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formatting points, history + policy support, segregation + civil rights,…
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history + policy support
SALAMANCA STATEMENT
- Introduces “Schools for all” as a goal of inclusive education
- Provisions, attitudes, partnership working
gppems practice
- Capacity to deliver inclusion; Working with partners to deliver joint training and services builds capacity of those in schools and other services
- Parental and carer engagement; Strong, positive relationships are essential to this work – not only between partners but with families themselves. Just as the voice of children and young people should be listened to in their learning plans, families should be consulted in a meaningful way when staff are looking at progression from their service.
CRPD
- Right to inclusive education
UNCRC
- A23 - A child with a disability has the right to live a full and decent life with dignity and, as far as possible, independence and to play an active part in the community.
- A28 - Article 28: Every child has the right to an education. Primary education must be free and different forms of secondary education must be available to every child. Discipline in schools must respect children’s dignity and their rights.
GIRFEC
- Evaluative framework of wellbeing markers
ASL Act
- asn terminology
- Co-ordinated support plans + responsibility of authority to make provision for additional support and keep this under review
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GPPEMS
Present
- fundamental requirement - attendance, wellbeing, equitable access to education in mainstream schools, ethos, culture and values engage children in life of the school
- included - shanarri
Participating
- all children are Involved in school and also without in the wider community, and life of the school. All opportunities available to all pupils
- Contribution should be valued (Article 12 UNCRC) - feeling included as a peer - forming relationships and friendships (cuevas-parra)
- shanarri - included and respected - play an active part in the communities in which they live and learn, children and young people should be being treated with dignity and respect, feel listened to and be taken seriously
Multi-dimensional lens to article 12 of the UNCRC: a model to enhance children’s participation
- P.2 Children’s right to participation is a substantive legal entitlement and a core principle of the UNCRC, which has contributed to a deeper cultural shift in the ways in which society position children in decision-making processes
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inclusion for all
- Lack of acceptance:
67 per cent of learners with a disability reported that they have been bullied - enable scotland 2016
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Engaging with the views of students to promote inclusion in education.
- Inclusion is “increasingly seen more broadly as a reform that responds to diversity amongst all learners” as opposed to a direct response to children with disabilities.
- tokenism vs inclusion
- Change as a social process - actually valuing the voices of the learners
- “greater dialogue between teachers and their students: such an approach is not only a strategy for developing more inclusive forms of education but is itself ‘a manifestation of being inclusive’ (Messiou 2006).”
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Supported
- Enabled to achieve their potential, identify and remove barriers to learning, SHANARRI indicators to supported wellbeing of all children, - identify, provide for and to review the additional support needs of children and young people; flexible learning pathways
gppems practice
- Evaluation of planning process; Tracking and monitoring of learning outcomes over time, aligned to review support and teaching and learning strategies
- link to asl act
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Achieving
- Full potential reached through a varied, needs/assets-based curriculum, progress for a positive future
- P.9 The Achieving Indicator is about enabling children and young people to be supported to help them progress and develop the skills, ambition and know-how that will help create a positive future for them.
inclusion for all
- persistent gap in the attainment between learners from the most and least advantaged areas in Scotland
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pupil perception
What’s wrong with ability labelling? - HART
- “young people’s perceptions of how teachers perceive them become important factors in their learning, with continuing and cumulative effects upon their achievements.” 22
- ‘a destruction of dignity so massive and pervasive that few subsequently recover from it’” hargreaves 1982
- “Ability labelling, he says, strips young people of their sense of being worthy, competent, creative, inventive, critical human beings”
-See also Jo Boaler + Moving away from fixed ability as a central organiser
gppems practice
- Inclusive school values and ethos; recognise and value diversity and include a strong commitment to enabling and supporting all children and young people to learn - school-wide approach
- Constructive challenge to attitudes; high expectations are in place for all pupils
inclusion for all
- a sense of belonging and attachment to the school as this is a necessary condition for effective learning and participation (Slaten et al., 2016).
- Cooley’s (1902) ‘looking glass’ theory suggests that our sense of self grows out of our perceptions of what others think of us. Children (and adults) who do not see themselves reflected in the displays, resources or content of the curriculum, or who see their cultures, backgrounds, abilities or skills misrepresented, are unlikely to feel included
contradictions
UNCRC
- Paternalistic vs anti-paternalistic policy
What counts as evidence of inclusive education - florian
- Change at the Individual level vs changing school structure - how to reconcile the tensions between these
enacting inclusion
- Educational climate privileges academic achievement and policy context specifies inclusion should not interfere with the efficient education of others.
defining and measuring
enacting inclusion
- 119 - 120 Similarly Slee (2006) noted that, in the absence of clear understandings of inclusion, all manner of activity can be passed off as inclusive.
inclusion for all
- Methodological issues mean its hard to prove the efficacy of inclusion
What do we really know about inclusive schools? A systematic review of the research evidence.
Themes of the collated research:
- The importance of school culture - inclusive values, collaborative culture and collaborative learning - student-student collaboration, inter-staff and staff-parents and community - community’s views were crucial to the development of an inclusive school culture
- Leadership and decision making
- Structures and practices
- Policy context - conflicting policy is disastrous to the implementation of inclusion
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Key points:
- Social justice
- Inclusion
- Teacher's roles and responsibilities
- Human rights perspective