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Inclusive Education : An international perspective

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Selection of Agency Priority Themes. Early Childhood Intervention ... New Priority themes. Teacher Education for Inclusion. Organisation of Provision for SNE ... – PowerPoint PPT presentation

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Title: Inclusive Education : An international perspective


1
Inclusive Education An international
perspective
  • Dr Cor Meijer, director
  • www.european-agency.org

2
Member countries of the Agency
  • Presently, the Agency has 27 full member
    countries Austria, Belgium (French), Belgium
    (Flemish), Cyprus, Czech Republic, Denmark,
    Estonia, Finland, France, Germany, Greece,
    Hungary, Iceland, Ireland, Italy, Latvia,
    Lithuania, Luxembourg, Malta, the Netherlands,
    Norway, Poland, Portugal, Slovenia, Spain,
    Sweden, Switzerland and the United Kingdom
    (England, Scotland, Northern Ireland and Wales).
  • We expect that Romania, Slowak Republic and
    Bulgaria will soon join us

3
The Agency
  • 13th year of operations
  • Main secretariat in Odense, Denmark and European
    Liaison office in Brussels, Belgium

4
Funding
  • The Agency is financed by
  • The member countries Ministries of Education
  • European Commission as one of the 6 organisations
    supported by the Lifelong Learning Programme

5
The Agencys Mission
  • Member countries platform for collaboration in
    the field of special needs education (SNE)
  • Our ultimate aim is to improve educational policy
    and practice for learners with special
    educational needs

6
International Policy Context for SNE
  • UNESCO Salamanca Statement and Framework for
    Action in Special Needs Education (1994)
  • UN Convention on Rights of People with
    Disabilities (2006)

7
UN convention on the rights of people with
disabilities (2006) Article 24 - Education
  • States parties are requested to ensure an
    inclusive education system at all levels
  • 139 signatories to the Convention
  • 82 signatories to the Optional Protocol
  • 50 ratifications of the Convention
  • 29 ratifications of the Optional Protocol

8
Map of signatures and ratifications, 03.02.09
9
Ratification of the optional protocol by European
Agency member countries
  • Austria - 26 September 2008
  • Hungary - 20 July 2007
  • Slovenia - 24 April 2008
  • Spain - 3 December 2007
  • Sweden - 15 December 2008
  • Germany February 2009

10
Selection of Agency Priority Themes
  • Early Childhood Intervention
  • Provision of special needs education
  • Financing and inclusion
  • Transition from school to working life
  • Classroom Practice to support Inclusive Education
  • Assessment of learners with Special Educational
    Needs
  • Immigrants and Special Needs

11
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12
Agency Work 2009 - 2013
  • New Priority themes
  • Teacher Education for Inclusion
  • Organisation of Provision for SNE
  • Vocational Education - policy and practice in the
    field of SNE
  • Information Provision
  • Qualitative and quantitative indicators
  • Key Principles for policy and practice
  • Higher Education Accessibility Guide

13
European Hearing in Portugal
  • European Hearing of Young People with Special
    Educational Needs organised by the Agency, in
    co-operation with the Portuguese Ministry of
    Education.
  • The event took place in Lisbon within the
    framework of the Portuguese Presidency of the
    European Union and the European Year of Equal
    Opportunities.

14
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15
European Hearing in Portugal
  • The Lisbon Declaration Young Peoples Views on
    Inclusive Education is the main result of this
    event.
  • We see a lot of benefits in inclusive education
    we acquire more social skills we live more
    experiences we learn about how to manage in the
    real world we need to have and interact with
    friends with and without special needs.
  • Inclusive education is mutually beneficial to us
    and to the others

16
Inclusion in Europe
  • Developments and challenges

17
Percentage of officially registered SEN-pupils
across countries
 
 
18
Percentage of children with SEN in segregated
settings


 
19
NEW COMPETITIONTHE EUROVISION INCLUSION CONTEST
  • Pays Haute 12 points
  • Itamenie 10 points
  • Anglemagne 9 points
  • Norvebourg 8 points

20
Financing
  • The differences between countries can be
    explained by population density and funding
  • Funding explains differences between policies and
    practices

