EVERYDAYMEANINGSOFINCLUSIVEEDUCATION ......Abstract!–!Nederlands!...
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Academic year 2015 – 2016 Second semester exam period EVERYDAY MEANINGS OF INCLUSIVE EDUCATION: A REFLECTIVE DIALOGUE BETWEEN BELGIAN AND CANADIAN TEACHERS Master’s dissertation II submitted in order to obtain the degree of Master of Science in Special Needs Education Promotor: Dr. Elisabeth De Schauwer Copromotor: Prof. Dr. Geert Van Hove 01103160 Silke Van Hecke
Transcript of EVERYDAYMEANINGSOFINCLUSIVEEDUCATION ......Abstract!–!Nederlands!...
Academic year 2015 – 2016
Second semester exam period
EVERYDAY MEANINGS OF INCLUSIVE EDUCATION:
A REFLECTIVE DIALOGUE BETWEEN BELGIAN AND
CANADIAN TEACHERS
Master’s dissertation II submitted in order to obtain the degree of
Master of Science in Special Needs Education
Promotor: Dr. Elisabeth De Schauwer
Copromotor: Prof. Dr. Geert Van Hove
01103160
Silke Van Hecke
In advance After a very intense, eye-‐opening and rewarding last year, we would love to express our gratitude towards those people that believed in our capabilities and plans from the start; to those people who created the most supporting conditions so that we could perform the best. Therefore, many thanks to the University of Ghent and to the Brock University, for making possible our Canadian adventure and this research. The opportunity to perform an internship in Niagara Falls was most enriching, for us as young adults, as students and as future orthopedagogues. At the University of Ghent, special thanks to Dr. De Schauwer and Prof. Dr. Van Hove for the inspiring moments of feedback and for co-‐constructing our ‘spaghetti’. Thanks to both of you for, somewhat 5 years ago, planting a little seed, that made us believe in inclusive education today. At the Brock University, thank you, Prof. Dr. Gallagher and Prof. Dr. Bennet for stimulating the growth of this little seed into a beautiful flower. Thanks to Susan Melnichuk for being the warmest host for us as exchange students, as well as for our participants. Also in the Niagara region:
Thank you Marc, for shedding your light on the Catholic Niagara education policy. Thank you Carlo, for making us feel welcome at your inspiring school. Thank you Laurie, Leah, Caroline, Daphnee and Sarah for participating in our research and for – together with many other staff members – being our big warm Canadian family. We were never so proud to share Belgian endive and chocolate and will cherish our memories. And thank you Tim Hortons: your coffee and muffins did not ever disappoint.
Let us not forget the many significant people, who where genuine and dedicated supporters in our home country:
Thank you Marie, Babs, Laura and Gert for sharing your honest thoughts and doubts with us. Thank you Griet, your expertise about education in Flanders was a great help in outlining the context of our research. Thank you Fran and Inge: the eyes of two perfectionists were the most welcome tool when bringing our master’s dissertation to a qualitative end.
Thank you, to both of our dear families, for granting us the unforgettable experience to meet the Canadian culture and thank you for your never-‐ending belief and bottomless patience.
And thanks to you, Silke, you were and are my perfect square.
Silke²
Abstract – English Context Within the scope of this Master’s dissertation (promoted by Prof. Dr. Van Hove and Dr. De Schauwer) Daelman Silke and Van Hecke Silke (Master of Science in Special Needs education, UGhent) took a closer look at inclusive education in Flanders (Belgium) and Ontario (Canada). Although, in both countries, political and education actors in theory resolutely prefer inclusive education, in practise difficulties arise. On top of this, literature shows us that the perspective of teachers is underexposed within a changing education context. Problem definition This research aims to give genuine attention and sincere recognition to reflections of teachers in inclusive classrooms and to create a space of encounter in which Ontarian and Flemish teachers can reflect upon their inclusive practise. This in order to answer ‘what the possible meanings of inclusion are in an education context?’. Methodology This research turned out to develop naturally in three stages: the first step was the collection of video reflections in which Flemish teachers reflected, the second existed of interviewing Ontarian teachers, the third aimed at bringing Flemish and Ontarian teachers together in a group interview. Rhizomatic thinking was crucial throughout the collection, analysis and presentation of the data. Discussion Eight critical concepts were demarcated: ‘special not special’, ‘teacher efficacy’, ‘collaborative teaming’, ‘allocation of human resources’, ‘cooperative learning’, ‘belonging’, ‘community’ and ‘ownership’. Guided by these concepts a new submersion into literature started, in an attempt to deepen and recognize the eight everyday meanings of inclusive education. Conclusion Each critical concept is examined based on two crucial questions. Finally, the researchers wonder in which way the different meanings of inclusive education interact, overlap, inspire, contradict, reinforce and disrupt each other.
Abstract – Nederlands Context In deze masterproef (gepromoot door Prof. Dr. Van Hove en Dr. De Schauwer), bestuderen Daelman Silke en Van Hecke Silke (Master of Science in de Pedagogische wetenschappen, afstudeerrichting Orthopedagogiek) het inclusief onderwijs in Vlaanderen (België) en Ontario (Canada). In beide landen verkiezen politieke en onderwijs-‐actoren inclusief onderwijs in theorie, maar in de praktijk duiken er moeilijkheden op. Bovendien toont literatuur ons dat, in een veranderende onderwijscontext, het perspectief van leerkrachten onderbelicht is. Probleemdefinitie Dit onderzoek streeft naar het geven van eerlijke aandacht en oprechte erkenning aan de reflecties van leerkrachten in een inclusieve klas, en naar het creëren van een ruimte van ontmoeting waarbinnen Ontariaanse en Vlaamse leerkrachten kunnen reflecteren op hun inclusieve klaspraktijk. Dit met als doel de vraag naar ‘mogelijke alledaagse betekenissen van inclusie in een onderwijscontext’ te beantwoorden. Methodologie Achteraf beschouwd, heeft dit onderzoek zich ontwikkeld in drie stappen: de eerste stap bestond uit de verzameling van videoreflecties waarin Vlaamse leerkrachten reflecteerden, tijdens de tweede werden Ontariaanse leerkrachten geïnterviewd, de derde stap streefde naar het samenbrengen van Vlaamse en Ontariaanse leerkrachten in een groepsinterview. Het denken in termen van een rhizoom was een cruciaal gegeven doorheen de dataverzameling , –analyse en –presentatie. Discussie Acht kritische concepten werden afgebakend: ‘special not special’, ‘teacher efficacy’, ‘collaborative teaming’, ‘allocation of human resources’, ‘cooperative learning’, ‘belonging’, ‘community’ en ‘ownership’. Aan de hand van deze concepten begon een nieuwe onderdompeling in literatuur, met als doel deze alledaagse betekenissen van inclusief onderwijs te verdiepen en erkennen. Conclusie Uiteindelijk, wordt elk kritisch concept onderzocht aan de hand van twee cruciale vragen. De onderzoekers vragen zich tenslotte af hoe deze verschillende alledaagse betekenissen van inclusief onderwijs interageren, overlappen, elkaar inspireren, tegenspreken, versterken of verstoren.
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CONTENT1
1. Context ....................................................................................................................... 3
1.1. Inclusive education (Silke V.H.) ....................................................................................... 3
1.2. Inclusive education in a Flemish context (Silke D.) ......................................................... 3 1.3. Inclusive education in an Ontarian context (Silke V.H.) .................................................. 5
1.4. Teachers’ narratives (Silke D.) ........................................................................................ 8
2. Problem definition ...................................................................................................... 9
3. Qualitative research Methodology ............................................................................ 10
3.1. Characteristics of qualitative research (Silke V.H.) ....................................................... 10
3.2. Considerations and choices .......................................................................................... 11
3.2.2. Validity (Silke V.H.) ....................................................................................... 12
3.2.3. Sampling (Silke V.H.) ..................................................................................... 12
3.2.4. Concepts (Silke D.) ........................................................................................ 15 3.2.5. Generalisation (Silke D.) ................................................................................ 17
3.3. Research implementation ............................................................................................. 18
3.3.1. Flanders (Silke D.) ......................................................................................... 18
3.3.2. Ontario (Silke V.H.) ....................................................................................... 19
3.3.3. Dialogue (Silke D.) ......................................................................................... 20
4. Results ...................................................................................................................... 21
5. Discussion ................................................................................................................. 22
5.1. Special not special (Silke D.) ......................................................................................... 23 5.2. Teacher Efficacy (Silke V.H.) .......................................................................................... 27
5.3. Collaborative Teaming (Silke V.H.) ................................................................................ 29
5.4. Allocation of Human Resources (Silke V.H.) ................................................................. 33
5.5. Cooperative Learning (Silke D.) ..................................................................................... 37
5.6. Belonging (Silke D.) ....................................................................................................... 41
5.7. Community (Silke V.H.) ................................................................................................. 45
5.8. Ownership (Silke D.) ..................................................................................................... 49
6. Conclusion ................................................................................................................ 52
1 In the table of content is indicated which student managed the elaboration of which paragraph, within the scope of this associated Master’s dissertation. Both students outlined the content of each paragraph together, though. Whenever no name of a student is mentioned, both students finished the paragraph together.
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7. Literature .................................................................................................................. 58
8. Appendix .................................................................................................................. 66
8.1. Appendix A: Vocabulary ................................................................................................ 67 8.2. Appendix B: Questions triggering video reflections of Belgian teachers ...................... 69
8.3. Appendix C: Video reflections of Belgian teachers ....................................................... 71
8.3.1. Video reflections from Babs .......................................................................... 71
8.3.2. Video reflections from Gert .......................................................................... 75
8.3.3. Video reflections from Laura ........................................................................ 83
8.3.4. Video reflections from Marie ........................................................................ 90
8.4. Appendix D: Mind map of Belgian video reflections .................................................... 98
8.5. Appendix E: Statements guiding the interviews with Canadian teachers .................... 99
8.6. Appendix F: Interviews with Canadian teachers ......................................................... 101
8.6.1. Interview with Caroline ............................................................................... 101
8.6.2. Interview with Daphnee ............................................................................. 106
8.6.3. Interview with Laurie .................................................................................. 111
8.6.4. Interview with Leah .................................................................................... 116 8.6.5. Interview with Sarah ................................................................................... 119
8.7. Appendix G: Mind map of the Canadian interviews ................................................... 122
8.8. Appendix H: Guideline for the group interview with Belgian and Canadian teachers 123
8.9. Appendix I: Group interview with Belgian and Canadian teachers ............................ 124
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1. Context
1.1. Inclusive education (Silke V.H.)
During the nineties inclusion became an important concept in most Western societies
(Arduin, 2015). Nowadays the concept is a hot topic in the international literature and there
are a lot of different definitions and connotations of what this means for the education of
children with and without disabilities (Jahnukainen, 2014; Bossaert et al., 2013; Evans,
2010…). Inclusion is not recommended by only scientific research, the trend also emerges in
international politics. One of the most acknowledged international policy recommendations
is the UN-‐convention concerning the rights of people with a disability. By signing this
convention, several countries promised to work on Article 24 (UN, 2006). This article
declares that all children should have access to inclusive primary and secondary education.
159 countries have signed this convention and it is ratified by 150 countries (Arduin, 2015),
including Belgium and Canada. Mackay (2010) remarks that this convention represents a
paradigm shift in the international way of thinking, the goal being a complete participation
(as far as possible) of people with a disability in society.
This is the current paradigm from which we are looking at inclusive education. The
international politics favours an education system where students with and without
disabilities are in the same classroom. We choose to follow the definition of Farrell (2000)
who subscribes the inclusion of children with special needs on regular schools as “they
should take a full and active part in the life of the mainstream school, they should be valued
members of the school community and be seen to be integral members of it” (154).
Nevertheless, the implementation of this theoretical concept is sometimes difficult (Arduin,
2015). Although inclusion is a very clear theoretical concept, problems arise when we try to
put it into practice (Armstrong, Armstrong, & Spanadagou, 2011). Thus, it is important to
investigate the context of inclusive education in Flanders and Ontario, Canada.
1.2. Inclusive education in a Flemish context (Silke D.)
Flanders has a tradition of segregated education, in which special education has a more
stable position than inclusive education. Today, 6,63% of all Flemish scholars have a support
need and 12% of all students participate in special education (Klasse, n.d.). Within this group
social minority groups are overrepresented (Vlaamse overheid, n.d.). These conclusions are
in strong contrast with Flanders’ promise when signing the UN-‐convention concerning the
rights of people with a disability (UN, 2006). This convention explicitly chooses for the right
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of inclusive education and wants to call an end to segregation and discrimination based on
disability in education (GO!, n.d.).
Inclusive education within a Flemish context is not new, though. Case studies from
Ghesquière, Moors, Maes, and Vandenberghe (2002) have shown that “some first steps in
direction of inclusive education have been taken in Flanders, although the initiatives are
small-‐scale and the results are variable” (p. 47). De Schauwer, Van Hove, Mortier, and Loots
(2009) also state that the regular Flemish education system offers little opportunities for
children with an impairment: “The integrated education system allows children with a
disability to go to a regular school on condition that they achieve the education purposes”
(p. 101). Ghesquière et al. (2002) agree when they write “inclusive education in Flanders is
still viewed as an integration project which expects children with a disability to adapt to the
curriculum”(p. 54).
Furthermore, Flemish parents are, as a consequence of poor legislation, dependent on the
willingness of the schools in organizing the support for their child in regular education
(Mortier, Van Hove, & De Schauwer, 2010). De Schauwer et al. (2009) add that until today,
the allocation of children to schools is based on their label: “There is no opportunity in
Flanders to talk about the capabilities of disabled children” (p. 110). Besides, it appears that
there is no agreement about the content of inclusive education in general in Flanders.
Several education actors talk about working towards inclusion, but they all seem to define
‘inclusion’ differently. On top of this, it is not clear how the expertise of professionals in
special education can contribute to more inclusion (Mortier et al., 2010).
The Flemish government has recently made a first attempt in realising the right for inclusive
education (UN, 2006) with the M-‐decree (Vlaams Parlement, 2014). Crucial in this decree are
the ‘reasonable adaptations’, as a medium to adapt the common curriculum to the
individual education needs of each child (GO!, n.d.). This way of thinking fits within the
philosophy of ‘Universal Design For Learning’, which reinvents curricula, methods, textbooks
and structures in order to be used by people with the broadest range of competences (Pisha
& Coyne, 2001). The continuum of care, as a third important concept, constitutes the
guiding line to create and justify suitable internal and external support (GO!, n.d.). The
methodology of ‘Action-‐oriented working’ (HGW) is a last pillar of the M-‐decree. This
method strives to adjust education to the needs of each student, using seven basic
assumptions (Lijbaert, 2012) and thus to organize qualitative education and efficient support
for each child (HGW, n.d.).
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The M-‐decree was implemented on September first 2015, which caused a debate on a large
scale. GRIP (2014) calls the M-‐decree ‘weak’ and unsatisfying in realising the UN-‐convention.
The human rights organization advocates for the implementation of the M-‐decree as an
emergency measure within the context of a political impasse but recommends several
adaptations concerning the right of registration, the medical background, the legal security
and the support means as provided in the decree. Other education actors have expressed
their doubts regarding the attainability of the M-‐decree, the provided means and the
current competences of teachers (GO! Ouders, n.d.). Some parents hope the M-‐decree will
lead to more education opportunities for their children, others fear that their child first will
have to fail, in order to get support (Nelissen, 2015). At last, the tension around this new
decree is a hot topic in several debates and in media. While the discussion is omnipresent
and very much alive, the decree is implemented and teachers seem to have the feeling that
they are excluded from the political debate. Although, research from Ghesquière et al.
(2002) tells us that teachers tend to accommodate with the philosophy of inclusive
education and to enrich their expertise, when they feel to be part of the innovation. In our
perspective, it is time to involve teachers in the debates about inclusive education and to
stimulate reflection on their inclusive classrooms.
1.3. Inclusive education in an Ontarian context (Silke V.H.)
Canada also ratified the UN-‐convention concerning the rights of people with a disability
(Mackay, 2010) and has already made significant progress in enabling inclusive education for
children with a disability. Although Mackay (2010) indicates that there is still a road ahead
for Canada to thoroughly achieve the convention’s goals, he states that they made headway
aiming to include children with an impairment.
A comparison of the OECD reveals the differences between Canada and Belgium (Evans,
2010). The OECD divided children with a disability in three groups in order to compare them
internationally. In Belgium, all three categories (1 -‐ children with a disability caused by an
organic impairment, 2 -‐ children with a learning disability, 3 -‐ children who have a difficulty
because of social disadvantages) and especially the first category are commonly directed to
special education, while in Canada almost none of those children attend special education.
Additionally, it should be mentioned that in Flanders the choice of school is determinative
for children’s achievements (OECD, 2015). The children’s grades distinct from school to
school and depend on their social-‐economic status. In Canada on the contrary, there are no
big differences between schools.
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Canada does not have a federal department of education or national integrated system in
Canada. (CMEC, 2003). The ten provinces and tree territories are responsible for education
in their domain (Mackay, 2010). The federal government of Canada only funds post-‐
secondary education and the education of the two official languages: French and English. In
1967 the Council of Ministers of e-‐Education Canada (CMEC) was founded: the ministers
responsible for education meet regularly to debate about general education topics. In 2008
this board met to discuss the future of inclusive education (CMEC, 2008). The most excluded
groups in Canada are Aboriginal students, students with a physical, emotional or learning
disability, newly arrived immigrants and students with a lower social-‐economic background.
The CMEC agreed that more initiatives for those groups should be undertaken, given that
the Canadian Charter of Rights and Freedoms vouches for the same protection and
advantages of the law without discrimination based on nationality, ethnic origin, physical
disability… (Thompson et al., 2014).
As the education system is organized differently in each province or territory, we single out
the province of Ontario and examine it more closely. Ontario has a clear political vision on
inclusion (Achieving Excellence: A renewed vision for education in Ontario, 2014). It states
that the gap between students with special needs and students without those needs is
decreasing, but that there is still al lot to achieve. Therefore, Ontario made his own plan of
action in which they write the following: “to achieve success, Ontario will support the
accurate and up-‐to-‐date identification of children and youth with special education needs”
(Achieving Excellence: A renewed vision for education in Ontario, 2014). Another document
about the vision of the Ministry of Education in Ontario is ‘Equity and Inclusive Education in
Ontario Schools – guidelines for policy development and implementation’ (2014). This
document contains guidelines and inspiration in order to support the governing bodies of
schools in reaching inclusive education.
Inclusion is not only important in Ontario’s policy, but also in practice. Research (Gallagher-‐
Mackay, & Kidder, 2014) has revealed that school principals are proud of their inclusion
successes. In Ontario a large majority of students with special needs attends mainstream
classes with regular teachers (Gallagher-‐Mackay, & Kidder, 2014). Children with a support
need are given a formal label of ‘exceptionality’ by the ‘Identification Placement and Review
Committee’ (IPRC). With this label they have the right to special education programs and
services according the ‘Education Act’ (Gallagher-‐Mackay, & Kidder, 2014). The label also
obligates the school to make an ‘Individual Education Plan’ (IEP). In this IEP teachers
document how to support this particular child to a maximum extent; the IEP also contains
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the individual education plan of this child (Ontario Ministry of Education, 2004).
Nevertheless, a quarter of the students in Ontario gets some kind of special education
assistance, while only 2 percent is mostly educated in special classrooms, the so-‐called ‘self-‐
contained classrooms’ (Gallagher-‐Mackay, & Kidder, 2014).
According to Mark Lefevre, superintendent of the Niagara Catholic District School Board
(NCDSB), the existence of these classrooms and special schools depends on several factors:
the level of education (elementary or secondary), the region the school is located and the
attitude of the school board (M. Lefevre, personal communication, November 18, 2015).
Students with special needs are more often streamed to self-‐contained classrooms in
secondary schools than in elementary schools. The other distinctive factor in inclusive
practice is the region, in which the school is located. In Toronto e.g., there are more special
schools due to the large population and the extended possibility of choosing a suited school
for your child (M. Lefevre, personal communication, November 18, 2015). Finally, the school
board has a big influence on how their schools put inclusion into practice. The region of
Ontario positions inclusion as the template for education (Achieving Excellence: A renewed
vision for education in Ontario, 2014). As a consequence, more inclusive school boards
receive more funding (M. Lefevre, personal communication, November 18, 2015).
After all, supporting students with special needs can be achieved in several ways: special
support by a home teacher, different accommodation (laptops, more time for a test…)… as
determined in the IEP (Ontario Ministry of Education, 2004). Moreover, special education
teachers or educational assistants can support them. Several hours a day, these special
education teachers give extra support to individual students in their everyday class. The
educational assistants tender support to students with a intensive need: feeding, personal
nursing, studying and adjusting behaviour. However, we should point out that there is on
average only one special education teacher for every 37 students with special needs in the
primary school and one for every 74 students in high school. For educational assistants this
ratio is a bit smaller: 1 to every 22 in the primary school and 1 to every 58 in high school
(Gallagher-‐Mackay, & Kidder, 2014).
As mentioned before, a quarter of the Ontario students receives special education
assistance. The majority of this group received a formal proof by the IPRC, 41% does not
possess this proof, but got recommendations from the school by means of an Individual
Education Plan. These students do not have a legal right to extra services. Consequently,
there is a high need of additional services and an elevated students ratio per supporting
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teacher. Like Flemish teachers, Canadian teachers and parents plead for more support by
the government (Gallagher-‐Mackay, & Kidder, 2014).
1.4. Teachers’ narratives (Silke D.)
Previous studies have illuminated that several aspects and characteristics of the teacher
himself play a role within an inclusive education context. Firstly, it appears that inclusive
practise is related with positive and negative feelings and attitudes of teachers. Research
claims that attitudes are an important predictor of future behaviour (de Boer, Timmerman,
Pijl, & Minnaert, 2012). Even more so, Varcoe and Boyle (2013) conclude that teachers’
attitudes are a significant factor that influences the realisation of inclusive education:
teachers with positive attitudes concerning inclusive education tend to give more support to
students with different education needs and encourage other students to show a positive
attitude towards children with an impairment. Likewise, Maria (2013) describes how
teachers serve as role models within inclusive education. According to Yan and Sin (2013)
the opposite is also true: teachers with negative attitudes form an obstacle in designing
inclusive education. Furthermore, it is important to mention that scientists agree that
teachers’ attitudes vary as a consequence of student, teacher, environment and education
related factors (Varcoe & Boyle, 2013).
The relationship between teachers’ attitudes and inclusive education has more than once
been approached from the perspective of the Theory of Planned Behaviour (MacFarlane, &
Woolfson, 2013; Yan, & Sin, 2013). This theory concludes that attitudes towards inclusive
education, the degree of subjective pressure coming from significant others and the amount
of behaviour control all together positively influence the intention to educate in an inclusive
way. On its turn, this intention is an essential predictor for the realisation of inclusive
education. Additional to attitudes, Cameron (2013) indicates that a teacher’s expectations
are an important precursor of his behaviour and his student achievements.
We can conclude that international literature offers a wide range of information about
teachers’ attitudes and expectations in inclusive education, which are regarded as central
factors in the success of inclusive education. Within this literature, it is important to point
out that researchers mostly use formal and standardised instruments to score the attitudes
and opinions of teachers. For example, Gökdere (2012) chose the Attitudes toward Inclusive
Education Scale (ATIES) and the Concerns about Inclusive Education Scale (CIES), Varcoe and
Boyle (2013) preferred the Teacher Attitudes to Inclusion Scale (TAISA).
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Although, this standardised method seems difficult to reconcile with the insight of Mercieca
(2012) that “the teacher is seen as a ‘multiplicity’, as made up of many layers and having
numerous connections, and where endless ‘and, and, and’ allows for various possibilities” (p.
43). Besides, this kind of research undoubtedly caries the risk of telling the teachers’
perspective through the eyes of a researcher; Lalvani (2015) warns for this phenomenon
‘telling our stories of their stories’. Likewise, De Schauwer, Vandekinderen and Van de Putte
(2010) argument that the voice of teachers is mostly absent in current discussions. They
gather stories to illustrate their search for success factors in the realisation of inclusive
education.
This research wants to encounter Flemish and Ontarian teachers and let their voices be
heard in the present education environment. Therefore we use qualitative research
methods and consider the inclusive education experiences of four Belgian teachers as a
starting point for reflection. The involvement of Canadian teachers and their perspectives
are hereby seen as an inspiring opportunity. As a consequence, ‘conversation’ and ‘dialogue’
are considered core concepts within this ‘and, and, and’-‐story’. Also Danforth and Naraian
(2015) argue that “the rich exchange of ideas among participants resides the best chance for
inclusive education to create an intellectual footing that promotes new development,
learning, and understanding” (p. 82).
2. Problem definition
In this research we have started our line of thoughts in clarifying the current trend to
inclusive education. This is more than an international trend: above all it is an explicit
demand of the UN (UN, 2006). Our literature review makes clear that political and
education actors resolutely prefer inclusive education in theory, but that in practise
difficulties arise. We took a closer look at this in Flanders (Belgium) and Ontario (Canada).
While Flemish inclusive education still is waiting to take off, Ontario already has made some
progress. Nevertheless, we notice that both countries question the realisation of inclusive
education in practise. Policy makers in Ontario are engaged in the evaluation and
exploration of the existing inclusive education system. Flemish actors are trying to establish
inclusive education within the current education landscape and the new framework of the
M-‐decree (Vlaams Parlement, 2014). The implementation of this M-‐decree has intensified
the discussion between Flemish education stakeholders.
In fact, literature shows us how the perspective of teachers is underexposed within this
changing education context. This underlines the relevance of this master thesis, which aims
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to give genuine attention and sincere recognition to reflections of teachers in inclusive
classrooms.
Our literature review explains that teachers’ attitudes, expectations and perspectives about
their students with disabilities and inclusive education in general are an important predictor
of the quality of their inclusive practise. By means of a reflective dialogue, we want to meet
teachers and their narratives about inclusion and exclusion in their daily classroom. We
consider it an inspiring opportunity to involve Canadian teachers in this dialogue in order to
stimulate these reflections. After all, also Mortier et al. (2010) state that learning from other
countries and people with experience can bring added value to our education context. “The
advantage of still being at the beginning of inclusive policy and practice, is that by now many
countries have gone through some profound learning processes about exactly this kind of
tension [...] surrounding inclusion” (Mortier et al., 2010, p. 554). The purpose of this master
thesis is to create a space of encounter in which Canadian and Flemish teachers can reflect
upon their inclusive practise. By doing so, we hope to witness the origin of a melting pot of
experiences, as a way out of the impasse where Flanders has landed.
In this effort, we consider Lalvani (2015) as an important source of inspiration. In his
research Lalvani (2015) stated that little is known about the insights of teachers themselves.
He was interested in teachers’ narratives concerning the possible meanings of ‘disability’ in
an education context. Within this master thesis, teachers’ narratives, interviews and a group
interview are the means to answer ‘what the possible meanings of ‘inclusion’ are in an
education context?’. Inspired by the rhizomatic approach of Hooyberghs (2015), we also
desire to explore how these meanings interact, overlap, inspire, contradict, reinforce or
disrupt each other.
This research aspires to be a process of encounter, rather than a product. We strive for the
creation of an inspiring paper in which perspectives, reflections and modest narratives of
teachers, Canadian and Flemish, are continuously evolving.
3. Qualitative research Methodology
3.1. Characteristics of qualitative research (Silke V.H.)
This study is based on a qualitative research methodology, guided by a research question to
which the five characteristics of qualitative research, distinguished by Yin (2011), can be
applied:
1/ The purpose is to study the everyday meanings of inclusive education and
teachers’ reflections on this matter.
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2/ This research wants to represent the visions and perspectives of these teachers.
3/ We aim to look at different sources and investigate in Flanders as well as in
Ontario.
4/ Both contexts will be examined thoroughly as they influence the teacher and
their interactions with the children.
5/ We intent to make a contribution to insights in the practice of teachers in
inclusive education.
3.2. Considerations and choices
Yin (2011) describes several choices one must consider while customizing a qualitative
research design. We will discuss only these choices we believe are relevant to understand
this research in the context of inclusive education in Flanders and Ontario.
3.2.1. Research design (Silke D.)
A first issue that Yin (2011) brings to our attention, is whether “to start a research design at
the beginning of a study or not” (p. 77). From the outset of this research our position was
very clear: we would investigate reflections, thoughts and narratives without stipulating any
structure or manual in advance. Nevertheless our research turned out to develop naturally
in three stages: the first step was the collection of video reflections in which Flemish
teachers reflected, the second existed of interviewing Ontarian teachers, the third aimed at
bringing Flemish and Ontarian teachers together in a group interview. All of these phases
will be clarified in the following paragraphs. Still, as researchers, we did not know what the
following stage of data collection would be, before the previous one had come to an end.
Firstly we listened to the reflections of Flemish teachers; secondly we discussed about
where these reflections had brought us. Afterwards, we specified the most suitable topic for
the following video reflections. In the same way, we were only able to prepare the
interviews with Canadian teachers and EA’s, after analysing the points of discussion, which
arose in the Flemish video reflections. Likewise, the third phase of our research, the group
interview (Skype conference), could only take shape after an overall picture of the Flemish
and Canadian data was created. As Fereday and Muir-‐Cochrane (2006) mentioned before,
we also feel restricted by the written presentation of this paper that represents the
collection and analysis of the data as a step-‐by-‐step procedure, whereas it is “an iterative
and reflexive process” (p. 83).
12
Throughout, we envisaged bringing both worlds (Ontario and Flanders) together, but did not
decide ‘how’ we would realise this. This conscious choice for an open and flexible research
design gave us the possibility to follow the path our participants chose; they were the guides
that made an inspirational dialogue possible.
3.2.2. Validity (Silke V.H.)
“Taking steps to strengthen the validity of a study or not” (p. 78) is the second choice
according to Yin (2011). Going to Canada and living there for four months, we were
introduced to the Canadian culture. In that way we came to understand their education
system better. In Ontario as well as in Flanders we were intensively involved in an inclusive
education system by doing an internship for four months in each country. As a consequence,
we had the opportunity to observe both systems profoundly, to participate in classroom
practices and to engage in formal and informal conversations and discussions about
inclusion. This long-‐term involvement (Yin, 2011) contributes to the validity of this research.
Another way to make the validity stronger is to triangulate or “to collect converging
evidence from different sources” (Yin, 2011, p. 79). First of all, this research is based on
literature and therefore has a scientific background. The information was gathered by using
several methods: movie fragments, interviews and a Skype conference. We hereby
introduced a reciprocal feedback system by sending movies to the other participants, thus
creating a virtual dialogue. During this process we were assisted by several experts:
Professor Doctor Van Hove and Doctor De Schauwer (University of Ghent) in Flanders,
Professor Doctor Gallagher and Professor Doctor Bennet (Brock University) in Canada. On
top of this, we received support from interesting people engaged in education policy. We
arranged a meeting with Marc Lefevre, superintendent of the Niagara Catholic District
School Board and received regular feedback of Griet Goossens, pedagogical employee in
competence development at a school advisory service of the diocese of Ghent.
3.2.3. Sampling (Silke V.H.)
3.2.3.1. Flanders
During the sampling procedure in Flanders, we selected teachers in the primary school who
were in contact with an inclusive situation and were willing to share their thoughts on this
subject. Therefore we applied network sampling: by contacting our own friends and family
network, we appealed for people acquainted with teachers educating a child or several
13
children with GON-‐ or ION-‐support (Glesne, 2011). We made an appointment with these
teachers, discussed the course of our thesis and asked if they were willing to make video
reflections every two weeks during the first semester. From the nine teachers we contacted,
four volunteered to engage in this process. In the following paragraphs we introduce
portraits of these four selected teachers.
Marie
“I am eager to learn, I want what is in the best interest for the children and I teach with
patience, love and passion.”
Marie, 26 years old, is a passionate teacher who works patiently with the 5th graders. She
has five years of work experience and next to a bachelor’s degree in ‘Teacher Education’, she
also attained a bachelor’s degree in ‘Care and Remedy Learning’. Marie has a clear view on
what her students have to learn: to love each other, to try to solve problems together, to
have courage and to enjoy learning. In her free time she volunteers in Kazou, where she
organises summer camps, she supervises the local Child and Youth Jury of Literature, she
takes photography courses and loves a get-‐together with friends and family.
Gert
“I am a positive, little chaotic and energetic, though sensitive, teacher who wants his
students to feel loved and to jump as far as possible, each to the peak of their possibilities,
making sure that they land well, in order to witness, with satisfaction, that each of them
follows his or her own path in the next years.”
Gert is an emancipated and creative 44 years old teacher who currently teaches the 6th
grade. Before, he taught music in special education for eight years. He gives his students a
broad view on the world, without prejudices but with fire and enthusiasm. Standing up for
your opinion, thinking critically yet being respectful and giving warmth to each other are
skills he wants to teach his students. Gert is a busy bee: next to a fulltime teacher job, he
plays the piano and sings in several bands, helps to organise a local festival and leads and
directs a youth theatre. In addition to this, he is a free-‐lance presenter for the East-‐Flemish
television AVS, with more than 20 years experience.
Babs
“I am an enthusiastic, somewhat impulsive teacher who puts the wellbeing of her
students above everything.”
Babs, 22 years old, is at the start of her teaching carrier and teaches the second grade. “It is
ok to make mistakes” is a point of view she wants her students to learn. In her free time
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Babs loves to act and she gives acting classes to children from 6 to 12 years old. Next to
acting she likes badminton and enjoys reading.
Laura
“Qualities describing me as a teacher: devoted, enthusiastic, tender, loving, critical and
flexible.”
At 34, Laura is teaching the fourth grade having 12 years of experience in education. In
addition to her bachelor’s degree ‘Teacher Education’ she is now studying Orthopedagogics
at the University of Ghent, combining this with her fulltime job in a primary school. In her
spare time, she produces the school play and loves to swim. The one thing she definitely
wants her students to learn is: I like you!
3.2.3.2. Ontario
During our internship in Niagara Falls (Ontario) we selected a few teachers and educational
assistants (EA’s) with a lot of experience who were challenged by an inclusive situation at
that particular moment. We opted to interview teachers as well as EA’s to collect meaningful
and profound information. All these teachers and EA’s were employed at the same Catholic
school.
Laurie
“I am a passionate, empathetic and highly motivated teacher who always sees the ‘whole
child’ and who is interested in helping each student to develop academically, socially and
spiritually under my care.”
Laurie, 42 years old, is teaching the First grade, students with the age of 5 to 6. She
graduated as ‘Honours University Degree Teaching’. She definitely wants her students to be
the best they can be and never ever to give up on their dreams.
Daphnee
“As an EA I consider myself a team player with teacher, family and school community
including our advisors at the Board level. I always have the interest of my student at heart.”
Daphnee, 69 years old, has been an EA for 20 years, 10 years in partial inclusion and 10 years
with the Catholic Board, which offers full inclusion. She has a bachelor’s degree in Sociology
and Psychology.
15
Caroline
“As an Educational Assistant I would describe myself as a caring and resourceful advocate for
my students.”
Caroline has been working for the school board as an EA for 18 years. As well as being a
bachelor in Psychology she also has a college degree in ERSN (Educational Resources and
Special Needs). Currently she’s working with a student in grade 1 (age 5) and a student in
grade 5 (age 11).
Sarah
“I am a teacher who loves my students, loves to teach, loves my school.”
Sarah, 42 years old, is a teacher in a class with grade 2 and grade 3. The students in her class
are 8 and 9 years old. She has a bachelor’s degree in Sociology and completed a Teacher
Certification Program to teach primary and junior and intermediate grades. She also
specialized in reading and drama. Sarah wants to teach her students to believe in
themselves.
Leah
“I want to install in my students the ability to realize their unique potential and therein reach
their own success.”
Leah, 47 years old, has been teaching for 21 years and currently teaches the 3rd grade. The
students in her class are 8 years old. Leah has a bachelor’s degree in Education. She wants
her students to learn to be the best they can be and to love themselves, each other and this
planet.
3.2.4. Concepts (Silke D.)
Yin (2011) asks us whether we incorporated concepts into our study or not. We thus want to
introduce the thinking of Deleuze and Guattari (1998) who described the concept of a
‘rhizome’, which, according to Allan (2011), “grows or moves in messy and unpredictable
ways” (p. 155). A complete elucidation of their ideas would lead us too far but the concept
of the ‘rhizome’ was fundamental during the collection and analysis of the data, and during
the representation of the results as well. Mazzei and Jackson (2011) offer an interesting
perspective to interpret the way of thinking about our data, using the concept of ‘rhizome’:
“plugging data into theory into data” (p.13). These authors want to challenge qualitative
researchers to entangle theory when thinking with data and the other way around. “We
16
characterize this reading-‐the-‐data-‐while-‐thinking-‐the-‐theory as a moment of plugging in […].
‘Plugging in’ creates a different relationship among texts: they constitute one another and in
doing so create something new” (Mazzei and Jackson, 2011, p. 8). By plugging in the
philosophy of a ‘rhizome’ into our data and the other way around, this interaction can be
explained with the metaphor of a ‘threshold’:
A threshold has no function, purpose, or meaning until it is connected to other
spaces. That is, a threshold does not become a passageway until it is attached to
other things different from itself. Thresholds contain both entries and exits; they are
both/and. […] The excess of a threshold is the space in which something else occurs:
a response, an effect. Once you exceed the threshold, something new happens.
