Implementation of inclusion belgrád 2013
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This document outlines six key factors for the successful implementation of inclusive education: 1. Differentiation in teaching methods to address diverse learning needs in the classroom. 2. A flexible curriculum and school autonomy to adapt to students. 3. Self-improving schools through self-evaluation and continuous improvement. 4. Quality evaluation with a focus on both professional standards and supporting organizational learning. 5. Robust support services for students and teachers. 6. Ensuring the education system has a vested financial interest in inclusion through appropriate funding structures.
Implementation of inclusion belgrád 2013
- 1. Successful Implementation of Inclusive Education Péter Radó Belgrade, 25.09.2013.
- 2. What are we talking about?
- 3. The problem to be solved (a metaphor) Big store: selling few items in large quantities Online retail: selling a large number of items in small quantities Chris Anderson: The Long Tail: Why the Future of Business Is Selling Less of More
- 4. The problem to be solved (how to serve the long tail of learning needs?) The educational big store: serving great masses of „problem free” children, disregarding diverse individual learning needs
- 5. Growing expectations towards individual teachers How much are these expectations realistic? Not at all: • because of the extreme diversity of learning needs • because of the inflations of too many expectations • because they require overwriting all the old routines Is it hopeless then? Not at all: • Partial enrichment of teaching repertoires may lead to revolutionary changes in the climate of the classroom • What an individual teacher can’t do the whole school will be able to do if teachers cooperate • The longer recognized „learning long tail” generates bigger demand for external professional services both for children and teachers
- 6. Successful implementation the six engines of inclusion Equally strong focus on the classroom and on its institutional and systemic environment
- 7. Differentiation A few key teacher competencies • Awareness of learning profiles, effective learning • Multilateral classroom communication • Cooperative teaching • Development of teaching materials, constructing content from learning objects • Diagnostic and formative pedagogical assessment, test design • Recognizing learning and behavioral difficulties, correction methods • Project method • Instruction methods for promoting high order thinking
- 8. Flexible curriculum And its implications: school autonomy
- 10. Quality evaluation Whole school inspection with special inclusion focus • A quality evaluation system that balances the two main aims: professional accountability and supporting organizational learning • Whole school external evaluation (inspection) based on a limited number of quality criteria • Supplementary instruments for external evaluation of the inclusion capacity of schools (thematic supplementary inspection) designed to inform self- evaluation and school improvement
- 11. Support services The principle of „high expectations, high support” Inventory of missing or weak services: • Diagnostic (e.g. logopedic) screening reaching out to all children in pre-school age and early development services • Specialist of habilitation/rehabilitation in different categories of disabilities („travelling teachers” of special schools or territorial support service centers) supporting children and their teachers and parents at the same time • Mainstream institutionalized educational support services • A missing profession: „developmental teacher” (bridging over the competence gap between mainstream and special education teachers)
- 12. Vested financial interest Incentives built into the system of financing Incentives for full enrollment • Per capita financing (money following the pupil) Incentives for integration • Supplementary financing for integration that are higher than financing of education in any separated setting Incentives for improvement • Funding for the implementation of school improvement plans (e.g. for generating demand for purchasing professional support) Financing of flexible and complex support services • Financing of complex special and mainstrea professional services (instead of financing service providers)
- 13. Successful implementation Policy conditions • Inclusion as sustained priority over a long period of time • Mainstreaming the development of all pedagogical, institutional and systemic conditions • Simultaneous investment at all levels of conditions • A professional implementing agency and the necessary human resources • The necessary financial resources incorporated to the financing of schools and professional services • Perpetual feedback (monitoring and evaluation) and open communication • Internationalization