Health-promoting schools and inclusive education: the development

of collaborative partnerships

Paper presented at Health Promoting Schools Conference: UWC

September 2006

Petra EngelbrechtStellenbosch University

South Africa

Overview of presentation

1. Introduction

2. What are inclusive health promoting

schools?

3. What is the role of collaboration in the

development of health promoting

inclusive schools?

4. Framework for the development of

collaborative partnerships

5. Conclusion

Introduction

The development of effective inclusive schools can make a significant contribution to increasing the quality of life of learners, teachers, parents and wider school community.

Achieving this objective has, however, proved more difficult to achieve than anticipated.

Introduction (contd.)

The process of promoting reform ,

including building a commitment to

change, planning for change and

providing support that promotes and

maintains change needs a

comprehensive and on-going whole-

school development approach

Introduction (contd.)

It has become increasingly clear that

this process requires time and that

opportunities must be created for the

development of a supportive and

nurturing environment that promotes

equal educational opportunities

Inclusive education and health-promoting schools

In general inclusive education in the SA context should be seen as consistent with the democratic principles underlying the Constitution and

Dedicated to ensuring that all learners become competent and contributing citizens in an inclusive, changing and diverse society.

Inclusive education and health-promoting schools

Health promoting schools offer opportunities for, and require commitment to the provision of a safe and health-enhancing social and physical environment.

Inclusive education and health-promoting schools

these concepts should be integrated in a coherent whole (inclusive health-promoting schools) in order to advance the development of the school community as a whole.

What are inclusive health promoting schools?

Inclusive health promoting schools where everyone feels welcome, have the following critical elements:

School culture that supports the wellbeing and active meaningful participation by all in mainstream classrooms.

Strengthening of community participation and shared ownership and responsibility among teachers, administrators, parents and children.

A sense of belonging in classrooms and school communities where all learners are seen as important. Creating supportive teaching/learning strategies plays an important role.

Role of collaboration in development of inclusive health-promoting schools

Development of inclusive health-

promoting schools requires a shift

from exclusion, individualism and

isolation to an emphasis on

belongingness, alliances and mutual

support, which also form the basis of

collaboration.

Role of collaboration in development of inclusive health-promoting schools

Collaboration and meaningful

collaborator relationships are

therefore a critical element in the

development of effective inclusive

schools.

Barriers to collaboration in development of inclusive health-

promoting schools

Creating collaborative cultures and

creating and sustaining effective

collaborative team approaches have

been problematic.

Barriers to collaboration include:

A historically divided and separated system which is essentially incompatible with the notion of shared responsibilities as educators and professionals are used to working in an isolated manner.

Territorial interests therefore play a role

Barriers to collaboration

Professionals have been trained to believe their knowledge gives them power with the result that notions of power have caused barriers, whether between different groups of support professionals or between professionals, learners teachers and parents.

Barriers to collaboration

Key managerial concerns tend to focus on intra-group dynamics by coordinating the efforts of a group around the stated purpose without taking interpersonal dynamics into consideration,

and lack of understanding of the components of interpersonal relationships therefore impedes ability to develop meaningful collaborative relationships.

Framework for the development of collaborative partnerships

• Legislation and policy stress role of support professionals, parents, teachers, learners as collaborators in inclusive education.

• Collaboration is an essential feature of successful inclusive health-promoting schools.

Collaborative partnerships in inclusive schools (Engelbrecht, in press)

Effective collaboration involves

•

- direct interaction between co-equal - role players

- who participate voluntarily- share in decision-making

and set common outcomes- mutual respect is the norm

Collaborative partnerships (contd.)

Partnerships signify attainment of greater equality in collaborative professional parent-teacher-learner teams.

Collaborative partnerships should be characterized by

TrustRespectEffective communicationShared visionCultural sensitivity

Collaborative partnerships (contd.)

Suggested approach for collaborative partnerships lies on

3 levels

and is characterized by

an ethic of collaboration:

Collaborative partnerships (contd.)

ON INTRA-GROUP LEVEL:

Partners perform their related tasks interactively

Individual group members bring their different expertise to the group

Share their expertise and ideas and support one another

Collaborative partnerships (contd.)

ON PERSONAL/INTERPERSONAL LEVEL:

An infrastructure that transcends task objectives and power struggles are established and characterized by :

• Effective communication• Commitment• Equality• Skills and competence• Trust• Cultural sensitivity

Collaborative partnerships (contd.)

LARGER ORGANISATIONAL CONTEXT/ LEVEL collaborative efforts are characterized by:

• Coherent intent of all involved to establish

collaborative partnerships.

• Coherent intent provides internalisable,

understandable and personally valid vision

that focuses energy.

• It should be congruent with the ethic of

collaboration within inclusive education.

Conclusion

Benefits of collaborative partnerships in

inclusive health promoting schools

include the enhanced psychological and

physical wellbeing of learners, their

parents and the wider school community,

as well as the increased professional

skills of teachers and support

professionals.