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Implementation of inclusion belgrád 2013

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Successful Implementation of Inclusive Education. Belgrade, 2013.

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Implementation of inclusion belgrád 2013

  1. 1. Successful Implementation of Inclusive Education Péter Radó Belgrade, 25.09.2013.
  2. 2. What are we talking about?
  3. 3. The problem to be solved (a metaphor) Big store: selling few items in large quantities Online retail: selling a large number of items in small quantities Chris Anderson: The Long Tail: Why the Future of Business Is Selling Less of More
  4. 4. The problem to be solved (how to serve the long tail of learning needs?) The educational big store: serving great masses of „problem free” children, disregarding diverse individual learning needs
  5. 5. Growing expectations towards individual teachers How much are these expectations realistic? Not at all: • because of the extreme diversity of learning needs • because of the inflations of too many expectations • because they require overwriting all the old routines Is it hopeless then? Not at all: • Partial enrichment of teaching repertoires may lead to revolutionary changes in the climate of the classroom • What an individual teacher can’t do the whole school will be able to do if teachers cooperate • The longer recognized „learning long tail” generates bigger demand for external professional services both for children and teachers
  6. 6. Successful implementation the six engines of inclusion Equally strong focus on the classroom and on its institutional and systemic environment
  7. 7. Differentiation A few key teacher competencies • Awareness of learning profiles, effective learning • Multilateral classroom communication • Cooperative teaching • Development of teaching materials, constructing content from learning objects • Diagnostic and formative pedagogical assessment, test design • Recognizing learning and behavioral difficulties, correction methods • Project method • Instruction methods for promoting high order thinking
  8. 8. Flexible curriculum And its implications: school autonomy
  9. 9. Self- improving schools Self-evaluation based school improvement cycles
  10. 10. Quality evaluation Whole school inspection with special inclusion focus • A quality evaluation system that balances the two main aims: professional accountability and supporting organizational learning • Whole school external evaluation (inspection) based on a limited number of quality criteria • Supplementary instruments for external evaluation of the inclusion capacity of schools (thematic supplementary inspection) designed to inform self- evaluation and school improvement
  11. 11. Support services The principle of „high expectations, high support” Inventory of missing or weak services: • Diagnostic (e.g. logopedic) screening reaching out to all children in pre-school age and early development services • Specialist of habilitation/rehabilitation in different categories of disabilities („travelling teachers” of special schools or territorial support service centers) supporting children and their teachers and parents at the same time • Mainstream institutionalized educational support services • A missing profession: „developmental teacher” (bridging over the competence gap between mainstream and special education teachers)
  12. 12. Vested financial interest Incentives built into the system of financing Incentives for full enrollment • Per capita financing (money following the pupil) Incentives for integration • Supplementary financing for integration that are higher than financing of education in any separated setting Incentives for improvement • Funding for the implementation of school improvement plans (e.g. for generating demand for purchasing professional support) Financing of flexible and complex support services • Financing of complex special and mainstrea professional services (instead of financing service providers)
  13. 13. Successful implementation Policy conditions • Inclusion as sustained priority over a long period of time • Mainstreaming the development of all pedagogical, institutional and systemic conditions • Simultaneous investment at all levels of conditions • A professional implementing agency and the necessary human resources • The necessary financial resources incorporated to the financing of schools and professional services • Perpetual feedback (monitoring and evaluation) and open communication • Internationalization

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