INCLUSION, PROFESSIONALISM &TEACHING STANDARDS

LEARNING OBJECTIVES

• To begin to explore own attitudes to inclusive education

• To identify some key strategies to support all learners

• To identify some key components of ‘professionalism’

• To understand the nature and purpose of the Teaching Standards

http://smotri.com/video/view/?id=v8059383c9d

DISCUSS

Write three questions or thoughts or surprises or something new from your readings this week. Add to post-its.

Curtis, W., and Pettigrew, A. (2010) ‘Special Educational Needs and Inclusive Education’ in Education Studies. Reflective Reader Exeter: Learning Matters

&

EADSNE (2013) ‘Profile of Inclusive Teachers’

OUR PHILOSOPHY

We aim for you to have sufficient confidence when you reach the end of the course to begin your professional journey into understanding how to implement inclusive practice. Your learning will be from your school experiences as well as here at the university. We do not expect you to know everything about autism or SLCNs or dyslexia or EAL but you will understand that you need to be proactive in finding out from colleagues, from other professionals from written and online sources. You will be part of a team and above all you will need to be flexible, open-minded and able to manage change.

Continuous learning is essential.

Research has shown they [teachers] are very well placed as individuals to change the way they work in their own classrooms even within the constraints of national curricula and systems of assessment. Regardless of school structures and their positions within them, teachers are free to think differently about the nature of the problem of ‘learning difficulties’ and the responses that they might make when students encounter barriers to learning.

Florian, L. (2008), INCLUSION: Special or inclusive education: future trends. British Journal of Special Education, 35: 202–208

WHAT IS INCLUSION? WHAT DOES IT MEAN?

‘An ongoing process aimed at offering quality education for all while respecting diversity and the different needs and abilities, characteristics and learning expectations of the students and communities, eliminating all forms of discrimination’ (UNESCO, 2008).

‘Inclusion requires teachers to accept the responsibility for creating schools in which all children can learn and feel they belong…promoting participation and reducing exclusion’ (Florian and Rouse, 2011).

‘a never-ending process of increasing participation for everyone…[ensuring] that education systems and settings are developed to be responsive to diversity (Booth, 2011).

PROFILE OF INCLUSIVE TEACHERS: CORE VALUES

• Valuing learner diversity (learner difference a resource and asset)

• Supporting all learner (high expectations for all)

• Working with others (Collaboration and team work)

• Continuing personal and professional development (Teaching and learning activity)

• Attitudes – What does and inclusive teacher need to believe? What might a non-inclusive teacher believe?

• Knowledge – What does a non-inclusive teacher need to know?

• Skills – What does an inclusive teacher need to be able to do?

PROFILE OF INCLUSIVE TEACHERS: CORE VALUES

Was Kelly receiving an ‘inclusive education’? Discuss.

How could the school have improved the teaching and learning for Kelly?

KELLY – CASE STUDY

A REMINDER OF THE POLICY CONTEXT

So what’s new from 2014?

• Entitlement beyond 19… to 25

• Greater participation of parents and children

• Education, Health and Care plans to replace statements of SEN (Single Plan)

• Option of personal budget

• Local Offer

• Better joint commissioning of services

INCLUSION SYMBOL

Generate a symbol to represent inclusion.

Do this individually on a post it.

What did you have to think about in order to do this?

What was the cognitive process?

PROFESSIONALISM!

TEACHING STANDARDSWhat do you know about these already?

Who are they for?

Why are they important to you?

Professional reflections against TS

Targets

Actions

Review

Evidence