Scottish Teacher Education Committee Inclusion Conference University of Dundee 27 April 2009   What can teacher education ...
GTCS Role <ul><li>Registration of teachers </li></ul><ul><li>Accreditation of Initial Teacher Education </li></ul><ul><li>...
  Accreditation of Programmes of Initial Teacher Education: Policy Statement <ul><li>The Council requires that courses and...
Teacher Induction Scheme <ul><li>Disability question on registration form </li></ul><ul><li>Follow-up details </li></ul><u...
The Standards <ul><li>SITE </li></ul><ul><li>The information describes the level of performance expected of student teache...
Disability Rights Commission Maintaining Standards: Promoting Equality, September 07 <ul><li>Professional regulation withi...
DRC Recommendations  <ul><li>48 in total </li></ul><ul><li>Carry out or commission research on the provision of reasonable...
GTC England Disabled Teachers Task Force <ul><li>EHRC </li></ul><ul><li>Various interest groups (eg BATOD) </li></ul><ul><...
GTCS response to Maintaining Standards: Promoting Equality <ul><li>Discussions with: </li></ul><ul><li>Universities </li><...
Summary of Disability Issues: Universities <ul><li>Disabilities mentioned: Epilepsy, ME, Dyslexia, Mental health issues, s...
<ul><li>More complex needs increasing in general student body but fairly straightforward in Education. </li></ul><ul><li>S...
<ul><li>Problems in encouraging people with disabilities to apply for ITE. </li></ul><ul><li>Disclosure – how do you encou...
<ul><li>Informing schools of students with disabilities?  </li></ul><ul><li>Presumption in one university is that for thos...
<ul><li>Need for Education Authorities to know their responsibilities. </li></ul><ul><li>Some schools and LA s better prep...
<ul><li>Links between central university services/provision and academic staff in departments? </li></ul><ul><li>Sharing o...
<ul><li>Universities with a written task as part of the interview process – fairness? </li></ul><ul><li>Issue of disabilit...
<ul><li>Different levels of expertise in universities. </li></ul><ul><li>Lack of forewarning to schools of students with d...
<ul><li>Willingness on all sides to support/publicise possibility of disabled students coming into ITE, as part of general...
<ul><li>Working with SSSC on a joint publication – ITE and student social workers </li></ul><ul><li>Competence standards  ...
Feedback? <ul><li>In person today </li></ul><ul><li>By phone: 0131 314 6000 </li></ul><ul><li>E-mail:  [email_address] </l...
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What can teacher education itself do to encourage inclusion? Scottish Teacher Education Committee, Inclusion Conference, 27 April 2009

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What can teacher education itself do to encourage inclusion? Scottish Teacher Education Committee, Inclusion Conference, University of Dundee, for Norwegian Deans of Teacher Education Study Visit. Presented by Tom Hamilton, Director of Educational Policy, General Teaching Council for Scotland. 27 April 2009.

