD-shy‐ED project (European13 Commission 2009) indicates that schools andteachers need to create ways to involve families and community13 members13 It13 suggests13 five13 types13 of family13 participation informative (ie13 families are informedabout what learners13 do at school) consultative13 (ie families13 take13 part in the13 schoolrsquos13 statutory13 bodies) decisive13 (ie families13 are13 required to make13 decisions) evaluative13 (ie families13 participate13 in13 their childrenrsquos evaluation13 process) and13 finally educative(ie families13 participate13 in childrenrsquos13 learning13 and their13 own learning)13 The13 latter13 three models of13 participation ndash decisive evaluative and13 educative ndash have proved13 to13 be the most effective for13 promoting inclusion and success in learning (EuropeanCommission 2009)

Many sources for example Cooper and Jacobs (2011) Winter and OrsquoRaw (2010) andDepartment for Children Schools and13 Families (2008) point to13 parental involvementas a key factor in the success of13 inclusive education and learner13 progress13 Goodall13 et13 al (2011) provide13 a review of best practice13 in this13 area13 of work and Aston andGrayson13 (2013) have developed13 guidance for teachers

The 2011 TIMSSS13 report provides some background13 on parental involvement inMalta and identified that parents generally hold low expectations for their childrencompared to the13 international average with 33 expecting13 their children to

Annex 2 Desk Research Report 14

complete13 secondary13 education or less13 However the13 proportion of13 Maltese13 parents13 who often carried out early numeracy activities with their children is significantlyhigher than13 the national average

The value of parental involvement is increasingly being recognised13 in13 Malta13 as a wayto increase engagement13 with learning and there13 have13 been several initiatives13 andparent empowerment projects However these have largely been13 externally funded13 and have13 not become13 an integral part of daily practice13 in most schools The13 newnational literacy strategy supports training for parentscaregivers13 and family13 friendly13 measures to enable families to support13 learning including e-shy‐learning -shy‐ in particular13 for13 children who face difficulties

School Leadership

Recent work by the Agency on the Raising Achievement for all Learners (RA4AL)(2012b)13 and13 Organisation13 of Provision13 projects has highlighted13 the importance ofschool leadership as critical factor in the13 provision of quality13 support for all learners13 and the13 ability to respond flexibly to diverse13 needs

The Agency work on Key Principles for Promoting Quality in13 Inclusive Education13 (2011d)13 similarly13 states13 the13 need for13 visionary13 school13 leaders13 who value13 diversity13 among13 staff as well as learners encourage13 collegiality and support innovation

Fielding et al (2005) refer to13 the process of creating a learning school and13 stress theimportance of13 mutual13 professional13 learning and the need to instil13 confidence inteachers as being fundamental13 to the transfer13 of13 new knowledge and skills13 They13 note that head13 teachers should13 be supported13 to13 maintain13 cultures in13 the long termin order13 to achieve structural13 changes and minimise risks from turnover13 of13 staff13 andresistance towards change13 School13 leaders also determine whether13 collaborativearrangements13 develop andor are13 effective13 for the13 school (Ainscow 2005 2007)

Recent views13 about13 leadership have13 identified limitations13 in the13 old managerialapproach and extended the13 leadership role13 to teacher leaders13 and other staff whooccupy a leading role within13 the institution This distributed13 leadership13 andorleadership partnership (Burnett 2005 Harris 2008) should focus13 on the13 learning13 ofboth13 school staff and13 learners rather than13 on targets driven13 by an13 accountability ora standards13 agenda Thomas13 (2009) suggests13 that effective13 leadership teams13 are13 lsquoself-shy‐evaluative reviewing13 past13 achievements and constantly13 looking13 to improve13 both13 themselves and13 their schoolsrsquo (2009 p2)

The complexity of the role of the school leader suggests the need13 for rigorouspreparation13 regarding knowledge of school change and13 the13 development of learning13 communities13 (Hoppey13 and McLeskey 2013)

Annex 2 Desk Research Report 15

Kugelmass13 and Ainscow (2004) found that leaders13 in inclusive13 schools13 modelledcollaborative13 practice13 in everyday13 interactions13 with staff13 and arranged formal andinformal13 opportunities for13 staff collaboration They13 supported and enabledcollaborative13 school development but13 were13 able13 to make13 key decisions13 whenneeded Hargreaves and13 Fink (2006) add13 that leaders also13 need13 personalcharacteristics13 such as13 commitment resilience passion and understanding as theseaffect their ability to apply the13 necessary practices13 successfully

Work by Pont and colleagues (2008) notes that effective school leadership isessential to improve13 both the13 efficiency13 and equity13 of schooling Their work13 across13 22 countries identified13 four main13 policy levers to13 improve school practice (re)define school leadership13 responsibilities distribute school leadership develop13 skillsfor13 effective school13 leadership and make school13 leadership an attractive profession