(Mazzei and Jackson, 2011, p. 10)
As a consequence of ‘plugging in’ the thinking in terms of a ‘rhizome’ into our qualitative
data, those data will be continuously transformed by the theory and explore the theory’s
limits (Mazzei and Jakson, 2011). Sermijn, Devlieger, & Loots (2008) define a rhizome as: “an
underground root system, a dynamic, open, decentralized network that branches out to all
sides unpredictably and horizontally. A view of the whole is therefore impossible. A rhizome
can take the most diverse forms: (…)” (p. 637).
While gathering reflections of particular teachers, we felt the concept of a ‘rhizome’ could
be an inspiring guideline to open the conversation about inclusive education and to
recognize subjective meanings of inclusion at school. Since Allan (2011) stated this concept
has been used to rethink disability, we believe it can guide us in rethinking inclusive
education, not to “explain or empirically demonstrate, but to explore” (p. 158).
Therefore, Allan (2011) claimed, “we have to create undecidability about meanings and
intent” (p.156). Or, as Hooyberghs (2015) puts it, we have to ‘unlearn’. We all know what
inclusive education is supposed to mean at a governmental level, we all know how inclusion
is often seen as opposed to ‘exclusion’. But what does inclusive education feel like? How is it
experienced by people who try to realise it in practice in their daily classroom? What does it
mean for them? What are “the possibilities between, within, across and below the binaries“
(Goodley, 2007, p. 146) of ‘inclusion’ and ‘exclusion’?
While collecting our data, we never wanted to be ahead of the process. Following
Hooyberghs (2015) “the emphasis was on what they [in this case: the teachers] wanted to
share” (p. 17). Therefore, all questions asked to Flemish teachers during the first phase
were open-‐ended and triggered intense reflection. During the interviews with Canadian
teachers, the entrance into the conversation was chosen by the participants themselves by
17
picking a statement. Different entrances would have resulted in different thoughts, which
underlines the inevitable incompleteness of the discussion.
We also relied on the concept of ‘rhizome’ during the data-‐analysis. Crucial thoughts were
highlighted in the transcription of the data and were given ‘labels’. This labelling was only
one of the many ways to probe the data. We presented the labels in a mind map, which
again was one of a number of possible presentation methods. Our description of the results
is thus one solution out of the many possibilities in which these data could be interpreted
and described. Honan and Sellers (2006) refer to this process when describing the
“multiplicity of signs that point to a variety of (personal) paths that can be taken in the
interpretation of data” (p.8). Every label is connected with every other label, and still we
inevitably fail to know the “complete map” of the rhizome (Sermijn et al., 2008, p. 644).
Whichever label the eye of an observer falls on, is an entryway into the mind map and
connects this observer to the other labels. As Hooyberghs (2015) writes: “I leave it up to you
to make connections between the words, the narratives, the literature and your own life. (p.
29)”
With Honnan & Sellers (2006) we believe this way of thinking allows us to “draw on the
personal (stories of teachers and EA’s) to explain the abstract (inclusive education)” (p. 2).
After all, the concept of ‘rhizome’ created flexibility, which made it possible to reflect in
freedom and to recognize subjective positions in the daily practice of inclusive education.
Because of this concept, we were able to follow the stream of consciousness of our
participants during the four months that Flemish teachers sent us video reflections, during
the interviews with Canadian teachers and EA’s and during the group interview as well. On
top of this, Mazzei and Jackson (2011, p. 11), offered us the possibility to plug in our data
into the rhizome into the data, which made our data-‐analysis a process of continuously ‘re-‐
telling and re-‐membering’, “creating temporary meaning that can escape and transform at
any moment”.
3.2.5. Generalisation (Silke D.)
An important note to the reader is that every referring to ‘Canada’ and ‘Belgium’ actually
redirects to ‘Ontario’ and ‘Flanders’, since in both countries education is not organized on a
national level. Furthermore, the purpose of this research was to bring together reflections of
several individual teachers and EA’s in an inspirational intercultural dialogue. We had the
ambition to give a voice to certain professionals with experience in inclusive education in
18
different contexts; and we pointed out some recurring themes, questions and sorrows to
guide the encounter between the participants. However, we never aimed to create a big
picture of the practice of inclusive education in Ontario or Flanders, or an overall image of
the views and experiences of teachers in Ontario or Flanders. The beauty of the data
gathered in this research, can be found in the particular thoughts and experiences of unique
teachers and EA’s, and the emerging underlying common ideals and worries.
3.3. Research implementation
3.3.1. Flanders (Silke D.)
Four Flemish teachers were asked to record five video reflections in which they reflected
upon broad questions. This resulted in twenty video reflections, gathered over a period of
four months. Prior to every new video reflection, an email with a new question was sent to
each of the participants. Thus, the questions were established by the researchers, although
deducted from previous video reflections. The intention of the questions was to trigger
personal interpretation. Doing so, we wanted to avoid suggesting any themes that did not
come to the teacher’s mind spontaneously.
The questions (see Appendix B: Questions triggering video reflections of Belgian teachers)
motivated the participants to tell about one particular situation in three steps: 1) image-‐
forming (What happened? What did you see?) 2) perspective (What did you think about it?)
3) reflection (How did you feel about it?). The purpose of this process was to gather rich
detailed information about the experiences, thoughts and feelings of teachers in inclusive
education. It was our explicit goal to investigate topics teachers associated spontaneously
with wellbeing, education goals, cooperation… within inclusive education. Also Noyes (2004)
assumes that video diaries have the potential to make people talk freely about their day-‐to-‐
day experiences. Gibson (2005) clarifies that visual data are rich because they give verbal as
well as nonverbal information, and because participants present themselves as part of a
category (teacher in inclusive education) and take part in the creation of meaning.
While sending questions and receiving those video reflections (see Appendix C: Video
reflections of Belgian teachers), we tried to create a close relationship with our participants
because we considered it important to show them our appreciation. This is why we sent
them some feedback (about the way they reflected, not about the content) and sent them
some videos with reflections from Canadian teachers and EA’s, as a little incentive for the
‘big’ encounter.
19
All the video reflections were transcribed manually. The key words and central thoughts
were highlighted and given a label on a post-‐it. Consequently, a big mind map (see Appendix
D: Mind map of Belgian video reflections) was created, guided by an ongoing conversation
between the researchers. Following the philosophy of Deleuze and Guattari (1998), this
mind map is only one possible representation of the continuously changing rhizome.
3.3.2. Ontario (Silke V.H.)
Our next step was to use this mind-‐map (see Appendix D: mind map of Belgian video
reflections) to create inspiring questions as a preparation for the interviews with three
Canadian teachers and two Canadian educational assistants. We identified several clusters in
the mind-‐map and developed one statement for each cluster (see Appendix E: Statements
guiding the interviews with Canadian teachers). We chose to do a semi-‐structured interview
following Lalvani (2015) in accordance with our research aim: to collect rich and descriptive
reflections while enabling to capture the context in which these reflections are gathered
(Lalvani, 2015). To illustrate each statement, we selected one Flemish video reflection that
corresponded with the statement, because the teacher (partially) agreed or (partially)
disagreed. Firstly, the interviewed teachers and EA’s had the opportunity to reflect on the
statement. They could agree, disagree or partially agree or disagree. After their answers we
showed them the video reflection from a Flemish teacher, illustrating the statement. At the
end they had the opportunity to reflect on and address what they saw in the video
reflection. The purpose of this process was to trace the stream of consciousness and to
follow the stories of the Flemish teachers in order to create the interview questions or
statements for Ontario. By showing them the video reflections we wanted to install a virtual
dialogue and to introduce them to the Flemish teachers. We explicitly chose those
statements that invited discussion, thus encouraging their reflections. As Lalvani (2015)
quotes: “the interviews guided by open-‐ended questions encourage teachers to reflect on
their beliefs about disability and the education of children with disabilities” (p. 382). The
teachers selected two statements out of seven, (equivalent for the amount of clusters in the
mind map). Following the ideas of Deleuze and Guattari (1998) a rhizome offers multiple
entries and therefore we proposed multiple statements to begin with. We decided to
videotape the interviews so we could return a video reflection to the Flemish teachers,
picturing the Canadian teachers and EA’s who had seen them. We used the same process as
before: all the Canadian video reflections were transcribed manually (see Appendix F:
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Interviews with Canadian teachers) and labels were given to the central thoughts. At this
level we did not start from square one, as the clusters of the Flemish mind-‐map were used
to structure the mind-‐map (see Appendix G: Mind map of the Canadian interviews) in
advance.
3.3.3. Dialogue (Silke D.)
Belgian teachers and Canadian teachers and EA’s were invited to a Skype conference, which
took place at the Brock university (Ontario) and the University of Ghent (Flanders). One
Canadian and one Belgian participant could not attend this event, which left a group of
seven participants and two moderators. Methodologically seen, we can consider this Skype
meeting as a qualitative group interview, since more than one interviewer and several
interviewees are involved as subject of the research (Howitt, 2010). The intention of this
conference was to stimulate an inspiring intercultural dialogue, during which we would
follow the stream of consciousness of the participants. Therefore we explain this interview
as ‘semi-‐structured’ or ‘qualitative’, as Howitt (2010) prefers to call it: this interview is,
rather than by a rigid structure, characterized by a big amount of freedom and flexibility
which encourages detailed complex and rich answers. Every now and then a moderator
made a short summary of the discussion or asked for intensification of a particular
statement. The moderators also prepared some questions to trigger the participation on
both sides (see Appendix H: Guideline for the group interview with Belgian and Canadian
teachers).
The point of departure of this group interview was a picture of ‘little star’ not fitting in
triangular, square, round or sickle-‐shaped holes (see Appendix H: Guideline for the group
interview with Belgian and Canadian teachers). Different questions were based on this core
question: what does it mean to have a little star in this classroom? As a teacher or EA? As a
school? As a community? As another child in the classroom? And what about the little star
itself? This image made it possible to talk about something abstract (inclusion, inclusive
education, being different) in a concrete and personal way. It also avoided issues of
anonymity (everybody talked about ‘my little star’ when talking about a child with special
needs, and about ‘little square’, ‘little triangle’…. when addressing the other children in the
classroom) and issues of sensitive terminology (what word to choose? Impairment?
Disability? Handicap?).
21
The group interview was recorded and transcribed (see Appendix I: Group interview with
Belgian and Canadian teachers); key words and central recurring thoughts were highlighted.
4. Results
This paragraph describes the mind maps (see Appendix D: Mind map of Belgian video
reflections and Appendix G: Mind map of the Canadian interviews) based on the reflections
of Flemish and Ontarian teachers. While we guide you through these mind maps, please
keep in mind that the Flemish mind map was firstly developed; the Ontarian mind map was
based on clusters of the Flemish one, emerging thus secondly.
A central meaning of inclusive education appears at the centre of both mind maps: the
encounter with very divers needs within the classroom. Teachers are very much aware of a
child’s backpack and the contextual, behavioural, emotional and intellectual factors that
challenge or assure the child’s learning. Therefore teachers strive to service students at their
particular level, in which motivating and stimulating the students is essential in order to
prevent demotivation. When some of the students are labelled with a diagnosis, teachers
associate this with the right to differentiate and support on the one hand, but on the other
they assert that a diagnosis is not necessary to make accommodations; teachers do not wait
for a diagnosis to start addressing these children’s needs, because they consider them as
little human beings who can grow on different features.
According to the teachers, it is important to find a way suiting the children’s needs in order
to prevent them from falling through the cracks. Therefore Canadian and Belgian teachers
agree on the fact that inclusive education involves making accommodations, focussing on
the participation of every child and it’s experience of success. Accommodations (variable
tempi, more or less time, different tools or materials, differentiation of the curriculum,
individual instruction, compensation or adaptation of the content or the goals…) lead us to a
more individual approach. Specifically in Canada, the Individual Education Plan and ‘inquiry
based learning’ are also mentioned in this context. To achieve this goal, teachers need to
think outside the box. But of course this asks more effort, work and planning from them.
Teachers tell us that inclusive education requires cooperation and communication between
teachers, Educational Assistants (CA), GON-‐teachers or ION-‐teachers (BE), parents and
outside agencies. Flemish teachers explain that cooperation involves organisation, planning
and thinking ahead and they demand more human support. Also Canadian teachers
experience a lack of EA support: the present EA support is mostly assigned to children with
22
more profound disabilities who need a lot of nursing and behaviour control, and less often
to children with academic needs.
The students in the classroom are important actors within this cooperation as well: Canadian
and Belgian teachers describe the most wonderful interactions between children caring for
each other, supporting each other, surrounding each other by sincere love and treating each
other in an equal way. The Catholic school system of Ontario wants the school to be seen as
a small community where every child belongs to, with or without disability. Within this small
community, students learn patience, empathy, tolerance and how to support each other and
the teacher.
The interaction between children with and without disability is a means of letting them grow
socially, which contributes to their happiness. Thus, the social goal of inclusive education is
linked directly to another crucial goal: the wellbeing of the children. The teachers want their
children to be happy when they come to school: motivation is a crucial factor. Still, the
children’s wellbeing is vastly challenged by the confrontation with ‘being different’ and
‘being an exception’. They focus on these emotional aspects and talk about ‘being there for
the child’, making them feel save, offering them opportunities, giving them warmth and
coaching them. Yet, the Flemish and Ontarian teachers admit that inclusive education is
making compromises and a big challenging quest.
5. Discussion
Having gathered that much information over a long period, we were now confronted with
the biggest challenge so far. We had to select those crucial thoughts and moments we
wanted to analyse and deepen, within our search for everyday meanings of inclusive
education. We had to accept that if we wanted to invest in intensification of several critical
concepts, we had to let go of others. Therefore we took a closer look at our data (video
reflections, interviews, group interview) and selected these incidents that we found critical,
recurring and innovative. The illustration below pictures the way we firstly selected quotes
illustrative for a particular incident, and secondly demarcated several incidents and merged
others. A demanding and strenuous process resulted into eight critical concepts, named
‘special not special’, ‘teacher efficacy’, ‘collaborative teaming’, ‘allocation of human
resources’, ‘cooperative learning’, ‘belonging’, ‘community’ and ‘ownership’. Guided by
these concepts we wanted to meet the researchers and thinkers that preceded us: our
submersion into literature continued, in an attempt to deepen and recognize our eight
critical concepts.
23
5.1. Special not special (Silke D.)
Reading over the reflections and narratives of teachers again, it struck us how teachers talk
about the divers group of students in their class. On the one hand, teachers talk about
students with ‘very high needs’, following an inclusive plan at school. On the other they talk
about their group of students which anyhow includes students with ADHD, autism, high
intelligence, mild mental disabilities, dyslexia, dyscalculia (and many other labels)…. Hence,
despite the contemporary fuss and hustle about inclusive education (especially in Flanders
due to the new decree), it is not new for teachers to face a challenging combination of needs
and competences in the classroom. Still teachers do not address this omnipresent divers
audience as ‘inclusive education’: they rather talk about ‘the other students’ who are also
part of the classroom, along with the ‘regular students’ and the students with high needs’.
As you know, I don’t have any ‘inclusion children’ in my classroom, but there are some
children with several problems, or with a diagnosis, who participate in regular education, in
our classroom. (Marie, BE)
But yes, also apart from Princess, my class includes a lot of other children. We are with 20 in
total and actually, half of them (and that’s a lot) has extra speech therapy, physiotherapy or
something else. So actually, all of them have arrived at a higher level of the ‘continuum of
care’. They are not only serviced by our ‘broad care’ but they also receive support from
outside. This implicates that we will most likely, because we still have to set it up, begin with
curriculum differentiation for two students this year: they cannot join the lessons of the sixth
24
year, especially regarding mathematics. But they will eat their steak cooked differently this
year. (Gert, BE)
Therefore, we wonder, together with Goodley and Runswick-‐Cole (2012a) “how we, as
researchers and practitioners, understand the disabled children whom we work with?” (p.
53). These authors (Goodley & Runswick-‐Cole, 2012a) encourage us to think critically about
our way of looking at and talking about children with a disability:
What kinds of readings do we draw upon to make sense of disabled children? To
what extent are our narratives only partial accounts of the complexity of ‘disability’
and ‘childhood’? Are we in danger of empowering dangerous readings that create
pathological versions of childhood? (p. 55)
Silberman (2016) sheds a critical light on the ‘seductive power of storytelling’ or the
discourse scientists have used to investigate autism through history. Scientists often claimed
that the dramatic raise in people who are diagnosed with ‘autism’, is caused by factors in the
‘toxic modern world’ (antidepressants in the water supplies, vaccines, pesticides…).
However, Silberman (2016) argues that the raise is a consequence of our increasing
comprehension of the disability:
Once we realise that autism and autistic people have always been part of the human
community, that there were always autistic people there, but that they were hidden
away either behind the walls of institutions, or behind other diagnostic labels, not
getting the help that they need, we understand that autism is a vey common
disability, as Asperger believed
The fact that diagnoses are omnipresent in education today, is associated with the idea,
defended by a lot of researchers, that early identification of a disability is essential and will
lead to more effective educational interventions (NHS, 2015; Mandell, Novak, & Zubritsky,
2005). Literature states that the average age of receiving the diagnosis of ADHD is 6,2 years
(National Resource Center on ADHD [CHADD], 2016), and between 3 and 7 for autism
(Mandell et al., 2005). Current research continues to investigate factors influencing the age
of diagnosis (Emerson, Morrell, & Neece, 2015) and methodological trends for early
detection (Bölte et al., 2015); can we expect that even younger children will soon be in
danger of being diagnosed? Canadian and Belgian teachers, reflecting in this research,
argument pro and contra the labelling of students.
To me, a diagnosis is paper work, it takes place outside of the classroom. I need to know
today: ‘what can I do to help this child succeed?’. What can I do to make this child feel
25
accepted? What can I do to make the child go home and feel good about herself? Let’s say
today the child gets a diagnosis, what is going to be different tomorrow? […] However there
is another side to it. Without a diagnosis, a student is not eligible for many resources in the
school. So there is the political side where the diagnosis is necessary to formally receive
support or supplies, resources, people to come in and see this child and work with this child.
(Sarah, CA)
Goodley & Runswick-‐Cole (2012a) describe a remarkable contemporary paradox: Even
though people with a disability have never been more present in ‘the cultural psyche’, it is
becoming increasingly hard to disentangle how we understand them. Reflections of teachers
give evidence to an equivalent paradox in education today: while students with high needs
are ever-‐more part of the regular classroom, interpreting and describing the already very
divers population becomes increasingly difficult. Which distinctions do we adopt? Which
categories remain applicable? Do these categories (GON, ION, the label of ‘exceptionality’ by
the IPRC…) still make sense anyhow? How do we describe the ‘in-‐between-‐group’ of
students with less high -‐ but still challenging -‐ needs?
Furthermore, I also have a child with ADHD, and a high-‐sensitive student but I don’t think
they conform to ‘inclusive education’, because those students were always present in
education. But he is such a… The final goals, the purposes have to be adapted, so this really is
the M-‐decree, right. (Laura, BE)
Goodley & Runswick-‐Cole (2012a) want to motivate us to utilize a postmodern perspective
while considering our students with a disability and to realize that “many stories can be
told” (p. 63). One can focus either on the deficit of the child, on the disabling society, on the
mismatch between the child’s skills and the demanding society, or on the unique socio-‐
cultural child (Goodley & Runswick-‐Cole, 2012a). The postmodern perspective wants to
integrate multiple stories in an attempt to accept uncertainty and complexity, which will
promote possibilities and “allows us keep together disability and ‘possibility’ as key elements
of the difference of disability” (Goodley & Runswick-‐Cole, 2012b, p. 1).
This line of thought is associated with the critical thinking in terms of dis/human (Goodley &
Runswick-‐Cole, 2014; Goodley, Runswick-‐Cole, & Liddiard, 2015). Goodley and Runswick-‐
Cole (2014) explain “disability offers opportunities to trouble, reshape and refashion
traditional conceptions of the human while simultaneously asserting disabled people’s
humanity” (p. 1). Following the concept of dis/human, ‘disability’ and ‘humanity’ are no
26
longer incompatible since the dis/human position urges “that we recognise the norm but we
always seek to trouble the norm” (Goodley & Runswick-‐cole, 2014 p.5). When discussing
inclusive education, the concept of the ‘dishuman child’ becomes significant: “the lives of
disabled children and young people demand us to think in ways that affirm the inherent
humanness in their lives but also allow us to consider their disruptive potential” (Goodley et
al., 2015, p. 7).
Similar to these authors (Goodley et al., 2015), who question what disability does to
underlying assumptions of science and citizenship, we suggest to think about what disability
causes to the purposes and conventions where education is based on? “What do disabled
children do to the widely held phenomenon of the ‘normally developing child’?” (Goodley &
Runswick-‐Cole, 2014 p. 5). What is the normally developing child? How does the attendance
of the disabled child effects the ever-‐present divers ‘in-‐between-‐group’? How is this ‘in-‐
between-‐group’ influenced by the position of dis/ability; by the position of
‘dis/development’, ‘dis/human’ and ‘dis/child’? Does the position of ‘dis/school’ exist?
The reader may notice that, while we relate the ambiguous reflections of our participants
regarding their divers audience with the postmodern thinking and the concept of
dis/human, many questions arise: too many questions to explore within the scope of this
master thesis; perhaps some of them can be addressed in future research. Anyhow, it may
be clear that the divers audience teachers service today, is increasingly complicated to
understand because ‘the dis/human student’ affirms the humanity of students with a
disability meanwhile disturbing what ‘humanity’ means. The indefinite way teachers
describe their students with and without disabilities and the ‘in-‐between-‐group’ prove that
the ‘dis/human child’ questions categories, distinctions and assumptions. Goodley and
Runswick-‐Cole (2014) conclude with expressing an inspiring thought:
We desire a time when ‘dis/human’ becomes ‘dishuman’ when any thought about
the human has in mind what disability does to it. It is not simply the case that we
want to jettison the ‘/’ because we find it ungainly, we want to move to a time when
thinking about the human will always involve thinking about disability. (p. 13)
While listening to Flemish and Ontarian teachers, we discovered some beautiful stories
illustrating the idea that thinking in terms of a class audience involves thinking about a very
divers audience and that talking about students includes talking about students with a
disability. When we extend this philosophy, can we work towards the idea that ‘dis/child’
becomes ‘dischild’, ‘dis/school’ becomes ‘disschool’ and that organizing education will
always involve organizing inclusive education?
27
Before I taught the sixth class, I was a teacher for 8 years in a school for children with special
needs. As you know in Belgium we have different schools, children with difficult behaviour
and children with difficulties in learning. And after that when I came in a normal school, I
realized that the child with special needs also exists in normality, I think every child has
special needs. The ‘pupil’ or the ‘normal’ pupil doesn’t exist. Little star is more exceptional
than the others I think. But I see for my 20 pupils, every child has special needs and that
means that you can put all the children, also the ones who are in special schools, in our
normal schools if you follow that philosophy. (Gert, BE)
It is just something that you assume: every year you are going to have a student with special
needs, whether it is a small academic Individual Education Plan or a student with larger
needs who need to be met. And you have seen it in our school: there is a range of students.
(Leah, CA)
5.2. Teacher Efficacy (Silke V.H.)
We notice in the reflections of teachers that not every teacher feels himself or herself
capable enough to handle an inclusive classroom. Inclusive education seems to imply that
teachers have a lot of questions about how to handle situations of difference. Teachers have
a sense of personal mastery about how to deal with their classroom (Specht et al., 2016).
A recent study (Aelterman, Engels, Van Petegem, & Verhaege, 2007) showed that self-‐
efficacy has an important and direct influence on teachers’ well-‐being and mediates other
aspects (e.g. the effect of support from colleagues), having an influence on well-‐being.
Aelterman et al. (2007) examined teachers’ well-‐being in Flanders and concluded that the
well-‐being of teachers in Flanders is generally high, as well as the scores for their teacher
efficacy (Aelterman et al., 2007).
Teachers have the impression that they manage to control the class, that children listen
to what they say, that they have a good relationship with pupils, that they are successful
in stimulating pupils to study independently. They feel successful in developing cognitive
and social skills and are convinced that they contribute to the development of pupils’
personality. (Aelterman et al., 2007, p. 8)
And that’s how as a teacher, you continuously coach your children. Not just the children who
are less gifted or who do not fit well in the class group, but also the gifted children. They
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have to accept that I slow down for the other children. They struggle with negative remarks
and they want to know the cause of everything. For sure, teaching these children is as
intense. (Marie, BE)
In the video reflections we investigated self-‐efficacy towards inclusion. Do our respondents
feel capable to cope with differences in their class? In 2016, Specht et al. found that a lot of
factors like sex, experience, friends with special needs, etcetera influence the way teachers
feel they are capable of handling an inclusive situation. Therefore, one teacher can express a
generally higher teacher efficacy than another. As an example we add two reflections: firstly
a teacher who appears to possess high self-‐efficacy, and secondly a teacher with lower self-‐
efficacy.
One of the purposes for a child with special needs is to be integrated into regular stream
education, to grow academically and to reach the potential. But there is more to it than just
academically. Here we try to develop the whole child. Any child, that’s a child with special
needs as well, should be growing socially, spiritually, physically as well as academically. […]
Teachers need to be sensitive to each child in the class and it is not easy. And in your own
individual way, trying to meet those needs, on a daily basis, on a weekly basis, based with
the family. (Leah, CA)
I just started a little project in my class, ‘the game of the week’. At the beginning of the week
I explain a game they can play on the playground during recess. […] I try to think of games to
play in a large group so she [student with special needs] can certainly join. At the moment
this doesn’t take effect. It does take effect, but it doesn’t help her more to take part in those
group activities. What’s the cause of this? I don’t know? […] It’s a really difficult situation
because I can’t do a lot, but I can’t leave it like this. (Babs, BE)
Teacher efficacy is not a synonym for being a good teacher in inclusive education or not
(Specht et al., 2016), it rather implies a sense of capability in searching and experimenting
with inclusion at school. Moreover, it is associated with believing in the growth and
potential of the child and with trying out and evaluating new ways. In addition Bandura
(1977) mentions that self-‐efficacy is influenced by contextual factors as social factors,
situational aspects and temporal circumstances. We also recognize this in the reflections of
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teachers: teachers seem to feel less capable of dealing with and teaching children with
behavioural problems.
Right now at this moment she [student with behavioural problems] is pretty much illiterate.
The behavioural specialist that comes in, says to me all the time: “Laurie, they can’t learn
academics before they get the behaviour in check and I get that. So she can read the little
books we made her along the road and we do certain things to make her feel good, but it’s
going to catch up to her in grade 2 and in grade 3. [...] And I can’t do [act on the spot like in a
special school] that with 20 kids and there are so many needs in my class. I can’t spend all
that time that she needs. (Laurie, CA)
We can thus conclude that teacher efficacy is not a fixed quality of a teacher, that it
fluctuates over time and that it depends on the amount of successful experiences with
inclusion (Peebles & Mendagliou, 2014).
5.3. Collaborative Teaming (Silke V.H.)
Along with their self-‐efficacy, the support coming from colleagues influences teachers’ well-‐
being (Aelterman et al., 2007). “Most teachers seek support with their colleagues, that there
is a sense of involvement between colleagues, that there is an atmosphere of cooperation
and trust” (Aelterman et al., p. 8). From teachers’ reflections it is obvious that cooperation is
seen as very important and necessary.
The cooperation part is huge, because you’re not only dealing with the student and their
needs, but there is a family piece, sometimes an outside agency… (Caroline, CA)
Cooperation is a necessity in meeting the divers needs of children with a disability (Snell &
Janney, 2000). Janney, Snell, Beers and Raynes (1995) indicate that the concept of inclusive
education activates a change in phases in regular education (Janney et al., 1995). Phase 1
points out that teachers wish to work together. Phase 2 illustrates that teachers actively
seek how they can work together with others and “how their work connects with others” (p.
437). In the last phase they build on a collaborative culture: “go in with an open mind, work
together and talk things over” (p. 437). Collaboration is more than working together or
preparing a lesson together, it is about communication, planning and solving problems
together. When these things happen, literature does not write about cooperation but about
collaboration (Snell and Janney, 2000).
30
Both Belgian and Canadian teachers cooperate, especially when outside agencies and
externals are involved, people cooperate more and collaborate less. Belgian teachers
declare working together with speech therapists and GON-‐teachers by means of a notebook.
In that way they plan and work together for a particular child by commenting each other’s
notes in the notebook.
I try to send an update once in two months to the speech therapist by means of a notebook
or email. Sometimes the speech therapists ask for this themselves, but usually they don’t. I
try to communicate clearly with the parents how I communicate with the speech therapist. I
did this with the GON-‐teacher as well in the past. So I cooperate closely with the GON-‐
teacher and also with the CLB-‐worker. We work with the CLB when we want a report, a
meeting with a psychologist, if we have parent interviews, MDO’s… (Marie, BE)
This cooperation looks like two single islands connected by a bridge: the notebook. In
contrast, collaboration can be compared to a city that connects in multiple ways and in
which staff tries to solve problems by formal and informal meetings. This would require
sitting actually together and occurs less often, since in Flanders, there is not enough shared
time and space where those moments of collaboration could take place. Nevertheless, in the
reflections of Belgian teachers, cases of collaboration are to be found, such as the MDO
(Multidisciplinary consultation) where different parties sit together to discuss the process of
the child. However, those moments of collaboration do not build a ‘collaborative team’: a
reliable environment where responsibility is shared and not carried by one teacher.
The Canadian teachers reflect as well on moments of cooperation and collaboration. Outside
agencies are often seen as experts regarding a specific problem; they come to the school to
observe the child and to give advice about how to handle the child. This is an example of
cooperation. Collaboration happens on the level of the Canadian school where classroom
teachers, EA’s, and the special education teacher plan together and think together about the
child. This does not always occur and depends on the initiative of the teacher in whose class
the child with special needs is situated. The teacher is responsible for what happens to the
child and chooses either to cooperate or to collaborate. Whenever the EA is seen as part of
the team that reflects on ‘what, when where and how’, it becomes collaboration.
The teacher is responsible for the programming of the student and for reporting of the
student. So progress reports, reports cards, creating their IEP and then as an EA, we can give
31
our input, but my name is not on any legal document. If the teacher wants to consult us, we
have teachers who don’t, who prefer to do it all on their own and then we have teacher who
really make us a part of it and say: “You know what, we are really a team. What do you say?
What do you think of this? What do you think of that?”. (Caroline, CA)
The special teacher (EA and Special education teacher in Canada, GON-‐ and ION-‐teacher in
Belgium) should focus on three aspects: the child, the teacher and the team around that
child (Snell and Janney, 2000). Snell and Janney (2000) also state that general and special
education teachers collaborate best when they focus on their joint relation with the student.
In the reflections of teachers we witness this joint focus and responsibility.
I feel a lot of warmth and also the idea that this warmth and enthusiasm and the very close
relation between Sofie and Princess influences me. There is no way I can keep more distance
towards her [Princess] or can choose the attitude “look, this is your teacher and I am actually
teacher of the whole class so I cannot completely give myself to you, as Miss Sofie does”. And
I really like this, that we are on one line on that aspect too and that neither I, neither Miss
Sofie have to hold ourselves. I see an incredible nice interaction and consider it as a growing
biotope in a biotope. While I’m teaching I see Sofie accompanying Princess discretely to the
computer or sitting next to her and making some more exercises or I see her writing the
words so Princess can trace them with her pen. (Gert, BE)
In this quote, and in the reflections of other teachers as well, the special teacher functions
IN the classroom. However in Belgian reflections we also find examples of the GON-‐ or ION-‐
teacher taking the child OUT of the class, because the class teachers feel uncomfortable by
having a second teacher in the class.
This [support by peers] is richer than taking him out of the class, away from his peers. I know
that colleagues prefer that the GON-‐teacher takes the child out of the class. But the question
is: ’how do I look at this?’. I see this [aid in the class] as an added value. I can image though
that colleagues don’t prefer having someone in their class, you’re not on your own anymore.
(Laura, BE)
Especially in the Belgian reflections we notice that teachers are used to have full
responsibility for the child. Goodland (1984) describes this as ‘autonomous isolation’. In
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other words: teachers are used to making decisions on their own with little connection to
other teachers (Janney et al., 1995). Moreover, Janney et al. (1995) state that inclusive
education gives teachers the feeling that this new idea of inclusion brings a lot of extra work.
When an extra person joins them in their class, they feel grateful but unsecure: teachers are
not used to having extra support in the class since they work in autonomous isolation and it
feels strange to be with two teachers in one classroom.
But I feel sometimes not at ease. When for example I plan a test, I think she [student with
special need] can use someone by her side who makes sure she focuses, but on the other
hand he [GON-‐teacher] is sitting next to her all the time, while he could do something more
concrete. I find this hard, but it does help when he is here. I see it helps Julie too, when he is
in the class, she writes things down, she does what she has to do, she seems more
concentrated and focused. So it does help. (Babs, BE)
Janney et al. (1995) indicate the importance of in-‐class-‐support and working at participatory
planning and decision making. They see it as preconditions of collaborative teaming. Our
participants also acknowledge the added value of having someone extra in their class, they
appreciate it as an enrichment on their teaching.
For example tonight, he comes to me to show his craft with his big big heart. And I’m
standing there and I think: yes! Great! This was possible partly due to the GON-‐teacher who
came in the class and who supervised the rest of the activity. I think we should do this more
often. (Laura, BE)
Another precondition of creating a collaborative team is that all contributions of the team
members are seen as equal, there is no expert model (Hunt, Soto, Maier, Liboiron, & Bae,
2004). “Successful collaborative teaming however is dependent upon regularly scheduled
opportunities for members of educational teams, including parents, to share their expertise,
identify common goals, build plans of support, and determine responsibilities” (Hunt et al.,
2004, p. 141). This is confirmed by our participants; especially the importance of involving
the parents is accentuated in their reflections.
When something is wrong, they [parents of Julie] tell me this immediately. I like this, because
then I can anticipate on what is coming in the classroom. For example I can’t always know
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when she doesn’t feel well at home. But then when they [the parents] tell me, I can focus on
this and I can work with it. A good contact with the parents in an inclusive situation is really
important in my opinion. (Babs, BE)
5.4. Allocation of Human Resources (Silke V.H.)
When a child with a disability attends regular education, this requires extra support. The
way this extra support is granted by allocating Educational Assistants (EA’s) or GON-‐ and
ION-‐teachers, is organized differently in both countries and raises questions.
The support offered by EA’s is different from the support offered by GON-‐ and ION-‐
teachers, since it is situated on another level. The job of educational assistants, or as
Giangreco (2013) would call them, ‘teacher assistants’, is to “assist teachers, although not
exclusively or necessarily with teaching” (p. 2). Whereas EA’s used to fulfil a non-‐
instructional role, this role has shifted towards an instructional role (Giangreco & Doyle,
2007), which according to Giangreco (2013), is not always favourable. The qualifications of
teacher assistants “vary widely; most are not college educated and are hired with no prior
training or experience in education or special education” (Giangreco & Doyle, 2007).
Nevertheless the two EA’s we interviewed, as well as the other EA’s at the school, had a
college degree. Professional literature about teacher assistants (including EA’s) mentions a
series of issues: “(a) The need to improve working conditions (e.g. pay, perceived respect,
orientation, career ladders); (b) lack of role clarity; (c) inadequate skill levels and training
commensurate with identified roles; inadequate supervision” (Giangreco, 2013, p. 4). Thus,
there is a lot of discussion about the role of an educational assistant.
And that becomes a bit frustrating for us. Because I have been doing this for 18 years and
when I started, really the focus was more on education, but I feel like over the years it shifted
a bit more to the safety aspect and I don’t want to say babysitting, but it almost feels that
way. (Caroline, CA)
Taking a closer look at GON-‐ and ION-‐teachers, it is obvious that they are teachers in the first
place. There is no doubt that they should be occupied with instructing children with special
needs. In contrast to EA’s, GON-‐ and ION-‐teachers are responsible to plan for the children
with special needs and are special education experts (Vlaamse overheid, n.d.). Although, the
job specification of EA’s and GON-‐ or ION-‐teachers is not equal, we can compare them on
the level of support, since they are the people who spend most time (apart from the
34
classroom teacher) with the children with a disability. The interviewed teachers quite often
mentioned the support of GON and ION or EA in their classroom.
Remarkably, we notice in the reflections of Ontarian teachers that EA’s are colleagues,
inherent to the school. EA’s daily present themselves in different classes (within the same
school) with various children who need extra support. EA’s are assigned to the school, are
part of the school community and work closely together with several teachers. In Flanders
GON-‐ and ION-‐teachers have another mandate, since they are external to the school and are
assigned to several children from different schools. The classroom-‐teacher gets support not
as an aid in the class, but as support for the child with a disability. The GON-‐ or ION-‐teacher
is a partner rather than a colleague of the classroom teacher, he /she often cooperates with
the classroom teacher, but does not necessarily cooperate with the other teachers at that
particular school.
We are assigned to the school, it is up to the principal to decide where we are going to go
and which kids we are going to service. Special needs children are giving funding, if you have
five special needs kids in your school, here is the funding for them, here is the money. And the
principal decides ‘where are we going to use the EA support we have?’ To which students are
we going to give it to? Some students might get one hour, other student might get a whole
day. So it is not up to us, it is not up to the parents, it is not up to the teachers, it is up to the
principal. What happens is the kids who have the highest needs, are the kids who get the
most amount of the support. Although some other kids might need it as well. (Caroline, CA)
From the previous quote we can deduce that the assignment of human support in Ontario
seems to differ from the Flemish assignment of support. A number of EA’s is allocated to the
school, depending on the funding, which on its turn depends on the amount of children with
special needs attending the school and the severity of their needs (Ontario Ministry of
Education, 2001). The principal decides where to employ those EA’s: supporting the class or
an individual, during a few hours a day or the whole day long, a few years or during the
whole school career (Mackay, n.d.). In Flanders, on the contrary, the principal of the school
cannot decide about the allocation of GON-‐ and ION-‐support.