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What can teacher education itself do to encourage inclusion? Scottish Teacher Education Committee, Inclusion Conference, 27 April 2009

  1. 1. Scottish Teacher Education Committee Inclusion Conference University of Dundee 27 April 2009 What can teacher education itself do to encourage inclusion? Tom Hamilton Director of Educational Policy
  2. 2. GTCS Role <ul><li>Registration of teachers </li></ul><ul><li>Accreditation of Initial Teacher Education </li></ul><ul><li>The Teacher Induction Scheme </li></ul><ul><li>The Standard for Initial Teacher Education </li></ul><ul><li>The Standard for Full Registration </li></ul><ul><li>An advocate for the teaching profession </li></ul>
  3. 3. Accreditation of Programmes of Initial Teacher Education: Policy Statement <ul><li>The Council requires that courses and programmes will embrace diversity and promote the equal opportunities requirements laid down by statute </li></ul>
  4. 4. Teacher Induction Scheme <ul><li>Disability question on registration form </li></ul><ul><li>Follow-up details </li></ul><ul><li>Information passed to local authority for action </li></ul>
  5. 5. The Standards <ul><li>SITE </li></ul><ul><li>The information describes the level of performance expected of student teachers who successfully complete a programme leading to the award of a Teaching Qualification (Primary Education), or a Teaching Qualification (Secondary Education). Programmes of Initial Teacher Education should enable student teachers to achieve an appropriate threshold level of performance (with such adjustments as may be required under the Disability Discrimination Act) in relation to each of the elements of the Standard. </li></ul><ul><li>  </li></ul><ul><li>SFR </li></ul><ul><li>The SFR implicitly assumes that the overall expectations of the ITE Standard will be maintained and improved as newly qualified teachers gain in experience, and that the SFR will then be maintained by teachers throughout their careers (with such adjustments as may be required under the Disability Discrimination Act). </li></ul>
  6. 6. Disability Rights Commission Maintaining Standards: Promoting Equality, September 07 <ul><li>Professional regulation within nursing, teaching and social work and disabled people’s access to these professions </li></ul><ul><li>England, Scotland and Wales </li></ul><ul><li>GTCS: Written evidence </li></ul><ul><li>Oral evidence </li></ul>
  7. 7. DRC Recommendations <ul><li>48 in total </li></ul><ul><li>Carry out or commission research on the provision of reasonable adjustments for students (during university based training and work placements) and pull together information about good practice. </li></ul><ul><li>Issue guidance to help higher education institutions to make adjustments to enable disabled people to meet the competence standards. </li></ul><ul><li>Actively promote entry of disabled people into the professions, for example through websites, literature, advertising, promotional events and through careers services. </li></ul>
  8. 8. GTC England Disabled Teachers Task Force <ul><li>EHRC </li></ul><ul><li>Various interest groups (eg BATOD) </li></ul><ul><li>Department for Children, Schools and Families </li></ul><ul><li>Training and Development Agency for Schools </li></ul><ul><li>GTCS observer status </li></ul>
  9. 9. GTCS response to Maintaining Standards: Promoting Equality <ul><li>Discussions with: </li></ul><ul><li>Universities </li></ul><ul><li>Teacher Unions </li></ul><ul><li>Government </li></ul><ul><li>ADES </li></ul><ul><li>Scottish Social Services Council </li></ul><ul><li>Support organisations such as SKILL </li></ul>
  10. 10. Summary of Disability Issues: Universities <ul><li>Disabilities mentioned: Epilepsy, ME, Dyslexia, Mental health issues, stress, self-harming, ADHD, sensory issues such as sight and hearing, mobility, intermittent difficulties </li></ul><ul><li>Dyslexia. X2 (A bigger issue on PGDE than on BEd in one institution) </li></ul><ul><li>Dyslexia – expertise within the universities but concerns about attitudes/approaches in some schools and from some teachers. X2 </li></ul><ul><li>Worries elsewhere about academic staff attitudes. </li></ul><ul><li>Mental health issues – a growing area of concern. X5 Risk assessment – how do you take hard decisions and say no to students? Children’s interests/safety paramount. </li></ul>
  11. 11. <ul><li>More complex needs increasing in general student body but fairly straightforward in Education. </li></ul><ul><li>Sensory difficulties – expertise in system to support students. Eg Deaf PE teacher. </li></ul><ul><li>Blind Maths teacher – with support assistant. </li></ul><ul><li>Students stopping taking prescription drugs – Ritalin. </li></ul><ul><li>Mobility issues in some faculties and some schools still a problem. </li></ul><ul><li>Effect of stress on students? University programmes and school experience placements. </li></ul><ul><li>Self-harming? </li></ul>Summary of Disability Issues: Universities
