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Including Families: Education, Transition Support and Comparative  International Emerging Best Practice
Including Families: Education, Transition Support and Comparative  International Emerging Best Practice
Including Families: Education, Transition Support and Comparative  International Emerging Best Practice
Including Families: Education, Transition Support and Comparative  International Emerging Best Practice
Including Families: Education, Transition Support and Comparative  International Emerging Best Practice
Including Families: Education, Transition Support and Comparative  International Emerging Best Practice
Including Families: Education, Transition Support and Comparative  International Emerging Best Practice
Including Families: Education, Transition Support and Comparative  International Emerging Best Practice
Including Families: Education, Transition Support and Comparative  International Emerging Best Practice
Including Families: Education, Transition Support and Comparative  International Emerging Best Practice
Including Families: Education, Transition Support and Comparative  International Emerging Best Practice
Including Families: Education, Transition Support and Comparative  International Emerging Best Practice
Including Families: Education, Transition Support and Comparative  International Emerging Best Practice
Including Families: Education, Transition Support and Comparative  International Emerging Best Practice
Including Families: Education, Transition Support and Comparative  International Emerging Best Practice
Including Families: Education, Transition Support and Comparative  International Emerging Best Practice
Including Families: Education, Transition Support and Comparative  International Emerging Best Practice
Including Families: Education, Transition Support and Comparative  International Emerging Best Practice
Including Families: Education, Transition Support and Comparative  International Emerging Best Practice
Including Families: Education, Transition Support and Comparative  International Emerging Best Practice
Including Families: Education, Transition Support and Comparative  International Emerging Best Practice
Including Families: Education, Transition Support and Comparative  International Emerging Best Practice
Including Families: Education, Transition Support and Comparative  International Emerging Best Practice
Including Families: Education, Transition Support and Comparative  International Emerging Best Practice
Including Families: Education, Transition Support and Comparative  International Emerging Best Practice
Including Families: Education, Transition Support and Comparative  International Emerging Best Practice
Including Families: Education, Transition Support and Comparative  International Emerging Best Practice
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Including Families: Education, Transition Support and Comparative International Emerging Best Practice

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Paper delivered at NCRE Conference in San Francisco, California, April 19, 2013.

Paper delivered at NCRE Conference in San Francisco, California, April 19, 2013.

Published in: Education
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  • Alan, we should collaborate on this one?
  • Alan, we should collaborate on this one?Unemployment, early school leaving and cost to society (if unemployed) seemed key factors in report from Henk; can we say that this a shared rationale across countries?
  • RTI (Response to Intervention, ie provide least assistance possible &, after failure, try something more…), Sect 504, IEP, leading to positive attitudes & better opportunities for student? You would expectSpecial Education, Classroom Teachers, Occupational Therapists, Speech Language Therapists, Tutors, P2P, Medical Specialists: Family practioners/internal med/pediatricians/psychiatrists; clinical/educational/counseling/school psychologists… all with disparate, often contradictory understanding of what child is presenting AND less consensus about strategies for interventionSchool Psychologists, Learning Assistance Coordinators, Tutors, Human Nature: faced with situation that doesn’t respond as anticipated  experience frustration  devalue source of frustration  attempt to avoid source of frustration
  • Barriers to H. S. Students with Disabilities in US Context:Lack of consensus RE: definitions, protocols, responsibilities (legal & pedagogy)Turf issues among school psych, teachers, LAP, parents, student, Attitudes about disabilities, boys, Parents/familiesStrategiesFurther complicated by membership in another “marginalized” group
  • CWD = child with disabilityParents = 1guardians/representatives of student 2 not the enemyStudent = child, young adult, CWD, not Transition = continual process, not an annual event or every 3-4 years; begins at earliest times; may be many times within a day: Complicating factorsMembership in multiple marginalized groups …Parents have background in rehabilitation Shure, Ph.D., I Can Problem Solve; Raising a Thinking Child;
  • Transcript