Oh yes, it is the same for us: each student with special needs, gets a certain amount of
money and that’s sort of how we get paid. So really if I’m with a particular student, I’m not
35
assigned to that student, I’m assigned to the school. I can be moved anywhere at any time.
It’s really up to the discussion of the principal. (Caroline, CA)
The support is often allocated to a particular class, in consideration of a particular child or
several children. This does not necessarily mean that the child is taken out of the class;
usually EA’s support classically.
But theoretically we are not supposed to be with just one child in the classroom. Often it
works out to be the one with the most needs. But in general we are supposed to be with the
classroom. (Daphnee, CA)
In Flanders a GON-‐ or ION-‐teacher is assigned to a child that meets several criteria. The CLB
(Centre for Students’ Support) has to make up a report, which gives the child the right to
several hours a week of GON-‐ or ION-‐support (Gheysen, 2014).
I think our schools can’t decide if we can get ION-‐ or GON-‐support, because they come to the
children from other institutions. This gives a lot of discussion. For one child in my classroom
there is a special teacher for seven hours a week. But there are a lot of other children and
they stay alone because there is no question and no possibility. And our principals can’t say
“you can also go to the other children and you can care about the other”. (Gert, BE)
In Flanders, the support is allocated to the child itself (Gheysen, 2014). There is a great
emphasis on outsourcing: taking the children out of the class in order to receive extra
support (GON, ION, occupational therapists, speech therapist). Occupational therapy and
speech therapy are often difficult to apply in the classroom; but also the GON-‐ and ION-‐
teacher often take a child out of the class. Some parents seem to prefer the support to
happen in private by taking the child out of the class, since they are convinced this increases
the child’s support. When provided as classical support, the parents seem to fear that the
GON-‐ or ION-‐teacher will be helping the whole class, while actually assigned only to their
child.
Wait, I’m going to count. 5 hours of care and 3 hours of GON. But eventually the GON-‐
teacher is not intended to be in the class. You have a lot of parents who are opponents of
this. It is often the parent who doesn’t want the GON-‐teacher to be in the class. Because it is
36
a private lesson. They see it as ‘those GON-‐hours are for my child’. The GON-‐teacher is
coming for another child in my class too. I prefer that he takes the two children together
during those hours because then they have to work together and they are not on their own,
they are not the only ones who are taken out of the class, because that isn’t always fun for
those children, they don’t want to be different than other children. (Laura, BE)
In the quote above miscommunication seems to occur between the parents and the
teachers about the way support should be fulfilled. Offering support does not imply
individual instruction, but rather searching how a child can participate in the class to the
maximum. When a child has extra needs, this brings along extra support; which can be
outsourced or welcomed in the class. Most of our participants reflect that they would very
much appreciate support in the class. They consider in-‐class-‐support as a useful added value.
I experienced this [support in the class] today with him [student with special need] too and I
think we should have this more often. And that will be in the direction of the M-‐decree.
Because nowadays children with high needs attend your class, children who really need
heightened care -‐ I don’t want to sound derogatory -‐ and you already have 26 children in
your classroom! While today I had an extra support in the class and yes that is it. Then you
can do so much more and can support different children who need it. (Laura, BE)
In Ontario EA’s are not only assigned to children to work on their academic needs, but
mostly to meet the nursing needs and safety concerns. In the interviews with EA’s it became
clear that EA’s are more and more assigned to children who need toileting, feeding and
being kept safe.
But the way that our school board has changed, needs are getting so high that those
students who need academic support don’t get it that much and it has changed to those
students who need toileting, feeding and who are safety concern. (Caroline, CA)
There are only a few of us [EA’s], maybe five or six in the school, and seven children with very
very high needs. So these seven children, those are the one we are servicing. But what about
the other forty children that are on an IEP, an individualized education plan, who need
academic support? They are the responsibility of the regular teacher. So we often say the fall
37
through the cracks. We lose them. It is frustrating. It is very very frustrating. That’s the
struggle. (Caroline, CA)
In Flanders GON-‐ and ION-‐teachers are occupied with care needs as well, but they always
work on the academic and social skills too; as we mentioned earlier, in contrast to EA’s, they
are seen as teachers and thus responsible for the instruction of these children.
For a moment that smile [of Princess] a bit smaller, now what did I observe? I saw that the
empathy of Sofie towards Princess is really big. It is not always easy to support Princess as an
ION-‐teacher every day (for the third year in a row, a few days a week) and set off. You
become very close to the student and also to the family. For example, Sofie works with
Princess on doing things independently. One day a week she picks up Princess at home and
they go to school on foot or by bike. That way she learns to be more independent and she
learns to get acquainted with traffic. (Gert, BE)
5.5. Cooperative Learning (Silke D.)
The spontaneous attention reflecting teachers pay to peers supporting each other in
acquiring academic contents is remarkable. These teachers often explicitly implement
cooperative learning and peer tutoring as a learning strategy. Nevertheless, they also
describe how peers assist each other instinctively on their own initiative.
I work for example with peer tutoring. Whenever my students understand the topic very well,
they become little assistants and they support me in the classroom. So I use this strategy very
often, and I am very much convinced of its added value. (Laura, BE)
But it’s nice for the other pupils because she is always laughing and it’s a stream of positivity
in the classroom and they help, they are co-‐teaching for me. To give the other children the
responsibility to play a teacher for little star and to help her, is very important and then, it is
more than only me telling things. (Gert, BE)
Scientific literature addresses this approach with several terms including ‘cooperative
learning’ (Johnson, Johnson & Smith, n.d.), ‘peer tutoring’ (Scruggs, Mastropieri & Marshak,
2012), ‘peer mediation’ (Scruggs, Mastropieri & McDuffie, 2007), ‘collaborative learning’
(Ruys, Van Keer, & Aelterman, 2014) and ‘collaborative work’ (César & Santos, 2006). Ruys
38
et al. (2014) explain that these strategies are difficult to define, since they include a whole
range of methods, which are not all prescriptive or systematic. César & Santos (2006) claim
that an important ground for the method is found in the theory of Vygotsky, who described
learning as a process of communication. Vygotsky highlighted the importance of social
interactions and of working in ‘the zone of proximal development’ when promoting complex
functions (César & Santos, 2006). Therefore, the significance of collaborative work in
developing the child’s competences becomes clear (César & Santos, 2006).
Cooperative learning is a very valuable source in encouraging inclusion in the classroom.
César & Santos (2006) claim that ”it gives them [the students] a voice, allowing them to
become legitimate participants, engaged in relevant learning decisions, including the
evaluation process“ (p. 335). Bond and Castagnera (2006) put it even stronger: “for inclusive
education to be meaningful and effective, peer-‐to-‐peer relationships are more than an
outcome; they are a critical component of the process of inclusive education” (p. 228).
On top of the value of assisting each other, our participants talked about how the peer-‐to-‐
peer assistance is very supporting for them too. We could say that it is helpful for teachers
and students.
He has an EA-‐teacher, he is coming for 4 hours a week, that’s not that much. It is really
helpful but the other hours I’m a bit limited by the big number of students in my class, 28. So
if you have a pupil with special needs, that’s not always that easy. I’m challenging my other
pupils to help me to help the pupil with special needs. I’ve got a really nice atmosphere in my
classroom, I’ve got a lot of peers, peers for each other. In the beginning of the year that was
a bit abnormal for them, because they weren’t used to it, but now they just come to me: ”can
I help little star?”, so now it’s less difficult for me. My pupils help me a lot to be more
comfortable to give my lessons. As a teacher, I really do my best, but the other pupils are
really helpful and they adore little star in my classroom. So that’s nice if you can achieve this,
but it’s not with every pupil that you can achieve this. But in my classroom it is like this and
it’s really helpful for me as a teacher. (Laura, BE)
In addition to this benefit, there is a profound link between cooperative learning and a
critical concept we discussed earlier, since Ruys, Van Keer and Aelterman (2011) claim that
teachers’ skills regarding the implementation of collaborative learning, positively influence
their teaching efficacy.
39
Literature acknowledges the efficiency and utility that characterizes this method. Indeed,
Scruggs et al. (2012) states that peer tutoring is very flexible in meeting divers needs, using
uniform materials for all. Besides, the strategy is also seen as economically effective, and
carries a social benefit by motivating both tutor and tutee (Bond & Castagnera, 2006).
Vandevelde, Van Keer and De Wever (2011) also conclude that it has positive effects within
at-‐risk groups, by increasing learning motivation and metacognitive awareness. In their
continuing reflections, teachers relate the social interactions, focusing on academic
contents, with the potential acquirement of much more divers skills.
I am thinking about social skills, I am thinking about another guy helping Luke (student with
special needs) with his wreath, which was a disaster because he tried to help too much. But
the point isn’t that. The EA who was in the classroom, said “wait a minute whose wreath is
this? Is it yours or Luke’s?” And she learned him to help him with taking a step back. So in
that moment I was “wow he is learning something else than…” It’s not about the academics.
I think when you talk about inclusive education obviously those students will be grouped
together to do some academically projects but they are going to learn different social skills
from each other. (Laurie, CA)
This viewpoint is recognized by César and Santos (2006); they illuminate that students learn
how evaluating other students at first glance might exclude all those that do not fit the
mould. He states: “they also learned that diversity can contribute to every single student’s
development, making them profit from one another’s characteristics” (César & Santos, 2006,
p. 342).
He is also the one who has to work with the computer. But I got three other students who are
dyslectic and he taught them how to use a computer, they really had to focus to listen to
him. (Laura, BE)
The reflecting Canadian and Belgian teachers and EA’s are very clear on the bidirectional
current that characterizes cooperative learning: a child with a disability learns from a child
without any disability, as much as vice versa.
With most of the kids, like Luke and other guys, it’s a two-‐way-‐stream and then they feel
good, “wow they are helping me”. I tried to put Luke in another group and he said “no I want
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to work with Noah” because Noah had helped him before, “he is my buddy”. It’s important to
learn to support each other, it’s going to help them in life, life skills. (Laurie, CA)
But still there was a number of students in the sixth grade that had never been in Princess’
classroom. So one of the things that the ION-‐teacher says, is: “look, if Princess would have
gone to a special school for her, that would have been a ‘type-‐2 school’, she would have had
1 or 2 speech therapists. But now, in fact she has 19 speech therapists, because the best
students in class will all be speech therapists for her. You constantly, or most of the time,
speak the right language. Consequently, Princess will be amazingly influenced by all things
you tell and the way you tell these things.” (Gert, BE)
Having read Bond and Castagnera (2006), one could state that the participating teachers are
co-‐constructing ‘cooperative learning classrooms’ defined as “places where heterogeneous
groups of students learn to work together and accept one another while also achieving
positive academic and social outcomes” (p.140). Within this classrooms norms are grounded
in the idea that everyone needs help, and that giving and receiving help is beneficial to all
students. “Students can be taught that although some students may appear to need more
help than others, all students need help in certain situations” (Bond & Castagnera, 2006, p
228).
And they are very good. We need to think of how these little stars can shine in an integrated
setting and share with the peers what they know. And it doesn’t have to be big, it’s a small,
small to use that app very well, because she got taught and most of the students now know
how to use that app and they are on fire about it, they are excited. If they have a question,
they ask her because she is the expert and she feels very positive about that. Try to find those
teaching moments and creating opportunities for these students where again they see
themselves as being part of this group. Peer teaching is a great great tool. (Leah, CA)
The function of these cooperative learning classrooms within the community (a critical
concept that will become clear in one of the following paragraphs) should be obvious. A
‘sense of community’ becomes prominent, if we succeed in creating a classroom where
students, in all their uniqueness, feel like valued members, where students appreciate each
individuals highest potential, and where teachers motivate students to assist and be assisted
(Bond & Castagnera, 2006). Hence, students witness “a small-‐scale example of what society
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can and should be like” (Bond & Castagnera , 2006, p 229). Bond and Castagnera (2006)
continue:
Once students leave the educational system, they shape their world based on the
education they were provided in elementary and secondary school. Using peer supports
truly makes a difference—for individual students and for society as a whole. (p. 229)
They really accept him, they don’t ignore his needs, not at all but they accept him. In my
classroom I feel rich to have him. Sometimes I have a whole day that I don’t have to look at
my little star (I do, but…) because the other pupils are… I’m teaching and I see a student
standing up and going to my little star and helping him with his big books, because his books
are bigger, because he’s got eye-‐issues. He is really integrated in my classroom and he is
happy and as long my little star is happy I’m like ok, we’re fine. And he doesn’t have to get
the good grades as long as he is happy and is evolving. (Laura, BE
Despite these beautiful promises, Ruys et al. (2014) admit “the implementation of this
teaching strategy has not yet found a profound place in teaching practice”. Therefore, they
strive to understand challenges and dilemmas novice teachers in Flanders meet when
implementing collaborative learning, in order to shed a light on their ‘vulnerability’ and to
provide implications towards teacher education institutions (Ruys et al., 2014).
5.6. Belonging (Silke D.)
It is remarkable how often the reflecting Flemish and Ontarian teachers emphasized the idea
that the child with the disability is ‘a part of the class group’. The participating teachers
attached great importance to the way the child fits in and belongs to the classroom.
Because globally in society you would be surprised about how children I think, are very
tolerant to students with needs and they accept them for who they are and it is everyday
business here. It is not that they isolate them, or trying to nag them in any way. They are
included and they are very much seen as part of our classroom family. (Leah, CA)
Before Brendtro and Brokenleg (2007) wrote about the way schools should be ‘belonging
places’. With this, they refer to belonging as one of the four components of the Circle of
Courage, a Native American model of youth empowerment. ‘Belonging’ (or ‘significance’) is,
along with the spirits of ‘mastery’ (or ‘competence’), ‘independence’ (or ‘power’) and
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‘generosity’ (or ‘virtue’), one of the major needs which, when satisfied, harmonically balance
the lives of children (Brendtro, Brokenleg & Van Bockern, 1990). Brendtro et al. (1990)
describe the spirit of belonging as “treating others as related” and “to show respect and
concern and live with a minimum of friction and a maximum of good will” (p.37).
Also Brown and Brown (2003) consider ‘belonging’ as a crucial factor within their model;
they approach the well-‐known concept ‘Quality of life’ in terms of “being, belonging and
becoming” (Down Syndrome Education [DSE], 2016). Next to ‘being’ (who the person is) and
‘becoming’ (things the person does through life) ‘belonging’ is the third domain of life,
referring to the people and places in the person’s life (Brown and Brown, 2003). This model
is relevant within the scope of this research, since Brown (2004) describes how people with
a disability need to be included, in the community with regard to employment, social, leisure
and recreational activities, and education. This in order to satisfy the domain of belonging.
Moreover, the reflecting Canadian and Belgian teachers talk about ‘belonging’ as a main
purpose of education. Very often they state that a good sense of belonging is a higher
priority than reaching academic goals.
I find the academics are secondary, the inclusive part for me is having that child and I have a
little one in my class as well, which I forgot to mention earlier, in grade 2 with special needs.
For me having him feel like a part of the class and he has friends and for me and the EA’s
who work with me that’s our number one goal that he could feel like he belongs here and I
shouldn’t say that a lot of the academics to me are secondary, giving him like he is a part of
this family and we love him and we care for him to make him, for me that’s the number one,
that’s the whole purpose of having children with special needs at school with all of us that
we want to let the little stars not feel that so different. (Sarah, CA)
Apparently, the participating teachers seem to share Bockern and McDonald’s (2002) dream
of ‘creating Circle of Courage school’ “in which the purpose is to meet the needs of children
and the larger community so that all can lead a good life” (p. 14). Bockern and McDonald
(2002) are convinced of the idea that schools will always fall short if they do not anticipate
the needs of children. “While they may increase math and reading scores, if they fail to help
children grow in all ways, they are missing the mark” (Bockern and McDonald, 2002, p. 14).
Furthermore, literature shows that fulfilment of the need to belong at school is an important
driving mechanism influencing cognitive growth, social development, emotional patterns,
behaviour, health, well-‐being and positive attitudes (Bunch & Valeo, 2004; Osterman, 2000).
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When children experience positive involvement with others, they are more likely to
demonstrate intrinsic motivation, to accept the authority of others while at the
same time establishing a stronger sense of identity, experiencing their own sense of
autonomy and accepting responsibility to regulate their own behavior in the
classroom consistent with social norms. (Osterman, 2000, p. 331)
Thus, a good sense of belonging and friendship is an important conditional factor for
inclusive education, since it promotes growth (Bunch & Valeo, 2002).
The teacher of physical education had never seen such a thing before, that Jef was incredibly
supportive towards Princess during a handball game, causing that she was catching balls she
could never catch during the past 6 year (actually 9 year because she is already here since
preschool) before. [….] and the physical education teacher said “this never happened during
my lesson before” and some students form college, observing her, were very impressed
having seen so much mutual support which had led to excellent performances and impressive
results. (Gert, BE)
Consequently, in modern society we have to focus on belonging rather than on hyper-‐
individualism, as a measure of personal importance, if we want to avoid ‘alienation’
(Brendto and Brokenleg, 2007). After all, ensuring a good sense of belonging is not self-‐
evident at all. Teachers admit that, in cases where the belonging of a child is in danger,
inclusive education becomes very challenging.
In my classroom that is kind of a problem actually. I am a little bit jealous when I hear all
your stories. Because one of my little stars has severe social incapacities. And the other
students don’t bully her anymore but they really ignore her. When they make groups, she will
never be picked and when it is break outside, she will always be at the hand of the teacher. I
really have to ask other children in my classroom ‘now, can you play with her?’. I really have
to force them so she doesn’t feel that she isn’t welcome. (Babs, BE)
Well, we often talk about how it depends. With Sarah’s little star, it is amazing. It is
wonderful. He is happy. He enjoys it. He is where he belongs. But with my little star, it is not
the right fit for him. He is frustrated. (Caroline, CA)
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Brendtro et al. (1990,) write about the challenge of ‘a lack of significance’ as “to be rejected,
ignored and not to belong” (p. 35). More than once, teachers relate the absence of
belonging to the confrontation of ‘being different’.
And that’s a reason why she doesn’t like to come to school. She is aware that the other
children do things more smoothly than she does. And she knows that things go so difficult for
her and she feels like she is an exception. (Babs, BE)
Brendtro & Brokenleg (2007) add how developing belonging is extremely difficult today in
the ‘era of broken belongings’, where “schools are not always belonging places” (p. 92). Van
Bockern and McDondald (2002) also state that teachers play an important role: “It is not
enough for children to be taught values trough traditional lessons, they have to feel them
and experience them too. That will only happen when the adults are living the Circle
themselves“ (p. 14).
What can I do to make this child feel accepted? What can I do to make the child go home
and feel good about herself? (Sarah, CA)
It was a very intense conversation with both of them. Very difficult to carefully put into words
what the other thought or thinks. But I am very happy that this conversation has occurred
with both parties, also because I had the possibility to listen to the parents at the beginning
of the week, about what they thought about it. And thus, as a teacher you are constantly
coaching your children. Not only those who perfectly fit the group, or those who are less
gifted but also the kids with high intelligence […]. I hope they learn out of it and that both are
prepared to play and work together. (Marie, BE)
As will become clear in the next paragraph, there is a close relationship between ‘belonging’
and the following critical concept ‘community’. Brown (2004) already mentioned this link,
within his approach of Quality of life. Let us conclude the elucidation of this critical concept
with some beautiful narratives from reflecting teachers, illustrating the way a school can be
a place “where the universal longing for human attachment (belonging) is met through
relationships of trust and respect so that the child can say ‘I am loved’” (Van Bockern &
McDonald , 2002, p. 17).
45
In my classroom I already told that it’s a really good atmosphere. So my little star is really
limited in physical abilities, but he really likes break dancing and he wants to be a break
dancer, but that’s a bit difficult for him. Once in a while he wants to show his moves to my
class and the first time I thought it was a little bit dangerous because I thought they would
laugh at him. But it really wasn’t at all. He did his moves, it had to be break dancing, but I
don’t really know what it was. But my whole class was cheering and screaming and that was
so wonderful to see. (Laura, BE)
The mother cries when we talk about it because she is so happy that he has friends and that
he is accepted for who he is and what he is. That’s the main thing. And not because they pity
him, they really like him. They genuinely love him. They make him cards and leave little gifts
in his desk. And when he is not there, they can’t wait for him to come back. You can’t fake
that, that is honest emotion and feeling. (Sarah, CA)
5.7. Community (Silke V.H.)
According to Baumeister and Leary (1995), the need to belong is a fundamental human
motivation. A way to address this need is “to make schools into better communities of
caring support for young people” (Hargreaves, Earl and Ryan, 1996, p. 77). “In essence:
sense of community is a feeling that members have of belonging, a feeling that members
matter to one another and to the group, and a shared faith that members’ needs will be met
through their commitment to be together” (McMillan and Chavis, 1986, p. 9).
As the reflections tell us, both Belgian and Canadian teachers work towards a community
feeling in their schools, although on another level. Teachers from Canada emphasize the
school as a mini-‐community; building a community and profiling the school as a community
are explicitly mentioned in their reflections. In Belgium teachers don’t explicitly name the
concept of ‘community’; yet they are working more implicitly towards a community feeling,
rather on class level than on school level. There are other examples of possible school
communities in Flanders. Mortier, Hunt, Leroy, Van de Putte and Van Hove (2010) examined
three educational teams which became a community of practice: these team formed a
group with a shared concern (a child with a disability in regular education) and deepened
their knowledge and expertise by meeting once a month in order to develop and refine an
individualized support plan. This community of practice acted like a collaborative team, a
critical concept we discussed previously. Mortier et al. (2010) concluded that we need to
value more the idea of shared expertise and experience of teachers, specialists and parents.
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The structure of the community. Between the parents, the teachers, the children, all of the
staff I should say. We all take ownership over these children, so just because my little guy is
not working with Caroline or Daphnee let’s say, they still care about him and they are looking
over his wellbeing, although they are not necessarily working with him exactly. The same
goes with any student in the school, we care about all of them equally. (Sarah, CA)
I am telling my class that our group is like the people in a street, the street where we are
living in. And then children realise that in the street there are different people. Not everyone
has studied and everyone has different capacities. I think for little triangle, when she realises
she has little star in de class, who can also live in the street, and she makes part of that street
and she is not a rare or strange being. I think you can, after all these years, maybe give the
right sign to all the other children and little triangle and little square. When they are young,
they are already open for this situation. Not only for little star, but at our school we also have
a lot of refugees and children from other countries, who are not able to have conversations.
They have a better view on the fact that there are a lot of refugees in the world because
there was one in the classroom and he is normal and he is eating the same stuff. And I think,
growing up in this situation is better than putting all the normal children in one position and
put all the other in another classroom. (Gert, BE)
Osterman (2000) describes the way teachers achieve this in several manners. The instruction
by the teacher has an important influence on the ‘sense of relatedness’ between students.
The way teachers organize instruction, particularly those instructions where children learn
from each other, influences the sense of community.
The concept of ‘community’ offers multiple interpretations (Furman, 1998). Furman and
Starratt (2002) problematize this concept of ‘community’ based on two different concerns.
The first, being the way a community is outlined like a ‘mini-‐community’ in the school,
independent of the society around. Teachers strive to create feelings of cohesion within
their school (Furman and Starratt, 2002).
The inclusive I think, I heard over the years, you cooperate not only with the school but with
the school community, so that’s the parents and the family too of these children and the
teacher and the classroom and specialist at the board of education. And you have to make
our school community embrace these children as part of the community. (Daphnee, CA)
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Furman and Starratt (2002) indicate the importance to develop an alternative ecological
vision on school community “in which the school is seen as integrally embedded in the
surrounding community, relying on the community’s unique assets and contributing in turn
to the development of the community’s social capital” (p 110). In Flanders some schools try
to fulfil this by profiling as a ‘brede school’ (=broad school). In a ‘’brede school’ divers
organizations in the neighbourhood (e.g. police station, youth work, home for the elderly,
library, day care…) work together across various sectors. They cooperate on the
development of children and youth, as goal-‐oriented and constructive as possible (Joos &
Ernalsteen, 2010).
Secondly, Furman and Starratt (2002) criticize, that creating a school community is often
based on finding and emphasizing commonalities among community members. When
focusing on commonalities, the distinction between who does and does not belong becomes
clear. In association with the thinking in terms of dis/human (Goodley & Runswick-‐cole,
2014), we could state that those boundaries, recognized and troubled by ‘disability’, become
profound. Consequently, some people are excluded. Furman and Starratt (2002) describe
three different kinds of communities based on the sameness among members.
1. Community of kinship (same family)
2. Community of place (same neighbourhood)
3. Community of mind (same values or lifestyle)
Especially the last two kinds of communities emerged from the reflections of Canadian
teachers. In Ontario, children go to the school in their direct neighbourhood; consequently,
all our participants are member of the same Catholic school, where the values of Christianity
are transmitted in the school community.
We live in a Catholic system so we look at this from the perspective of God and God’s
creation and created in his image and looking for God in our students and how they reflect
that. So having that is the umbrella: every student is a reflection of God and every student is
created by god. I don’t know what your perspective is, but we here come with that approach.
So that student, the star student is too created by God and even at the side of that student
there is God and there is a reflection of God. It’s our job to look at that student, for God in
that student and then to make a connection with other students. And this child too, he may
look different, he will speak differently or walk differently but he too or she too is an image of
God. So of course they need to be included, I don’t think our mandate is to exclude anyone.
(Leah, CA)
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This concern of the search for sameness is called the ‘paradox of community in schools’
(Furman, 1998). “This criterion for membership suggests the binary distinctions of
sameness/ difference and inclusion/ exclusion that tend to perpetuate boundaries between
groups of people, a marginalizing aspect of modernist thought and culture that is vigorously
attacked by postmodernist critics (e.g., Giroux, 1992)”. The school community is based on
commonalities, while the school population is distinguished by diversity. We don’t live in a
‘modern’ society anymore, but in a postmodern society that is defined by other
characteristics. Furman (1998) writes about the inescapable awareness of otherness, of
multiple cultures, of various values and belief systems of interdependence from those who
are different.
And we are very tolerant of them in the community at large. If I get served by someone with
a disability or special needs, immediately I slow down, I look at them and I make
accommodation automatically. And I think we all, as a community and as a society, are very
accepting and very tolerant, and because we have seen them since we were little. (Leah, CA)
As a result we need to think about another interpretation of community, one that is not
based on sameness, but rather strives for a community of difference (Furmann, 1998).
It is based on the ethics of acceptance of otherness with respect, justice, and
appreciation and on peaceful cooperation within difference. It is inspired by the
metaphor of an interconnected, interdependent web of persons engaged in global
community. It is fostered by processes that promote among its members the
feelings of belonging, trust of others, and safety. (p. 312)
No longer a search for sameness, but one for interdependence and the common good
(Furman & Starratt, 2002). This ‘school community of difference’ can be detected in the
reflections of the Canadian as well as the Belgian teachers. A child in this kind of community
is faced with children who are different and diverse (e.g. because of a disability) and they
learn skills (patience, empathy and caring for each other) just because they become aware
of those ‘other’ children who are in the school community too. Teachers hope that children
will use these learned skills by taking ownership in the future community of difference.
But when children support each other, when this becomes standardized behaviour and when
it’s the most normal case in the world to stand up for each other and help those who
struggle, hoping they would do the same for you. If this happens, then I belief we are
educating future adults to act similarly. (Gert, BE)
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5.8. Ownership (Silke D.)
Listening to reflections of teachers, we were able to gather a lot of narratives illustrating the
way children become each other’s advocates, protectors, motivators and supporters and
thus take a very active role towards their peers and their environment. Canadian teachers
often described this phenomenon with ‘the children take ownership’.
Whatever you need, if we can make it happen, we will make it happen. “you know what,
little star doesn’t have a friend at recess, do you think you could spend your recesses focusing
on that?’. And they have no problem with that and they just take ownership because little
star doesn’t have those social skills. They learn it from very early on. (Leah, CA)
What was I thinking: ‘Wow, those two students help each other, without any lead from me. It
is like a standard reflex or a standard attitude towards each other like “we are going to help
each other with that” or “I am going to assist you, because you are actually not able to
distribute [writing books]”, during what – and that’s where it is all about – Princess’ well
being does not multiplies with 10 but with 20 or 30 or even more and then I think ‘all right!’.
(Gert, BE)
Those narratives give evidence of an active and participative role of children during their
interactions with others in the inclusive classroom. This image of children resembles the
contemporary philosophy of the New Sociology of Childhood. The New Sociology of
Childhood accentuates “children’s active participation in constructing their own lives and
their relationships with parents and friends” (Gabriel, 2014, p. 120). Matthews (2007)
describes a couple of other perspectives, which preceded the New Sociology of Childhood
and defined children as ‘incomplete’ and ‘becoming’ rather than as valued members of the
group. According to Odabas and Gürdal (2013), those perspectives consider “children as
passive agents who are formed through education” (p. 1033) and neglect children’s
uniqueness. Nevertheless, the way Flemish and Ontarian teachers reflect on their students
does rather confirm the image the New Sociology of Childhood presents: “social actors who
are capable of making sense of and affecting their societies” (Matthews, 2007, p. 324).
A couple of anecdotes from the participating teachers demonstrate how children care for
each other, protect and defend each other, motivate and support each other. In this way, as
Matthews (2007) states, they fulfil a very dynamic position within the inclusive class and
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“actively construct their world” (p. 324) in relation to those peers they spend most of their
childhood with.
The other pupils really love my little star. When someone on the playground is laughing with
my little star, then I have 27 other pupils who are really furious and defending him. It’s really
rich in my class, that student. (Laura, BE)
So what is happening, those two are together in the class and whenever things have to be
written or explained, I see him helping Princess with a lot of warmth. And there you have
some kind of ‘story about caring’ where he invests a lot more than the other children, who
would have more skills and time – on cognitive aspect I mean – to put Princess on the right
path. We see how Jef deals with this in a very kind and beautiful way. (Gert, BE).
A girl had won the running competition, where he also took part in, but this is almost
impossible for him. I joined him during the last round, but it was almost impossible for him.
And afterwards, he received the medal from this girl! She came to him and said “look, I think
it is so wonderful that you joined the competition, you get my medal”. And then you see how
this is a delightful moment for this guy. Those are the things he will remember for a very long
time. (Laura, BE)
Matthews (2007) adds that the New Sociology of Childhood wants to acknowledge the
childhood circumstances of every child. Therefore, they warn against homogenizing
childhoods and frequently raise the question: “Which children and under what
circumstances?” (Matthews, 2007 p. 327). Consistent with this philosophy, reflecting
teachers often refer to the socializing context of an inclusive class as an added value, exactly
because children influence each other as social actors and consequently are influenced by
peers who are (slightly or very) ‘different’.
So when we say they take ownership, they become the little protectors on the playground or
whatever. And it is so good for children to learn when they are really little. They grow up in
their little bubble. And everybody is like them and looks like them and they have the same
things they like to play with. And it is a great life experience when they can see ‘not
everybody is like me, not everyone learns like I do, not everyone lives like I do’. Having these
children at our school is a perfect opportunity to learn that and it is wonderful. (S arah, CA)
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During the childhood of children, adults also play an important part at school. Indeed, within
particular institutions (e.g. at school) they influence the kind of (inter)dependence children
experience (Matthews, 2007). In the reflections of Canadian and Belgian teachers, it
becomes clear how teachers take ownership over their students and how they promote
taking ownership, by doing so.
One of the things that he really enjoyed doing was ripping paper and it was a big concern for
his parents at home and obviously to us at school because he was ripping everything. He
loved the sound, the feeling. It was something we would try to stop at school. And I had that
talk with my students and I said when we rip paper, little star hears it and it makes him
wants to start to rip paper. So as a class, we will all try never to rip paper. And if you have to,
we had to think about an alternative to do, other than scissors obviously. So now, every time
somebody wants a page out of their book or anything, they go and do it in the hallway so he
cannot actually hear it. (Sarah, CA)
The cohesion between ‘ownership’ and ‘community’ becomes very clear in narratives of the
participating Canadian and Belgian teachers; both seem to connect the skill of taking
ownership to the idea that children will become grown-‐ups who take ownership in society.
They hope that the promotion of ownership within the class and school will benefit the
future community and its citizens.
I think the hope is that they will take ownership of them, as they grow up, as they age, they
will look out for them, they will accept them, they will employ them, they will take care for
them. (Caroline, CA)
We are used to a system where children with special needs are put in separate classrooms.
This is changing at this moment, but we are still at the beginning. The children who are in
primary education today, are getting used to this new system and I hope, that this evolution
will have changed their way of thinking, once these children are grown-‐ups. Because today
the adults with disabilities live mostly in homes, and we are used to it. But this doesn’t mean
that we don’t have to criticise this. (Laura, BE)
This line of thought might possibly lead us too far, but it is interesting to wonder whether
the evolution towards more inclusive education goes hand in hand with the trend towards
more community care (Kwekkeboom, 2004). When children (the future citizens) experience
52
during their school career, how to be a link within the supportive network of people with a
supporting need, they learn specific competences. Those competences could be very crucial
and useful within a society that wants to remind family, friends, neighbours, and
acquaintances of their civil responsibility to contribute to participation, integration and
support of people with a particular need.
So a lot of those have gone away with budget cuts and government cuts. Now, a lot of
parents and families have that fear: ’what is going to happen with my child after graduation,
after high school? Where are they going to? What am I going to do with them? What is
going to happen to them if I am aging? If I am gone? If there are no siblings to take care of
them or if there are no families to take care of them? I know, speaking to a lot of parents,
that that is the fear. So I think the hope is, that those children or students or people who are
growing up with them, that they will sort of take ownership of them and help them, that’s
the hope. (Caroline, CA)
Anyhow, let us conclude this paragraph with the satisfying remark that Flemish and
Canadian teachers, who reflected within the scope of our master thesis, seem to agree with
Oswell when he defines ‘children’s agency’ as “children’s capacity, as both individuals and as
collectives to make a difference” (Oswell as cited in Mascalo, 2014, p. 118).
So I definitely think it influences on interactions with children because it allows for them A. to
happen and B. for them to learn from those interactions and then hopefully that what they
are taking from that, carrying out into the world, not only in the four walls of my classroom.
So I think it’s very important. (Laurie, CA)
6. Conclusion
Within the scope of this master thesis, we have gone a long way: from literature, over
everyday reflections of Belgian and Canadian teachers, to an inspiring dialogue between
teachers from both countries, back to literature in eight critical concepts or meanings of
inclusive education. What have we learned during this journey? How did literature and
everyday reflections influence each other? How did Flemish and Ontarian teachers inspire
each other? We will now shortly address each critical concept using two crucial questions:
What does this critical concept mean in relation to inclusive education? How can this critical
concept be relevant for people supporting teachers and students in inclusive education?
53
While reading possible answers upon these questions, please keep in mind that our intent is
to let both countries inspire each other, rather than to select ‘a winner’.
The critical concept ‘special not special’ stimulates us to take a closer look at our perspective
and discourse regarding students with disabilities, students without and the divers ‘in-‐
between-‐group’. The postmodern perspective can assist us in evaluating the categories and
distinctions we use within the context of inclusive education. On top of this, the concept of
dis/human can guide us towards education, which will always contain ‘inclusive education’.
Keeping ‘the dishuman child’ in mind, supporters and teachers can in advance tailor their
classroom to the broadest range of students.. Please note the obvious link with the idea of
‘universal design for learning’. As implication for further research, we would like to question
whether the continuum of care, as included in the new M-‐decree, offers opportunities to
view education through the concept of ‘dishuman’?
The critical concept ‘teacher efficacy’ has a tremendous impact on how teachers handle
their everyday class. This implicates that, while creating an inclusive school environment, the
self-‐efficacy of teachers needs to be considered as an important aspect. Self-‐efficacy is
dependent on several factors (as experience) and changes over the years. For policy makers
it could be relevant to take this critical concept into account when discussing the education
of teachers, since a high teacher efficacy can motivate teachers to take up inclusive
education.
Inclusive education implies cooperation with several actors. We explored this idea in the
critical concept ‘collaborative teaming’. A lot of elements discussed in collaborative teaming
are already (partly) implemented in the Canadian and Belgian schools: having a special
teacher in the class, focusing on joint relation with the child, considering every opinion,
including the parents’, as equivalent. Still, both countries cooperate more than they
collaborate. Very often, only one teacher (the classroom teacher or the special teacher) is
responsible for the child with a disability, rather than the team around the child. Creating a
collaborative team where people share the responsibility would be an added value to
inclusive education
The ‘allocation of human resources’ proceeds differently in Flanders and Ontario. Those
contrasts can be considered both challenging and inspiring. When teachers have a child with
54
a disability in their class, this brings along the right for extra support. In Canada this right is
realised by an EA who comes into the class, while the Belgian special teacher is called a GON
or an ION-‐teacher. EA’s are colleagues of the whole school team and practise in the same
school every day. They take care of the academics, but are more often entrusted with care
tasks and safety issues. In Belgium GON-‐ and ION-‐teachers are more often assigned to
different schools, and apart from care aspects, they mostly focus on academic and social
aspects. Could GON-‐ and ION-‐teachers become inherent to the school team in Flanders? An
interesting suggestion to think about...
The critical concept of ‘cooperative learning’ brings the insight to everyday meaning of
inclusive education that, we have to interpret diversity as an added value in order to realise
inclusion in the classroom. Therefore inclusive classrooms should be ‘cooperative learning
classrooms’ where every student can learn from another. In practice, this strategy will be
supportive for the students, who learn essential social and academic skills, as well as for the
teacher and EA who can distribute the burden of a very divers group among the peers.