Robinson et al (2009) identified eight dimensions13 of leadership practices includingpromoting and13 participating in13 teacher learning and13 development planning co-shy‐ordinating and13 evaluating teaching and13 curriculum establishing goals and13 expectations strategic13 resourcing and ensuring13 an orderly13 and supportive13 environment

Shepherd13 and Hasazi (2007) set out a series of factors that can13 support schoolleaders in the process of13 developing inclusion developing school13 cultures that13 include all13 learners promoting13 effective13 instructional practices creating13 professional learning communities in13 particular bringing together special and13 mainstream13 school teachers and increasing the participation of parents and localcommunity13 in school activities

The Agencyrsquos work on Key Principles (European13 Agency 2009) also13 notes the need13 for13 an organisational13 culture guided by13 leaders with a vision that13 includes clear13 thinking regarding school13 development accountability13 and responsibility13 for13 meeting a diverse range of needs

Regarding the recruitment and retention13 of school leaders Malta13 has moved13 awayfrom a system that13 tended to promote long serving staff13 -shy‐ or maybe lsquogoodrsquo teachersto one where wider13 capabilities suited to the leadership role are taken into account13 According to a report by NLQ on Leadership13 in13 Education head teachers in Malta areexpected to have13 a Diploma13 in Educational Administration and Management and tobe prepared13 to13 take on further studies They are also13 expected13 to13 have good13 communication skills13 and be13 able13 to delegate13 and share13 leadership tasks13 as13 well13 as13 to empower13 others13 However workload is increasingly13 seen as an issue with pay13 not13 commensurate13 with the responsibility of the role (p178)

Annex 2 Desk Research Report 16

The TIMSS13 report (2011) notes that heads of schools in13 Malta participate in13 professional development less than13 the international average (26 in13 Maltacompared to an international average13 of13 39)

Regarding leadership13 in13 the area13 of special needs education13 in13 Malta the Standard13 Operating Procedures (DES-shy‐HRDD001-shy‐09 March 2010) set out the13 role13 of the13 Inclusion Co-shy‐ordinator (INCO) who13 is responsible for ensuring coherence within13 thesystem to address studentrsquos individual13 educational13 needs13 This role includes liaisingwith all stakeholders concerned developing college-shy‐wide SEN policy and developingprogrammes for students with13 SEN to13 ensure their achievement (p52)

In many countries the role of special13 needs co-shy‐ordinator (SENCo13 -shy‐ increasingly13 changed to Inclusion Co-shy‐ordinator) has developed13 over recent years Lindqvist(2013)13 studied the13 SENCO role13 and notes13 that13 while13 roles13 vary13 in different13 contextsmany SENCos have only partially established a new13 role moving away from13 workingwith individual learners towards supporting schools to more inclusive practices13 They found13 contradictions about this role between13 the views of policy makers andschool leaders13 and the13 SENCos13 themselves

Earlier work by Pearson13 (2008) raised13 a number of issues for SENCos includingworkload unmet training needs and lack of additional13 pay13 for13 additional13 responsibilities13 As a result there appears to be a high turnover13 of13 teachers takingthis role13 Pearson suggests that13 the role should be re-shy‐formulated in line with current13 thinking13 Abbott13 (2007)13 concludesWithout an embedded school culture of inclusionproper resources dedicated13 time and genuine collaboration13 at all levels though atoll13 will13 be exacted13 not only13 on the SENComdashColersquos (2005) lsquopowerful and professionaladvocatersquo but on inclusion13 itself p404

Co-shy‐ordination13 between state13 and13 non-shy‐state services

In recent years the public sector13 in a number13 of countries has been characterised bythe devolution of13 powers from central13 to local13 government13 with governmentsbecoming lsquocommissionersrsquo of services (Muijs Ainscow Chapman and West 2011)This trend13 of devolution13 in13 public policy has lead13 to13 the increased13 participation13 ofthe private sector13 in the delivery13 of13 services (including the voluntary13 sector NGOsand charities) Work by the13 Agency (2013) suggests13 that when provision for13 learnerswith disabilities is being discussed it is important to consider the role of voluntarybodies as providers of support and13 services and13 investigate whether theengagement of private13 bodies13 strengthens13 the13 work13 of local providers13 andmainstream schools13 or whether it contributes13 to the13 delegation of responsibilities13 from the public13 to the private sector13

The voluntary sector may sometimes be viewed13 negatively due to13 its patronage in13 the form of13 charity13 that13 can be seen as patronising and disempowering for13

Annex 2 Desk Research Report 17