  12. 12. <ul><li>Problems in encouraging people with disabilities to apply for ITE. </li></ul><ul><li>Disclosure – how do you encourage people to disclose? X5 </li></ul><ul><li>Letter of application should offer further opportunity to disclose. </li></ul><ul><li>As part of application interview candidates explicitly asked about disability. </li></ul><ul><li>Give repeated opportunities to disclose. </li></ul><ul><li>Timing of disclosure? Effect on provision of support and adjustment. </li></ul><ul><li>Recognise dangers of bias? </li></ul>Summary of Disability Issues: Universities
  13. 13. <ul><li>Informing schools of students with disabilities? </li></ul><ul><li>Presumption in one university is that for those students with declared disabilities the university will inform the schools. Students then discuss needs when they arrive at schools. </li></ul><ul><li>Student responsibility to inform school. X2 </li></ul><ul><li>Place of risk assessments, particularly for placements. X2 Who carries them out? University or schools? </li></ul><ul><li>Problems with finding retrieval placements for any student, exacerbated when it is a disabled student. (eg of blind student) </li></ul><ul><li>Access to placements particularly in rural areas and/or where public transport is needed. </li></ul><ul><li>Reasonable adjustments in workload? Particular issue on school experience. </li></ul>Summary of Disability Issues: Universities
  14. 14. <ul><li>Need for Education Authorities to know their responsibilities. </li></ul><ul><li>Some schools and LA s better prepared than others for disabled students. X3 </li></ul><ul><li>Schools prepared for disabled pupils but less accepting of disabled students/teachers X2 </li></ul><ul><li>Advice on funding is needed. </li></ul><ul><li>Support assistants - who funds them? X2 </li></ul>Summary of Disability Issues: Universities
  15. 15. <ul><li>Links between central university services/provision and academic staff in departments? </li></ul><ul><li>Sharing of info across staff? Across campuses? </li></ul><ul><li>Universities building in consideration/audit of ‘teachability’ to programme reviews. </li></ul><ul><li>Named points of contact/support are necessary and helpful. </li></ul><ul><li>Making use of university counselling systems. </li></ul><ul><li>Use of ICT to support students’ growing expertise. </li></ul><ul><li>Feedback info from TIS on people who have coped with ITE but struggled with TIS? </li></ul>Summary of Disability Issues: Universities
  16. 16. <ul><li>Universities with a written task as part of the interview process – fairness? </li></ul><ul><li>Issue of disability card being played to mask poor performance as a teacher. </li></ul><ul><li>Intermittent conditions – genuine or being played on? </li></ul><ul><li>Effect of part time placements (as reasonable adjustment) on timetable of course? </li></ul>Summary of Disability Issues: Universities
  17. 17. <ul><li>Different levels of expertise in universities. </li></ul><ul><li>Lack of forewarning to schools of students with disabilities. </li></ul><ul><li>Clear expectation that it’s universities’ responsibility to risk assess and inform schools. </li></ul><ul><li>Lack of knowledge in universities about sources of funding for support. </li></ul><ul><li>Need to encourage students/new teachers to recognise professional responsibility to disclose particularly disabilities that affect the likelihood of meeting (or not meeting) the Standards. </li></ul>Summary of Disability Issues: Other stakeholders: Government, ADES, Teacher Unions
  18. 18. <ul><li>Willingness on all sides to support/publicise possibility of disabled students coming into ITE, as part of general recruitment campaigns. </li></ul><ul><li>Teachers developing disabilities – some good support practice, some less than good support practice. </li></ul><ul><li>Concerns on supporting, monitoring and tracking new teachers with mental health issues within the Probation Alternative Route particularly where there may be child protection issues. </li></ul>Summary of Disability Issues: Other stakeholders: Government, ADES, Teacher Unions
  19. 19. <ul><li>Working with SSSC on a joint publication – ITE and student social workers </li></ul><ul><li>Competence standards </li></ul><ul><li>Clarity of requirements: who does notify a school receiving a student with a disability? </li></ul><ul><li>Clarity of support mechanisms available </li></ul><ul><li>Funding: Disabled Student Allowance </li></ul><ul><li>Hardship Funds </li></ul><ul><li>Access to Work Funding </li></ul><ul><li>Advice on what constitutes ‘reasonable adjustment’ </li></ul><ul><li>Case studies, positive and negative </li></ul><ul><li>Publicity to attract applications for ITE from people with disabilities </li></ul>Next Steps
  20. 20. Feedback? <ul><li>In person today </li></ul><ul><li>By phone: 0131 314 6000 </li></ul><ul><li>E-mail: [email_address] </li></ul>

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