Therefore, the supporter in inclusive education can assist the teacher in organizing explicit
moments of cooperation within the zone of proximal development on the one hand, and in
stimulating an atmosphere where peer-‐to-‐peer relations emerge spontaneously on the
other.
The added value of the critical concept of ‘belonging’ lies in the idea of stimulating an
evolution towards ‘Circle of Courage schools’ where the emphasis is on satisfying children’s
need for attachment in order to promote individual growth. As illustrated before, teachers
and supporters in inclusive education play an important part: in order to turn their inclusive
school into a ‘belonging place’ they should live the Circle themselves, observe and organize
implicit and explicit moments in which belonging can evolve.
The critical concept ‘community’ adds an alternative view to the perception of a school. By
creating a school community of difference, the contemporary divers society is reflected in
the school. When meeting children with disabilities in their school, children without
disabilities become aware that not everyone is identical and that diversity is omnipresent.
Inclusion implies that children learn about those differences and about the way a fair
treatment is not necessarily an equal treatment. A community of difference is one of
interdependence. Teachers hope that a school, where children take care of each other, will
55
set an example for the future community. Further research might examine how the process
of creating a community of difference takes place at school.
The critical concept of ‘ownership’ recognizes the active and participative part children play
in their interactions with other children with and without disabilities in the classroom. The
concept values the context of inclusive education as a very rich environment of socialization
where children learn crucial life skills for a future society. The practical relevance of this
concept for teachers and supporters in inclusive education can be found in the awareness
that children co-‐construct their own world. Therefore it is inspiring when inclusive
classrooms leave room for the students own initiative in assisting, advocating, motivating
and defending each other. Also, as mentioned before, adults are an important determinant
when it comes to organizing an atmosphere of (inter)dependence in favour of the child as an
active agent.
While presenting our research question, we also wondered, from a rhizomatic point of view,
how the different meanings of inclusive education would interact, overlap, inspire,
contradict, reinforce or disrupt each other (Hooyberghs, 2015). At this very moment we
would like to shed a light on possible dynamic relations between the critical concepts or
everyday meanings of inclusion in an education context.
When reading the following paragraphs, please keep an eye on the picture below: it
illustrates a possible way to interpret the interaction and cohesion between the critical
concepts. At first glance it becomes clear that we divided the picture into a ‘present’ and a
‘future’ part. Furthermore, the colour of the concepts evolves from light to dark: the light
coloured concept refers to individual characteristics, whereas the darker coloured concepts
engage several or a lot of people. The arrows represent influences from a concept on
another and concepts that touch each other show intense bidirectional cohesion. The
bigger we present a particular concept, the more crucial we consider it within the context of
everyday meanings of inclusive education. Nevertheless, we hope the reader feels free to
imagine and discover other links and elaborations.
56
The concept of ‘special not special’ offers a general perspective from which other concepts
can be critically investigated. For example, using this viewpoint we can interpret
‘community’ as the community who acknowledges the norm of humanity while troubling it;
and thus promoting the creation of a community of difference. Parallel, the concept of
‘cooperative learning’ wants to recognize diversity as an added value by shifting the focus
from teaching the group to peer tutoring. The concept of ‘cooperative learning’ seems to
take diversity as normalcy, thus keeping the ‘dischild’ in mind.
‘Teacher efficacy’ also interacts with several other meanings of inclusive education: teachers
can feel more or less capable regarding various aspects of their profession. For example, on
the one hand a teacher can possess a high level of teacher efficacy concerning the way he or
she creates a belonging atmosphere in their classrooms, where students feel safe and
welcomed. On the other hand, this teacher can have a low level of teacher efficacy regarding
the organization of cooperative learning. On top of this, the concept of ‘collaborative
teaming’ seems to reinforce ‘teacher efficacy’, since a supporting team, carrying the shared
responsibility for children with special needs, makes the teacher feel more capable of
handling an inclusive situation.
When exploring the concepts of ‘allocation of human resources’ and ‘collaborative teaming’,
a complex relation is uncovered. For example, the concept of ‘collaborative teaming’
concludes that Canadian teachers more frequently seem to engage in collaboration than
57
Belgian teachers do. However, allocation of human resources can offer a partial explanation
for this phenomenon. Since EA’s are inherent to the school team, some barriers experienced
in the Belgian context (no shared time, different location…), are partially overcome.
Additionally, it seems contradictory that Canadian EA’s collaborate more, while they are less
often assigned to address academic concerns than Belgian GON-‐ and ION-‐teachers are.
Although it is not clear how this relation works and which factor causes the other, it is
obvious that ‘community’, ‘belonging’ and ‘cooperative learning’ underline each other. We
could stipulate that a sense of belonging is promoted by interpreting the school as a
community. But we could state just as well that feelings of belonging motivate the sense of
community. Moreover, we could illustrate as well how ‘community ’relocates ‘belonging’
from the class level to the level of the society. Cooperative learning in turn can be
considered to be a strategy for creating a ‘community’. In addition, teachers motivate
cooperation at school, hoping that children will cooperate as grown-‐ups in the future
community.
The concept of ‘ownership’ becomes significant within the context of the ‘community’.
Teachers position themselves as role models in a mini-‐community, motivating their students
to take ownership. Canadian and Belgian teachers link the development of this skill with the
future community, hoping that their students will take ownership as citizens too. Herein we
discover the discourse of the trend towards community care and deinstitutionalisation.
Could inclusive education play a role in creating a bigger support base for the socialization of
the health care sector, which is a hot topic especially in Flanders? Perhaps this question can
be addressed within the scope of another research.
So far, we attempted to enrich some of the everyday meanings of inclusive education by
immersing ourselves in literature. Moreover, we also illuminated some of the many complex
interactions between those meanings of inclusive education. Nevertheless, we hope that the
reader feels free to expand on this with his or her own links and critical thoughts.
Apparently teachers implicitly and explicitly reflect upon topics and discussions that are well
illustrated in literature.
58
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8. Appendix
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8.1. Appendix A: Vocabulary
CLB Centre for Students’ Support (BE)
This centre provides support for students in primary and secondary education on four aspects: 1) studying 2) study career 3) psychosocial functioning 4) preventive health care (Vlaamse overheid, n.d.).
EA Educational Assistant (CA)
Educational Assistants are appointed to the school, depending on the amount of children with special needs. They assist teachers in class academically and support children with medical and safety concerns (Mackay, n.d.).
GON Integrated Education (BE)
In Flanders, particular students with extra support needs are assisted in integrated education by a teacher from special education. The implementation of the support can differ regarding duration, intensity, focus… (Vlaamse overheid, n.d.).
IEP Individualized Education Plan (CA)
An individual plan containing the special education program, required services, particular accommodations, learning expectations, specific knowledge and skills to be assessed for a particular student (Ontario Ministry of Education, 2004).
IPRC Identification, Placement and Review Committee
This committee identifies students who are exceptional and who will receive special needs funding. The committee also gives recommendations for their IEP (Ontario Ministry of Education, 2004).
ION Inclusive Education (BE)
Teachers with expertise in special education, support student with mental disabilities in regular education in Flanders, based on an individual program (Vlaamse overheid, n.d.).
MDO Multidisciplinary Meeting (BE)
A moment of consultation between different parties in Flemish schools. The school support team, the CLB, the teacher, the principal… discuss the development and possible assistance of a particular student (CLB West-‐Vlaanderen, 2014).
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Vlaamse overheid. (n.d.). Decreet betreffende de centra voor leerlingenbegleiding. Retrieved
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vlaanderen.be/nl/begeleiding-‐inclusief-‐onderwijs
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8.2. Appendix B: Questions triggering video reflections of Belgian teachers
Reflectievraag 1: Beeldvorming Schets even de context van jouw dagelijkse inclusieve klassituatie, van waaruit we jouw verder reflecties kunnen gaan begrijpen. Reflectievraag 2: Cognitieve inhouden Voor het filmfragment van volgende week zouden we heel graag eens een zeer concrete situatie onder de loep nemen. Dit is één moment tijdens één bepaalde les. Dit moment beschrijf je in drie stappen:
1. Beeldvorming: Wat zie je gebeuren? Probeer dit vanuit een objectief standpunt te beschrijven. 2. Perspectief: Wat denk je hierbij? Heb je een mening over wat er gebeurt? 3. Reflectie: Welke gevoelens roept de situatie op?
Zoek naar een moment tijdens een les waar het kind ondanks zijn/haar verschil de lesdoelen haalt. Reflectievraag 3: Participatie Voor het filmfragment van volgende week zouden we heel graag opnieuw een zeer concrete situatie onder de loep nemen. Dit is één moment op school (klas, speelplaats, refter…). Dit moment beschrijf je in drie stappen:
1. Beeldvorming: Wat zie je gebeuren? Probeer dit vanuit een objectief standpunt te beschrijven. 2. Perspectief: Wat denk je hierbij? Heb je mening over wat er gebeurt? 3. Reflectie: Welke gevoelens roept de situatie op?
Zoek naar één moment waar het kind met zijn/haar verschil wel/niet deelneemt aan het gebeuren in groep (kies één van beide: wel of niet). Reflectievraag 4: Welbevinden Reflecteer over het welbevinden van het kind met zijn/haar verschil. Bespreek dit aan de hand van één moment waarop het welbevinden van het kind positief OF negatief lijkt.
1. Beeldvorming: Wat zie je gebeuren? Probeer dit vanuit een objectief standpunt te beschrijven. 2. Perspectief: Wat denk je hierbij? Heb je mening over wat er gebeurt? 3. Reflectie: Welke gevoelens roept de situatie op?
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Reflectievraag 5: Netwerken en samenwerking Reflecteer over of en hoe contact met een derde (collega’s, directeur, zorgcoördinator, ION-‐begeleiding, GON-‐begeleiding, CLB, voogd, ouders, familie,..) een invloed heeft op jouw inclusieve klassituatie. Probeer dit toe te lichten aan de hand van één concrete situatie. Bespreek deze situatie in drie stappen:
1. Beeldvorming: Wat zie je gebeuren? Probeer dit vanuit een objectief standpunt te beschrijven. 2. Perspectief: Wat denk je hierbij? Heb je mening over wat er gebeurt? 3. Reflectie: Welke gevoelens roept de situatie op?
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8.3. Appendix C: Video reflections of Belgian teachers
8.3.1. Video reflections from Babs
8.3.1.1. Reflection upon question 1
Hallo ik ben Babs, ik geef les in het tweede leerjaar in een school in het Gentse. We hebben op die school een zeer breed publiek, zowel qua sociaal-‐emotionele status als qua het niveau van de leerlingen. Om aan de zorgvraag te voldoen en om alle leerlingen zo goed mogelijk te kunnen begeleiden, werken wij met niveaugroepen voor taal en voor rekenen. Wat houden die niveaugroepen in? Zowel voor taal als voor rekenen zijn er drie of vier niveaugroepen. In de basisgroep, de 1-‐groep noemen we dat dan, daar wordt enkel de basisleerstof gegeven, dat wil dan zeggen enkel wat volgens de eindtermen bereikt moet worden. In de 2-‐groep, de middengroep, wordt ook de basis gegeven maar dat gaat daar iets sneller en er wordt iets minder herhaald dan in de basisgroep. En als er tijd over is dan worden er extra leerinhouden aangepakt. Dan de 3-‐groep, dat is de groep voor leerlingen die extra uitdaging nodig hebben, die heel sterk zijn in dat vak. In mijn klasgroep, dus niet in de niveaugroep maar in mijn klasgroep, heb ik een jongen met verbale dyspraxie en dysfasie plus een meisje dat bij de geboorte een heel groot zuurstoftekort had. Zij heeft een meervoudige problematiek. Die meervoudige problematiek uit zich vooral in het sociaal-‐emotionele, het motorische en ook op gebied van concentratie.
8.3.1.2. Reflection upon question 2 De concrete situatie die ik ga beschrijven is de les schrift in het tweede leerjaar. Tijdens deze les leerden we de hoofdletter F schrijven. Voor de middag en voor de pauze had ik de hoofdletter F klassikaal aangebracht en konden de kinderen al wat oefenen aan de hand van spelletjes bijvoorbeeld op elkaars rug schrijven, in zand schrijven, met krijt de letter schrijven, de letter stappen, met de tong de letter schrijven. Na de pauze was het de bedoeling dat de leerlingen de hoofdletter individueel inoefenden op gewoon schrijfpapier. Tijdens de pauze had ik toezicht en die bepaalde leerling met een beperking kwam naar mij met de vraag wat we na de pauze zouden doen en ik heb haar geantwoord dat we verder gingen oefenen op het schrijven van de hoofdletter F en ik zie haar zuchten en heel verdrietig kijken. Ik vraag wat er is en ze zegt dat ze dat niet kan, dat ze er geen zin in heeft, dat ze het gewoon niet meer wil. Na de pauze oefenen de leerlingen, zoals er afgesproken was, individueel de letter F. En ik begrijp dat dat voor haar zeer moeilijk is. Zij heeft een zeer zwakke motoriek, haar spieren kunnen niet ontspannen en ze zit voortdurend verkrampt. Dus schrijven is voor haar een echte uitdaging aangezien ze haar vingers ook niet juist om de pen kan leggen. Dat is voor haar een echte uitdaging. Ik vraag aan haar of ze naar voor wil komen om op het bord te oefenen, er zijn op het bord schrijflijnen aangebracht met plakband. Ze is onmiddellijk enthousiast, het motiveert haar en ze begint er op het bord onmiddellijk aan. We oefenen samen stap voor stap en als het begint te lukken vraag ik haar of dat ze het ziet zitten om ook eens op een schrijfblad te oefenen. Ze zegt ja en terwijl ze dan op haar schrijfblad bezig is, kijk ik achter haar rug toe. Ze is de hoofdletter F aan het schrijven, nog heel houterig maar het is leesbaar en voor mij is dat eigenlijk het belangrijkste
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en voldoende dat ze die hoofdletters leesbaar kan schrijven. Toen ze voor de eerste keer bij mij kwam vond ik het heel confronterend want ze zag er verdrietig uit en ik zag ook dat zij zich erg bewust was van haar beperking en van haar problematiek. Ze is iemand die het heel goed wil doen en die haar best doet. Maar zij ziet ook elke dag dat alles bij anderen vlotter gaat dan bij haar en dat maakt het voor haar ook heel moeilijk. We hebben daar al verschillende gesprekken over gehad, met verschillende betrokkenen. En dat is voor haar een reden waarom zij niet graag naar school komt. Ze ziet dat het bij anderen vlotter gaat dan bij haar en omdat ze ziet en merkt dat het bij haar zo moeilijk gaat en ze zich een uitzondering voelt. Toen ze naar het bord mocht komen, was ze heel blij want op het bord schrijven doet ze natuurlijk wel heel graag: als je een foutje maakt kan je al sneller iets wegvegen, ze kan groter schrijven dan op een blad en het is niet op de klassieke manier en dat is toch ook voor haar altijd een uitdaging en leuk om zoiets te doen. Toen het uiteindelijk lukte op dat blad was ik enorm trots op haar en ik voelde mij ook echt enorm blij dat het gelukt was want elke succeservaring is voor haar enorm belangrijk en ja dan groeit ze en… om dat te zien, dat is fantastisch. Om haar te zien lachen, om te zien hoe trots ze zelf is, dat is fantastisch om dat te zien. Deze situatie is voor mij een perfect voorbeeld van de vraag die inclusief onderwijs bij mij oproept. Ik ben volledig voor inclusief onderwijs, ik sta daar volledig achter maar enkel als het in het voordeel van het kind met de beperking is. Als die kinderen met een beperking telkens opnieuw het gevoel hebben dat ze falen en dat ze achter zitten op de rest, dan kan ik mij niet inbeelden dat de voordelen ervan opwegen tegen het nadeel, tegen het sociaal-‐emotionele aspect dat ik hier heb gezien. Het is voor mij nog steeds belangrijk als leerlingen zich veilig voelen in de klas en dat ze graag naar school komen dan dat ze de doelen behalen die dat de leerkracht voorop stelt. En bij haar heb ik het gevoel dat dat niet altijd het geval is en daarom heb ik toch wel mijn twijfels bij dat inclusief onderwijs, in haar geval natuurlijk niet in elk geval maar in haar geval wel.
8.3.1.3. Reflection upon question 3 Ik ga het hebben over een moment op de speelplaats, nu dat ze niet deelneemt aan de groepsactiviteiten zogezegd. Dat zij eigenlijk constant bij de leerkracht loopt op de speelplaats en helemaal niet meedoet met de kinderen die aan het spelen zijn. Vorig jaar was dat ook al zo maar dan was dat nog veel extremer en dat is nu toch al een pak verbeterd. Als de kinderen spelen, dat is dan vaak met de ganse klas dat ze spelen op de speelplaats. In de kleiner speeltijd en ’s ochtends doet ze wel mee maar tijdens de middagspeeltijd doet ze nooit mee en het is niet dat ze niet aanvaard wordt door de groep maar ze heeft het daar heel moeilijk mee om zich voor zo een lange periode bezig te houden en dan loopt ze bijna altijd aan de hand van de leerkracht. De andere kinderen gaan haar ook niet vragen om mee te doen. Ze verstoten haar niet maar gaan haar ook niet vragen om mee te doen. Ze wordt eerder een beetje genegeerd. En ik denk dat dat ook grotendeels komt door de problemen die zij heeft. Als dat gebeurt op de speelplaats, en ik heb toezicht dan, dan probeer ik haar zoveel mogelijk te stimuleren om toch mee te doen. Maar dat is dan echt pushen om haar bij die anderen te zetten. Dat is echt pushen om haar te laten doen meedoen met die anderen. En dat is heel moeilijk als leerkracht omdat ik weet dat ook het belangrijkste punt van de ouders, het belangrijkste werkpunt is het welbevinden op school dat niet goed is, dat dat belangrijk is. Dus als dat gebeurt, en dat gebeurt dagelijks,
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heb ik het daar heel moeilijk mee. Ik wil haar langs de andere kant ook niet teveel pushen maar ja, het is nodig dat ze vrienden heeft ook. En dat ze graag naar school blijft komen. Ik ben nu net, om dat ook wat te helpen, een soort projectje opgestart in de klas van ‘het spel van de week’, waar dat ik, in het begin van de week een spel uitleg. En dat is dan het spel dat ze de hele week, als ze eventjes niet weten wat te doen op de speelplaats, dat ze dat dan kunnen spelen. Het zijn dan zoveel mogelijk spelletjes voor in grote groepen zodat ze zeker zou kunnen meedoen. Maar momenteel slaat dat nog niet aan, allez, het slaat wel aan maar het helpt haar niet om meer aan die groepsactiviteiten mee te doen. Hoe dat dat komt, daar heb ik echt geen idee van. Want het is een neurologische aandoening die ze heeft, en dat komt vooral terug in de motoriek en de inzichtelijke dingen maar uiteindelijk, in het sociaal-‐emotionele, dat heeft daar eigenlijk geen invloed op volgens de verslagen en de onderzoeken. Maar ik merk op school wel dat dat daar een invloed op heeft. De mama zegt dat dat komt doordat ze begint te beseffen dat ze anders is dan de andere kinderen, en dat ze daarom niet echt wil meedoen. Maar het is een heel moeilijke situatie, want ik kan er niet veel aan doen maar ik wil het ook echt niet zo laten. Voor haar is dat geen probleem uiteindelijk. Voor haar is dat echt geen probleem, zij is ook graag op haar gemak. Denk ik dan, ik weet niet of dat. Ze laat het misschien zo uitschijnen he. Ze heeft ook nooit een vast vriendengroepje in de klas. Zij komt met iedereen of met niemand overeen. Het is niet dat ze iemand heeft waar ze gaat naast zitten als ze mogen kiezen of als ze iets doen dat ze die gaat kiezen. Het spelletje van de week was een klapspelletje, dat is misschien ook niet zo een goed idee. Het was iets dat ik gezien had zo “bielie bam bam…” (doet voor) en dan moet dat in een kring, en dan moet dat altijd sneller gaan omdat ze dat met veel kunnen doen en ze zijn wel geïnteresseerd in die klapspelletjes, dat is wel enorm ‘in’ in die klas. Dus daarom dat ik zo iets gezocht had, en in de kleine speeltijd doet ze dat wel, en ik ziet haar soms ook zo in de klas tussendoor dat oefenen, dat doet ze wel maar zo in groep spelen dat slaat niet aan bij haar. Allez toch niet, als het lang is. Voor eventjes kan dat maar niet als het lang is. Ik vind dat verschrikkelijk pijnlijk om te zien, want ik kan mij niet inbeelden dat dat voor haar aangenaam is . We hebben nu een sociogram afgenomen met gans het tweede leerjaar. En zij wordt geen één keer positief gekozen, maar ook geen één keer negatief. Zij wordt echt zo wat achterwege gelaten. En volgens mij moet dat vreselijk zijn om zo geen vast punt te hebben als kind, om naar toe te gaan als er iets is of om eens onnozel mee te doen of zo. Deels denk ik wel dat dat komt doordat de andere kinderen zien dat zij anders is en voelen dat zij anders is. Maar anderzijds is het ook zij, die niet gemakkelijk contact legt.
8.3.1.4. Reflection upon question 4
In het begin van het schooljaar was ze. …. De mama was al snel naar mij gekomen om te melden dat zij op het einde van vorig schooljaar heel ongelukkig was en echt niet graag naar school kwam en dat dat uiteindelijk hun grootste zorg was, dat ze graag naar school bleef komen en dat ze gelukkig was, wat dat ook logisch was. In het begin van het schooljaar had ze het daar heel moeilijk mee, volgens haar mama. Ze zat thuis alleen op haar kamer opgesloten, heel de tijd naar de luisterverhalen te luisteren. Ze wou nergens naar toe, naar de kermis wou ze niet, ze wou niets doen dus ze zat eigenlijk in de put. Maar de mama kon er ook niet uit krijgen hoe dat dat kwam, ze wou niet vertellen waarom dat dat zo was. Ik denk dat dat ook deels te maken had met de nieuwe klas, nieuwe juf, dus dat wennen, dat
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ze echt moet wennen daaraan. Maar na een drietal weken, kwam ze de eerste keer naar mij, en dan wou ze echt op mijn schoot zitten en begon ze te vertellen tegen mij, dat ze zo slecht slaapt. Dat ze altijd vroeg naar bed moet en dat ze dan superlang wakker ligt, dat ze altijd moe is. Dat ze dat zo lastig vindt dat ze daardoor ook soms boos is op school, dat ze daardoor thuis met van alles niet wil mee doen ook. Dan heb ik ook natuurlijk onmiddellijk de mama ingelicht daarover. En sinds dan is het wel geleidelijk aan beter geworden, sinds dat ze mij in vertrouwen heeft genomen, gaat het stilletjes aan beter met het welbevinden, zowel op school als thuis volgens de ouders. Ze begint nu ook vrienden te maken, wat daarvoor bijna ondenkbaar was voor haar, zo echt vaste vrienden. De mama zei mij op het oudercontact vorige week ook dat er een vriendinnetje thuis was komen spelen, dat is de eerste keer sinds dat ze naar school gaat al van de kleuterklas, dat er echt een vriendinnetje voor haar thuis komt, en niet voor haar zus. Dus die mama was daar enorm blij mee. Op school merk ik ook wel een enorme vooruitgang, ze is open, ze durft hulp vragen als er iets is. Wat ook in het begin helemaal niet goed was. Ze durft zeggen wat ze voelt en wat haar gevoelens zijn, we hebben daar ook rond gewerkt, rond gevoelens en dat uiten en zo. En ik heb de indruk dat haar dat wel goed heeft gedaan, dat we daar rond gewerkt hebben. Dat was een thema voor godsdienst dat ik had uitgewerkt, en het grootste was een gevoelsmeter in de klas, waar ze met wasknijpers met hun naam op, op het juist gevoel hun naam kunnen zetten. Als ze dat willen kunnen ze daar over praten, maar ze moeten er niet perse over praten. Ik heb ook tips gegeven voor wat ze kunnen doen als ze zich verdrietig voelen en dat hebben we daar ook over gesproken. En ik heb daar ook met de ouders over gesproken, omdat er van de ouders, niet alleen van haar, maar bij nog kinderen dat er van de ouders een vraag kwam van “soms kunnen ze zo boos zijn, en dan kroppen ze dat gelijk op, wat kunnen we daar aan doen?”. En bij haar heeft dat precies geholpen van daarover te kunnen praten, weten dat ze daar over kan praten. Want ik denk dat ze daarvoor niet goed wist of ze bij mij mocht komen of niet. En ik denk dat dat wel geholpen heeft. Wat dat ik wel merk nu, is dat, dat is nog maar twee weken denk ik, dat ze zich heel goed voelt op school en bij mij ook. Maar soms is die grens tussen fantasie en realiteit zo vaag bij haar. Ze kan zo opgewonden geraken, of zo blij of boos om iets dat niet echt gebeurd is. Dan komt ze bijvoorbeeld bij mij om te zeggen dat haar huis in brand stond, maar dat is helemaal niet waar. Of ze spreekt dan opeens Turks thuis, wat ook helemaal niet waar is. Of dan komt ze naar mij “Juf, ik ben zo moe!”, en ik zeg “hoe komt het?”. “Ik ben vannacht tot zes uur naar een feestje moeten gaan!”. Maar dat zijn allemaal dingen die niet waar zijn maar zij gelooft dat dan zelf wel. En dat heeft op bepaalde momenten ook een invloed op haar humeur en haar welbevinden.
8.3.1.5. Reflection upon question 5 Ik heb vooral contact met de derden die te maken hebben met Julie in de klas, dat is vooral de GON-‐begeleider en de ouders van Julie. Het contact met de GON-‐begeleiding, dat verloopt goed. Eén keer in de week komt hij in de klas helpen voor 75 minuten. Dat is altijd in de rekenles op maandag, maandagochtend. Dus dat is eerst een deeltje dat hij gewoon Julie uit de klas neemt samen met nog drie andere kinderen om op sociale vaardigheden te werken. Daarna is het dan rekenles, dat hij komt helpen. Tijdens die rekenles voel ik mij daar wel een beetje ongemakkelijk bij dat hij komt helpen, want ik wil graag iets doen waar dat
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hij dan echt bij kan helpen, maar. Ja, ik heb hem dat al verschillende keren gevraagd wat dat voor hem goed is, een bepaald domein of zo dat ik geef. Ja, iets waar dat hij echt goed bij kan helpen en waarbij Julie ook veel ondersteuning nodig heeft. Maar hij zegt “dat maakt mij niet uit en ge moet maar doen wat dat ge geeft en ik sluit mij daar wel bij aan, ge moet u geen zorgen maken om mij”. Maar ik voel me daar toch soms ongemakkelijk bij. Als ik dan bijvoorbeeld een toets plan, dan denk ik “ze kan dat wel gebruiken dat er iemand naast haar zit die zorgt dat ze zich meer focust” maar langs de andere kant, dan zit hij daar wel de hele tijd neer te zitten terwijl hij ook iets concreet kon doen. Dat vind ik soms wat moeilijk, maar het helpt wel als hij er is. Ik merk dat ook aan Julie zelf, als hij er is dan is wat dat ze opschrijft, en wat dat ze doet, dan is ze veel meer geconcentreerd en gefocust. Dus dat helpt wel goed. Dan contact met de ouders, dat gaat heel goed, ik vind dat super dat ik zoveel, allez veel, genoeg contact heb met die ouders. We hebben twee keer een GON-‐overleg gehad waar dat zij bij waren en ook oudercontact, waar dat ik ook tijdens de middag of na of voor school, dat ik ze zie. Als er iets is, dan zeggen ze dat ook onmiddellijk, wat goed is want dan kan ik daar in de klas op inspelen en kan ik daar in de klas ook gedeeltelijk op inspelen. Als ze zich bijvoorbeeld thuis niet goed voelt, dan weet ik dat niet altijd want in de klas merk ik dat niet altijd. Maar dan als zij dat zeggen, dan kan ik daar meer op focussen en kan ik daar meer rond werken. Ik vind dat heel belangrijk dat er een goed contact is in een inclusieve situatie met de ouders, ik denk dat dat omgekeerd ook zo is voor de ouders, dat er een goed contact is. Dan natuurlijk ook andere leerkrachten en zo. Julie gaat ook naar andere niveaugroepen voor rekenen en taal, dus met die collega’s overleg ik ook regelmatig, over hoe het daar loopt. Maar dat is niets speciaal, dat gaat goed. Als er iets in de klas gebeurt dan zeg ik dat door, en omgekeerd als er iets in een niveaugroep gebeurt dan wordt dat door gezegd , maar dus dat is niet zo speciaal. De zorgcoördinator, omdat zij, zij volgt Julie al op van in het eerste kleuterklasje dus zij kan wel veel informatie geven als er iets extra is of als er iets is waar dat ik blok mee zit, of niet mee verder kan, dan kan zij wel een antwoord geven meestal. En zij zorgt ook voor de officiële contacten met het overleg tussen de ouders en het CLB en zo, daar is zij ook altijd bij.
8.3.2. Video reflections from Gert
8.3.2.1. Reflection upon question 1
Haai, dag Silke en Silke daar ver weg in Canada. Ik ben Gert hier ver weg in Oost-‐Vlaanderen en werk graag mee aan jullie masterproef en dit is mijn eerste videobijdrage. Het gaat over mijn klaspraktijk, hoe het inclusieverhaal daar al een beetje in zit en hoe het bij ons op school zit. Ik heb één leerling, ik zal die Prinses noemen. En Prinses zit al heel haar leven bij ons op school. Zit nu in het 6de leerjaar. Prinses is een type 2 kind, maar heeft al ion-‐uren van in het 1ste leerjaar, extra hulp gekregen. Ook dit jaar heb ik een collega die 7 uur, de volledige donderdag en nog een stukje van de vrijdag, erbij bij mij in de klas zit, maar voor de rest zit Prinses bij mij alleen in de klas. Ik moet zeggen dat ik zelf al meer dan 20 jaar les geef en dat ik begonnen ben in het buitengewoon onderwijs. Ik heb wat les gegeven in type 8, type 1 en ook een jaar in type 3 in het bijzonder onderwijs in Gent. Dat was één van mijn heftigste jaren overigens.
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Maar goed. Ik zit ook los van Prinses in mijn klas met een heleboel andere kinderen. We zijn met 20 in totaal en eigenlijk is de helft, en dat is heel veel, extra logo, of kine of wat anders heeft. Dus eigenlijk hebben die allemaal wel binnen het zorgcontinuüm al een stapje hogerop bereikt. Zitten die niet alleen in onze brede zorg, maar hebben die al zorg van buitenaf. Wat impliceert dat wellicht, want dat moeten we nog opstarten, ook voor een tweetal kinderen er dit jaar een curriculumdifferentiatie start omdat zij zeker wat wiskunde betreft niet zullen meedoen met de lessen van het zesde leerjaar, maar a la carte hun biefstuk anders bereid zullen opeten dit jaar. Het hele inclusieverhaal boeit mij wel, ik moet eerlijk zeggen dat het meisje in kwestie ook bij mij in de klas is gezet op vraag en ook omdat het kind al 6 jaar mij ‘high fives’ kwam geven en denk al zo gelukkig uitkeek naar als ik in het 6de zit dan zal het bij meester Gert zijn. Wat mij natuurlijk als leerkracht flatteert en blij maakt. En ook omdat ik zie dat het kind wat welbevinden betreft gigantisch gelukkig is en zich goed in haar vel voelt. Wat dan al weer terug gaat naar een van mijn doelen van toen ik in het bijzonder onderwijs stond, zijnde laat kinderen die uit een schoolomgeving komen, zeker kinderen die niet meekonden in het gewoon onderwijs laat die terug voelen dat het gaat en dat ze zich gauw weer lekker in hun vel voelen. Als dat welbevinden goed zit, als ze graag naar school komen, dan zal de rest ook wel sneller bijgestuurd worden. Dan heb ik het over zelfvertrouwen, geloof in je eigen kunnen en wat daar allemaal bij hoort. Dus Prinses voelt zich super gelukkig in de klas. Zit heel vaak tijdens moeilijke Franse lesmomenten naar mij te kijken met een gelukzalige glimlach. Al besef ik heel goed dat ze dan niet altijd heel goed weet waar het over gaat, maar ze doet moeite en ze zegt dat ze ook Frans oefent thuis en ik hoor inderdaad klanken die opduiken ten midden van andere klasmomenten. Ik moet ook even zeggen dat ik zeker met jullie onderzoek wil meedoen omdat ik zeker met mijn achtergrond in het buitengewoon onderwijs om met kinderen met beperking en kinderen die niet dezelfde treden aan hetzelfde tempo omhoog kunnen om daar iets mee te doen. Maar het boeit mij omdat ik ook enorm veel vragen heb en kritisch ben naar het feit of het wel goed is wat we het kind in kwestie aanbieden of het niet beter gediend is in een omgeving waar het professioneel omkaderd wordt door mensen die alleen maar in die context bezig zijn. Als u mij goed verstaat, maar ik veronderstel van wel. Ik kan onmiddellijk al een paar tegenargumenten verzinnen: de ion-‐leerkracht die bij mij in de klas zit, die ook de klas even toesprak in het begin van het schooljaar omdat niet alle kinderen al bij Prinses in de klas heeft gezeten. Nochtans hebben wij van elk jaar 3 klassen en worden elk jaar de klassen geswitcht, waardoor de kans groot is dat je bij andere kinderen zit, maar ook wel bij een aantal dezelfde kinderen. Maar toch in het zesde waren er toch wel aantal kinderen die nooit bij Prinses gezeten hadden en dan is een van die dingen die de ion-‐leerkracht zegt: “ok kijk moest prinses naar een school gaan voor haar, dat is dan een type-‐2 school, dan zou ze daar eigenlijk 1 of 2 logopedisten hebben, maar nu heeft ze er eigenlijk 19 want jullie beste leerlingen van de klas zijn allemaal wat logopedisten voor haar”. Jullie spreken constant de juiste taal, of toch redelijk juiste taal waardoor Prinses in kwestie gigantisch beïnvloed wordt door wat jullie allemaal vertellen en de manier waarop. Ik ben ook heel benieuwd hoe het in Canada verloopt, benieuwd wat dat hele M-‐decreet met zich mee brengt. Wat wij nu op school doen vind ik al wat pre-‐M-‐decreet. Ik heb ook het gevoel dat wij op school, onze schoolomgeving, schoolcontext, want wij zijn een grote school met iets meer dan een 500 leerlingen, maar dat we doorheen de voorbije jaren wat
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gewijzigd zijn qua populatie. Aan de ene kant door een instroom van nogal wat vierde wereld mensen dat verhaal vertel ik u later nog wel eens. Waardoor je een iets lagere instap en dan heb ik het over niveau. Een beetje vierde wereld zowel naar sociaal omgaan als naar mogelijkheden en twee omdat wij een asielcentrum, Fedasil van het rode kruis in ons buurt hebben, hebben wij ook 10 jaar geleden al gezegd, laat die maar starten bij ons. Wij zijn toen gestart met een OKAN-‐klas, dat heette toen nog geen OKAN-‐klas, maar daardoor hebben we wel de toon gezet en zijn we daarom in deze stad bijna de enige school die met een zeer gemengde populatie zit als het aankomt op kleuren en afkomsten en zo voort. En dat heeft er voor gezorgd dat we onszelf binnen de school in vraag moeten stellen: wat is basis? Wat is geen basis? Wat doen we? Wat doen we nog? Hoe kunnen we kinderen beter oriënteren? Waar sturen we die naar toe? Hoe kunnen we met het fantastische ‘differentiatie’ woord iedereen a la carte bedienen en ieder geven waar hij of zij recht op heeft?
