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 [email protected]
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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
.
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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