The document discusses three main challenges of inclusion in education: 1) Structural issues in the education system that can reproduce social inequalities; 2) Developing teacher identity and challenging assumptions about disability; 3) Choosing classroom methodologies that facilitate diversity rather than just adding special needs accommodations. Successful inclusion requires whole-school participation, parental involvement, positive staff attitudes, collaborative teaching among staff, and classroom strategies that utilize student diversity. However, inclusion in practice remains complex with concerns about resources, curriculum, and balancing academic and social goals.

1. Inclusion: Societal & Whole-School Issues Dan O’Sullivan ED6306 - Inclusive and Multicultural Education Lecture 7: 24/10/11

2. Lecture 7: Outline 1) Introduction 5) Conclusion 4) Factors Associated with Successful Inclusion 2) SEN: The Continuum of Provision – Irish Context 3) Three Challenges of Inclusion Note: SEN = Special Educational Need

5. Concepts fundamental to understanding the inclusion of SEN pupils: a) Access ~ Participation ~ Outcome d) Pupil identity - labelling c) Relational dimension of school life b) Least Restrictive Environment

7. …… not just about groups of people who are somehow “different” Inclusion……. … ..it is about systems reforming to include us all, rather than integrating specific needs groups into existing systems.

21. Making practical curricular value judgements: Choice between - viewing inclusion of students as an “add-on” or secondary goal or - viewing inclusion as the bedrock of “good teaching” – avoiding compartmentalisation – increasingly recognised that effective teaching for SEN pupils is transferable to all learners – “Good teaching is good teaching”. [Inextricably linked, in turn, to classroom management]

22. e.g. “Good teaching” manifest in (among others): 2) Assessment principles – authentic forms – Based on the quality of performance on real learning tasks and on a developmental model of achievement e.g. Junior Certificate School Programme [JCSP] http://jcsp.slss.ie - portfolio system - stark contrast to high stake summative tests. ** Fairer assessment / testing remains a challenge. 1) Use of differentiated materials [Lecture 10: 21/11/11] Note: Sum mative and for mative testing: www.ucd.ie/t4cms/ucdtlt0029.pdf

23. 4) Factors associated with successful inclusion: A) Participation of the whole school community in developing a shared vision and practice B) Effective parental involvement C) Positive staff attitudes and expectations towards students with disabilities

24. * D) Collaborative teamwork among the school staff: In-class models of learning support / team teaching / co-teaching [Lecture 9 – 14/11/11] * F) Collaborative classroom strategies: Peer Tutoring and Co-operative Learning / Group Work [Lecture 10 – 21/11/11] * E) Adaptation of existing curricula and instructional practice: Differentiation [Lecture 10 – 21/11/11]

30. Stage 3: School Support Plus ( for a Few ) : More intensive & individualised supports. Detailed assessment and development of intervention programmes for pupils with complex and/or enduring needs. Involvement of relevant external services e.g . educational psychologist / speech and language therapist / occupational therapist / visiting teacher service. Co-ordinated by the school’s Resource Teacher & Special Educational Needs co-ordinator.

31. Support for ALL Stage 1 Stage 2 Stage 3 School Support ( for Some ) School Support Plus ( for a Few ) Subject Teacher(s) Pupil Parents Subject Teacher(s) Pupil Parents + Learning Support Teacher Subject Teacher(s) Pupil Parents + Resource Teacher/ SEN co-ordinator + Outside Specialists 80-90 % 10-20% 2-5% ‘ Continuum of Support’ towards addressing the needs of pupils with Special Educational Needs – Post Primary (NEPS 2010)

37. Please remain mindful that … … inclusion is not a target to be hit, or a goal to be reached; … nor is it the final destination of a road of continuous linear improvement Rather …. …… inclusion is an ongoing process: marked out by struggle and negotiation, and worked out through interpersonal actions and relations

38. 1) Griffin, Seán & Shevlin, Michael (2007) Responding to Special Educational Needs – An Irish Perspective , Dublin: Gill & Macmillan. (Chs. 1-5). [ Boole Q+2 - 371.9 GRIF ] References: 3) A Continuum of Support for Post-Primary Schools (NEPS 2010) Vol. 1: Guidelines for Teachers Vol. 2: Resource Pack for Teachers www.education.ie > NEPS > Reports and Publications [Blackboard: Lecture 7 Subfolder] 2) Department of Education & Science (2007) Inclusion of Students with Special Educational Needs: Post-Primary Guidelines, Dublin: The Stationery Office. (Chs. 1-3). www.sess.ie > Documents and Publications > Other DES Publications [Blackboard: Lecture 7 Subfolder] 4) Children with Special Educational Needs: Information Booklet for Parents (NCSE: Sept. 2011) [Blackboard: Lecture 7 Subfolder] www.ncse.ie/uploads/1/ChildrenWithSpecialEdNeeds.pdf

39. 5) Hegarty, Seamus (2001) Inclusive education – a case to answer. Journal of Moral Education, 30(3), 243-249. [Blackboard: Lecture 7 Subfolder] 8) Topping, Keith & Maloney, Sheelagh (eds.) (2005) The RoutledgeFalmer Reader in Inclusive Education, Abingdon: RoutledgeFalmer. (Intro. and Chs. 1-3) [ Boole Q+2 - 371.9 TOPP ] 6) CABHAIR Newsletter Insert ~ ‘Inclusive Schools: Developing a Practical Approach’ www.sess.ie > Documents and Publications > CABHAIR Newsletter > Issue 3 January 2009 (CABHAIR Insert) [Blackboard: Lecture 7 Subfolder] 7) Jordan, A., Schwartz, E. & McGhie-Richmond, D. (2009) Preparing teachers for inclusive classrooms. Teaching and Teacher Education, 25(4), 535-542. [Blackboard: Lecture 7 Subfolder]