8.3.2.2. Reflection upon question 2 Goeiemorgen Canada, goeiemorgen Silkes. Dit is de tweede videobijdrage van Gert uit Oost-‐Vlaanderen. Om op jullie vraag onmiddellijk te antwoorden om een concrete situatie eens te bespreken en bekijken van mijn ion-‐kind in de klas, vertel ik u graag vandaag het volgende. Ik had al eerder gezegd dat het laten meedoen op inhoudelijk vlak bijna niet doenbaar is wat Prinses betreft, maar doordat het kind gedragsmatig ongelofelijk gemakkelijk is en ook naar de groep toe, zeer goed ligt en niet tegendraads werkt of de andere zo prikkelt dat het moeilijk werkbaar is, kan het kind redelijk normaal mee functioneren in de klasgroep in een groot deel van de activiteiten. En dan zoals ik eerder heb gezegd, vraag ik me wel soms af, meerwaarde moet je toch wel wat vraagtekens bij zetten. Maar het gelukkig zijn en graag in de klas zitten van Prinses is al heel veel. In de klas zit ook een nieuwe leerling, laten we hem Jef noemen. Jef komt van een andere school, heeft ook een hele zware zorgrugzak mee. Woont nog niet zo heel lang terug bij zijn papa. Hij heeft eigenlijk heel zijn lagere school in een tehuisinstelling gezeten waardoor het mannetje op emotioneel vlak gigantisch worstelt met zichzelf en met de situatie. Het zesde leerjaar is voor hem ook bijzonder zwaar, maar en dat is onmiddellijk mooi. Hij ziet in de klas dat hij zich niet kan meten met een heel aantal kinderen, niet onmiddellijk kan meten op cognitief vlak, maar wel met Prinses die (en ik heb die dan ook deze maand naast elkaar gezet) die eigenlijk wel zijn zorgen apprecieert. Wat gebeurt er, die twee zitten samen in de klas en als er dingen moeten geschreven worden of uitgelegd worden dan zie ik die met heel veel warmte Prinses helpen en je krijgt een soort zorgverhaal waar hij eigenlijk veel meer dan de anderen die eigenlijk meer tijd en kunde zouden hebben, laat ons zeggen op cognitief vlak om Prinses op het goede spoor te zetten. Zien we eigenlijk dat Jefke dat ongelofelijk lief en mooi aanpakt. En wat gebeurt er dan als wisselwerking naast? Op de speelplaats tijdens het voetballen, valt Jef en bezeert zijn been. Jef huilt en zit op een bankje aan de kant en dan komt Prinses af en die gaat ijs halen in de diepvries van de school. En komt die bij Jefke zitten met ijs op zijn been en blijft die daarbij zitten als een zorgzame Prinses terwijl de rest op dat moment geen tijd en geen zin voor heeft of denkt “goed hij kan dat stukje ijs wel zelf vasthouden, wij gaan ondertussen verder voetballen”. Dus je krijgt eigenlijk een soort interactie tussen twee kinderen die voelen dat ze toch wel elkaar wat meer waard zijn en daardoor ook iets voor elkaar kunnen betekenen. En dan denk ik “wow, tof”. Als ik het puur maatschappelijk bekijk, zie je al
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onmiddellijk in ons laddersysteem dat die twee treden dichter bij elkaar zitten en dat die daardoor elkaar ook toch wel wat ondersteunen en dit vond ik wat mij betreft toch wel een mooi voorbeeld van ja welk doel bereik je: dat kinderen zorgzaam voor elkaar, dat kinderen het in verschillende situaties voor elkaar opnemen, niet alleen als het niet lukt om je Frans boek op de juiste pagina open te doen, maar ook om er even bij te blijven als je je bezeert hebt tijdens het sporten of het spelen op de speelplaats.
8.3.2.3. Reflection upon question 3
Haai Silkes dit is Gert calling met mijn bijdrage voor jullie derde reflectievraag. Ik heb goed nagedacht want ik dacht dat ik op de tweede reflectievraag al een beetje geantwoord had waar jullie naar toe wilden. Het zal inderdaad als het gaat om wat voel ik er zelf bij, ben ik misschien nog niet duidelijk genoeg of nog niet open genoeg geweest. Ik moet ook zeggen dat door ik van jullie huiswerk krijg ik precies net iets intenser hier mee bezig ben, wat mij dan ook weer sterkt in het feit dat ik wel blij ben dat ik ingegaan ben op jullie vraag om aan jullie onderzoek mee te werken. Goed het is vakantie nu, dus ik zit thuis zonder kindjes, plezant. Maar toch al even nadenken over wat vorige week gebeurd is. Ik neem 1 voorbeeld, 1 detail, eigenlijk een moment: we hebben op school oktober altijd een pannenkoekenactie, dat is een actie waar kinderen van deur tot deur gaan of niet of mama’s of papa’s, nonkels of tantes enthousiasmeren om pannenkoeken te kopen voor hoe gaat dat dan als je werkingstoelage te kort hebt: van alles op de speelplaats, voor de werking naast de school te doen. Nu kinderen verkopen redelijk veel pannenkoeken en zijn daar nog steeds enthousiast voor te krijgen. Want je weet kinderen kun je voor heel veel enthousiast krijgen, als je het maar goed aanbrengt en goed verkoopt of hoe het onderwijs toch ook eigenlijk een beetje werkt zoals een winkel of een goede commercie, maar kom dat ter zijde. Dus iedereen verkoopt wat en op een bepaald moment, ik heb in filmpje 2 vertelt over Jef en zijn mogelijkheden en zijn positie t.o.v. van Prinses. Wat gebeurt, Jef verkoopt bijna het meest pannenkoeken in de klas, ook daar compenseert hij fantastisch, want zijn huistaak had hij niet helemaal klaar, maar hij had wel de hele straat gezien, wat hem ook sociaal wat bijbrengt omdat hij daardoor weet wie allemaal als buur in zijn nieuwe straat woont. Maar goed hij staat daar, het is tijd om naar beneden te gaan en de dozen kan hij niet allemaal naar beneden meedragen. Kinderen van de klas staan al in de gang klaar, vertrekkensklaar, vakantieklaar dus eigenlijk al met hun hoofd buiten die schoolmuren en al in november en ‘vakantiefeelings’. En als ik de vraag stel, “ok wie kan Jef even halen, want die kan die dozen niet alleen dragen naar beneden”, wordt daar heel lauw op gereageerd door een aantal redenen die ik al vertelde, maar toch zie ik net in de gang gekomen, zijnde Prinses, onmiddellijk haar hand in de lucht steken en zeggen “ik”. Waarop zij de klas terug binnen gaat en de zwaarste doos pannenkoeken neemt, er waren er nog een paar zodanig dat Jef een halve doos moest dragen. Ik had dan ook nog een doos mee. En zo zijn zij naar beneden gegaan. Dus wat zie ik, of wat ik constateer ik ook weer hier dat op dat moment zij goed ziet of goed beseft dat dat niet lukt alleen voor hem en dat er ook doordat er geen reactie komt van de andere kinderen van de groep, dat hij eigenlijk met een probleem zit, waardoor zij dat probleem mee wil oplossen en door ook onmiddellijk actief haar bijdrage te leveren al gaat dat haar voor motorisch ook niet zo makkelijk op de trap en had ze ook al een boekentas en een zakje met pannenkoeken in, maar toch gaat zij zichzelf daar even enigszins
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wegcijferen of toch geëngageerd opstellen naar Jef in de klas. Wat voel ik daar zelf bij: ik was daar al redelijk door aangedaan, ik ben ook een gevoelsmens en probeer vaak dingen emotioneel los te krijgen dat ter zijde. Maar ik dacht “wow, zie hier de rest gaat naar huis en gaat vlug naar beneden want de vakantie begint en Prinses denkt van no way ik ga hier toch wel mijn verantwoordelijkheid opnemen, ik ga Jef niet alleen naar beneden laten gaan want die heeft ook al veel voor mij gedaan”, waardoor ik mij toch licht ontroerd voelde in die situatie. En ik mijn voorbehoud dat ik toch nog altijd heb, maar waar ik denk “zou je anders ook zo’n situatie krijgen of situatie krijgen?”, misschien wel ja, maar zou je de kansen ook, zouden die kansen ook zich aanbieden? Waar ik denk “ik zou Prinses in een context van bijzonder onderwijs misschien gespecialiseerde geholpen zien, maar als het gaat over wat doe ik in het leven en hoe kan ik mij sociaal opstellen en aanpassen aan en rekening houden met dingen die gebeuren, dan denk ik dat misschien zit ze dan toch echt wel gigantisch goed op haar plaats hier”. En ook het zo gelukkig zijn, ja dat is inderdaad waar, maar dat kan ook op andere plaatsen, maar toch denk ik dan “misschien is de situatie waar ze nu zit en waar ze geprikkeld wordt op een aantal domeinen waar ze anders niet geprikkeld zou worden, omdat de context er dan niet zou zijn”. Nu moet ik een moeilijke gedachte, maar ik probeer mijn gevoelens en reflectie zo goed mogelijk te verwoorden dat ze dan misschien in een andere situatie misschien niet zou tegen gekomen zijn. Ik weet niet of dat in het vorig verhaaltje zat, dat was in de week ervoor eigenlijk dat de sportleerkracht iets dat hij nooit meegemaakt had, dat ook in een handbalmoment Jef gigantisch aanmoedigend was naar Prinses waardoor ze onmiddellijk ballen ving die ze de voorbije zes jaar/ eigenlijk negen jaar (want ze zit al sinds het eerste kleuterklas). Het ion-‐traject zal in het eerste leerjaar gestart zijn, of eigenlijk vroeger, dus ze zit al negen jaar bij ons. En de sportjuf zei “dat heb ik nog nooit meegemaakt en er waren ook andere klassen van andere hoge scholen op observatie bij haar, die ook wel onder de indruk waren van zo veel stimulans bij kinderen onderling om ze tot straffere prestaties en straffe resultaten te laten komen. Wow, ja ik hoop dat ik jullie enige duidelijkheid of iets meer gevoelsmatig heb verteld, wat daar bij mij leeft en hoe ik me daarbij voel. Dat mij dat blij maakt dat ik daar nog meer in geloof in kinderen dan ik daarvoor al in geloofde. Wow eigenlijk is er toch wel veel mogelijk, eigenlijk zien we niet altijd de andere kant of alle mogelijkheden die zich niet altijd aanbieden aan mij, maar die komen er wel uit in situaties.
8.3.2.4. Reflection upon question 4 Haai dag Silkes, dit is een nieuwe bijdrage in de reeks ‘Gert vertelt over het inclusief verhaal in zijn klas’. Dat mijn stem wat rauwer, heser klinkt dan anders heeft te maken met een vierentwintig uur marathon waar ik een beetje aan mee geholpen heb, maar waardoor ik te weinig geslapen heb en te veel gebabbeld heb. Maar goed daar gaat het op dit moment niet over. We zitten momenteel in mijn klas. U ziet de wasbak achteraan. Vooraan het fijne board-‐ en smartsysteem en ik toon ook even de opstelling van de klas. Eilandje en dan daar rond de andere kinderen, een beetje in functie van gedifferentieerd kunnen vooral wiskundig werken. Het verhaal of momenten van deze week voor jullie. Er zijn klastaken in de klas, dat is standaard denk ik in veel klassen dat gaat van iemand die het schilderij van de week zoekt tot iemand die de vuilbak eens mee naar beneden brengt tot iemand die de planten en de vis kan verzorgen, maar ook die mag uitdelen. En er was nogal wat uit te
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delen, ook Prinses zit mee in dat schema en lukt niet in alles , maar wordt meestal wel geholpen. Bijvoorbeeld een van de moeilijkste is datum. Dat is op zich niet zo moeilijk, maar ze moeten van elke dag online ook even opzoeken wanneer het beginuur en het einduur van de dag is. En dan ben je een beetje met metend rekenen bezig want dan vraag ik hoe lang de dag eigenlijk duurt en hoeveel verschil er op zit en dan zien ze netjes hoe die dagen korter worden tot begin de winter en hoe dan vanaf dan weer alles al weer begin te lengen en zo voort. Goed dus een van de taken is dingen uitdelen, er moet nogal wat uitgedeeld worden en ik geef een stapeltje met rode schriften (ze zijn allemaal rood, dat is niet omdat ik autistisch ben of rood als fijne lievelingskleur heb) maar dat is het schriftje van spelling en daar staan enkel hun namen op, op een etiketje geschreven, maar iedereen heeft hetzelfde schrift. Voor andere dingen mogen ze wel hun eigen persoonlijkheid gebruiken tuurlijk, maar af en toe is uniformiteit een beetje handig of wel handig. Twee keer handig, maar dus zinvol. En ik geef dus de stapel rode schriften aan Prinses. Dus wat gebeurt: Prinses moet uitdelen en krijgt de stapel rode schriften in haar hand gestoken. Wat gebeurt: zij is heel enthousiast en ze kijkt naar die rode schriften en loopt wat rond te dralen. Ja eigenlijk, ze kan die namen niet lezen dus in principe kan ze die opdracht niet goed tot het einde brengen. Ok tweede ding, wie is nog aan het uitdelen, ik weet niet of het echt met voorbedachten rade was, maar hij was ook al aan het uitdelen, dat is onze Jef. En Jef deelt uit, toetsen, toetsen en heel subtiel speelt zich het volgende af. Jef komt voorbij Prinses, ziet natuurlijk dat zij staat te sukkelen met die schriften, maar laat dit helemaal niet blijken, blij als altijd is, blij blij blij kind. En hij doet subtiel teken van schrift 1, dit is daar (toont met zijn hoofd) van Trezeke. Waarop Prinses het schrift met haar groot hart naar Trezeke brengt en eigenlijk de hele stapel rode schriften verdeelt alsof ze nog nooit iets anders gedaan had. Ok wat dacht ik: “wow die twee helpen elkaar, zonder dat ik dat moet sturen”. Dat gaat alsof het standaard reflex of een standaard houding van elkaar we gaan elkaar daar maar in helpen of ik ga jou helpen, want jij kan dat eigenlijk niet uitdelen, waar en daar het gaat het nu over waardoor dat welbevinden van Prinses denk ik op dat moment niet maal 10 maar maal 20 of 30 of zelfs nog veel meer steeg en dan denk ik “ok goed”. Eigenlijk zou je kunnen zeggen, dat is jammer dat kind kan niks. Die kan ook niks uitlezen, ze kan zelfs geen namen lezen dus wat zit die dan in een klas te doen. Ja dat is waar, ja ze mist daardoor heel wat van de dingen die in een zesde leerjaar standaard gebeuren bedoel ik dan. Maar ook hier weer zag je dat dat welbevinden en dat is nu vreemd, want dat is eigenlijk de derde keer dat ik een voorbeeld geef dat eigenlijk zeer pro is, waar ik eigenlijk in het begin van de opdracht vreesde dat ik toch wel met heel wat kritische insteken zou naar jullie toe komen, maar kijk dus waardoor ik denk wow dit is weer een voorbeeld waarin niet georganiseerde blijkt dat kinderen toch geneigd zijn om elkaar te helpen en ook zonder veel woorden. Jef is niet in paniek geschoten of is beginnen roepen dat Prinses dat niet kan of niet kan lezen of dat dat dus niet gaat of ander kind uit de klas die dat ook zou weten, ik wil ook graag uitdelen, want dat is plezant want dat mag je toch rondlopen in de klas. En dan mag dat toch iets meer dan een andere, maar dus niemand is daar ook op gekomen, niemand heeft zich achteraf ook de vraag gesteld hoe kan dat nu dat Prinses de schriften uit kon delen, terwijl ze eigenlijk niet kan lezen. Hoe voel ik mij daar nu zelf bij? Eum ik ben daardoor ongelofelijk gelukkig mee, omdat het alweer eens een voorbeeld is van hoe kinderen er toch in slagen om het voor elkaar op te nemen, elkaar te helpen en waarvan ik dan hoop, ja man ik wordt er bijna emotioneel van,
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kan ook zijn wat er allemaal in Frankrijk gebeurd is en met het feit dat ik wat weinig geslapen heb. Maar als kinderen al voor elkaar zo’n dingen doen en als dit een soort gestandaardiseerd gedrag vormt en in hun ogen, ook maar het meest normale van de wereld is, dat men het voor elkaar opneemt en dat je dat gene voor die andere doet, wat die ander niet kan. Of dat je hem daarbij helpt, waar die zwakker in is en dan ook hoopt dat het op een andere keer ook anders gebeurt. ja dan denk ik dat we toch wel volwassen later kunnen zien die hopelijk hetzelfde gaan doen. En die ook voor elkaar veel kunnen betekenen. Op welk niveaus dan ook. Zo dit was de boodschap uit Oost-‐Vlaanderen van op school, live uit het zesde leerjaar, zondagnamiddag, kwart voor vijf.
8.3.2.5. Reflection upon question 5
Hallo Canada, dit is Oost-‐Vlaanderen calling. Welkom vanuit de klas 6A, met enig vermoeidheid, daarvoor excuses en misschien het ook net iets later zijn dan de andere filmpjes die u van mij kreeg, maar het was een zwaar theaterweekend waardoor ik vanmiddag rustig in mijn klas alles even aan het oplijsten ben en het huiswerk voor jullie tot een goed einde wil brengen. Ik bekijk vandaag even voor jullie de relatie die ik heb of die er is tussen mij en Sofie, dat is de GON-‐juf die de voorbije jaren Prinses begeleidt hier op school. Ik moet zeggen ik heb in het verleden nogal wat GON-‐juffen gehad en ook gezien dat het niet altijd evident is om een GON-‐juf, in het geval van Sofie is het een ION-‐juf, in je klas te hebben op momenten dat je zelf bezig bent. Ik heb een uitgesproken lesstijl, lesgeefstijl, met veel humor en veel beweging en soms wat te dynamisch en dat is niet altijd evident dat er iemand achteraan zit en die iemand die achteraan zit vindt het niet altijd evident dat er daar wervelwind vooraan zo bezig is. Maar ik moet zeggen dat de match met de ION-‐juf, met Sofie dus is fantastisch tof, ik voel daar een juiste klik ook ten opzichte van Prinses. Het moment waar ik vandaag even over heb is het feit en dat was een mooi moment, ik heb hier achteraan [toont het op video] is mijn kaarshoekje, het bidhoekje, waar ik elke moment redelijk consequent een kaarsje aansteek en het even stil maak. Niet vanuit een zeer zwaar doorgedreven katholieke inborst gelovig ding in mijn hoofd of buik, maar wel omdat ik het zinvol vind om even stil te staan bij de dag. Omdat ik zelf ook wel gelovig ben, eerder Christen dan katholiek denk ik, dat helemaal ter zijde. Maar ook omdat het mooi is om de dag op een rustige manier te beginnen. Ik vertelde misschien ook al eerder dat ik heel vaak pianomuziek opzet of zelf ook een beetje piano speel om de dag te beginnen. Het is ook zo dat kinderen spontaan ook kaartjes van hun oma of opa of zo komen erbij zetten en vinden dus of het is nodig vinden dat er daar even aandacht aan wordt gegeven of dat het kaarsje ook even brandt voor de dierbaren die er niet meer zijn. In het geval van Prinses is het zo en het is bijna dag op dag drie jaar geleden dat de papa van Prinses overleden is. Dat was nogal ingrijpend voor het hele gezin en Prinses kon daar ook het minst, denk ik een houding aan geven en ook had ik het gevoel, wist het ook minst, drie jaar geleden zeker, de draagwijdte of kon toch moeilijk die emoties helemaal tonen. Nu nog is Prinses de vrolijke, ik vlieg door de dag, en trek mij van de rest van het leven niet altijd heel veel aan, en altijd lachen altijd blij, altijd knuffels, altijd ‘high fives’. Maar toch het feit dat ze ook zag dat er daar een kaarsje brandde elke dag en dat daar wat foto’s en doodsprentjes bijstonden, deed het haar ook zeggen of inzien begin van het jaar om ook een foto van haar papa mee te nemen, die hier bijstaat. Het moment is dat deze week startten
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we de dag met een momentje van stilte en omdat het dag op dag drie jaar geleden was, met een momentje van stilte voor de papa van Prinses en dan zag ik even dat Sofie het bijzonder lastig kreeg om met dat moment om te gaan ook omdat eigenlijk Prinses zelf het toch wel even wat lastiger kreeg dan anders. Even die glimlach toch wat minder breed had, nu wat constateerde ik dat natuurlijk ook empathie van Sofie ten opzichte van Prinses zeer groot is, dat het niet evident is om als ION-‐juf met een leerling nu al het derde jaar dag in dag uit of toch x aantal dagen in de week op pad te gaan en daar toch heel close bij te staan, ook bij de familie van Prinses bijvoorbeeld. Naar zelfredzaamheid bijvoorbeeld is er een dag in de week dat Sofie Prinses thuis ophaalt om te voet naar school te gaan of om met een fietstraject naar school te doen, om ze op die manier toch wat zelfstandiger te maken en ook in het verkeer leren oriënteren en zo. Goed, wat denk ik daar zelf bij, of wat voel ik daar zelf bij. Ik voel daar ook wel ja veel warmte bij en ook het ding dat die warmte en dat enthousiasme en die zeer close relatie tussen prinses en Sofie dat die sowieso overspringt op mij. Dat ik onmogelijk ten opzichte van Prinses een veel afstandelijke houding kan aannemen of een houding van “ok dit is jouw juf en ik ben eigenlijk wel meester van de hele klas dus ik kan ten opzichte van jou toch mij niet helemaal geven gelijk juf Sofie dat doet met jou” en dat vind ik super fijn dat ook, dat op dat punt dat dat gelijk loopt en dat ik enerzijds mij niet moet inhouden, maar ook juf Sofie zich niet moet inhouden waar ik dan ook zie waar er een ongelofelijk fijne wisselwerking en beschouw het als een biotoop in een biotoop ontstaat als ik lesgeef en bezig ben, dat heel bescheiden Sofie met Prinses even naar de computer gaat of vanop haar plaats met een stoeltje wat oefeningen extra bij maakt. Of juf Sofie schrijft de woorden die moeten geschreven worden zodanig dat Prinses erover kan gaan met haar pen of oefeningen waar ze gewoon ook even samen over nadenken met de juf, zonder dat dat de klasgroep helemaal ondersteboven haalt of stoort. Iets wat ik bijvoorbeeld in het verleden met wat GON-‐juffen toch wel had, van “wow die aandacht wordt hier nu toch veel” of en dat zal ook vice versa geweest zijn misschien, waardoor sommige GON-‐juffen ook uit de klas trekken. Maar waar ik op dit moment tot nu, we zijn toch bijna december, geen enkel moment of geen aanstalten voel om te zeggen kan je toch niet de klas verlaten in functie van het vlot marcheren en zo. Dus ja even recapituleren ik denk of wat ik voel is eigenlijk die relatie met ION-‐juf of ION-‐meester dat dat een ongelofelijk match moet zijn, zoals je dat in een duobaan moet hebben waardoor mijn grapjes die ik maak en die soms te moeilijk zijn, wel door juf Sofie gesnapt worden of waar ik haar bij wijze van spreken perfect aan het woord laten als second opinion binnenin een les van “zeg het maar, weet jij dat ook niet, weet je wat er toen gebeurd is of hoe zat dat nu al weer, of welk nummer van de Pixies was dat?” En dat is bijzonder fijn en ik kan mij inderdaad andere situaties voorstellen. Als die relatie goed zit, dat maakt meer dan een slok op een borrel, de hele trajectbegeleiding wordt daardoor bijzonder sterker dan dat die relatie niet goed zou zitten.
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8.3.3. Video reflections from Laura
8.3.3.1. Reflection upon question 1
Ik ga mij eerst voorstellen. Ik ben juf Laura, ik geef les in een deelgemeente van Gent in het zesde leerjaar. Ik heb in totaal 26 kindjes in de klas, waaronder een jongen. Ik ga die jongen schetsen. Hij heeft ernstig attest type 4 en daardoor heeft hij recht op 4 uur GON-‐begeleiding, gedurende de hele lagere schoolloopbaan. Hij heeft ook 2 uur logo gedurende de lesuren en het doel is uiteindelijk wel het behalen van de eindtermen. De GON-‐begeleiding zelf legt de focus voornamelijk op schoolse ondersteuning door het inoefenen van de lesinhouden. Hij krijgt ook dactylo en bijkomend proberen ze ook de grove motoriek te ondersteunen of te stimuleren. Logo krijgt hij zelf ook, dit is dan voornamelijk voor schoolse ondersteuning. Moeilijkheden bij het begin van het schooljaar die ik al heb ervaren: hij heeft een heel groot handschrift onder andere door zijn grove motoriek. De letters zijn ongeveer 5 a 6 cm groot. Het is wel leesbaar, maar door het grote handschrift ligt het tempo eerder laag. Hij heeft ook nood aan individuele instructie. Organisatie van zijn werkplek is ook vaak moeilijk voornamelijk… Door het grote handschrift heb ik alles dat hij moet noteren van werkblaadjes wordt gekopieerd op A3-‐formaat. Die grote bladen zorgen dat zijn werkplek iets beperkter is voor hem. Hij heeft moeite met evenwicht en coördinatie onder andere bij oneffen ondergrond en het opgaan van trappen en dergelijke meer. Ook veranderingen, organisatie, liggen voor hem moeilijk. En dan uiteraard kleine motoriek: knippen, plakken, gebruik van meetinstrumenten: een lat en dergelijke zijn voor hem ook heel moeilijk. Zijn sterke punten zelf: hij wordt aanvaard door de klasgroep. Zelf zijn algemeen welzijn is goed en komt, naar mijn mening, wel graag naar school. Hij geeft dit zelf ook aan. Hij neemt deel aan uitstappen, maar heeft toch bepaalde aanpassingen nodig. Voor de rest aanvaardt hij ook wel hulp en aanpassingen, maar niet enkel van de leerkracht, maar ook van leerlingen aanvaardt hij de hulp. Hij heeft geen problemen met individuele aanpassingen. Hij geeft aan wanneer het moeilijk gaat en kan gelukkig mee met aangereikte leerstof, mits aanpassingen. Nu de start van het schooljaar verliep vlot. Ik heb wel de hoeveelheid leerstof voor hem aangepast. Niet de eindtermen, maar wel de hoeveelheid leerstof. Dus alles van werkblaadjes wordt in mappen gestoken. De plaats in de klas is vooraan, achteraan is nogal moeilijk voor hem. We hebben laatst ook fietsproeven gedaan met de klas, uiteraard komt hij niet tot fietsen, dat is nogal moeilijk voor hem door zijn motoriek. Hij is vrijgesteld van het fietsen. Hij vond dat niet zo erg, want hij mocht mij dan assisteren en dat vond hij ook wel leuk. Voor de rest het dictee zelf doet hij op de computer. De langere schrijfopdrachten hoeft hij niet te doen, die schrijf ik dan voor hem. En heel af en toe geef ik hem een schrijfbuddy of hoeft hij niet mee te noteren als dat niet nodig is. Voor mij persoonlijk is het tot nu toe wel een zoektocht in de samenwerking met de GON-‐begeleiding naar wat geef ik zelf mee als leerstof en waar laat ik de GON-‐begeleiding een beetje vrij in zelf invulling van de GON-‐uren. Uiteraard is dat gebaseerd op de hulpvraag maar die vrijheid en dat vastleggen dat wordt nog een beetje zoeken voor mij. En tot nu toe ervaar ik wel een bepaalde druk in de organisatie. Het is de eerste keer dat ik dat zo ervaar met een GON-‐begeleider. In mijn planning van mijn lessen, wanneer de GON-‐begeleider komt, dat ligt nog moeilijk voor mij omdat ik toch vaak rekening moet houden met externe
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begeleiding. Volgende week gaan we gaan zwemmen en wordt er geturnd en dat wordt voor mij ook nog eens de vraag hoe dat vlot gaat verlopen. Wordt vervolgd.
8.3.3.2. Reflection upon question 2
Voor het tweede filmpje werd mij gevraagd om een concrete situatie te geven. De jongen uit mijn klas heeft het zeer moeilijk om een lat te leggen op zijn blad zonder dat dit verschuift, want zijn fijne motoriek, is zoals ik verteld heb, helemaal niet goed. De eerste dat ik hem gekocht heb, was een latje met rubber onderaan, zodanig dat dit iets vaster ligt op zijn blad, maar toch blijft het voor hem zeer moeilijk om een lijntje te meten met de lat omdat hij dit heel moeilijk kan hanteren. Dus vervolgens heb ik hem een lat gekocht met een groter handvat aan. Dat is veel makkelijker voor hem om dingen te meten, voornamelijk vooral om lijnen te trekken, niet echt om te meten, maar lijnen te trekken, kan hij het veel makkelijker vast houden, dat was echt wel een probleem in de klas. Het grootste probleem dat ik vorige week heb gehad is bij het tekenen van evenwijdige en loodrechten. Nu het principe van evenwijdige en loodrechten heeft hij door, maar het eigenlijk gaan tekenen was eigenlijk wel moeilijk voor hem. We hebben in de klas geodriehoeken, maar dat zijn zo redelijk kleine driehoekjes en dat ging niet voor hem. Eigenlijk helemaal niet voor hem. Om dat te verschuiven en dan zeker om evenwijdige te tekenen. En dan had ik gedacht aan een geodriehoek, met een handvatje er op. Dat is al veel beter voor hem, maar toch blijft. Hij heeft nu een toets gehad van evenwijdige en ik blijf zien dat de evenwijdige, is wel evenwijdig, maar hij kan die lat toch nog steeds niet, hij blijft niet liggen. Dus het is bij benadering een evenwijdige, maar ik heb een bepaalde foutmarge voor hem aanvaard omdat zijn problematiek laat hem dat ook niet 100% toe om dat te kunnen en misschien hoeft dat ook niet. Maar hij begrijpt dus wel de evenwijdige en loodrechten en zo lang ik dat zie op zijn toetsen ben ik eigenlijk wel tevreden. Maar dat handvatje heeft alleszins wel heel veel geholpen. Dat was een kleine verandering die voor hem toch wel veel vergemakkelijkt heeft in de klas. Nu zit ik met het volgende, binnenkort gaan ze een cirkel moeten tekenen, maar zelf voor kinderen in het vierde leerjaar die zonder die problematiek zitten is dat al moeilijk om een passer vast te houden: een punt te plaatsen en dan die cirkel te trekken, zonder dat die benen bewegen. Ik ben er al een klein beetje op voorhand over beginnen nadenken hoe ik dat met hem zou kunnen doen. Nu heb ik hem een passer gekocht waarvan je de benen gaat fixeren. Opendraaien aan de hand van een wieltje. Zo. En die benen kan je op zich niet meer verhuizen, dus dat is al het eerste punt. Ik heb hem dat al eens laten proberen, maar het is nog steeds niet echt wat het zou moeten zijn. Dus ik ben aan het nadenken over… ik heb eens opgezocht op het internet en je hebt zo glassnijders die dat op een bepaalde manier doen met een bol en dan een stokje waar een mes aan zit. En dan hetzelfde principe, maar dan met een potlood aan. Maar natuurlijk dat bestaat niet. Denk ik, dat moet ik nog eens beter opzoeken. Dus voor het volgende ga ik op zoek gaan naar een ander soort passer, volgens dat principe. Ofwel ga ik zelf iets proberen ontwerpen, creëren, zodanig dat hij dat ook op een deftige manier een cirkel kan tekenen, net zoals de andere kinderen.
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8.3.3.3. Reflection upon question 3 Hallo dag Silkes. Ik heb van de week. Ik zit thuis jammer genoeg want ik ben een beetje ziek, maar ik heb een paar keer groepswerk gedaan omdat het een opdracht was om tijdens een groepsmoment te kijken of dat er iets fout liep. En hoe dat ik mij daar bij voelde. Ik zal zo’n een situatie omschrijven hoe het verliep. Ik had mijn klas de opdracht gegeven tijdens een les wiskunde over de klok en soorten driehoeken, maar kom dat doet er nu niet toe. Ik had gezegd “ge moet via drie groepen sorteren, de tijgers, de panda’s en de beren”. De tijgers zijn de kindjes die denken, “ik heb dat nog niet goed verstaan, ik moet bij de juf zitten”. De beren zijn de kindjes die denken “goh ik ga het misschien al kunnen, mits een andere leerling mij helpt. Ik ga het al eens alleen proberen.” En dan heb je als laatste de panda’s, dat zijn kinderen die zeggen “ik heb dat volledig begrepen, ik ga alleen zitten. En ik ga ook eventueel mijn medeleerlingen helpen.” Dus die jongen had gekozen om bij de beren te gaan zitten. Dus hij vond dat hij het al voldoende kon, maar dat hij toch nog hulp zou nodig hebben van zijn medeleerlingen. Goed ze worden allemaal verdeeld in groepen en ik liet hem doen, al wist ik dat de kans heel klein was dat hij dit ging lukken, omdat hij dit eigenlijk nog helemaal niet onder de knie heeft dat onderwerp. En hij is dan in zijn groep gegaan want het is niet aan mij om dan te zeggen dat hij dat niet mag doen. En hij kreeg dus hulp van een medeleerling, maar hij liet hem nogal bedienen. Letterlijk ging hij zo (met zijn handen achter het hoofd en achteruit gezakt) in zijn stoel gaan zitten en liet hij de andere voor hem schrijven. Hij heeft wel een moeilijke schrijftechniek en ze mogen hem helpen, maar dat is natuurlijk niet de bedoeling dat ze zo’n beetje onderuitgezakt de dingen voor hem laten doen. Ik had hem daarop dan gewezen. “Kijk allemaal goed dat je dit alleen wil proberen, ik vind dat chique van u, maar het is wel de bedoeling dat je het zelf kan op het einde van de les”. Dus ik had ook aan zijn medeleerlingen gezegd, “ge moogt hem helpen maar ge moet het uitleggen, niet zomaar zeggen.” Het gevolg wel dat ik traantjes kreeg bij hem. Dus hij begon te wenen. Ik had hem dan gevraagd “zou je dan liever bij zitten of wil je liever in de groep blijven.” “Neen neen neen ik wil in de groep blijven.” En dan achteraf heb ik dan eens met hem gebabbeld en dan zei hij “juf ik kan niets.” Alle dat was zo. En daar wordt je steeds meer mee geconfronteerd. Hij wordt ook ouder en hij is daarin ook ja… dat is nogal verbloemd geweest en verpakt geweest zijn beperking. Maar nu dat lukt niet meer en tuurlijk ziet hij dat dat hij geen rechte lijn kan trekken en niet met een passer kan werken en dat bij hem altijd alles van zijne lessenaar valt. En in dat groepswerk is dat terug voor hem zeer confronterend geweest dat hij eigenlijk altijd bij die tijgers ga moeten zitten en dat ik hem voor alles ga moeten helpen. En dat was eigenlijk wel voor hem een zeer moeilijk moment. Ik heb dan met hem daarover achteraf gebabbeld. Hij heeft dan ook zelf aan mij uitgelegd wat zijn problematiek is, dus die DCD. Ik heb hem dan ook eens gevraagd “wil je dat eens uitleggen aan de klas? “Maar hij heeft dat dan al eens gedaan, dus neen. Maar hij heeft ook ASS en ik denk dat dat zo wat is “neen ik heb dat gedaan”. Nochtans hij zit in een nieuwe klas, want die klassen worden altijd weer door elkaar geschud. Maar neen. Dat wou hij dus niet. Dus mijn gevoel, als juf staat op die moment vind ik, zo een beetje machteloos, ik weet niet hoe ik het moet zeggen. Ge wilt dat jongentje helemaal geen verdriet aan doen, maar ge wilt wel dat hij ook bepaalde doelstellingen bereikt. Voor mij moet hij zeker niet alle doelstellingen bereiken dat kan ook niet. Daar streef ik niet naar, naar alle eindtermen. Maar nieuwe dingen wilt ge hem alvast eens laten proberen. En door hem te laten proberen, voel
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ik dat ik tegen een muur botst dat hij door hem te laten proberen dat hij het gevoel krijgt “oei ik kan dat niet.” Dus ik zit voor mezelf zo wat in een tweestrijd, van wat moet ik ermee doen. Ik vind niet dat ik kan zeggen, “ik ga het hem niet meer laten proberen.” Maar ja ik wil dat wel zo veel mogelijk met hem bespreken als er zoiets gebeurd is, maar het ligt zo gevoelig en het is zo’n braaf kindje en ja. Dat is zo van de week een beetje de confrontatie geweest. Het is een jonge die wel een zeer zware problematiek heeft, qua DCD en autisme. Dus het is altijd diezelfde jongen die ik zo een probeertje proberen. Want dat is echt wel inclusief onderwijs. Want voor de rest zit ik ook nog wel met een ADHD’er en een hooggevoelige, maar voor inclusief onderwijs denk ik niet dat die voldoen, want die hebben er altijd ingezeten in het onderwijs. Maar hij is zo’n. De eindtermen, doelstellingen moeten aangepast worden voor hem, dus dat is echt wel het M-‐decreet he. Zo het is rijk en het is wijs en het is een jongen die zeker in het gewoon onderwijs kan gedijen maar het heeft toch zeker zijn obstructies en het is niet gemakkelijk. Het is echt niet gemakkelijk. En hoe een voorstander ik er ook van ben, zo voor de problemen te staan, voor moeilijkheden te staan die gevoelig zijn voor die jongen. En ge wilt dat ook niet laten die emoties. Ge wilt dat een plaats geven met die jongen. Maar telkens opnieuw hem dat laten proberen, wat ik nog altijd vind dat moet kunnen. En zo telkens met hem de confrontatie van “oei ik ga dat niet kunnen” en daar heb ik zo wat schrik voor dat hij op het einde ook ga zeggen van “ik wil niet meer proberen.” Niet dat nu zo zwaar is, maar vanaf dat ik een meetlat, een passer bovenhaal (het zijn vooral de meetkundige dingen) die voor hem al. Teksten van begrijpend lezen die moeilijk worden. Ja het vierde is al een stapje moeilijker natuurlijk. Het is gelijk het eerste, pas op hij heeft dat nogal gehad, in het tweede leerjaar heeft hij dat gelijk ook gekend zo’n dipje van, maar nu beseft hij echt van “ik ben anders.” Allez ja dat was van de week die ene groepsactiviteit. En dan op de speelplaats is hij ook geconfronteerd geweest. Hij loopt heel vaak alleen, dat heeft nu niet met zijn DCD te maken, maar een beetje meer met zijn ASS. En als hij alleen loopt, heeft hij daar volgens mij, ik heb niet de indruk dat hij daar last van heeft. Hij zoekt daar niet naar, naar zo’n groepsspelen. Hij loopt zo meer aan de zijkant van de speelplaats. Maar hij heeft ook een grotere broer op school. En hij probeert, hij zoekt soms aandacht van zijn grote broer op school. Terwijl zijn grote broer daar niet altijd zin in heeft. Maar kijk dat gebeurt dus regelmatig op de speelplaats, van de week ook. Hij wou met zijn grote broer spelen en zijn grote broer wou dat niet, want die wou met zijn eigen vriendjes spelen en dat was voor hem ook wel zeer confronteren dat zijn broer geen tijd wil maken voor hem. Ik ben dan ook naar grote broer gegaan, ik heb helemaal niet gezegd dat hij met zijn kleine broer moet spelen. Want dat kan ook niet, hij mag het slachtoffer niet zijn van zijn broertje. Maar dat zijn dingen die gevoelig liggen voor hem.