    • 1. Universal Learning SystemsDrs. Alan Bruce & Michelle MarméEducation, Transition Support AndComparative International EmergingProfessional Practice
    • 2. FAMILIES. EDUCATION. TRANSITIONS.STUDENT SUCCESS. COMMUNITY SUCCESS.• Pervasive cultural messages about education & work, from earliest days• As children join “systems,” those messages about where they fit in theworld/what they have a “right” to expect become altered by interactionswith others• Fundamental belief: study hard, do a good job and you will have a goodjob/life, in the end.• Another paradigm shift…US Department of Labor (March 2013) unemployment data (civilian population, 25 years and olderby education):• If < high school education  11.2 % unemployment• If high school completed, no college  7.9 % unemployment• Some college and/or an associates degree  6.7 % unemployment• Bachelor‟s degree and higher  3.8 % unemployment• No indication provided as to whether or not pwd have been includedULS PRESENTATION TO NCRE 2013 2
    • 3. FAMILIES. EDUCATION. TRANSITIONS.STUDENT SUCCESS. COMMUNITY SUCCESS.• Focusing on 13 years old and beyond, “invisible” disabilities,but• May be best served to re-think when to start: youngest ages(importance of “success identities”)• Education: beyond the regular, in class, school day:• In therapies, neurofeedback sessions, vision therapies,• With tutors, LAPs, socialization groups, tests/medication changes• Proper supports at key transition* points• Big ones: school transitions, moves, losses, returning to school after breaks• Incremental, critical ones: between classes, teacher changes,Halloween parades, sports days, …ULS PRESENTATION TO NCRE 2013 3
    • 4. CURRENT PRACTICE ISSUES IN US & EUULS PRESENTATION TO NCRE 2013 4ChildLegislation & Educational Policiesintended to increase opportunities forCWD and improve attitudes of“service providers”Increased understandingof neurological/educational/social/developmental factorsEmployment of staff with specifictraining in pertinent areas ofeducation, psychology
    • 5. YOU MIGHT EXPECT …• Coordination• Multidisciplinary linkage• Shared perspectives• Meaningful progression• Family engagement• Flexibility• Satisfaction andengagementULS PRESENTATION TO NCRE 2013 5
    • 6. BARRIERS TOSTUDENTS WITH DISABILITIESIN U.S. CONTEXT:Unnerving peek into 504 trainingfor school psychologists, Fall 2012ULS PRESENTATION TO NCRE 2013 6• Lack of consensus• Turf issues• Mixed messages• Attitudes• Misinterpretations
    • 7. DEFINITIONAL ISSUES• Student = child, young adult, CWD, not “the problem”• Transition = continual process,• not JUST an annual event or every 3-4 years;• begins at earliest times; may be many times within a day• Parents = 1guardians/representatives of student•2 not the enemy, annoyance, intrusion• Complicating factors• Real shared, understanding of goals• Membership in multiple marginalized groups …• Parents have background in rehabilitation, education, medicineULS PRESENTATION TO NCRE 2013 7
    • 8. TRANSFORMED SOCIETIES -TRANSFORMING EDUCATION SYSTEMS• Models of schooling under critical review• The re-positioning of purpose – Ivan Illich• From industrial model to emancipatory discourse• Hierarchy, control and managed behavior• Appropriating competence in a multipolar world• From teaching to guidance and learning support• Integration and inclusion – the shifting paradigmULS PRESENTATION TO NCRE 2013 8
    • 9. EUROPEAN FRAMEWORKS• From Common Market to political Union• Managing the national frameworks – education in 27 MemberStates• From curriculum to competence – the Lisbon Agenda (2000)• The four pillars:• Innovation• Adaptability• Entrepreneurship• Equal OpportunitiesULS PRESENTATION TO NCRE 2013 9
    • 10. DEVELOPING THE FIESTA NETWORK 2011-2014SCHOOLS - PARENTS –TEACHERS – POLICY MAKERSULS PRESENTATION TO NCRE 2013 10Facilitating Inclusive Education and Supporting the Transition Agenda
    • 11. • Ireland (Enable Ireland; Universal Learning Systems)• Bulgaria (Center for Inclusive Education)• Romania (EuroEd)• Greece (Platon School)• Netherlands (CMO; CSG)• Scotland (University of Edinburgh)• Cyprus (University of Nicosia)• Finland (Context Learning)• Spain – Catalonia (Pi del Burgar)ULS PRESENTATION TO NCRE 2013 11
    • 12. EUROPEAN STRUCTURES & CONTEXTS• EACEA• EU Life Long Learning Program• Comenius Program• Issues:• Youth unemployment• Mobility• Social inclusion• Skills, and adaptability to social change• LanguagesULS PRESENTATION TO NCRE 2013 12
