Special Education Needs
The Irish Experience of Building Capacity
for Inclusion through Online Teacher
Education

Dr. Deir...
Overview


Irish education system and special needs



Why inclusion?



Building provision through online training for...
Irish School System
Irish SEN Provision - A need for change?


Out dated laws



Parents taking legal action



Increasing number of childr...
The benefits of inclusive education



Cost effectiveness



Positive outcomes for both children and the wider society

...
Key elements in building capacity


Legislation






Training on curriculum and
differentiation
new guidelines on
cur...
ICEP Europe CPD
Special and Additional Educational Needs


ADHD



Autism



Dyslexia



Inclusion



Applied Behavio...
University Partnerships


St Patrick’s College, Drumcondra &
Dublin City University




Queens University Belfast



...
Strengths of Online CPD


Places learner at the centre and in control of their own learning – the
flipped classroom



F...
Online CPD Challenges


Broadband availability



Level of familiarity with technology required



Building rapport wit...
ICEP Course Structure
Each course has 5 modules delivered over 8 weeks using Moodle LMS



Course materials (online, pdf,...
Principles


Skills dissemination



Theory and practise –



Reflection on practise



Build relationships online


...
Tools used online


Synchronous discussion



Power point with Voiceover



Asynchronous discussion



Power point onl...
Differences teaching online










‘Guide on the side’ not ‘the sage on the stage’
Preparation is front loaded
G...
Outcomes


MONITOR


Track students / tutors online
 Reflective assignment
 CPD log
 Follow up with phone call


EVA...
Course evaluation Educating Children with Down syndrome in Mainstream Education
Participant demographics Total participant...
Course evaluation
Content

Content was appropriate

90%

Assessment designed to promote learning

97%

Liked methodologies...
Evaluation of Course
Learning Outcomes

Enjoyed participating

97%

Learning outcomes achieved

98%

Knowledge of topic ha...
‘I will definitely be applying what I have learned in this course into my
classroom in September. I found this course extr...
Feedback
‘I found this course to be very well presented and highly thought provoking. The very question of
inclusivity per...
Future Directions



More Multi media



Visual access



More personalisation of course materials



More personalisa...
Conclusions


Significant progress in range and quality of online CPD over past 12
years



Result is significant improv...
“I'm not a teacher: Only a fellow traveller of whom you asked the
way. I pointed ahead - ahead of myself as well as you”.
...
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Dr. Deirdre MacIntyre & Dr. Moya O’Brien - Special Education Needs The Irish Experience of Building Capacity for Inclusion through Online Teacher Education - IEFE Forum 2014

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Dr. Deirdre MacIntyre (Director, ICEP Europe)
Dr. Moya O’Brien (Director, ICEP Europe)

Special Education Needs The Irish Experience of Building Capacity for Inclusion through Online Teacher Education

IEFE Forum 2014

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Dr. Deirdre MacIntyre & Dr. Moya O’Brien - Special Education Needs The Irish Experience of Building Capacity for Inclusion through Online Teacher Education - IEFE Forum 2014