8.3.3.4. Reflection upon question 4
Het was sportweek van de week. “Ik ga zeker iets vinden dat niet goed verloopt of dat hij gaat”… , ik had jullie dat gezegd. Maar ik moet zeggen het is buiten mijn verwachtingen zeer goed verlopen, de hele sportweek. Hij heeft zelfs bij het basketten gescoord, dus voor hem is dat. En zijn medeleerlingen waren dan ook dolenthousiast. Alle de gasten in mijn klas, zijn medeleerlingen, zijn echt wel als dat manneke iets positief doet, gelijk bij basketten scoren,
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wat voor hem iets is dat bijna niet haalbaar is, en ze waren echt over het dolle heen en toen ze mij zagen was dat ook het eerste wat ze mij vertelden: “hij heeft gescoord.” En dat was dan ook zeer gelukzalig moment voor dat manneke. Een moment, allez dat is wel schoon. Dat je dat zo ziet. Hij heeft dat nog eens gehad bij een loopwedstrijd. Toen dat een meisje bij de loopwedstrijd gewonnen was en hij had ook meegedaan met de loopwedstrijd, maar dat is voor hem bijna niet te doen. Ik heb dan met hem meegelopen de laatste ronde, maar dat ging bijna niet. En hij heeft dan die medaille van dat meiske gekregen. Zij is dan bij hem geweest en zei: “kijk ik vind dat zo mooi dat jij hebt meegedaan, jij krijgt mijn medaille.” En dan zie je ook, dat zijn echt gelukzalige momenten voor dat manneke. Dat zijn echt wel dingen die hij nog lang gaat onthouden. Maar zulke momenten dat is van de week wel gebeurd, zijn doelpunt bij basket. Ik dacht zo, deze namiddag heb ik knutselactiviteit gedaan met klei. Dus echt wel moeten [toont met de handen], wat dat echt wel moeilijk was voor hem. En de GON-‐begeleider is erbij gebleven in de klas, wat begon al met “ik kan dat niet.” Zo begint vaak zulke activiteiten dat hij weet ik moet iets maken, ik moet knippen, die dingen ziet hij vaak van in begin niet zitten. Maar de GON-‐leraar heeft hem dan wat geholpen en dat is eigenlijk zeer goed verlopen. Zijn doelpunt en die kinderen die super enthousiast waren en deze namiddag zijn uiteindelijk werkje dat hij gemaakt had, dat was vree wijs. Pas op het was 80% door de GON-‐begleider gemaakt, maar het was wel vree tof en hij heeft er wel veel over gestoeft over zijn werkje op het einde. En eigenlijk zou ik op dat moment eens dat manneke zijn ‘toatje’ aan jullie moeten tonen. Zodat jullie kunnen zien van ja daar voor doet het. Kun je nog een beetje verdiepen hoe jij u dan voelt op dat moment. Bijvoorbeeld wanneer je dan hoort dat hij gescoord heeft? Was je zelf bij het doelpunt of zijn ze het achteraf komen vertellen? Ze zijn het achteraf komen vertellen, ik heb het niet gezien, neen. Dus de kinderen van de klas zelf vertelden mij dat hij een doelpunt had gemaakt, maar hij was er zelf niet bij toen ze mij dat vertelden. Dus dan ben ik naar hem gegaan. ‘”Ja wat hoor ik hier dat jij een doel” – ik wil dat dan ook in de verf zetten voor hem ook-‐ “wat hoor ik jij hebt een doelpunt gemaakt, de kinderen weten mij dat hier te vertellen” en dan ja nog ne keer die stralende glimlach. Ja hoe voel je u daar bij, als juf heb je op dat moment iets van “ja daar doe je het voor, dat is de voldoening.” Ge moogt zo vaak kwaad zijn en dan heb je zo het ‘ooooh oooh moment’, ja zalig he. Gelijk vanavond ook dan komt hij met dat kunstwerkje dat mij tonen met zo [toont met handen] groot hart tonen en dan sta je daar van “oh, ja super”, ja ook mede die GON-‐begeleider die dan in de klas komt en die dan ook de rest van de activiteit mee heeft begeleid. We zouden dat meer moeten doen, denk ik. Want jullie hebben dat ook gezegd vorige week dat dat daar in Canada veel meer gebeurt, mensen die mee in de klas komen begeleiden. Dus eigenlijk heb ik dat vandaag nu ook met hem gehad. En ik denk ook dat we daar meer naar toe gaan moeten. En dat dit het ook is. Het M-‐decreet. Want nu, het is wel schoon, ze steken er zo in u klas. Allez ik wil nu niet denigrerend klinken, maar kindjes die echt wel verhoogde zorg nodig hebben, maar ge staat er met u 26 kinderen. Terwijl gelijk nu, een hulp bij in de klas, ja dat is wel. dan kun je wel heel veel doen en verschillende kinderen gaan ondersteunen, die het nodig hebben. Mooie moment om de week af te sluiten.
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Ja inderdaad, toffe week achter de rug, ook voor hem. Want met dat sporten dat is confronterend, maar het is zo mooi om te zien hoe zijn medeleerlingen hem… vanaf dat hij ook maar iets kleins goed doet, wordt er zo en wordt er zo een spel van gemaakt. Dat is plezant he om te zien dat kinderen daar toch in meegaan. Het is echt schoon ze. Er wordt zo vaak gezegd kinderen zijn zo hard voor elkaar, maar eigenlijk zie je ook op die momenten dat kinderen ook wel heel lief kunnen zijn voor elkaar. Ge moet het ook willen zien.
8.3.3.5. Reflection upon question 5 Het gaat over een persoon, de GON-‐begeleiding. Het contact daar mee. Dus de gon-‐begeleider neemt meestal de kinderen uit de klas, en dan geef ik een opdrachtje of geef ik niets. Ik geef soms ook niets, het hangt er een beetje vanaf, dat hij kan oefenen op de computer op motoriek en dergelijke meer. Maar ik ben meer en meer aan het afstappen van dat idee, van ze uit de klas te halen. Want voor die kinderen zelf is dat eigenlijk niet zo plezant en dat dat voor het klasgebeuren eigenlijk niet stoort dat er daar iemand tussen loopt. Maar om even wat te kaderen, we hebben ook een zorgjuf op school en die komt ook in de klas, maar dat gaat dus niet goed. Dat is ook een beetje persoon, de ene persoon buiten de andere. Dus die ene juf die soms in de klas mee zorg geeft, dus dat valt eigenlijk ook wel een beetje binnen inclusief onderwijs he. Dat is iemand die onderbreekt tijdens dat ge les aan het geven zijt. En van een gefrustreerd gevoel op het einde van de les te spreken. Dat is dus ongelofelijk, dat is zeer vervelend. Zo ja ik sta mijn uitleg te geven en zij is ondertussen ook haar uitleg aan het geven en ze fluistert dan iets, maar er zo tussendoor en dan dan loopt het zeer stroop. Dus we gaan daar binnenkort wel eens een gesprek over voeren. Ik vind het dan belangrijk om daar open kaart over te spelen. Maar die andere GON-‐begeleider dat is wel iemand die ik heel graag in de klas meeneem. Dat is meestal dan in groepswerkjes, dan begeleidt hij niet enkel dat kind dus waar hij GON-‐meester van is, maar gaat hij echt wel meewerken in de groep, samen met dat kind en de anderen. En hij houdt zich ook meer op de achtergrond. Alle niet dat dat van mij moet, maar als ik mijn uitleg doe, vind ik het wel gemakkelijk dat er gezwegen wordt. Er zijn gelijk twee verschillende personen die in mijn klas komen, maar ik ben een ongelofelijke voorstander dat ze in uw klas komen, dat ze mee helpen begeleiden. Dat is dan niet alleen voor dat GON-‐kindje, maar ook voor de rest. Voor mezelf, ik werk bijvoorbeeld ook met peer-‐werking. Mijn leerlingen worden dan assistentjes als ze het goed begrijpen en ze helpen mij dan ook in de klas, ik werk daar dus heel vaak mee met zo. Ik zie daar zeer hard de meerwaarde van in. Maar ik kan me goed voorstellen, er zijn bij ons veel collega’s die dat niet graag doen of die dat niet graag hebben iemand bij hen in de klas, ja ge zijt niet meer op u eigen he natuurlijk. Dus er moet eigenlijk ook een soort een klik zijn, met de ene gaat het beter dan met de andere. Ja, maar ik denk dat dat in alles zo is he? De ene persoon, het ene kind ligt u ook beter dan het andere, ge wilt da niet… dat is in alle situatie heb je dat. In elke gelegenheid dat je toekomt, heb je mensen die u meer aanspreken dan andere personen. Maar ja het is vooral de manier waarop, dat ik met de ene persoon werk dan met de andere. Alle ik kom ook zo bij een andere juf in de klas. Als het knutselen is en ik heb een uurke vrij dan ga ik soms gaan helpen in de klas. Ja ik hou me dan ook op de achtergrond, ik ondersteun, ik ga niet gaan
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overnemen en dat is het verschil. Maar dat is een kwestie van afspraken maken en ik denk dat we daar eens gaan moeten samen over reflecteren. Maar ik zeg het met de GON-‐begeleider zelf heb ik dat helemaal niet. Dus ja. Hoeveel uurtjes begeleiding krijg je zo in jou klas? Die GON-‐begeleider dat zijn in totaal 3 lesuren in de week. Ja 3 lesuren en dan de zorg nog iets van een 3 lesuren en dan krijgt hij nog wel Logo, maar dat is dus tijdens de middag, dat is dus niet tijdens de les, waar ik geen voorstander van ben omdat het al zwaar genoeg is voor die kinderen, maar dat is tijdens de pauze. Wacht ik ga eens goed tellen. 5 lesuren zorg en 3 lesuren GON. Maar die GON uiteindelijk is dat niet in de bedoeling dat die in de klas staat. Want je hebt veel ouders die daar tegenstander van zijn. Het is vaak de ouder die niet willen dat de GON-‐leerkracht in de klas komt. Waarom? Omdat het privéles gegeven wordt. Zij zien dat als “ja neen het is voor mij kindje die GON” terwijl dat ik vind, want die GON-‐leerkracht die komt nog voor een ander kindje bij mij. Dan heb ik liever dat hij de twee kinderen samen pakt gedurende die uren omdat ze dan moeten samenwerken en ze zijn ook niet alleen, alleen uit de klas gehaald worden is niet altijd leuk voor de kinderen, ze willen niet altijd anders zijn dan de anderen. We hebben het naar aanleiding van uw vorig filmpje daar nog over gehad. Wat is nu eigenlijk de bedoeling van die GON?. Is het de bedoeling dat het kind uit de klas wordt gehaald of is het de bedoeling dat die in de klas komt? Maar eigenlijk kan dit dus een beetje worden afgewogen van situatie tot situatie? Dat mag ik zelf bepalen hoe ik dat wil, maar de GON-‐begeleider zelf neemt graag het kind apart. Een voor de ouders, omdat hij schrik heeft dat de ouders gaan zeggen ”a maar nu begeleid jij mijn kind niet?” en twee denk ik ook omdat dat veel rustiger is voor hem, alleen zitten of in een klas van 26, dat is natuurlijk een groot verschil. Maar ik zie de meerwaarde wel dat hij in de klas zet en niet voor mij te ontlasten. Want voor mij is dat helemaal geen ontlasting ‘alle helemaal geen is ook een groot woord’. Maar je voelt je meer ondersteunt als hij mee in de klas komt dan als hij eruit gaat? Ik voel mij niet ondersteunt, maar vooral voor de kinderen zelf, voor dat manneke zelf heeft dat zeker zijn voordelen. Hij wordt niet alleen genomen. Daar begint het al mee he, alleen uit de klas gehaald worden, je bent al anders dan de anderen, je weet dat, je wilt dat ook niet, want hij begint dat nu ook te beseffen dat hij anders is. Hij wordt er anders uitgehaald dus ja sociale vaardigheden, nul want hij zit op een 1 op 1 relatie, alle ja 0 ge weet wat ik wil zeggen. Gelijk deze morgen is hij door een ander kind in de klas ondersteund geweest die hem dingen van wiskunde heeft uitgelegd. Dat vind ik veel rijker, dan dat hij wordt weggehaald, helemaal apart, weg van zijn leeftijdsgenootjes. Ja daar heb ik mijn vragen bij. Ik weet wel van mijn collega’s dat zij dat graag hebben, dat de GON-‐begeleiding met het kind weggaat. Maar hoe dat je daar jezelf moet tegenover stellen is de vraag natuurlijk.
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8.3.4. Video reflections from Marie
8.3.4.1. Reflection upon question 1
Jullie vroegen voor dit reflectiemoment een kritisch moment tijdens deze schoolweek. Ik vond dat een moeilijke vraag. We hebben het in de leraarskamer even gehad over het kleutertje die echt inclusief onderwijs volgt want zij valt zogezegd buiten alle categorieën. En we zoeken een oplossing hiervoor want de zorg voor haar eist heel veel aandacht op. We zien wel verbetering, ze kan bijvoorbeeld als ze in de klas zit al zichzelf bezig houden met de puzzels of poppen. De pop is haar vriend. Tijdens het kringgesprek zit ze altijd bij de juf of loopt ze rond in de hoekjes omdat haar aandacht vrij beperkt is. Maar het vervelende is dat je er altijd moet zijn voor haar. Je moet haar opnemen, ze wil niet zelf naar toilet. Ze gaat eigenlijk nooit naar toilet, ze draagt nog een pamper. Wanneer mama haar afzet moet ze altijd met haar mee tot in de klas omdat de juf van de klas geen handen vrij heeft om haar op te vangen in de rij. Dus dat zijn allemaal dingen waardoor de juf veel tijd verlies en ze ook minder gericht met haar kan bezig zijn. En dat frustreert de juf wel. En de zorgcoördinator ook. Het feit dat zij vanuit het inclusief onderwijs geen extra begeleiding krijgt, is een beetje vreemd. Gezien zij echt wel het syndroom van down heeft en zij hier verder niets aan kan doen, terwijl er voor andere types beperkingen wel geïntegreerd onderwijs bestaat. Nu zijn we aan het kijken om haar toch voor GON in te schrijven, zodat ze via deze weg toch wat ondersteuning zou krijgen. Maar dat is slechts twee uur per week. Dus we zijn nu ook op zoek naar studenten die haar willen helpen en ondersteunen voor een aantal uren per week. Maar we vinden het wel niet kunnen van de overheid dat zij binnen de nieuwe toepassingen geen recht heeft op inclusief onderwijs. Dus de bedenking die ik daarbij maak is ‘wat gebeurt er met het M-‐decreet?’ Want via het M-‐decreet zullen er ook veel kinderen in de klas terecht komen, die eigenlijk in het buitengewoon onderwijs moeten zitten. Maar eerst een kans moeten krijgen bij ons in het gewoon onderwijs. Maar door te weinig ondersteuning gaan zij die kansen ook niet krijgen. Dus ik vraag mij of hoe de regering dit zal doen. Hoe voel ik mij hierbij? Een beetje machteloos, kritisch ook wel, pessimistisch omdat het in deze situatie ook echt duidelijk is dat zij extra hulp zou moeten krijgen en dat er voor haar geen extra hulp ter beschikking is ondanks dat zij echt wel het syndroom van Down heeft. Wat niet simpel is om mee om te gaan in de klasgroep. Dus dat was dan de bedenking van deze week. Als ik kijk naar mijn eigen klas, zie ik dat er heel veel verschillende kinderen in zitten,: kinderen met dyscalculie, dyslexie, hoger begaafden, kinderen die zwakker begaafd zijn, … momenteel lukt het om dit op te vangen want ik heb er maar 16. Maar ik steek hier enorm veel tijd in. Mijn wiskundelessen zijn echt wel individueel en niet elke leerkracht steekt daar evenveel tijd in. Ik ben in het weekend en in de week dikwijls tot 10 uur bezig, dat is toch wel een opoffering die je moet doen. Met het M-‐decreet zie ik dat verschil alleen maar groter worden en dat de leerkrachten moeten voorbereid zijn op deze komsten, op deze aanpassing. Nu heb ik wel mij Bachelor na Bachelor ‘brede zorg’ gedaan, en dat is een zeer grote hulp geweest, want vanuit de basisopleiding sta je hier absoluut nog niet sterk genoeg in. Dit jaar heb ik mij ook opgegeven voor de werkgroep M-‐decreet, die zich specifiek zal verdiepen in het M-‐decreet zelf en hoe je dit kan aanpakken in de school en dat is in samenwerking met de hogeschool. Dus ik denk dat dat voor jullie ook wel nuttig zal zijn: de
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dingen die we daar zullen zien, de bedenkingen die ik daar bij zal hebben. Om jullie hiermee verder op weg te helpen. Ik weet niet of dat dit voldoende zal zijn voor deze week, jullie geven maar een seintje mochten jullie meer willen weten. En van het moment dat ik iets meer weet of het specifieke inclusieve onderwijs van het peutertje, zal ik dit ook zeker laten weten. En voor de komende week wacht ik op jullie nieuwe vraag. Veel succes ermee, Daag.
8.3.4.2. Reflection upon question 2 Dag Silke en Silke, hopelijk stellen jullie het daar goed in Canada. Jullie vroegen als tweede vraag om een situatie te bespreken waarin er sprake is van inclusie. Zoals jullie weten heb ik geen inclusiekinderen in de klas, maar er zijn wel heel wat kinderen waarbij er heel wat aan de hand is of die een diagnose gekregen hebben en die gewoon mee functioneren in het reguliere onderwijs, dus bij ons in de klas. Nu hadden wij deze week een toets van wiskunde en die specifieke leerling, een meisje, heeft moeilijkheden met alles wat te maken heeft met coördinatie: grote bewegingen, kleine bewegingen maar dus ook op wiskundig vlak problemen met tabellen tekenen, spiegelen… alles wat inzicht vraagt in verband met bepaalde handelingen tegelijk doen, kan zij moeilijk. Zij heeft de diagnose van DCD, wat ze vroeger dyspraxie noemen. En dus specifiek verloopt het coördineren van bewegingen moeilijk omdat er in de hersenen daarbij iets fout loopt. Zij had tijdens de toets van ‘meten en metend rekenen’ een oefening waarbij ze de maateenheden moest omzetten met gebruik van een tabel, dus bijvoorbeeld liters naar centiliters, milliliters en deciliters enzovoort. En rond spiegelen. Ik heb gezien tijdens het maken van de toets dat zij hier zeer veel moeite mee had: in die zin dat ze zat te zuchten, het duurde zeer lang, ze kreeg extra tijd na de speeltijd om hieraan verder te werken, ze begon te fronsen, ze klikte met haar balpen, tekende iets, gomde het meteen weer uit. Tekenen van frustratie kortom. Maar ondertussen tikt de klok verder en zag ze natuurlijk dat alle kinderen rondom haar klaar waren en dit had ook een invloed op haar zelf. Dan heb ik ze bij mij genomen. Normaal gezien laat je de kinderen tijdens een toets gewoon werken en probeer je ze zo objectief mogelijk te laten zien wat ze allemaal beheersen en kunnen. Maar bij nader inzien zag ik bij het bekijken van de toets dat ze de tabel volledig verkeerd had getekend waardoor ze de omzettingen volledig verkeerd had ingevuld en ook het spiegelen lukte helemaal niet. Ik heb dan samen met haar de tabel opnieuw getekend en dan haar nog eens kort uitgelegd hoe ze die moet gebruiken en dan bij het spiegelen heb ik haar nog eens de tips die we in de klas gegeven hadden, herhaald zodat ze opnieuw verder kon. Ze heeft dan zelf beslist, want het was ondertussen speeltijd, dat ze zou verder werken na de middagpauze en niet na de speeltijd. Op die manier kon ze er even tussenuit en kon ze haar zinnen even wat verzetten. Na de middag heeft ze dan verder gewerkt in de tegenoverliggende klas, want daar was op dat moment niemand. Ze heeft dan die tabel verder ingevuld en die ook gebruikt om de omzettingen te kunnen doen, en de spiegelingen getekend. Waarom is dat een vorm van inclusie? Omdat ik toch wel een beetje heb geholpen. Het heeft geen zin om haar te laten zwoegen en zweten op iets waar ze het sowieso al moeite mee heeft en waar ze niet echt aan kan doen. Ze heeft getoond dat ze het wel wil en dat ze ook inzet heeft, ze wou ook haar oefeningen af maken, dat is voor mij zeer belangrijk. Met de gegeven uitleg natuurlijk. Wat ik dan wel doe is op de toets en op het rapport vermelden dat ze hier extra hulp bijgekregen zodat de ouders ook weten van ‘er zijn bepaalde maatregelen gebeurd die haar helpen
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hierbij en daardoor behaalt zij min of meer toch nog goede resultaten’. Want uiteindelijk had ze voor dat onderdeel 6,5/10. Het was herhaling van vorig jaar, wat dus niet superveel is, maar voor haar denk ik wel belangrijk dat ze boven die helft blijft. Welke gevoelens roept dat op mij bij? Ik denk, zij heeft natuurlijk de diagnose gekregen dus ik weet dat ik dat mag doen, maar je moet wel altijd in overleg gaan met de zorgcoördinator, ouders, om na te gaan of dat dit wel oké is. Ik vermoed dat dit een leerling zal zijn die de leerstof van het vijfde leerjaar zal verwerven op het einde van het zesde. Zodat zij de leerstof die ze op het einde moet kennen, van vijf en zes, pas zal kennen op het einde van dat tweede jaar. Alle nieuwe leerstof krijgt zij zeer moeilijk onder de knie waardoor ze meer tijd nodig heeft, dewelke wij haar wel willen gunnen. Dus het is nog een beetje afwachten of ze een individueel traject zal aangaan of niet, want momenteel zitten we nog met de herhalingslessen en is er nog niet echt veel nieuwe leerstof aan bod gekomen. Maar het tempo in het vijfde leerjaar ligt zeer hoog, dus dit zal waarschijnlijk een individueel traject worden. Aan de andere kant ben ik ook wel blij dat ik die beslissing genomen heb. Want een kind zonder motivatie is nog altijd erger dan een kind met motivatie, ook al scoort dat kind op dat moment minder goed. Voor mij is het vooral belangrijk dat ze graag naar school blijft gaan, dat ze blijft leren, dat ze het geduld heeft om dingen onder de knie te krijgen. Want ze lost het zeer graag zo een beetje ‘rap rap’ op zodat ze ervan af is. Dus die houding wil ik vooral veranderen, maar het vraagt veel van een leerkracht: je moet ervoor openstaan, je moet ze de kans geven om op hun eigen tempo en eigen manier de leerstof te verwerven. En niet teveel stress hebben dat ze bepaalde doelen nog niet bereikt zal hebben op het einde van het schooljaar, maar dan wel op het einde van het zesde. Ik weet niet of dat dit zo een beetje voldoet aan jullie vraag, en of dit genoeg is bij jullie. Ik vroeg mij ook af of dat dit altijd over dezelfde leerling moet gaan, want ik denk dat dat een beetje onmogelijk is bij mij. Maar ja, er zitten nog veel interessante kinderen in mijn klas, dus ik denk dat jullie nog veel zullen te weten komen. Voilà, ik ga dit filmpje proberen up te loaden!
8.3.4.3. Reflection upon question 3 Dag Silke en Silke, hopelijk stellen jullie het daar goed in Canada en hebben jullie al heel wat gezien. Aan de foto die jullie gestuurd hebben te zien, ziet het mij daar wel een heel leuk eerste klasje uit. Woordherkenning wordt bij ons in sommige scholen ook meer en meer gedaan, het is gewoon een andere manier van werken. Uiteindelijk is het doel hetzelfde, dus ik zou eigenlijk niet weten wat beter is dan het andere. Maar eventjes dieper ingaan op jullie vraag in verband met een concrete situatie waardoor een kind al dan niet meedeed in groep. Deze week had ik vrijdag een gesprek met een jongen, hij is hoogbegaafd. Zeer intelligent. En hij had het een beetje moeilijk omdat één van zijn beste vrienden, eigenlijk zijn beste vriend, nu ook regelmatig speelt met de nieuwe jongen in mijn klas. Hij is zelf ook zeer verstandig en intelligent. En hij is bang dat hij geen vrienden meer zou hebben, omdat hij niet eigenlijk al zijn aandacht op de nieuwe jongen richt. Hij ziet die nieuwe jongen als een dreiging, waardoor het voor hem zeer moeilijk is om met die jongen samen te werken. Dus wat zag ik concreet? De aanleiding van dit gesprek. Op dinsdag zag ik de nieuwe jongen alleen lopen op de speelplaats, tijdens mijn lang middagtoezicht. Ik ben dan eventjes gaan polsen of alles oké was, en in eerste instantie zei hij van wel, dus dan heb ik heb in eerste instantie nog 10 minuutjes laten rondlopen. Maar na 10 minuten ben ik er dan toch nog
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eens naartoe gegaan omdat hij nog steeds alleen rondliep en ik vroeg hem hoe dat kwam. Hij wist mij te vertellen dat hij had afgesproken, met die twee vrienden waarmee het dus klikt, dat hij niet met hen zou spelen op vrijdag en dinsdag. Een hele dag niet. Dat leek mij een beetje extreem lang want hierdoor speelde hij ook niet met andere kinderen. Ik heb er wel naar gevraagd, hoe dat kwam en hem voorgesteld om te spelen met andere kinderen. Maar dat zag hij minder goed zitten, omdat er toch een aantal wildere kinderen in onze klas zitten. En hij zegt “die probeer ik te vermijden want die liggen mij niet zo, die zijn te wild voor mij.” Ik vond dat chapeau dat hij dat zo kon verwoorden. Natuurlijk in een groepsspel, kan je daar niet altijd van uitgaan. Dan ben ik eens gaan luisteren bij die twee andere jongens, hoe zij tot die afspraak waren gekomen en bleek dat een collega van mij die suggestie had gedaan om bepaalde momenten af te spreken waarop dat de twee goede vrienden toch nog eventjes alleen konden zijn. Zodat zij wisten dat dat belangrijk was voor hen. Die vertelden mij dat ze de nieuwe jongen wel leuk vonden maar dat hij af en toe een beetje onbeleefd was tegen hen of dat hij vloekte of dat hij wild was en dat hij ook zeer veel bij hen in de buurt is. Ik heb dat dan natuurlijk op een kindvriendelijke manier terug verwoord naar de nieuwe jongen toe. Die zei dat hij zenuwachtig wordt in de buurt van de anderen, als nieuwe jongen omdat hij een goede indruk wil maken en zijn best wil doen om er bij te horen, dus dan doet hij een beetje stoer maar eigenlijk is dat niet nodig. Die boodschap heb ik hem gegeven in overleg. En dan heb ik heb beloofd om eens te luisteren naar de juf die die afspraak gemaakt heeft om eens te kijken of er nog iets mogelijk is om daar in aan te passen want uiteindelijk heb ik liever dat ze samen spelen en dat ze maar af en toe een keer met zijn tweetjes zijn, zodat er niemand wordt uitgesloten. Uiteindelijk heb ik dat kunnen doen op vrijdag, en dan ben ik eerst aan het begin van de middagpauze naar die hoogbegaafde jongen geweest, waarvan ik voelde dat hij er het grootste probleem van maakte omdat hij bang was dat hij zijn beste vriend zou kwijt geraken. Hij vertelde toen dat dat absoluut waar is, dat hij dus bang is om zijn vriend kwijt te geraken aan de nieuwe jongen en dat hij niet altijd zin heeft om zijn beste vriend met hem te delen. Maar dat, ja, hij tijd nodig had om daar even over na te denken. Want ik heb toen voorgesteld om wel degelijk met zijn drietjes zoveel mogelijk samen te spelen, maar dat het geen probleem is om aan de nieuwe jongen te vragen om eventjes alleen te zijn. Want die jongen had ook letterlijk verwoord van “kijk, ik wil er niet tussen komen, ik heb respect voor jullie vriendschap, ik wil niet dat er ruzie komt door mij, dat wil ik zeker niet dus als zij vragen om niet mee te spelen dan ga ik dat doen.” Het is een heel plichtsbewuste jongen, vindt die twee jongens ook echt wel leuk dus zal er alles aan doen om bij hen in een goed blaadje te komen he. Daarna ben ik dus met die jongen gaan praten, die hoogbegaafde jongen die er dus moeite mee had. En hij zei “kijk, ik ga er een keer over nadenken, ik zou graag een kwartiertje alleen zijn.” Hij heeft zich dan teruggetrokken in het stiltenest onder toestemming van de toezichthoudende juf. En toen ik terugkwam na de middagpauze zag ik dat ze eigenlijk allemaal tegelijk aan het spelen waren. En, niet de hoogbegaafde jongen maar de vriend ervan, kwam naar mij lopen om te zeggen dat ze een groot spel aan het spelen waren met het zesde, dat alles oké was en dat ze gaan proberen om zoveel mogelijk samen te doen en geen geheimen zullen hebben voor elkaar. Dus die eerste stap is gezet. Wel een moeilijk gesprek, een intensief gesprek met die hoogbegaafde jongen omdat hij zeer goed weet wat dat er aan vast hangt. Ik merk ook dat zij, de intelligentere kinderen, steeds een stapje verder denken. Zij denken al dat ze iemand zullen kwijt geraken, nog
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voordat er eigenlijk problemen zijn of nog voordat iemand bepaalde intenties heeft. Hij ziet zichzelf ook al helemaal alleen over de speelplaats lopen. Het is heel moeilijk om zijn idee opzij te zetten. Hij is zeer kritisch en is niet zomaar tevreden dus ja, heel moeilijk om tot die sociale vaardigheden te komen. Maar dat zie ik dus ook bij die nieuwe jongen, maar zij zien, of zij zagen elkaar echt als rivalen. Dus niet in positieve zin tegen elkaar opgaan maar wel in negatieve zin, bijvoorbeeld “ik denk dat het antwoord dat is”, “neen het is dat, ik ben het zeker, we gaan het opzoeken” in de plaats van samen naar een antwoord zoeken, steeds zoeken naar “wie heeft er hier nu gelijk?”. Dus ik hoop dat, want ik heb hen dat beiden uitgelegd, dat dit in de loop van deze week en de weken daarna, zal verbeteren. Want de ouders van die jongen hebben op het oudercontact begin deze week ook aangeven dat ze voorlopig zeer tevreden zijn met de schoolovergang omdat hij op zijn vorige school ook gepest werd. Hij heeft moeite met samenwerken, net zoals die hoogbegaafde jongen omdat zij net intellectueel verder staan he, ze willen hun idee doorzetten en hebben het geduld niet om te wachten op anderen. Dus heel veel sturing nodig. Uiteindelijk was ik wel blij, om even de vraag te beantwoorden, welke gevoelens. Ik vond het een intensief gesprek met beiden. Heel moeilijk om voorzichtig te verwoorden wat de andere dacht of denkt. Maar ook wel tevreden dat dit gesprek heeft plaatsgevonden met beide partijen, ook omdat ik naar de ouders al eens kon luisteren aan het begin van de week, wat zij er van vonden. En zo blijf je als leerkracht eigenlijk constant bezig met het coachen van je kinderen. Niet alleen de kinderen die goed in de groep liggen of die minder begaafd zijn, maar ook de kinderen die meer begaafd zijn en die moeite hebben met het aanvaarden van het trager zijn van andere kinderen, met het aanvaarden van kritiek, willen ook steeds weten waarom iets zo is, van waar de theorie komt. Dus qua begeleiding even intensief, zeker en vast. Dus ja, ik hoop dat zij er uit leren en dat ze er allebei toe bereid zijn om met elkaar te spelen en samen te werken. Voilà, weer een compleet andere situatie maar wel interessant denk ik om eens verschillende kinderen uit mijn klas te belichten. Moesten er nog vragen zijn, stuur mij zeker een mailtje want ik heb nu geen namen gebruikt dus ik hoop dat mijn uitleg niet te verwarrend is. Maar kijk ik ga jullie laten verder werken. Veel succes ermee. Daag!
8.3.4.4. Reflection upon question 4 Dag Silke en Silke! Ik zit hier een beetje in kaarslicht want het is zondagavond en dan maken we het hier eigenlijk graag een beetje gezellig. Ik was bijna vergeten dat ik voor jullie nog een filmpje moest maken omdat het dit weekend de vrijgezellen was van een vriendin, maar het schoot mij nog net te binnen dus hier het volgende filmpje. Ik heb deze week een beetje nagedacht over jullie vraag. Ik heb eigenlijk twee situaties over kinderen die hun welbevinden uiten op een bepaalde manier. De eerste is een situatie waarbij een jongen net de diagnose dyslexie heeft gekregen en nog eigenlijk heel erg moet wennen aan de manier van werken voor hem. Want hij heeft eigenlijk al jaren geworsteld met zichzelf, met die specifieke moeilijkheid. De tweede situatie gaat ook over een jongen, waarbij er nog geen diagnose gesteld is maar waarbij je wel duidelijk kan zien dat hij het moeilijk heeft met zijn of haar welbevinden. In de eerste situatie gaat het dus over een jongen die dyslexie, pardon dysorthografie heeft. Tijdens het schrijven van woorden maakt hij heel veel fouten. Hij kan de regels ook zelf niet onthouden. Dit maakt het voor hem heel moeilijk. De diagnose is afgelopen grote vakantie vastgesteld en dat is nog gebeurd toen hij op zijn vorige school zat.
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Nu is hij verhuist en gaat hij dus bij ons naar school. En mama kwam in het begin van het schooljaar op oudercontact en dit was het eerste wat zij zei: dat ze hoopte dat er nu wel naar hem zou geluisterd zou worden en dat ze hoopte dat we hem zouden kunnen helpen met aangepaste maatregelen. Ten eerste ben ik er al niet echt voor om te wachten op een diagnose alvorens je iemand kan helpen, maar goed dat is elk zijn eigen manier van werken en een beetje je voegen naar de visie en de werkwijze van de school waarbij je staat. Dus zijn we eigenlijk meteen aan de slag gegaan en hebben we de lijst met maatregelen bekeken voor hem en die ook met hem besproken en deze ook met mama besproken. Nu zijn we twee maanden verder en ik merk dat hij kleine stapjes vooruit boekt doordat hij voelt dat we achter hem staan en dat hij er niet meer allen voor staat. Zo schreef hij nooit zijn hoofdletters en ik hamer daar eigenlijk op omdat ik zo iets heb van ‘oké, hoofdletters dat is iets wat je gewoon moet onthouden’. Maar voor hem tijdens het schrijven is dat al een heel moeilijke taak omdat hij zich ontzettend moet concentreren op die andere spellingsregels. Maar ik merkt onlangs op het dictee dat hij zijn hoofdletters had geschreven en dat vond ik fantastisch dus ik heb dat daar bijgeschreven en je merkt toch wel dat hij dan begint te stralen en dat hij voelt van ‘oké de juf ziet het ook als het eens goed gaat, ze zegt het niet alleen als ik het vergeten ben maar ook als het goed gaat’. En ja voor de rest is het nog wat zoeken voor hem, want doordat hij veranderd is van school, verandert hij ook van werkwijze voor spelling en taal dus dat is voor hem een extra uitdaging. Maar ik merk wel dat hij beetje bij beetje stappen vooruit zet. Hij is nog altijd heel onzeker qua spelling, hij doet het ook niet graag. Maar hij gaat al met meer ijver aan het werk en hij komt graag naar school en mama zegt dat hij blij is dat ze nu wel naar hem luisteren. Dus dit welbevinden gaat beetje per beetje vooruit. De tweede situatie was eigenlijk een jongen die nog geen diagnose heeft qua concentratieproblematiek maar waarbij je wel duidelijk merkt dat hij hier moeite mee heeft. Misschien eerst wat achtergrondinformatie: er is al dyslexie gediagnosticeerd bij hem. Zware dyslexie ook: hij heeft heel veel moeite met lezen en schrijven en hij is heel beweeglijk dus hij kan zich zeer moeilijk concentreren in de klas en dit uit hem vaak ook in frustraties. Is heel impulsief ook in zijn reacties naar anderen toe en zijn ouders zijn vorig schooljaar gescheiden dus hij heeft het heel moeilijk met de verwerking ervan. Dit is een voorbeeld van iemand die niet in een goed welbevinden zit, die daar wel moeite mee heeft. Ik merk aan hem dat hij zich niet goed voelt in zijn vel, omdat zijn impulsieve reactie meer en meer duidelijk worden. Naar andere kinderen toe kan hij heel agressief zijn, verbaal. Non-‐verbaal valt het nog mee, vorig jaar was het erger. Maar verbaal zegt hij eigenlijk alles wat hij denkt maar als je er hem dan over aan spreekt, kan hij zich er wel in vinden waarom we hem daar over aan spreken. Het is een heel brave en lieve jongen maar heeft heel veel moeite met zichzelf en met de echtscheiding. En dan voel je dat dat een weerspiegeling heeft op zijn schoolresultaten en op zijn concentratie in de klas. Waarmee ik dus eigenlijk gewoon wil zeggen dat het welbevinden van een kind niet enkel af hangt van zijn of haar vastgestelde problematiek maar dat het afhankelijk is van heel veel factoren, van omgeving, van de situatie waarin hij zich bevindt, van het al dan niet goed in je vel zitten van het omgaan met vrienden en vriendinnen, de klasgroep. Dat is zo een beetje wat ik zie. Wat dat ik dan voel? Ik wil vooral elk kind dan helpen. Want voor mij is het veel belangrijker dat ze zich goed voelen in hun vel dan dat ze goede resultaten behalen. Dus dat is ook één van de eerste dingen die bij mij op een MDO (dat is een multidisciplinair overleg) besproken worden en die ook naar de ouders toe gebrieft worden en op het rapport staan. Om de twee weken zet ik
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ook iets voor de ouders in de agenda, iets positief over de kinderen. Zodat de ouders ook weten wat wij in de klas doen. Ik schenk daar wel veel aandacht aan. Als er bijvoorbeeld een ruzie is in de klas dan moet die eerst uitgepraat worden. Ze zitten nu bij mij in het vijfde, dus dan wil ik hen ook de kans geven om dat zelf te doen, nadat ik hen een beetje gestuurd heb, en het lijkt wel te werken. Ze voelen dat ze verantwoordelijk zijn voor hun eigen gedrag en dat ik hen niet ga ‘pushen’ om terug vriendjes te worden, handje geven, sorry zeggen en zo verder. En meestal geraken ze er zo wel uit. Voilà, ik hoop dat jullie veel beren gezien hebben en moesten jullie nog iets nodig hebben, laat het gerust weten. Het weetje over het inclusief onderwijs daar in Canada geef ik zeker mee want het is wel interessant om te weten dat ook daar niet alles vloeiend loopt maar dat zij al de piste bewandelen die wij hier in België trachten te bereiken. Voilà, veel succes nog! Daag!
