22/09/09 © Hubert Marx, 2009 1

INCLUSION in LUXEMBOURGINCLUSION in LUXEMBOURG

Presentation of inclusive politics of the new law of fundamental education (law of 06.02.2009, application 15.09.2009)

Presentation of inclusive politics of the new law of fundamental education (law of 06.02.2009, application 15.09.2009)

22/09/09 © Hubert Marx, 2009 2

« Switches »« Switches »

OLD (law 1912) « enseignement préscolaire et

primaire » Compulsory: 1 y. preschool, 9 y.

school (6 primary) School years: 1-6 Rigorous and selective on written

tests One class , one teacher No real direction:

« représentant » elected among colleagues, administrative task, no leading competences

OLD (law 1912) « enseignement préscolaire et

primaire » Compulsory: 1 y. preschool, 9 y.

school (6 primary) School years: 1-6 Rigorous and selective on written

tests One class , one teacher No real direction:

« représentant » elected among colleagues, administrative task, no leading competences

NEW (law 2009) « enseignement fondamental » Compulsary: 12 y. starting at the

age of 4 Cycles: 1-4, every cycle lasting 2

years (min/max) Approach by competences with

defined basic competences to reach

One class, one main teacher + help structures at school or from outside (cycles meetings)

School commitee: president, members (teachers + parents)

NEW (law 2009) « enseignement fondamental » Compulsary: 12 y. starting at the

age of 4 Cycles: 1-4, every cycle lasting 2

years (min/max) Approach by competences with

defined basic competences to reach

One class, one main teacher + help structures at school or from outside (cycles meetings)

School commitee: president, members (teachers + parents)

22/09/09 © Hubert Marx, 2009 3

L’école fondamentaleL’école fondamentale

CIS(Commission d’inclusion scolaire)

IEP for SEN students

Multiprofessional team

Help & support

Educational teams of the 4 cycles

Inspector

President CIS and school supervisor

Schoolcommitee + president

Coordination, school organisation, school development plan

Parents representative

Local school commission (comune)

Care taking structures (foyers scolaires, maisons relais)

SCHOOL

22/09/09 © Hubert Marx, 2009 4

New law and inclusion 1New law and inclusion 1

The new law promotes inclusion (Art.27-34) Cycle level: the teachers forming the team of the cycle

have to provide help within all the classes of the same cycle. This is included in the teaching task. The student remains in the classroom with his class, in small support groups or in more individual setting

School level 1: In the case that help cannot be provided sufficiently by the team, they may ask help from a special teacher. She or he can provide help in the classroom, in a small group or individually. In this case the student has his own course with a individual care taking plan (« plan de prise en charge individualisée »)

The new law promotes inclusion (Art.27-34) Cycle level: the teachers forming the team of the cycle

have to provide help within all the classes of the same cycle. This is included in the teaching task. The student remains in the classroom with his class, in small support groups or in more individual setting

School level 1: In the case that help cannot be provided sufficiently by the team, they may ask help from a special teacher. She or he can provide help in the classroom, in a small group or individually. In this case the student has his own course with a individual care taking plan (« plan de prise en charge individualisée »)

22/09/09 © Hubert Marx, 2009 5

New law and inclusion 2New law and inclusion 2

School level 2: there may be a larger demand for SEN. In this case the inclusive commission (« commission d’inclusion scolaire ») will be in charge: - Diagnosis of the needs of the student- Help to be provided- Individual care taking plan

This plan is submitted to the parents to be adopted (or refused)

School level 2: there may be a larger demand for SEN. In this case the inclusive commission (« commission d’inclusion scolaire ») will be in charge: - Diagnosis of the needs of the student- Help to be provided- Individual care taking plan

This plan is submitted to the parents to be adopted (or refused)

22/09/09 © Hubert Marx, 2009 6

New law and inclusion 3New law and inclusion 3

The plan may consist in different levels: 1. Adaptation of the courses provided by the class

teacher in collaboration of the team of the cycle 2. Assistance in the classroom by one or more

membres of the multiprofessionnal team attached during the intervention time to the team of the cycle

3.Temporary stay for different learning subjects in another class than the mainstream class 4. Education in a class of the « Education différenciée »

5. Education in a specialized school or institution in Luxembourg or abroad.

The plan may consist in different levels: 1. Adaptation of the courses provided by the class

teacher in collaboration of the team of the cycle 2. Assistance in the classroom by one or more

membres of the multiprofessionnal team attached during the intervention time to the team of the cycle

3.Temporary stay for different learning subjects in another class than the mainstream class 4. Education in a class of the « Education différenciée »

5. Education in a specialized school or institution in Luxembourg or abroad.

22/09/09 © Hubert Marx, 2009 7

New law and inclusion 4New law and inclusion 4

Measures 1 and 2 are inclusive and should be the regular case of acting. An evaluation takes place after a certain period. Measures are limited in time.