    • 13. SUPIOT REPORT (2000)• Major risk factors forunemployment:• Poverty• Social exclusion• Marginalization• Illiteracy• Poor education levels• Inadequate guidance.• Success Factors:• Educational attainment• Social mobility• Adaptable schooling• ICT and digital competence• Languages• Meaningful assessment systems.ULS PRESENTATION TO NCRE 2013 13
    • 14. A WORD ABOUT PISA• PISA (Program for International Student Assessment)• International study launched by the OECD in 1997. It aims toevaluate education systems worldwide every three years byassessing 15-year-olds competencies in the key subjects:reading, mathematics and science.• To date over 70 countries and economies have participated inPISA• Impact of Finland• Impact of competence vs. contentULS PRESENTATION TO NCRE 2013 14
    • 15. ECHOES OF VOCATIONALISM„Job model‟ „Employment modelStandards based Non-linearDevoid of context AdaptablePassive Learning to learnRoutinized Creative CommunicationModel behaviors Multidimensional(F. Taylor) Active > empowering(Slavoj Zizek)ULS PRESENTATION TO NCRE 2013 15
    • 16. SUPPORTING LEARNING• Focus of motivation• Problem solving focus• From curriculum to competence• Content to meaningful action• From formal teaching to creation of bonds and links• Mentoring• Models of best practiceULS PRESENTATION TO NCRE 2013 16
    • 17. TRANSITION IS RELATIONAL• Change• Diversity• Security – uncertainty• Befriending• Networks• Mutual interdependence• Family critical – so is social identityULS PRESENTATION TO NCRE 2013 17
    • 18. DYNAMICS OF TRANSITION• Defining needs• Defining required supports• Developing teams: communication• Avoiding traps – the standardized label• Critical and reflective thinking and practice• Empathy• Sensitivity and clarity – goal setting• Evaluative reviewULS PRESENTATION TO NCRE 2013 18
    • 19. RECENT ISSUES: FIESTA WORKSHOP, KATERINI, GREECE (MARCH 2013)Dyslexia• Pieria 5% of 28,500 pupils• Parents understanding• Impact of „diagnosis‟ – rejection• Teacher skills/training• Lack of comparative analysisAutism• Fear, stigma, guilt• Challenge• Teacher competence• School• MedicalizationULS PRESENTATION TO NCRE 2013 19
    • 20. SUPPORTING TRANSITION• Modelling• Empathy• Compassion• Roles• ResponsibilityULS PRESENTATION TO NCRE 2013 20
    • 21. POINTS OF CONVERGENCE FORPROFESSIONAL PRACTICE IN EU & U.S.DefinitionalissuesCore Value:Society isresponsible toensure equalopportunities foreveryone & takingcare of weakermembers ofsociety.Rationale:Social exclusionis extremelyexpensive forany society.Key SuccessFactor:Concretecollaboration andcoordinationamong allparticipantsessential.Goals:Develop skills inreasoning,problem solving,nurtureintellectualcuriosity, workingthroughfrustrationChallenges:EuropeanUnionFIESTAX X X X X ?U.S.X X X ? ? ?ULS PRESENTATION TO NCRE 2013 21
    • 22. PRELIMINARY REVIEW, IMPRESSIONS &PLANS• Need for networks• Need for international bestpractice• Breaking barriers• Facing a new future• Beyond the „normal‟ULS PRESENTATION TO NCRE 2013 22
    • 23. RECONCEPTUALIZING U.S. PRACTICESTRANSITION• Begins at earliest age• Reconsider as stepwise process, ofincreasing complexity• Not inherent; strategies to learn &reinforce• Recognize as multi-dimensionalFAMILY ROLEULS PRESENTATION TO NCRE 2013 23
    • 24. INCLUDING FAMILIESULS PRESENTATION TO NCRE 2013 24• Communicate that parent input valued• As valued observers• As perceptive reporters• As tutors, coaches, cheerleaders, therapists,consultants,• As collaborators throughout the process• As “case managers”
    • 25. TEACH PROBLEM SOLVING SKILLSFROM EARLIEST DAYS, TO HELPPREPARE CHILDREN TO RESPONDTO TRANSITIONS WITH MORECONFIDENCE AND SKILL:Shure, M.B. (2000). I Can ProblemSolve An interpersonal cognitive problem-solving program. Champaign, IL: ResearchPress.Shure, M.B. (2005). Thinking Parent,Thinking Child How to Turn Your MostChallenging Everyday Problems intoSolutions. Champaign, IL: Research Press.ULS PRESENTATION TO NCRE 2013 25
    • 26. RESOURCESwww.ulsystems.comwww.changelearning.euwww.opendiscoveryspace project.euwww.fiesta-network.euULS PRESENTATION TO NCRE 2013 26
    • 27. Thank you!and keep in contact…abruce@ulsystems.commarme1@rcn.comULS PRESENTATION TO NCRE 2013 27

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