8.3.4.5. Reflection upon question 5 Dag Silke en Silke. Eerst en vooral mijn excuses voor de kleine vertraging met mijn filmpje, het is nogal een drukkere vakantie dan ik verwacht had. Maar nu toch even vroeg in de ochtend het filmpje, want straks ga ik naar de boekenbeurs, joepie! Dus ik wil het zeker nu posten. Hoe heeft het contact met derden een invloed op mijn inclusieve klassituatie? Eerst en vooral zijn wij nu, meer dan ooit afhankelijk van het CLB om kinderen te kunnen doorverwijzen naar het buitengewoon onderwijs, dat verloopt niet meer zo vanzelfsprekend. Je moet eerst kunnen aantonen dat je al een hele reeks maatregelen doorlopen hebt met dat kind, alvorens het CLB een dossier kan opstellen en kan doorverwijzen; De CLB-‐medewerker van bij ons, die wil ook van alles op de hoogte zijn. Dus ik ben niet iemand die gaat wachten op een stempel of een attest alvorens ik bepaalde maatregelen ga toepassen bij een kind, als een kind hier baat bij heeft. En dat wordt dan later correct doorgegeven naar de volgende leerkracht of naar het secundair onderwijs, want ik geef nu momenteel les in de derde graad, in vijf en zes. Dus dan vind ik dat dat moet kunnen. Het kind loopt anders toch maar met frustraties en we kunnen het anders niet helpen in het gewoon onderwijs. Mits enkele kleine aanpassingen kan het gewoon functioneren, tenzij het echt wel een kind is dat bedoeld is voor het buitengewoon onderwijs. Zelf heb ik geen ION-‐kindjes in de klas, het is momenteel heel moeilijk om dat te verkrijgen. Ik heb ook geen GON-‐kinderen in de klas, zij hebben allemaal al hun GON opgebruikt. Ik heb twee kinderen met DCD waarvan één zeer ernstige DCD en heeft al twee jaar GON gekregen. Heeft nu nog twee jaar maar dat is enkel voor in het secundair op te gebruiken. Logo’s heb ik heel veel in de klas. Er zijn zes kinderen die naar de logo gaan, niet allemaal met een attest, ongeveer de helft heeft een attest en de andere helft gaat naar de logopedie om bepaalde maatregelen te onderhouden. Hierbij stel ik mij dan de vraag, op den duur is logopedie echt nodig? Omdat we het niet meer kunnen bolwerken in de klas hebben ze nood aan die extra ondersteuning nodig en moeten ze die krijgen in de vorm van buitenschoolse ondersteuning, logo. Maar na twee jaar wordt die logopedie niet meer terugbetaald en betaal je 40 euro per uur, dus 20 euro per halfuur. En de meeste mensen kunnen dat gewoon niet betalen, dus ze stoppen dan ook met de logo. Dus de extra ondersteuning valt weg met als gevolg dat de kinderen dikwijls gewoon hervallen. Dus dat is wat ik zie gebeuren, en een beetje mijn frustratie. Want ik denk dat je met een extra persoon een aantal uren in je klas te zetten, dat die al heel veel van die extra begeleiding
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kan wegdoen en dus ook heel wat zorgen van ouders die het financieel niet meer aankunnen. Bij gevolg ga je ook minder moeten doorverwijzen naar het buitengewoon onderwijs en kunnen die kinderen gewoon bij ons terecht, wat denk ik de bedoeling is van het M-‐decreet. Maar zonder extra middelen, kunnen wij dat natuurlijk niet doen. Verder is er wel een hele goeie samenwerking. Ik probeer met de logopedist via een schrift of via een mail toch om de twee maand eens een update te sturen, soms vragen ze er zelf naar maar meestal niet Naar de ouders toe probeer ik ook duidelijk te maken hoe ik met de logo communiceer. Met de GON-‐leerkracht, in het verleden, doe ik dat ook. Dus ik werk heel nauw samen met die GON-‐leerkracht. En dan met de CLB-‐medewerker. Daarop moeten we wachten als we een verslag willen, als we een afspraak willen met een psychologe, als we oudercontacten willen, bij MDO’s… Dus eigenlijk de grootste zorg bij ons op school is dat we moeten wachten op de CLB-‐medewerker die ook enorm veel werk heeft bij gekregen met dat M-‐decreet en die het ook niet altijd meer kan opvolgen. Zo hebben wij één medewerkster maar die is ook verantwoordelijk voor een andere school, die nog eens veel meer kinderen heeft dan onze school, dus het komt er op neer dat zij welgeteld één dag, soms een halve dag, bij ons op school is en dan moet zij aan alle vragen van de leerkrachten voldoen. Of die kunnen beantwoorden. Ik heb onlangs een MDO gehad, die heeft later plaatsgevonden dan de oudercontacten omdat er gewoonweg geen tijd was om iedereen in te plannen in het rooster. Nu ik denk dat dat ook een beetje de planning van onze zoco was, Want vorig jaar liep dat wel perfect en nu om één of andere reden lukte dat niet. Dus ik heb dan eerst pre-‐MDO’s, dus dat wil zeggen dat ik eerst met de zorgleerkracht alle kinderen van de klas bespreek en vandaaruit filteren we dan de kinderen waarbij we nog een grote zorgvraag hebben en die dus op het MDO met de logopedisten worden besproken. Nu heb ik drie kinderen op mijn MDO laten komen en er was daar niemand van de logo’s aanwezig enkel de CLB-‐medewerker, het moest nogal snel gaan tussen de soep en de patatten omdat er weinig tijd was. Ja, dan is dat voor mij ook zeer moeilijk werken. Dus je merkt dat dat M-‐decreet niet enkel op de leerkrachten een grote druk legt maar ook op de zorgcoördinatoren, de CLB-‐medewerkers, zelfs of de directies. Dus, het is niet zo evident als het er uit ziet. Maar over het algemeen kan ik wel besluiten dat het contact met derden zeer verrijkend is, dat dat ook noodzakelijk is omdat elk kind zijn eigen problematiek heeft. We zien ook steeds meer psychologische begeleiding, en dat is iets wat wij niet kunnen bieden, wij kunnen wel een beetje uit de brand te helpen en ik probeer zo goed mogelijk met elk kind te werken, maar we zijn daar nog altijd niet voor opgeleid. Dus het is nog altijd moeilijk om correct te reageren in bepaalde situaties, dus dan is het zeer handig dat je iemand hebt extern, een derde persoon, om dit te kunnen bewerkstelligen. Mijn ervaring zegt dat ze dat echt wel nodig hebben. En als ik kan, en de ouders stellen er mee toe, en het is nodig, dat ga ik er ook zeker niet voor terugdeinzen om dat voor te stellen aan de ouders. Ik hoop dat dat een beetje een antwoord was op jullie vraag. Moest dat niet zo zijn, contacteer mij gerust. En dan wacht ik nu vol spanning op jullie volgende vraag. Veel plezier nog vanuit het regenachtige België. Daag!
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8.4. Appendix D: Mind map of Belgian video reflections
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8.5. Appendix E: Statements guiding the interviews with Canadian teachers
• “A student needs to be diagnosed, before you can adapt to his needs.”
o Illustrating quote: “During a parent interview at the beginning of the school year, the first item the mother discussed was that she hoped her son would be heard from this moment on and that we would try to help him by adapting to his needs. First of all, I do not agree with the idea of waiting for a diagnosis as a condition of helping someone. Although every teacher can decide about these matters within the scope of his own practice. And it is also dependent on the vision and working method of the school.” (Marie)
• “Some students are meant to attend special education.”
o Illustrating quote: “This situation is a perfect example of the questions I have
regarding inclusive education. I support the idea of inclusive education for 100%, but only when it is in favour of the child with the disability. If however those children always experience ‘failure’ and focus on the fact that they are ‘running behind’, then I cannot imagine any benefit that will compensate this disadvantage and the social emotional aspect that I just noticed.” (Babs)
• “Inclusive education demands cooperation and planning.”
o Illustrating quote: “For example, today he came to me to show his little artwork,
with a big smile. And I thought ‘oh super!’. Thanks of course to the extra support of the GON-‐teacher who has guided this activity in the classroom. In my perspective, we should be able to organize more of these moments. As you said, in Canada teachers often have extra support in the classroom.” (Laura)
• “The main purpose of inclusive education is for the child to grow academically.”
o Illustrating quote: “If the children’s wellbeing is fine and if they enjoy coming to
school, other things will also develop positively. I am talking about self-‐confidence, belief in your own abilities, etcetera. Princess feels super happy at school. During the difficult French lessons, she is watching me with a delightful smile, although I am perfectly aware of the fact that she does not always know what I am talking about.” (Gert)
• “Inclusive education is making compromises.”
o Illustrating quote: “But you want him [student with special needs] to try new
things. And by letting him try, I feel he knocks his head against the wall and I can
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see him think: ‘oops I cannot do it’. I have been torn between two things about how do deal with him. In my opinion I cannot say: ‘I won’t allow him to try anymore’. But if such things happen, I want to talk about it with him, but dealing with sore subject is not easy in his case, and he is such a good boy”. (Laura)
• “Inclusive education influences interactions between children.”
o Illustrating quote: “But when children support each other, when this becomes
standardized behaviour and when it’s the most normal case in the world to stand up for each other and help those who struggle, hoping they would do the same for you. If this happens, then I belief we are educating future adults to act similarly.” (Gert)
• “Whenever a child is not motivated, inclusive education will not succeed.”
o Illustrating quote:” I consider a child without motivation as more serious than a
child with, even if the motivated child achieves less on that particular moment. My priority is that she enjoys school, keeps on learning and has the patience to master something”. (Marie)
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8.6. Appendix F: Interviews with Canadian teachers
8.6.1. Interview with Caroline
8.6.1.1. Statement 1: “Inclusive education demands cooperation and
planning.”
I think that’s absolutely true. Especially depending the type of student that you have. Even if it’s say a very functioning student, you still have to plan for that student, because there needs are different. Really as a teacher you plan for everyone in your classroom, but you have to give that little extra attention to everyone in your classroom who is on an IEP or has any type of special needs. It is even more important when you have a student who is really really high needs. Because your planning is not only for the education aspect, but you also have to think of the physical layout of the room. There is a lot to consider. And then the cooperation part is huge, because you’re not only dealing with the student and their needs, but there is a family piece, sometimes an outside agency. I know with our law we deal with maybe the autistic society. There are lots of outside agencies where we deal with: occupational therapists, speech therapists. A lot of those agencies that we have to consider and be cooperative with them. And then it’s EA’s, teachers, principals, ERT’s, there is a lot involved in that. How do you work together as an EA with the teachers? Well the teacher. The way it works in Canada, the teacher is responsible for the programming of the student and they are responsible for reporting of the student. So progress reports, reports cards, creating their IEP and then as an EA, we can give our input, but my name is not on any legal document. You know if the teacher wants to consult us, we have teachers who don’t, who prefer to do it all on their own and then we have teacher who really make us a part of it and say “you know what, we are really a team. What do you say? What do you think of this? What do you think of that? This is what I like, this is what I prefer, but it’s all legally up to the teacher to program for that student and to report on that student. So when you have a student who is really high needs, it is often really difficult for a teacher to program for them, because maybe they don’t have much experience with that type of student and sometimes their program is so different from what they’re doing with their regular classroom. If you have high needs students, you can’t simply modify your program. You can’t simply make an accommodation, well we give them extra time, we put them in the front of the room. These are the things we do with kids who maybe have lower needs, kids who are really high functioning, that’s what we do: give them preferential seating, give them extra time, they may give them something that them helps scribe if they have a long assignment, they chunk their work, give them less to write. If you have a kid who is low functioning and very high needs, you can’t just take your math program or your language program and change it, you need a whole different program, a whole alternative program. So for a lot of teachers this is difficult and they don’t know what to do with that type of student. What would I do for them: if they are doing activities where there is
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something putting in and putting out, there are not that many activities that do that and then it becomes difficult. How do I include this child and program for this child and give this child what they need. If I don’t necessarily have the recourses, so that’s where it becomes difficult. And that’s when you really involve the outside agencies because what happens what I find, the higher the need, to more outside people you need to include: occupational therapists, speech therapist. You know whether it’s autism, specialty thing like that. So that’s were cooperation becomes very important? Absolutely! Absolutely! What are for you the most important things in working together with someone? If you work together with a teacher in a classroom, what is very important? Well the main thing is communication, right, I have to. Especially as an EA, sometimes we feel very ‘that’s my student’ you get to be almost possessive about them, that’s my student. But I have to be very aware that it’s their student as well, they’re the ones reporting, so if I am doing with that student, I have to make sure that the teacher knows, this is what we did today, this is how I changed it, this is how I helped him or her, this is where they’re at, this is where I see their needs. This is we have to communicate, it can be difficult on a day to day basis, because we’re very busy. They’re teaching the class, I’m working with kids, then you know we’re in and out, so you have sort of make the time to say look this is what we are doing. And I might say to them I have an idea, maybe we should do a sort of reading program and then we will work together to accomplish that. Whether it’s their idea and I sort of carry it out or it is my idea and then they come up with a way. We have a good relationship with teachers, it’s a give and take. It’s both of us doing it, a little difficult when you don’t have that communication. That‘s number one. And then I think also trust, they have to trust as teacher, they have to trust as an EA that I’m carrying out what they said and program, they have to trust that I can do that. If I pull that student out and working with that. Really those are for me the two big ones. Trust and communication Yes, absolutely! Where you as an EA are put with a student out of safety, GON-‐teachers are there to work with them academically. And that’s we were sort of side up for. For me anyway that’s the work I want to do. But the way that our school board has changed, needs are getting so high, that those students who need academic support don’t get it that much and it’s changed to those students who need toileting, feeding and who are safety concern. As EA’s we talked about that a lot, we wish there was a one classification for the education part and then another classification for EA’s or personal support workers or something is more to handle the students who need the academic support. Really they are not on an academic program, they are more for safety. Video For example, today he came to me to show his little artwork, with a big smile. And I thought ‘oh super!’. Thanks of course to the extra support of the GON-‐teacher who has guided this
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activity in the classroom. In my perspective, we should be able to organize more of these moments. As you said, in Canada teachers often have extra support in the classroom. (Laura) So most of the students where you are get this support? If they have support, it’s often the GON-‐teacher who takes them out of the classroom. It’s actually the preference of the teacher. If the teachers says I want you in the classroom, then the GON-‐teacher comes in the classroom. The biggest part of our students with special needs are streamed and then those who are in regular education often gets help from GON-‐teachers, but that’s often a couple of hours a week. Ooh so not every day? Certainly not and it’s also limited. They can use their hours in one year or spread them over several years. It doesn’t happen that much that there are two teachers in one class. So how is it funded? Government. Oh yes, it is the same for us. So each student with special needs, gets a certain amount of money and that’s sort of how we get paid. So really if I’m with a particular student, I’m not assigned to that student, I’m assigned to the school. So I can be moved anywhere at any time. It’s really up to the discussion of the principal. So you’re not assigned to a particular student? No, I mean we sort of do it like that on a year to year basis and we go with the highest needs, but at any moment my principal can come to me and say you know what this kid needs help and now you’re with them. So even though this particular student has the funding, really it’s up to the discussion of the principal. And that’s where we sometimes get a little frustrated. For example the student we are working with now, he has funding, but then I have to go and work with someone in the other room, who really doesn’t have funding, because her needs higher. But as an EA that can be frustrating, because the money is really coming for that student, we work with and then I have to go and help the other one. And how can it be that, although that student has higher needs, he doesn’t get funding. A lot of times if the student is new to the school, so in ELKP and we don’t really know what they are coming in with. So there is no funding for them. So they have to go through all the paper work, so the school board, it has to start with the educational resource teacher and the principal who has to fill in all kinds of paper work: this person needs support. And it’s not before all that paper work is done and goes through the board that they would be considered on a IEP and would possibly get the funding. But if that student is very disruptive in the classroom, then as a principal he will say: you need to go and help, because they need the support. Yes they do, but as an EA it is sometimes frustrating because I am leaving a student who really has funding and also needs help. But because the behaviour is not as high, he is left to suffer a bit. And that becomes a bit frustrating for us. Because I have been doing this for 18 years and when I started, really the focus was more on education, but I feel like over the years it shifted a bit more to the safety aspect and I don’t want to say
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babysitting, but it almost feels that way. And I feel that a lot of academics are been sliding and a bit pushed to the side and that’s just lack of support, lack of money. You sort of have to help the ones who are screaming the loudest. I’ve seen the change over the years.
8.6.1.2. Statement 2: “Whenever a child is not motivated, inclusive
education will not succeed.”
I don’t know, that’s a tuff one. Because it’s not really inclusive education, it’s any education. But we have to find how to really get them motivated and every child no matter of their level of functioning, is motivated by something and it’s our job to find it and we have a particular student, who has very very high needs and we had a really hard time finding what would motivate him. We even had, I forget her name or what her role was, but she was somebody from the board and she came to do what’s called preferential assessment. So she asked the family to send in things that the family thought would be motivating for him. Whether it would be food, whether it would be” objects. And then based how much he looks at it, how much he intends to it, that shows her what is motivating to him. And it was difficult, with a lot of things he would withdrawal or push away. But there is something for everyone. And for kids who are very very high needs a lot of times it is food. And you know if that’s where you need to start. To use that as that motivator, as that reward. First you do this, then you get this, then you have to do that. With children who are not so high needs, then it’s a little bit easier but again it is up to the teachers, the EA’s who are first working with that child to find what is motivating for them. Like I said, it becomes a little more difficult with inclusive education when you do have those high needs kids because if food is the only motivator, how do you do that within a regular classroom, that becomes the difficulty. So that only works if you have a teacher who, or an EA who is pulling the student out and can do a specific program for that child. Within their regular classroom, for most children what’s highly motivating for them is pleasing their teacher, doing well, following the rules, positive reinforcement. But for a child with very high needs or who are low functioning, that is not always motivating to them, so then the difficulty becomes what is motivating for them and how can they work that into their day. So it has to be very very personalised? Definitely. With special needs kids for sure, some kids don’t respond to a lot of positive reinforcement. It’s just not motivating enough, they might like it, but it’s not enough to get them to comply or to do them what you want and to do so, you have to find those things that are motivating. So it might be as simple as you want them to read, but you have to make books that are about dinosaurs, you have to make that inquiry based learning where you take what they like and then you structure your program around that. You like dinosaurs, let’s make dinosaur-‐land, let’s do a book about dinosaurs, let’s sort the dinosaurs, whatever it is. But you have to be willing as a teacher to do that and it’s difficult to do, if you have a whole classroom and they all have different things that they like, unless you do that inquiry based learning where you say, go, go an make something, using what you like. If the children are high enough functioning that they can handle that, that’s fine. But when you have children who are very high needs, then that’s where the difficulty lays and then it has
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to be a little more individualized and then it has to be, more run by the teacher, more structured by the EA and sort of guide them and take them along that path. So you agree that motivation is like a crucial factor in all education, but in inclusive education it becomes more challenged to search the thing that motivates them? Yes and I think with our inclusive education, I think sometimes that is the missing link. A lot of times in inclusive education, we want children to fit into the mould that we created for them. So this is the classroom, this is how it is set up and you want that child, those special needs kids to come in and be able to fit into that classroom, I think we really need to shift our focus into what do they need and how can I change my classroom to suit their needs. Good teachers are willing to do that and they see the benefit of it. Is it more work for them? Yes, but if they put in the work, they can see the benefits. A lot of teachers don’t, maybe don’t want do it, or maybe don’t know how to do that, so they just expect that those children will just follow along with the regular program and a lot of children who have special needs, depending on their different levels, they can’t do that. They can’t whether it’s sitting all day or follow that reading program or you know even handle the way the day is structured, they need something different, so a smart teacher and a good teacher will figure out ways around that and find what is motivating to them, it’s really important. So not only the student has to adept, but also the classroom has to adept to the student? Absolutely! Absolutely! That’s very interesting standpoint, which I agree totally agree with. Because we’ve seen in practice, you can see it works and you can start really young. You can do that inquiry based learning, which really is new to us as well in Canada and in you know in education, it’s new, but it works. As long as you are a flexible teacher, you need flexibility. We are so used to teaching children, rather than teaching them how to think and letting them learn. Right!? There’s a difference, rather than teaching them what to do or teaching how to think, there is difference. Video I consider a child without motivation as more serious than a child with, even if the motivated child achieves less on that particular moment. My priority is that she enjoys school, keeps on learning and has the patience to master something. (Marie) So yeah I think in one way she agrees with what you just said. And if you think about it, in one way we as adults are the same. If it’s not motivating for us, why are we going to do it? Other than things we have to do, you know, you’re not going to do something to do that you don’t enjoy. You may do it, but you may not do your best into it, you may not persevere to it, you might not come back to it. But if it’s something that is very motivating, absolutely, you are going to spend your time, you are going to enjoy it, you are going to put you all into it. You’re going really take it to the next level. And I think that we sometimes forget about that with little kids and with special needs kids. We forget that they may have a preference too and it might be something that is totally different then we would find enjoyable. They might like to bang something that’s very loud and to us it’s not
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enjoyable at all, but they get pleasure out of that, so we have to work with that. And it’s difficult, because you sort of have to think outside the box and don’t have to fit into what we think they should. But it’s also challenging right? Very challenging, easy when you’re an EA and you’re working one on one with them. You get to know them very well. Very difficult when you’re a teacher in a classroom and you don’t have a lot of support, very difficult to do that individualistic programming, you end up teaching to the masses and sometimes the kids who don’t really fit, fall to the side. It happens, it’s reality.
8.6.2. Interview with Daphnee
8.6.2.1. Statement 1:” Inclusive education demands cooperation and
planning.”
So I picked number three ‘inclusive education demands cooperation and planning’ and I certainly agree with that. So my thoughts on this are who does what as an EA? Who is the leader generally we have been trained to have the teacher who is really in charge. And then we assist as Educational Assistants. But they are in charge of planning basically. And supposedly file what we are supposed to do. But the cooperation I think is so important. If the teacher is on the same page, then it seems to run more smoothly. But when you have different philosophies, then sometimes it is a little bit tough. But I think generally in our system, we obey the teachers sort of thing. But there is a lot of discourse, there is a lot of communication to make that happen. Is this cooperation and organization also sometimes a challenge? Within a classroom? Inclusive education to me is for special needs children. And I think that the organization does have an effect. Because in one school board I worked with, we were connected to a hospital. A lot of these children needs drugs and all those things. So we were connected to the psychiatry department of the hospital. So the behavioural people that came, although some of their ideas were sort of great if you only had that one child and some of the recommendations were really hard to implement. But I think in this school board they are spread thin to get advice from these people. You mean more specialized advice? Well yes, I think too that sometimes… I found that at the hospital it was sort of state of the art, they had time to research and read and have different methodologies and new methodologies and so on. And I think that when there is not enough staff in these departments, they are running to try and service everybody and they really don’t have time to do that much up to date research, that is what I found. Not that I am such an expert with research, but year after year it is the same thing and it doesn’t work, so that is just one of my frustrations with board organization. I am sure it is not unusual.
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We already mentioned cooperation. With which people do you cooperate the most as an EA? Cooperation? Does that include students? Whatever you consider as cooperation. Well I think that certainly it is so important to cooperate with the teachers who are supposedly in charge of the planning. But it is also really important to understand the children. Sometimes we are allowed to read the OSR’s, or their histories, and sometimes we are not. And I think that … Some teachers don’t even read the OSR before they meet the kid. They want to just sense the child as they see the child without any information from before. And I see both sides. But I think that it is often helpful to have as much information as you can about the child. That is my feeling. I prefer to know more than to try and guess. In order to cooperate with the child and the classroom and the education system. Who else are important actors within the inclusive education system? Well, certainly the board of education. I worked in a board where they didn’t have inclusive education, they had the self-‐contained classroom and the children got their academics, they got math and language in the classroom and then they were included for gym and music and art if they had a good day because sometimes the behaviours didn’t allow them to participate in the fullest. I think that for me, the all-‐inclusive becomes very difficult to adapt and adjust the programming after grade 3 here, because they have those exams and it gets pretty challenging, the curriculum. And these kids… in my opinion it is very hard to adapt that for them. And in the self-‐contained classroom that I was in, they were never expected to meet those curriculum expectations. Their academics were totally in the self-‐contained classroom and adjusted and adapted. If you had twelve students, you had twelve programmes. You could do some things together but... The inclusive I think, I heard over the years, you cooperate not only with the school but with the school community, so that is the parents and the family too of these children and the teacher and the classroom and specialist at the board of education. And you have to make our school community embrace these children as part of the community. And I think that with the self-‐contained classrooms, they still accepted these children and included them as part of the community, event though they were not in the classroom on some times. But I think that some children are more able to cope too. A lot of children can fit in in the curriculum and have it adapted. But Aspergers’ children for example can fit in, because they are very smart and they understand the academics but they need time out, they need time to leave and go to their own quite space. So I think that, certainly they can be included totally but I think some of the high-‐needs children, they do not benefit from it and the other children in the classroom do not benefit if their behaviours are intense. For example, we have been told that if a child is having a meltdown, as we call it, in the classroom, we have to remove all the children in the classroom and let that play out. So I feel that that is quite disruptive. And it my be eye-‐opening to the children but It think it is upsetting too. And situations like that, I think, are very difficult for everybody. And in the self-‐contained classroom we would probably not take the children if they were not having a good day. Video
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For example, today he came to me to show his little artwork, with a big smile. And I thought ‘oh super!’. Thanks of course to the extra support of the GON-‐teacher who has guided this activity in the classroom. In my perspective, we should be able to organize more of these moments. As you said, in Canada teachers often have extra support in the classroom. Well, I really understand that viewpoint. So I don’t know if this teachers or this GON-‐person is… If the rest of the children are doing the same thing or if this is a special activity for this special child? So it is a special activity for the special child? In this situation she helped the child with a normal activity. And that is what EA’s supposedly are to do here. But theoretically we are not supposed to be with just one child in the classroom. Often it works out to be the one with the most needs. But in general we are supposed to be with the classroom. But you know from being here that there are many many needs And some of the children don’t get extra all the time. And I do think that now and then is pretty special if they are getting help with normal activities. But also what I do not know is: is the child struggling with the regular curriculum? He is struggling with fine motor tasks. And here they were making crafts. And what age would this child be? Eleven. So for many years he has struggled with fine motor. Yes. And is this GON-‐person specialized in fine motor development? No. So she just helped in a fine motor craft because she had given him strategies and assistance. So if only every child could have a GON-‐person. GON-‐teachers are mostly appointed to a child for several hours depending on the severity of their need and problems. So have there been studies done in Belgium on children like this with a little bit of sporadic help. Is there any study done about the improvement if they have help every day? I mean, it is just a no-‐brainer: if there was somebody every day… You know, with somebody like Megan, I don’t know if you have noticed her hands, but they just bend right backwards, she has no strength in her hands at all, except when she can push a computer or something like that. But her fine motor is very very hard and I think, it would take so much to give her the strength to master that fine motor… but she would certainly benefit from somebody working with her. What I try to do is to teach her to colour even. So she is a twelve year old girl and she still can’t colour. Her fist are pin and so I was trying with a paintbrush and a pen and everything and it is very very difficult for her to do that I would try and hold her hand on the paper so she wasn’t lifting her hand, I would just hold her hand and make her wiggle her fingers so she could stay in the lines. And there was a little bit of improvement but pains taking. Pains taking to get that strength happening. And yet her gross motor is good so I
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don’t know. I think the more the better. But it is really expensive to have somebody with each child who needs it all the time and it is not going to happen. But I think that the children, no matter how much time they spent in the classroom, are still excepted by other children as part of the community. Over the years the people worried that they would be excluded. But there is more openness to this inclusion now. They used to be in the back rooms of the schools and now they are more in the front rooms of the schools and the kids are interested and involved with the children.
8.6.2.2. Statement 2: “Inclusive education is making compromises.”
Well yes, I think it so is, but who does it compromise. Do you want to know if the kids are compromised, if the teachers are compromised? I think that both, certainly the children and the teachers are compromised by inclusive education because the planning to accommodate or adapt these children is intense and it’s beneficial I think. But it means more work and understanding for everybody. So the children don’t just go to their seats and the teachers teach, you have to teach one on one or give maybe fewer questions in a test. And now I think it’s very compromising because here in my opinion there are so many children that needs to be on an IEP and so that’s a lot more work for rewarding and planning and everything else. Even though all inclusive means to me they are sort of treated in a equal way to the other children, they are not, because they can’t survive, the children being treated like the other children, because they need special adaptations, accommodations and here as educational assistant we used to be more involved in the education, but now it’s more assigned to a class where a student is behavioral, a runner or not toilet trained and so the most compromised in the behavioral situations are the other children in the class, I think. The teachers are also compromised in that situation, I think it’s very hard to teach when a child is behavioral. I mentioned in yesterday’s question the rule here is that if the child acts very behavioral the whole class has to be removed, so that compromises the continuity of the class to have to remove the children all the time. And maybe the compromises are worth it. But I think children learn from these special children and their actions and everything, but on the other hand, I think personally that it’s very disruptive and that there are losses of focus and everything for everybody, the kids and the teachers. But nowadays I think that even children not on an IEP can’t keep up and there are compromises for them too. In this country, I don’t know about in Belgium, but in elementary school everybody passes, you don’t fail. In my years you failed. And then what happened? You repeated a grade, I don’t mind that idea, it’s the children that are far behind and missing. But now everybody passes now and so to… A lot of children fall through the cracks, because they aren’t getting the attention they need. And if the behavioral children take a lot of the attention they disrupt the class and make it harder for everybody. It sounds idealistic in a way to be inclusive and I did work in both systems and I think it works more smoothly if they are in a self-‐contained classroom for their academics and if they are having a bad day, you don’t integrate them and let the other children and teachers have a more continuous day at school. But I think too that in everything there are compromises, there are some
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really great teachers, that go way over the top to work with everybody and help children and then there are others who don’t. Video But you want him [student with special needs] to try new things. And by letting him try, I feel he knocks his head against the wall and I can see him think: oops I cannot do it. I have been torn between two things about how to deal with him. In my opinion I cannot say: ‘I won’t allow him to try anymore’. But if such things happen, I want to talk about it with him, but dealing with sore subject is not easy in his case, and he is such a good boy. Well yes, I certainly agree with that. It’s a, you have to change your goals obliviously with these children, because I think it is important to keep them, I hate the word happy, but a positive environment for these special children, but also the other children. If somebody is, I had a little girl in grade 1, who was totally non-‐verbal she was 12 and still in grade 1, she had smooth brain syndrome, she was non-‐verbal, she had very little communication, I find it very hard to bond with her. But in grade 1 I had to suction her and it sounded really terrible [noise]. I just find that the children get so upset by it, that I decided to do it out of the classroom. But she was well taking care of and she was comfortable and everything, but I think this was pretty distressing for these other young children to see that. I know they have to learn about life, but I just preferred to not give them distress, they didn’t really understand, I tried to answer the question, I think communication is pretty important for these children too. In my experience I found children with say spina bifida where they don’t want anybody to know that they have special needs and I believe that the more communication, the more understanding there is. But I think everybody should have a … at school where they’re in a good place to learn and they’re encouraged and with special children too and sometimes to enforce them to learn how to colour when fine motor, when they have no fine motor is stressful for them, but then sometimes they don’t even realise that they are not being successful. I think it’s really important to keep them content and keep them wanting to go to school. I’m finding now in the higher grades, the kids don’t, their attitude as older kids, they know they are not going to fail, so they just get a little bit aggressive and they don’t really care, there is all this stuff about bullying going on now and the kids that I work with as special needs children often have no concept of that. I think that it is becoming a more stressful world and so to come to school and feel safe and have a good environment to learn and achieve and be successful is, like my skipping class, the class with my kids outdoor. I just want to make them feel that they are successful and all that stuff. So I think it’s really important, not actually mastering the curriculum per se. Thank you. No I think it’s really great and the whole idea of inclusion has always since I was not initially working in an inclusive system and then now I have been working inclusive. I’m not sure I think there is a better compromise, to me, for the sake of the children being comfortable and happy. In inclusive education or in?
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In a balance, in a mixture, I like the mixture better, where there is some inclusion, but there is some withdrawal, there is some separation where they can feel more comfortable doing… I think some high-‐functioning children really realise they are not equal to the children, so sometimes it’s better to take them out and work one on one and take their skills up. And everything is expensive, there isn’t enough staff, so you know it’s all idealistic and when we get behaviours in, they gave you this methods to deal with the behaviour, but you have to forget the rest of the class and it’s not possible. It’s all an idea, but it’s all interesting and good.
8.6.3. Interview with Laurie
8.6.3.1. Statement 1: “Inclusive education influences interactions between
children.”
I totally agree with that 100% for many reasons. I just turned it over and the first thing that came in my mind is without inclusive education the kids don’t have a chance to interact with different types of kids. Different children, you know, and its through the differences that students learn from each other and it’s not only about the academics, I am not even thinking academically, I am thinking about social skills, I am thinking about another guy helping Luke. (student with special needs) with his wreath, which was a disaster because he tried to help too much. But the point isn’t that. The EA who was in the classroom, said ‘wait a minute who’s wreath is this?’ Is it yours or Lukes? And she learned him to help him with taking a step back. So in that moment I was wow he is learning something else than… It’s not about the academics. I think when you talk about inclusive education obviously those students will be grouped together to do some academically projects but they are going to learn different social skills from each other. And I almost think I have students, sometimes in my class, who obviously for them, they are challenged and they don’t really notice who’s around them or what’s happening, so maybe the benefits are not really there for that child but rather for the other kids in the class. Do you know what I mean? Does it makes sense? I mean when I had James (student with severe special needs). James doesn’t know where he is at a certain time, he’s so challenged that he doesn’t even know he could be sitting here or in the classroom. But for my kids having him in the classroom, they learned a lot about patience, about how to interact with him, how almost how to support me through it. They would know, when he had one of his episodes, they knew what to do to assist. Al that learning, it’s life learning. It’s not necessary academic learning. So I definitely think it influences on interactions with children because it allows for them A. to happen and B. for them to learn from those interactions and then hopefully that what they are taking from that, carrying out into world, not only in the four walls of my classroom. So I think it’s very important. Video But when children support each other, when this becomes standardized behaviour and when it’s the most normal case in the world to stand up for each other and help those who struggle, hoping they would do the same for you. If this happens, then I belief we are educating future adults to act similarly.
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Same idea right? Life lessons. It’s exactly support like supporting and helping, but I was thinking even more of turns of life, like exactly what he said, I agree 200%. Like empathy, how are they going to learn empathy if they are all like Gavin, they are all independent, they don’t need each other to do it. Even with Oceanne (student with special needs) they are well aware. They come and ask can we help her, can I go back and sit next to her. She has other needs, behavioural needs, but still they are learning from that, through supporting each other. But if there wouldn’t be differences in the class, they wouldn’t be learning that. It’s so simple as that. And they become happy of helping them. Helping Luke is rewarding for them. It’s a two-‐way-‐stream. But I was talking about the extreme example of James. He would be on the other end. He wouldn’t get anything, our much out of the interactions, but they are still getting from him. They are still learning that skill. But he would be an extreme case, most of the kids like Ivan and other guys it’s a two-‐way-‐stream and then they feel good, wow they are helping me. I tried to put Luke in another group and he said ‘no I want to work with Noah’ because Noah had helped him before, ‘he is my buddy’. It’s important to learn to support each other, it’s going to help them in life, life skill. That was a good question, I like that statement.
8.6.3.2. Statement 2: “Some students are meant to attend special
education.”