  1. 1. Special Education Needs The Irish Experience of Building Capacity for Inclusion through Online Teacher Education Dr. Deirdre MacIntyre (Director, ICEP Europe) Dr. Moya O’Brien (Director, ICEP Europe) www.icepe.eu
  2. 2. Overview  Irish education system and special needs  Why inclusion?  Building provision through online training for teachers  Strengths and challenges of online learning  Model of online provision  Skills developed and tools utilised  Monitoring and evaluation  Future directions
  3. 3. Irish School System
  4. 4. Irish SEN Provision - A need for change?  Out dated laws  Parents taking legal action  Increasing number of children diagnosed  Limited capacity for support  Limited structures in place for support  Drive for inclusion
  5. 5. The benefits of inclusive education  Cost effectiveness  Positive outcomes for both children and the wider society  Superior quality of education
  6. 6. Key elements in building capacity  Legislation    Training on curriculum and differentiation new guidelines on curriculum for special needs populations Leadership     Teacher training colleges Inspectorate NCSE SESS Training  old laws replaced Curriculum       Families   IEPs Voice of the child   Training through Teacher education centres On line training Summer courses IEPs School Evaluation   Assessment Self evaluation
  7. 7. ICEP Europe CPD Special and Additional Educational Needs  ADHD  Autism  Dyslexia  Inclusion  Applied Behaviour Analysis (ABA)  Asperger Syndrome  General Learning Disabilities  Down Syndrome  Gifted and Talented
  8. 8. University Partnerships  St Patrick’s College, Drumcondra & Dublin City University   Queens University Belfast   Postgraduate Diploma in Special/Inclusive Education Advanced Diploma in Inclusive Education Leeds Metropolitan University  Advanced Diploma and Higher Education/ Certificate in Special Educational Needs
  9. 9. Strengths of Online CPD  Places learner at the centre and in control of their own learning – the flipped classroom  Flexible and accessible training  Facilitates equality of participation  Helps build & sustain expertise  Crosses cultural, discipline, & other barriers  Builds a community of practice
  10. 10. Online CPD Challenges  Broadband availability  Level of familiarity with technology required  Building rapport with online students  Feeling connected to others in the class  Fostering online interactions & quality discussions  Providing clear and detailed feedback on discussions & formal assignments  Monitoring and evaluating courses  Support to complete course
  11. 11. ICEP Course Structure Each course has 5 modules delivered over 8 weeks using Moodle LMS  Course materials (online, pdf, forum, and resources)  Learning objectives and outcomes for each module  Assigned online reading  Interactive assignment forum  Online reflective assignment  Tutor 1:25 participants
  12. 12. Principles  Skills dissemination  Theory and practise –  Reflection on practise  Build relationships online  Asynchronous - free of time and location restraints  Expert is the teacher - technology is the delivery tool
  13. 13. Tools used online  Synchronous discussion  Power point with Voiceover  Asynchronous discussion  Power point only  Email  Blended e-learning  Blog  Non-interactive  Forums  Wiki  Live classroom  Voting/polling  Calendar  Video Conference  Instant messaging
  14. 14. Differences teaching online        ‘Guide on the side’ not ‘the sage on the stage’ Preparation is front loaded Generate interest Pose question Build confidence Teach larger numbers Direct feedback to each individual online and offline
  15. 15. Outcomes  MONITOR  Track students / tutors online  Reflective assignment  CPD log  Follow up with phone call  EVALUATE  Survey monkey  Government monitoring and inspection
  16. 16. Course evaluation Educating Children with Down syndrome in Mainstream Education Participant demographics Total participants - N=58 Gender profile - 11% male; 89% female School type - 89% primary schools; 9% special schools; 2% post primary schools. Role - 71% mainstream class subject teachers; 24% learning support; 5% principals or deputy principals.
  17. 17. Course evaluation Content Content was appropriate 90% Assessment designed to promote learning 97% Liked methodologies used 90% Knowledge Increased knowledge 100% Liked practical emphasis of course 69% Support Support from tutor when needed 89% Support from technology team when needed 90% Evaluation completed by course participants on ICEP Europe’s Educating Children with Down Syndrome in Mainstream Education course. N = 58.
  18. 18. Evaluation of Course Learning Outcomes Enjoyed participating 97% Learning outcomes achieved 98% Knowledge of topic has increased 100% Got ideas from other participants 91% Implement some of the techniques described 93% Interactive assignment forums provided an opportunity to share ideas 95% Reasons for doing the on line course Enhances my professional development 67% Relevant to pupils in my class 83% Flexibility of on line learning 47% Personal interest and enjoyment 31%
  19. 19. ‘I will definitely be applying what I have learned in this course into my classroom in September. I found this course extremely helpful as I now have an idea of what to expect come September. I have not drawn up an IEP for a child yet in my teaching so that part of the course will be of great benefit to me. I was very anxious about September as I have not worked with a child with DS before but having completed this course I feel much more relaxed. I will be using the different strategies and prompts that were mentioned during the course in my classroom and I will also be using and checking out the different websites/apps that were mentioned during the course. Finally thank you for the course, I will definitely be recommending it to a friend.’ (Primary Teacher, Participant on the Down syndrome course, Summer 2013)
  20. 20. Feedback ‘I found this course to be very well presented and highly thought provoking. The very question of inclusivity permeates the course and although I began the course with a somewhat cynical post regarding the theory verses of differentiating for a child with DS (theory practise) I have deepened my understanding and appreciation for an inclusive education for all. The course helped me to forge a clear and definite plan which I have no doubt I will implement with much greater confidence than before beginning the course.’ (Cora Houlihan, Participant on the Down syndrome course, Spring 2013)
  21. 21. Future Directions  More Multi media  Visual access  More personalisation of course materials  More personalisation of feedback  More material developed for iPod, iPhone, or iPad
  22. 22. Conclusions  Significant progress in range and quality of online CPD over past 12 years  Result is significant improvement in inclusion and practise in the classroom  There will be more research conducted around online pedagogy, building capacity to improve online teaching & learning
  23. 23. “I'm not a teacher: Only a fellow traveller of whom you asked the way. I pointed ahead - ahead of myself as well as you”. George Bernard Shaw www.icepe.eu

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