21
Inclusion Developments in Europe
  • Progress
  • More continuum of services
  • Funding
  • Resource centre 
  •  
  • Challenges
  • Output and SEN
  • Secondary education
  • 2 in separate settings
  •  

22
Zorg(plicht) voor leerlingen
  • Finland wet is erop gericht om leerlingen met
    SEN in reguliere klassen op te vangen op die
    school waar ze anders ook gezeten zouden hebben
    als er geen sprake was geweest van SEN
  • IJsland beleid is er op gericht om speciale
    klassen en scholen op te heffen en leerlingen
    hebben het recht op plaatsing in de gewone school
    in de buurt.

23
Zorg (plicht) voor leerlingen
  • Noorwegen De wet schrijft voor dat leerlingen
    met SEN op de lokale school in de wijk geplaatst
    moeten kunnen worden in het bijzonder in de klas
    waar ze gezien hun leeftijd anders in zouden
    zitten. Leerlingen met SEN hebben recht op
    onderwijs dat is aangepast aan hun behoeften en
    omstandigheden.

24
Zorg (plicht) voor leerlingen
  • Zweden volgens de wet moeten scholen zich
    aanpassen aan de omstandigheden en behoeften van
    leerlingen elke school moet leerlingen met SEN
    ondersteuning geven (bij voorkeur in de gewone
    klas).

25
Zorg (plicht) voor leerlingen
  • Estland elk kind (ook met SEN) heeft recht op
    onderwijs op de dichtstbijzijnde school.
  • Spanje wet geeft aan dat alle leerlingen recht
    hebben op onderwijs op de dichtstbijzijnde school

26
Classroom Practice
  • The main question How can differences in the
    classroom be dealt with?
  • Two studies primary education and secondary
    education

27
CP documents
  • The Inclusive Education and Classroom Practices
    section of the Agency website www.european-agency
    .org
  • International Literature Reviews on Classroom
    Practices (two E-books)
  • The Reports of the Exchanges (7 5)
  • The Country Reports (15 14)
  • The Summary Reports

28
Some general conclusions
  • What is good for pupils with special educational
    needs is good for all pupils
  • Behaviour, social and/or emotional problems are
    the most challenging
  • Dealing with differences in the classroom forms
    one of the biggest problems

29
Effective practices within the context of
inclusive education
  • Co-operative teaching
  • Teachers need support from colleagues
  • Students get their support in the classroom
  • Teachers learn from each others approaches and
    feedback. Thus, it also meets the needs of
    teachers

30
Effective practices within the context of
inclusive education
  • Co-operative learning
  • Peer tutoring is effective in both cognitive and
    affective areas
  • Moreover, there are no indications that the more
    able pupil suffers from this situation

31
Effective practices within the context of
inclusive education
  • Collaborative problem- solving
  • Clear class rules and a set of borders, agreed
    with all the pupils (alongside appropriate
    incentives and disincentives)
  • Rules are negotiated with the whole class and are
    clearly visible in the classroom.

32
Effective practices within the context of
inclusive education
  • Heterogeneous grouping
  • Students of the same age stay together in mixed
    ability classrooms, to respect natural
    variability in characteristics of students.
  • Heterogeneous grouping is effective when dealing
    with a diversity of pupils in the classroom

33
Effective practices within the context of
inclusive education
  • Home area system
  • A common area consisting of 2 or 3 classrooms
    where nearly all education takes places
  • A small team of teachers is responsible for the
    education in the home area

34
Conditions Teacher
  • Develop positive teacher attitudes
  • Introduce appropriate pedagogical skills and time
    for reflection

35
About Conditions School
  • Implement a whole school approach
  • Develop leadership within the school

36
Conditions external
  • A clear national policy
  • Flexible funding arrangements that facilitate
    inclusion
  • Visionary leadership on the level of the
    community
  • Regional co-ordination

37
We deal with differences!
Climb the tree!
38
Contact Us
  • www.european-agency.org
  • European Agency for Development in Special Needs
    Education
  • Østre Stationsvej 33
  • DK-5000 Odense C
  • Denmark
  • Phone 45 64 41 00 20
  • secretariat_at_european-agency.org
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