Measure 3 is integrative and is limited in time. The goal is to bring the student back to his class.

Measures 4 and 5 are exclusive. That’s why the national commission has to make a proposal for an orientation of the student (« Commission médico-psycho-pédagogique nationale »). With the new law in mind this commission will be keen to favour and to promote inclusive measures.

Measures 1 and 2 are inclusive and should be the regular case of acting. An evaluation takes place after a certain period. Measures are limited in time.

Measure 3 is integrative and is limited in time. The goal is to bring the student back to his class.

Measures 4 and 5 are exclusive. That’s why the national commission has to make a proposal for an orientation of the student (« Commission médico-psycho-pédagogique nationale »). With the new law in mind this commission will be keen to favour and to promote inclusive measures.

22/09/09 © Hubert Marx, 2009 8

Pitfalls in generalPitfalls in general

The law was put into place: 15/09/09 Very short preparation time Teachers have to work more (extra support lessons,

team meetings, parents work, meetings of the school commitee). Change of habits!

Teachers have to change the paradigm: away from the strict and selective, old system to the competence approach (trainings are offered but not sufficienty)

Parents are informed, but are afraid of the new « things », because they are not used to it

New labels on old bottles

The law was put into place: 15/09/09 Very short preparation time Teachers have to work more (extra support lessons,

team meetings, parents work, meetings of the school commitee). Change of habits!

Teachers have to change the paradigm: away from the strict and selective, old system to the competence approach (trainings are offered but not sufficienty)

Parents are informed, but are afraid of the new « things », because they are not used to it

New labels on old bottles

22/09/09 © Hubert Marx, 2009 9

Pitfalls for inclusion 1Pitfalls for inclusion 1

The workflow between partners is not clearly defined. Cycle teams <-> inspectors <-> CIS <->

multiprofessional teams (MPT) <-> reference person The indivudual educational plan is still a project in

development It seems that the job of the reference person (from the

multiprofessional team) is too much for it The national quality agency has been set up, but is not

operational for the moment (i.e. a « quality improvement officer » doesn’t exist)

The workflow between partners is not clearly defined. Cycle teams <-> inspectors <-> CIS <->

multiprofessional teams (MPT) <-> reference person The indivudual educational plan is still a project in

development It seems that the job of the reference person (from the

multiprofessional team) is too much for it The national quality agency has been set up, but is not

operational for the moment (i.e. a « quality improvement officer » doesn’t exist)

22/09/09 © Hubert Marx, 2009 10

Pitfalls for inclusion 2Pitfalls for inclusion 2

It is not very clear how members of the multiprofessional teams shouls work in schools

The members op the MPTs depend on a different department of the Education Ministry (« éducation différenciée » vs. « éducation fondamentale »)

There is still a lack of information and training for mainstream classroom teachers in the domains of learning difficuties and SEN.

It is not very clear how members of the multiprofessional teams shouls work in schools

The members op the MPTs depend on a different department of the Education Ministry (« éducation différenciée » vs. « éducation fondamentale »)

There is still a lack of information and training for mainstream classroom teachers in the domains of learning difficuties and SEN.

22/09/09 © Hubert Marx, 2009 11

Pitfalls for inclusion 3:Pitfalls for inclusion 3:

The concept of « inclusion » is often misunderstood and confused with the concept of « integration ». There has been a long period of segregational thinkpatterns in our school system.

If fundamental education is on the way towards inclusion, secondary education is still on a stoney path of resistance.

The concept of « inclusion » is often misunderstood and confused with the concept of « integration ». There has been a long period of segregational thinkpatterns in our school system.

If fundamental education is on the way towards inclusion, secondary education is still on a stoney path of resistance.

22/09/09 © Hubert Marx, 2009 12

Thank you very much for your attention!Thank you very much for your attention!