Inclusion: a whole-school approach

NDA Conference, 10th October 2012Jennifer Doran,

Head of Research and Communications, NCSE

Inclusion or Illusion? • Inclusion is not about placing children in

mainstream schools. It is about changing schools to make them more responsive to the needs of all children (Mittler, 2000)

• The ability of every member to create and maintain a sense belonging in the classroom and society as a whole (Lipsky & Gartner, 2000)

Integration or Inclusion?Special Education

TeamLearning Support, Resource Teacher,

SNAs

General School Staff

Class TeacherOther Staff

Pupil with Special Needs

What is the Framework? Good practice guidelines

Rate levels and quality of inclusion

Schools can: identify good practice/areas for improvement rate their levels of inclusion plan to address areas for improvements

Interactive tools

Development Process

Advisory Group 2009- 2010 Literature Pilot (10 schools) Extensive Consultation

Review, design and publication 2011

Pilot schools response to Framework

Opens up special education to whole school

Strong emphasis on pupil well-being

Good concept of inclusion

Measurement scale supportive

Voluntary nature

Framework Structure

10 themes (and sub themes) Theme description Guidance criteria under each theme (5 – 6) Exemplars of good practice (vignettes)

Themes1. Leadership and Management

2. Whole-School Development Planning

3. Whole-School Environment

4. Communication

5. Pupil and Staff Well-being

Themes6. Curriculum Planning for Inclusion

7. Individualised Education Planning

8. Teaching and Learning Strategies

9. Classroom Management

10. Support for and Recognition of Learning

Example

Theme 6: Curriculum Planning for Inclusion

[See handouts]

Engaging with Framework 5 steps

Preparation Self-Reflection Templates Action Planning Implementation Review Implementation

Cyclical process over 2- 3 years

Step 1: Preparation Raising awareness Getting familiar with Framework Establishing core team and sub teams Planning approach and timeframe Preparing school documentation Information seminar- SENOs

Participation Certificate

Step 2: Self- Reflection Templates Evidence Qualitative measure

No start made Getting started Some progress made Good progress made Good practice in schools

Identify priorities for action

[See handouts]

Step 3: Action Planning

Priority areas Actions Responsibilities Resources Timelines Review

Step 4: Implementation

Step 5: Review Implementation

Overall Inclusion Qualitative Measurement

Second engagement with the Framework

“Tell me, and I’ll forget. Show me, and I may not remember. Involve

me, and I’ll understand.”

NCSE Research Conference

21st November 2012

Croke Park Conference Centre

www.ncse.ie