Do you mean special classes? Yes or even schools. Ok yes, so this is my thinking on that: I think there are some cases where that is best and I am using the extreme cases like James. So James has a lot of difficulties, he is non-‐verbal, he is a very big boy, he is in grade 5 now. I had him in grade 1, he was tiny, easier to handle. Actually as we are having this meeting, outside the door all the EA’s are gathered and they are doing BMS training, which is basically safety hold, how to hold kids when they’re hurting themselves. All of that is for James, not just James, but mostly for James. He has many, many issues. End of the day is, he is non-‐verbal, he is autistic and he is very aggressive and physical, he hurts himself quite a bit, he bangs his head, scratches himself, he bleeds, all those kind of things. So he had the opportunity to go to this school, special school, where they had so much more they could offer him, than we could offer him. They have a huge pool. He loves to swim and he would be able to swim daily. They have a huge gym. They have, not just for him he is not in a wheelchair, but everything is wheelchair accessible. They have occupational therapists on sides, physical therapists on side, speech therapists on side, obviously teachers on side, like everything. In that kind of case, where the students… Sometimes we feel, and I talked about that with the EA’s on many occasions, sometimes we feel we are maintaining him, trying to keep him happy, but we don’t have the resources of what he needs. He is not learning, he is not on a academic level, so a lot of the times the EA’s get frustrated, they say we are doing the best we can, but he is having his meltdowns because he is frustrated. He doesn’t have what he needs. Where he could just oh let’s go to
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the pool and swim, he would be happy. Where he could do this things and be happy. I had a student in my class, last year, Samuel, who went to a special school this year and he is coming back next year. Amazing student, amazing little boy, but he got a great host of difficulties. He needed occupational therapy, physical therapy, speech therapy. The waitlist here for those things are two to three years, they’re long. So I was doing my best in grade 1 to support him, but there wasn’t that much I could do and this opportunity came up where we could apply and had to go for an interview and see can he get in. Can he get in for a year? Or sometimes two. And it’s amazing, he is in a classroom now. I went with him and everything and it was awesome. He is in a classroom now what is called speech and language program, with a teacher and a assistant but then daily an OT, PT, speech T all coming in to work with these students. What he will do in a year will be unbelievable, there is no way we could give him all of that. So if, I’m not saying this student should be segregated for life. But I am a firm believer of letting them go for the intense, focus support that they need, so that in most cases they can come back. Even my Oceanne, behavioural need, major behavioural need. She had the opportunity to go to a special class, not a special school, a normal school but a special class to learn social skills. She could have been going for a year, six months, a year and a half and come back after that focussed learning and hands on. It’s a ratio of seven to two with all the support staff. And she could have done that and come back and would be able to function so more productively. So I think, honestly I don’t think you can answer that. Yes but it’s a case to case. Are some students meant to attend… Yes but for extreme, extreme cases and for specific needs. If that was my child and I know they were going to that school, to meet this need, then absolutely. You don’t really move a student just to move them. You do it with specific reasons, for specific goals in mind. Like when Samuel went these were his goals, I was in contact with the teachers, there was transition, I mean it was a big deal and then he will come back with those so much more skills, because I had major concerns about him last year. I was thrilled to be able to get in. The other thing that you have to consider is our lack of EA support, we are really down with our EA support. So now I have a student in my class who is autistic and who only gets two hours (a day) and he would be fine in the classroom, he is not an extreme case. However those kids who are extreme are getting the support, but they are taking it away from students like Samuel who presents OK, he could sit in a classroom and could learn something but nothing like they could do for him there. I don’t have the specialty that they have in there. Even in Oceannes case, the teachers are specialist in behaviour, they know what to do. I do my best, but it’s not the same thing. So I really think it’s a case by case. I am all for inclusion a 100% but in extreme cases, where it’s good for everyone, I agree with it 100%. Those kids need that learning that are specific for their needs in the environment that suites them best. When James is having a meltdown here, we have centre here in the neighbourhood, it’s called Niagara Children’s Centre, it’s up by Brock university, that’s the school I am talking about. It’s an amazing facility, unbelievable what they have. And that’s where he could have gone. Like when I was there with Samuel, because Samuel is there too, but Samuels mum agreed with it. Samuels eyes were like saucers, he was like wow, he had so much body needs, all of that, I’m not specialized in that. He couldn’t hold a pencil, so the EA and I try to came up with things that he could do for prior experience, we put weight on a pencil, we all did that, but there that’s what they do for a living. Like wow he had time with a
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specialised person, who had gone to school just for that and I just tried to research it. Most of the students just go for a little bit and they come back. And the idea is also that they start here and then when you see there is a need, an extreme need, they go to the special schools and then in most cases come back? And we don’t really have special schools, the only school we have is the NCC where I just talked about and that is for students, some students with physical disabilities, but then it’s also for students like my Samuel. They only take a certain amount. And there is a couple of special behaviour classes, they call it social skills classes, that’s all. Well I think in most cases I would hope that parents take our advice and go. But they don’t. I have two in two years which is shocking and one went, one didn’t. So I’d ventured to say that for example Oceanne, she would go for an behaviour intervention. It’s like intervention, that’s the word I am looking for, she is behaviour intervention. So with Oceanne, I know what is going to happen. Right now at this moment Oceanne is pretty much illiterate. The behavioural specialist that comes in, says to me all the time: “Laurie they can’t learn academics before they get the behaviour in check and I get that. So she can read the little books we made her by road and we do certain things to make her feel good, but it’s going to catch up to her in grade 2 and in grade 3. And I said to her parents and her grandmother that’s when her behaviour is really going ask like… for her to be able to get away for a year now, it’s on the spot. If something happens on the spot, they can deal with it in the spot and not during lunch and recess because two adults and six, seven kids, they can do that learning, it has to be on the spot. And I can’t do that with 20 kids and there are so many needs in my class. I can’t spend all that time that she needs. And in fact I have spent a lot of time with her and I take it away from other kids who need it. I spend hardly ever time with Luke and Grayson and the other ones. But then again it’s just. You can’t be everywhere. So for her to have gone and get that, to be able to expose that intense intervention and her to come back in grade 2 and be ready for learning and reading and then in grade 3 she won’t be frustrated. You have to look at the big picture too, we don’t want to sent kids away because we don’t want to work with them. No it’s nothing like that, we are all about differentiated instruction, we are all about institutionalised instruction, we are all about IEP’s and we are all about individual learning. Even kids that aren’t on an IEP have individual learning, but we are not going to give, we do exposure time to kids learning on their own level, but at the same time we are also very aware of our own limitations of recourses and if there is an opportunity, which there aren’t that many, it’s very rare. Like Samuel got into that one spot, it was 90 applications for like 10 spots, so we got a bit lucky. So if there are those rare occasions where kids can have a little bit of specialized education in an intervention in a type of setting, I think it’s great. Only when it’s warranty, if they absolutely need it. Because it offers them more opportunities to learn. I think it’s better for them in the long way. Like I said there is only a very small percentages of our kids. Most of our kids are… We don’t have that many special classes out there, except for those two. The thing I find really interesting in this story is that you see it as a short time intervention. They need this and then they go on. First do something about the physical, the social, the
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behaviour and then get them ready to learn. I really like that attitude because in Belgium we are really trying to evolve to such a system, that special education can be temporary, but mostly when the choice is made, they stay there. It’s not really, we maybe have a different mindset on that. You have to fill their backpack with what they need to come back, you can’t set them up for failure. And I know right now I can make of, I’m thinking about Oceanne. To put her in a situations where she is with a whole bunch of her peers with no social skills, because she doesn’t have any, that’s setting her up for failure: is she going to hit today, is she going to push today, is she going to kick today, probably. It’s beyond the normal round of aggression, it’s like Brooklyn in ELKP, she needs the same thing. And those people are specialized in it, they have 6 kids and two teachers and it’s what they do all day. They have 6 desks in the classroom. They are used to this. They have all that education that we don’t have. We try our best, we use our common sense and what we kind of know. But at the same time, I think when they can get that specialized help, why wouldn’t they? Because we have meeting major meetings with Joshua (ERT) here, ok let’s refer them for this, let’s refer them for that. When you refer them OT, PT, speech, there are list, there are lots of kids that need that help. And when they get it, it’s only once per week. Little Sarah went. She came here in ELKP and she had no speech, no language development… So after the first year she went to the speech and language program in the Children’s centre for a year and came back to me in grade 1, she still has major difficulties, but I hate to think how she would have been if she didn’t go at all. At least they tried to develop some of those skills, because nothing was there. You fill their backpacks with as much as you can. If you have an issue, let’s not talk about special education. When you have a student in your class with issues, you are going to do the best you can in you power to give them what they need. If there is someone who is really extreme and you think wow this could be a candidate for this why wouldn’t you go for that. You know what I mean, because it’s only going to help them in the long run. When you’re young a year of two is not even that much. But for James we don’t have the opportunities, we have a small movement room upstairs, but they have like area’s where he can run and jump. And maybe his meltdowns would go down, where he is banging himself, because he is frustrated, he has nowhere to go, nothing to do. They try, but they don’t have recourses. They do their best, but it’s not the same. If James parents had said yes years ago to the special class, god knows what would have had happen to him. He would be a kid that maybe have taking longer there, because he is an extreme extreme extreme case. He would be one who maybe need to stay. That’s very very very extreme. Because the thing is he is not with the students. They try to integrate him, but he screams, he yells there is no interaction. With his sister at least, she doesn’t really know but at least she can communicate a little bit. He doesn’t speak at all. At least she can sit in the classroom, sit on the carpet, listen to songs, she can do things. But with James I almost feel like we are doing him disservice. So really it depends on case. Most cases we just do, and regardless, you do individual programs no matter what. But I would say in the odd occasion where these opportunities arise, it’s like winning the lottery, it is for that kid. But there is 52 school in the system and 7 spots and Oceanne got one of them for that special class. But grandmother didn’t want her to send her because she is so happy here and I get that. But maybe look at it in the long run, I would have different choice, but that’s not for me to say. Ultimate decision is with the parents or the guardian.
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Video This situation is a perfect example of the questions I have regarding inclusive education. I support the idea of inclusive education for 100 percent, but only when it is in favour of the child with the disability. If however those children always experience ‘failure’ and focus on the fact that they are ‘running behind’, then I cannot imagine any benefit that will compensate this disadvantage and the social emotional aspect that I just noticed. That’s what I said, weird he.
8.6.4. Interview with Leah
8.6.4.1. Statement 1: “The main purpose of inclusive education is for the
child to grow academically.”
So the question is ‘the main purpose of inclusive education is for the child to grow academically. I would agree and disagree with the question. Yes, one of the purposes is for a child with special needs to be integrated into regular stream education, is for them to grow academically and it is for them to reach the potential. But there is more to it than just academically. Here we try to develop the whole child. Any child, that’s a child with special needs as well, should be growing socially, spiritually, physically as well as academically. I have a problem with ‘the main purpose’. It is a purpose but there are many many other factors that we need to consider when we consider inclusive education. Is there some other purpose you would consider the main purpose of inclusive education? I would not say there is a main purpose, I would say you need to look at the child globally. It is not just a student and the academic, and that is the only purpose. You are looking at the child as a complete human being, and when they come to our classrooms, they have social needs, they might have physical needs certainly they do have a spiritual need. So it is all of that mashed into inclusive education, not just academicals. You are talking about social needs, could you make this more specific? Okay, so when you look at that, there is two facets of the social aspects. You have a child in your class that has special needs. That could just be learning, but it could be physical, even behavioural. First of all you look at the rest of the population and how they are taught, not taught but how they respond to that need. Because globally in society you would be surprised about how children I think, are very tolerant to students with needs and they accept them for who they are and it is every day business here. It is not that they isolate them, or trying to nag them in any way. They are included and they are very much seen as part of our classroom family. So there is that aspect of the rest of the population, how do they approach this students with special needs? And hopefully it is with tolerance and with empathy. That there is a place for these people in society and that God made them this way for a reason. Maybe it is for us to have that compassion and that awareness and that gratitude of how many ways we are blessed. That is one aspect. The other aspect is that by
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integrating students with special needs into regular stream, they have models every day of how it should be like to wait our turn, to be patient, to be part of a larger society. I think the thinking behind it is that we do not isolate them. Sometimes they do have to be isolated for a little bit. Just to have their, physical means, or maybe they need time to calm down and regroup, but they need to see themselves as part of the bigger community, and not just as in isolation. So that makes inclusive education as a more representative image of the community. All different kinds of people together? All different kind of people in all different situations and backgrounds. I think if you look at Canada as a whole, we are a very tolerant, accepting, patient society. I think that is part of the model. They grew up with these people, these kids. There is no hiccup. This one has special needs, let their needs be met in whichever ways, but they are still part of us. Video If the children’s wellbeing is fine and if they enjoy coming to school, other things will also develop positively. I am talking about self-‐confidence, belief in your own abilities, etcetera. Princess feels super happy at school. During the difficult French lessons, she is watching me with a delightful smile, although I am perfectly aware of the fact that she does not always know what I am talking about. So what do you think about his reflections? I totally agree. He is just reflecting what we already do in our classrooms. Inclusive education is not new for me. It is just something that you assume every year you are going to have a student with special needs, whether it is a small academic IEP or a student with larger needs who need to be met. And you have seen it in our school: there is a range of students that might have a small accommodation in mathematics and that is all they need: just a little boost in mathematics and language. And then you have seen some students that are so challenged that their academic programme is so vast and different from regular school. You have to look at the child as an individual, assess their needs whether they are academically, socially, behavioural, whether they are emotional. Whether it is all of those or just a few of those. That is what an IEP is: it is an individual education program. And it is a global education program, it is not just academically. Because we are dealing with people. we are not dealing with little ‘ad matrons?’, that, you know as long as they can add, than they are achieving very well. No, it is in all aspects of their daily life. How are they developing as an individual and as a human being? And yes, I agree with him. Even tough, he says, a child is not really understanding, but she is happy to be there because she is smiling. You don’t know, that is the other part of it, you really don’t know what the students are actually observing. Especially the students with autism, that have a communication disorder… Just because the output is not there, you cannot assume that the input that is going in… You don’t know. I see them as beautiful human beings with needs that we are trying our best to meet.
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8.6.4.2. Statement 2: “A student has to be diagnosed before you can adapt
to his or her needs.”
I completely disagree with this statement. Very often you got a student coming into your school, into your classroom as young as four, with obvious needs, or inclining a need but there is no diagnosis because they are very young and because there are no tests, or we cannot built on the test for children as young as kindergarten. So you have to, again look at the child as a little human being and trying start meeting their needs as soon as it becomes apparent that there is a need. So I totally disagree. You cannot wait for a diagnosis and then start addressing the needs because very often they got diagnosed in grade 4, even grade 5, when there is an age appropriate test. So if we are waiting for a diagnosis all those academic years. As we know those early early years are the most important and primary years, you can’t wait for a diagnosis and then start addressing their needs. As soon as you notice there is something that needs to be addressed, and that is not only about children with special needs, that is every student. Children come to our classrooms with a backpack of all kinds of things that we are not even aware of. You don’t know what is going on in their home life, you don’t know their background, and you don’t know what is happened in their baby years. So you can’t wait for a diagnosis and then start addressing. Teachers needs to be sensitive to each child in the class and it is not easy. And in your own individual way trying to meet those needs, on a daily basis, on a weekly basis, based with the family. And so you cannot wait for a formal diagnosis to get started addressing the needs. I think that would be extremely insensitive to watch a child struggle but ‘Sorry there is not a test for you so we will just wait until you are nine years old and then we will start addressing the needs. So that’s my take on that. Do you consider it more easy to help a child which already has a diagnosis because his difficulties would be more understandable? I think a diagnosis is just one small part of the puzzle. Instinctively a good and sensitive teacher will know ‘there is something, there is a need here’. Teachers shouldn’t wait for a label to know ‘this is what we do with students with communication disorders’. You try to set the child up for the positivity and for success. I don’t need a label ‘oh this is autism, or this is…’, It is just a very small part of the puzzle. In grade three, many students come to my class and they don’t have a diagnosis but you see there is something, there is a need. Usually by grade three, the doctor has said ‘it is this’. Okay, so what? Program is in place, we are still meeting the needs, and life is good. I am not sitting and waiting for a diagnosis, absolutely not, before starting meeting the needs. Video During a parent interview at the beginning of the school year, the first item the mother discussed was that she hoped her son would be heard from this moment on and that we would try to help him by adapting to his needs. First of all, I do not agree with the idea of waiting for a diagnosis as a condition of helping someone. Although every teacher can decide about these matters within the scope of his own practice. And it is also dependent on the vision and working method of the school.
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8.6.5. Interview with Sarah
8.6.5.1. Statement 1: “The main purpose of inclusive education is for the
child to grow academically.”
I don’t necessarily agree with that statement. For me the purpose of inclusive education is to get the child to feel accepted. To me that’s number one. Also, it is a learning experience for the children in the class as well to learn empathy and to know how to behave in certain situations, especially if you have a child who is volatile and explosive. Most of the children don’t have any experience with those types of situations. So both sides win: The child who is being included in the classrooms and the other students in the class. And then of course, academics is also important, but I don’t think it is the main purpose. Do you consider other purposes very important? I think the social. I think children who are having problems or have special needs, sometimes are shunned. And so to bring them in the classroom, I see that in my own classroom, I won’t say the student’s name, but the boys and girls around him just love him. And they have grown to love him and to understand him and know about him and why he behaves the way he does. And how can we help him do a better job? Even for example today, we have people from his other school come in to observe him. So I had a talk with my class yesterday, saying ‘when these ladies come in, this is what they are looking for, but they are also looking to you so talk to them and tell them about our friend here and what he does how we help him. And it is great. And it is great for the parents too to see their child who has special needs. The parents already come with al those emotions and fears to see them accepted in the classroom. The mother cries when we talk about it because she is so happy that he has friends and that he is accepted for who he is and what he is. That’s the main thing. And not because they pity him, they really like him. They genuinely love him. They make him cards and leave little gifts in his desk. And when he is not there, they can’t wait for him to come back. You can’t fake that, that is honest emotion and feeling. You can’t fake that. Video If the children’s wellbeing is fine and if they enjoy coming to school, other things will also develop positively. I am talking about self-‐confidence, belief in your own abilities, etcetera. Princess feels super happy at school. During the difficult French lessons, she is watching me with a delightful smile, although I am perfectly aware of the fact that she does not always know what I am talking about. I think what is evident in his face, is that he is also getting so much out of the experience. Not necessarily just the student, Princess, and the rest of his class. You can see on his face that, when she looks at him and she has no idea what he is saying, and he said she has a delightful smile. That is showing me that he is equally as happy for her to be there. And he is getting something out of the experience as well. And he made a comment at the beginning when the self-‐confidence and the whole environment is positive, everything else tends to fall in his place. And I think he is eluding to academics in that case. When you feel good, and
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that is with any person, not even just a child. When you feel good about yourself and where you are in life, everything else just sort of falls into place. And I think you become stronger when things don’t go your way and you know that it could be better. And I think it is the same with students with special needs.
8.6.5.2. Statement 2: “A student has to be diagnosed before you can adapt
to his or her needs.”
I am so glad I have this question because I am very passionate about this question. I disagree wholeheartedly with this question. Because I am talking as a teacher and I am also talking as a parent, and I have a situation at home. This really fires me up. I don’t need a diagnosis to set in place free marks that is going to make my student or my own child succeed. To me, a diagnosis is paperwork, it is outside of the classroom. I need to know today, what can I do to help this child succeed. What can I do to make this child feel accepted? What can I do to make the child go home and feel good about herself? Let’s say today the child gets a diagnosis. What is going to be different tomorrow? He of she is still coming to school, still needs that support system, still needs those modifications and accommodations for success. I don’t need to see that diagnosis to do that as a teacher, as a mother. However there is another side to it. Without a diagnosis, a student is not eligible for many resources in the school. So there is the political side where the diagnosis is necessary to formally receive support or supplies, resources, people to come in and see this child and work with this child. So for me to adapt to his or her needs based on this quote, I disagree. However it is very important to have a diagnosis if ever outside strategies and people have to get in and work with the child. So I disagree for myself as a teacher and a mother. But you qualify for more if you are diagnosed. It comes done to money. It is like a ticket for getting support. For sure. But I have said this to parents before: having a diagnosis on paper is not going to change their day to day in this classroom. It makes no difference. This child has a need, whatever the needs is, we need to meet those needs and address them. And I don’t need a diagnosis or piece of paper of a doctor to do that, that is part of my job. We have something called differentiated instruction in our school, where every child has their own problems and needs and it is our job to meet each individual one. And to say ‘we need twenty diagnosis’s in a classroom?’, you have been in a classroom this year, I am sure you have seen them all and it is impossible to rely just on a diagnosis before you can step in and say ‘this child needs help’. And I don’t think this is professional ‘aprovent’ for us to do that. That is my feeling. I am very hot about that because I see my own child. And I do have a child with issues at school. He has a very colourful background, he has come to me from an orphanage in Russia. So he came to school with a lot in his backpack. So we are just crawling through that now. And again, I am glad his school agrees, we don’t need a diagnosis to say ‘this child needs help and this is what we are doing to help him’. So I am glad that they support me in that. He is not an easy onion to peel, as we say. That is very rich that you can talk to us as a mother and as a teacher.
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It is difficult and it is funny. Because before I was a parent, sometimes I saw things differently. But now that I am on the other side of the table as well, it has really changed my view on a lot of things. Your whole world changes in many ways. Video During a parent interview at the beginning of the school year, the first item the mother discussed was that she hoped her son would be heard from this moment on and that we would try to help him by adapting to his needs. First of all, I do not agree with the idea of waiting for a diagnosis as a condition of helping someone. Although every teacher can decide about these matters within the scope of his own practice. And it is also dependent on the vision and working method of the school. You can’t wait, it doesn’t happen in the classroom. And another thing, these diagnosis’s take years to get. Years. So what happens? The child falls through the cracks. You just let them float trough until you get a diagnosis? And then what? You have wasted all these years that you could have been helping them and giving them strategies to succeed. So it is true, I do agree with her. And it is not easy to get diagnosed. Do you think that having a diagnosis sometimes makes it more understandable? I agree with that statement, you are right. You want to know why is my child doing this? Why is this child doing this? I need to know why. Is there some underlying issue that I can deal with or understand? And even as a parent, you question, you are doing all you can and your child is still failing and is still getting in trouble or whatever the case may be. So sometimes, having a diagnosis is the answer to that question mark. Why is my child doing this? But in the meantime, they still go to school every day. So in the mean time a problem had to be set in place, right before any diagnosis can be made. And that is not an easy situation, it is hard. And some parents are very pro a diagnosis. They want to know, I want to take my child to the doctor, I want to find out why my child is behaving in this way. And some parents are really leery of it, they are afraid it becomes a label. But again, in the meantime this child is in school every day. So what do we do to help them succeed?
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8.7. Appendix G: Mind map of the Canadian interviews
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8.8. Appendix H: Guideline for the group interview with Belgian and Canadian teachers
1. When you see this picture, what is the first thing that crosses your mind? Write down five words.
2. What does it mean to have little Star in your classroom?
ð What does it mean for you as a teacher/ EA?
ð What does it mean for Little Star?
ð What does it mean for the other children?
ð What does it mean for the school?
o How can Little Star join in your school?
ð What does it mean for the community? o How will the experience of having Little Star in their classroom influence the
other children, as they grow up?
(3. What if little star was a kid with serious behavioural problems?)
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8.9. Appendix I: Group interview with Belgian and Canadian teachers
Ok everyone is here so we can start. Is everything understandable at the Canadian side? Please just interrupt if something is not understandable then maybe we can try to fix some technical things here in this room. We are very happy to welcome all of you to this Skype meeting which we were looking forward to. The last couple of months we have received some very interesting reflections from Belgian people and we also became a part of the inclusive classroom of some Canadian teachers. On both sides we heard some very interesting thoughts, ideas and questions and this is why we feel very rich to welcome you today and to join us around this table with a lot of experience in inclusive education in two different countries. We hope this can be a very inspiring conversation and Silke and I will be the moderator of this conversation, which means that we will try to bring some structure, and sometimes we might also ask for some intensification on several topics, but mostly we would like to follow your stream of consciousness Because we use Skype we need to consider some practical issues. So we ask to talk one by one to make sure that everyone understands everyone and also let’s give each other some time to put thoughts into words, especially on the Flemish side, it’s not evident to talk in English all the time, please give us some time now and then to put our thoughts together. Then this Skype meeting will be recorded. We will keep everything anonymous but we ask you to please not use names. If you use a name, it’s not a problem, then we will make sure it doesn’t come in our thesis. But if it’s possible don’t use any names. A last important thing is that this afternoon or morning in Canada there are no wrong answers, no stupid questions and feel free to talk and we really want to encourage you to speak up. No wrong answers, no stupid questions. And then whenever everyone feels comfortable, we can start this conference. Please make yourself comfortable: take coffee, tangerines, cookies… and maybe we can first start with a round to get to know each other. Who you are, in which grade you teach, the age of the children… Because the grade system is different in Belgium and Canada. SARAH: I’m teaching grade 2 and 3, which in Canada is up to 8 and 9 years old. CAROLINE: I’m an educational assistant, so I work with special needs kids, in the school. Currently I’m working with one classroom (age 5 or 6) and then I also have a student in grade 5, which is age 10 – 11. LEAH: Good morning I teach grade 3. Grade students are 8 or 9 years old. There are 19 students in my class and in my classroom now I have one student with a particular need. DAPHNEE: I’m an EA. I currently work with one child in grade 8, she is about 13 year and I work with a girl in grade 5 and she is 11. Both have very high needs. GERT: Here are the results of the Belgian jury. I’m teacher in the sixth class, that means that I’m working with children of 11 and 12 years old and I have one special needs child, level 1st grade, age of 6 years old. She can’t write, she can’t read but she is lovely and I have 20 pupils in the classroom
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BABS: Hello I’m teaching in second grade, that’s age 7 – 8. I have 19 students in my classroom and two of them have special needs. LAURA: Hello, I’m a teacher in the 2nd grade. They are 9 to 10 years old and I have one student with special needs and I have 28 pupils in my class. To warm up a little bit, we brought you this beautiful picture. To warm up our brain we would like to ask you to take a look at this picture and write the things down that come up into your mind. Think about what this picture means to you. Maybe you can tell us what you are thinking? LEAH: So it is Canada first? We cheated; we actually had this discussion before the meeting began. Our answers are pretty much the same. The big cube represents the school system. And the school system is designed for all students and most of the students fit in nicely. Our little star student at the right of the picture does not fit in and at the look of his facial expression he knows it. So it’s our job of the school system to create a whole in the cube so he too or she too can fit it. So what are we going to do with these star students? So they have a chance to shine? And be at the best they can be? CAROLINE: Well it’s funny because I often say that my student, my particular student where I often work with, I always say you can’t put a square in a round whole. We always try to force him in that classroom setting where he doesn’t necessarily fit. So when I saw this picture I really had to think of him because I often feel that way. Somebody else who wants to share something about the picture? LAURA: I just wrote down: ‘he will not fit by pushing in the box’. GERT: The school system in Belgium, it doesn’t work for a lot of children, it will work for a part not only for the little star but I think there are more children who don’t fit in to our system, with the grades and the plans and things they have to learn that everybody has to learn, but maybe we can’t change the whole system. BABS: I thought about it as putting children in boxes, it’s a typical phenomenon, every child has to has its label and that’s not working for anybody I think. What we really want to do is, we are looking for what is the meaning of inclusive education and look at it from the practical side, what do you as teacher think of what inclusive education means? And we want to start with a little aspect of it. What does it mean for you as a teacher to have little star in your classroom? What will you have to do? What does it mean for you? So from now on let’s call this student ‘little star’. LEAH: I need to think of this clearly before I respond. We live in a Catholic system so we look at this from the perspective of God and God’s creation and created in his image and looking
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for God in our students and how they reflect that. So having that is the umbrella: every student is a reflection of God and every student is created by God. I don’t know what your perspective is, but we here come with that approach. So that student, the star student is too created by God and even at the side of that student there is God and there is a reflection of God. It’s our job to look at that student, for God in that student and then to make a connection with other students. And this child too, he may look different, he will speak differently or walk differently but he too or she too is an image of God. So of course they need to be included, I don’t think our mandate is to exclude anyone. What does it mean for you as a teacher to have little star in your class. Every day, practically seen in your class what does it mean to have little star in your class as a teacher? CAROLINE: I think it’s challenging, I’m not an teacher, I’m an educational assistant, I really want to talk to both of you about the challenge of it, because yes we are inclusive education and it does work for some students, but there are some students, where you know it doesn’t work and as EA I find that the challenge, maybe this child is ok and there is no work for him or her, because they can’t achieve, but maybe this student is not the right fit for them, but who decides that, so that is as an EA often the challenge. And you know I got into this job because I want to work with those students who can work academically, who can achieve and I feel that EA’s, what’s been happening a lot in our school system, because we are inclusive education for all, we are ending up with a lot of students who are really high high needs and who are not even on an academic program, so a lot what we are supporting is physical needs, you know toileting issues, feeding issues, behaviour issues… For some kids in the classroom the child has such high needs that we are not even focusing on the academics or the educational program, so maybe as a teacher both of you can speak of the challenges of having a student with special needs in your classroom. SARAH: For me I find the academics are secondary, the inclusive part for me is having that child and I have a little one in my class as well -‐ which I forgot to mention earlier -‐ in grade 2 with special needs. For me having him feel like a part of the class and he has friends and for me and the EA’s who work with me that’s our number one goal that he could feel like he belongs here and I shouldn’t say that a lot of the academics to me are secondary, giving him like he is a part of this family and we love him and we care for him to make it, for me that’s the number one, that’s the whole purpose of having children with special needs at school with all of us that we want to let the little stars to not feel that so different. You are a student in our class and we care for you and are happy that you’re here. With that being said though, I think the needs in our school are so different, so different from the needs of my little guy that I teach every day. His needs are different, we can work with him and sit with him and create activities to do with him, with his friends. Where some of the kids that Daphnee and Caroline work with that’s not always the case, I don’t know if you agree with that. Socially the little guy I work with, he has friends, he can make friends and play with them to a certain extent and it makes him feel he is part of this class and he is actually happy to be here every day, he comes running in our class because he is glad to see his friends, he
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can name them all. So to me when I think of inclusive education, the academics are secondary. CAROLINE: And it’s also really really good for the other students in that classroom. The regular kids, they love to having that particular student or special need kid in their classroom, they love to see that it’s good for them, to see kids who are different, who learn different. And at a young age especially we often talk about when they are young; they just accept them as part of the group. That goes away a little bit as they get older, the distance is larger, but when they are young I see, the regular kids in school they see them, they accept them, they are just seeing them as another kid in their class. DAPHNEE: I would like to comment on that, because I worked in a non-‐Catholic system for years, which was partially inclusive, and I worked in the Catholic system, which is fully inclusive, and I honestly prefer for a lot of the very behavioural children a partially inclusive system. Their academics in one class, usually a small class, with a lot of EA’s, usually 3 or 4 EA’s for maybe 12 students, each of them has their own program, not teacher programs for all those students. And when they are in a good mood, they go in and are included for music, gym and art for example, when they have a good day and I think too that it’s very important that these children are becoming a part of the community but a lot of kids in our school stay in the school forever. So that bound is created in their very early years and then when they get older those children can’t adapt to the program, there is no academics but they’ve already got family bond in my opinion and are already part of this community, have friends and try. I really believe that the children Caroline and I work with cannot meet the academics but they are also disruptive for the other kids who are trying to learn. LAURA: I didn’t understand the whole thing, what was the last sentence about being disruptive? DAPHNEE: For example the child that Caroline works with, is very agitated, he is non-‐verbal, he can really break down and hurt himself too and it’s pretty upsetting for the children to witness, certainly we have tools and skills to deal with that. But in one school I worked in, if the child was having an episode, as they called it, if he was hurting himself or hurting others, they had to remove the whole class from the room until the child settled down. So there was a lot of time lost of classroom activities. But where they were partially integrated you can tell the child was having a bad day you could chose to not integrate them. LEAH: I also think that because they have special needs, you need to look at the special needs. Some children with special needs are very successful integrated in the class and are at their best in the regular classroom, they can function socially, they have special programming that meet their academic needs wherever they’re at. And that’s one aspect, the other students they are so severe, maybe partially removed because they ‘re needs are so particular, we need to, well we try and look at that child to see the whole child, say what is best for this student at this time. It might work this term and next term there is a change in whatever we have to address that need again. The whole thing is about flexibility. It’s not ‘you’re special needs, you are going to be in that classroom, you are going to be in that class
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till 3 o’ clock, you are going to have 5 meltdowns and it doesn’t matter.’ It’s not like that at all. We look at the whole child and try an address their needs, their particular needs. Maybe some students are good in the morning and start to break down in the afternoon because their medication is wearing off, whatever the reason is, so we need to plan as best we can for each student with special needs. And try to compensate every day. ‘You know what you didn’t get to school today, it doesn’t matter, tomorrow is another day’. It’s not ‘you have to do this by the end of the day’, it’s not like that at all. It’s about to try to make that little star at the best they can in their own time A little comment in between, we don’t necessarily need to speak there and then here. You can comment on each other, just pick the word. It doesn’t have to be Canadian – Belgium GERT: Before I taught the sixth class, I was a teacher for 8 years in a school for children with special needs. As you know in Belgium we have different schools, children with difficult behaviour and children with difficulties in learning and after that when I come in our normal school, I realized that the child with special needs also exists in normal, I think every child has special needs. The ‘pupil’ or the ‘normal’ pupil doesn’t exist. Little star is more exceptional then the others I think. But I see for my 20 pupils, every child has special needs and that means that you can put all the children, also the ones who are in special schools, in our normal schools if you follow that philosophy. DAPHNEE: When I was young, I think you had schools for what they called mentally retarded. Everybody else was in our school. And either because I am too old and I can’t remember, but I do not remember any one called hyperactive or ADHD or any of the terms that exist now and everybody just fit into the school. You also failed in our school. Now nobody fails any more in this system, everybody passes into high school. It was ‘all inclusive’ in my reflection and it worked fine. And I think you were right, they weren’t labelled as special needs but they existed and now I do believe we have more issues, maybe health issues, ecological issues that are affecting this children and causing all these diagnosis. They do have great needs and need extra attention and I do believe that a lot of them can survive in the system. I’m a bit equivocal about the academics; I think that after grade 3 to adapt and accommodate the academics is extremely difficult… The curriculum is extremely difficult, even for the ones not identified. Difficult curriculum and I think the teachers are very stressed because we have provincial testing, so the teachers want their kids mostly informed. In a system in another city where I worked a lot of the children were exempt from this provincial testing. SARAH: Our school board has one of the lowest exemptions rate. Hardly anyone is exempt from this provincial testing. And I never was even sure what they were testing. And teachers have to make sure that their little stars or not star, I would say circles and squares are going to have some success in this provincial testing and I feel it’s hard for the teacher, they can’t possibly accommodate for the children with such high needs, except for Leah. LEAH: Daphnee is completely right. I am a teacher, I’m not a psychiatrist, I’m not a psychologist. I’m a teacher and I do the best that I can with the best intention. For a long
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time it used to bother me “oh my goodness this child is not learning what more can I do?”. I had to resign myself not being complacent. But I too have limitations and I am limited by my abilities, I’m limited by the system and I’m limited by 24 hours a day, I think we all are. My intention is “I’m going to do the best that I can for the stars, as well for the squares, circles and the ovals and all of them.” And with that there is some success, maybe it’s 80% success it’s not going to be a 100% because of the limitations. But there is success and we celebrate those successes. You know there is a saying, I don’t know if you have it in Belgium: “happy wife, happy life”. Well happy teacher, if I am happy and I am feeling positive and I approach my job and my students positively, because I am happy with me. That reflects onto my students and it creates an environment and that’s what I do, I try the best that I can. Well Silke and I spent weeks and weeks together, for which I was very grateful for. Silke you experienced that, in our classroom some days were wonderful, some days not so much. Some days academically we were driven, we were achieving, some days were disruptive because of all things. You know what, we need to step out of that and look at it globally, look at our students globally, look at their needs globally and look at the curriculum globally and do the best we can. And what do you need as a teacher to do the best you can? SARAH: A good network of support near you, near colleagues, understanding family members, when you’re stressed at night, and your worried about a student or you’re up late doing work. You need to talk to people who have been through it and who can offer advice. I think you need to be happy, as Leah said, with yourself and with you are doing and knowing that you’re giving at your all. And I think you need a supportive principal and school board who helps you along when you need resources, you want to take a workshop, or a professional development… all those things help you along the way. LEAH: In ideal world the supports need to be there, the human recourses but also the material resources and then… CAROLINE: I think what is challenging is that we need a little bit more support. I’ve been doing this for 18 years, we had a lot of EA’s and we were able to work with a lot of children one by one. When time goes on, budgets get cut, we as EA find ourselves spread thin a little bid. Some of these special needs students are not getting our services, so they are left in the classroom with the teacher and Silke, both Silkes can think of a few students who probably should have extra support, who should have EA support and are not getting it. Where years and years go where they did get that support, you know where now we are supposed to help those kids who are behaviour and not the ones who need academic help. So as a teacher I think a lot of the struggle is that lack of support. Whether it’s more EA support or whether it’s more support of the resource teacher, pulling them out and working with them, whether it’s occupational therapists who come in and help, speech-‐language therapists. And a lot of time I think it’s help with programming. I often ran into the problem that teachers don’t really know what to do with these kids, how to program for them, how to help them to be successful because their needs are so specialized, we are not the expert in all different fields. I think a lot of that is the challenge.
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LEAH: And I think maybe you are experiencing this too, it’s budget cuts, it’s finances and the reality is it drives every bit. If we had more funding, we would have smaller classes, we would have more EA’s, we would have more experts, we would have more psychologists and psychiatrics. You’re smiling Geert, I think you can confirm. It is what it is and again we try the best we can, with what you have. LAURA: I have to say in my classroom, my pupil with special needs, has also an EA, een GON-‐begleider? I think you can make the comparison. LAURA: He has an EA-‐teacher, he is coming for 4 hours in one week, that’s not that much. That’s really helpful but the other hours I’m a bit limited by the great number of students in my class, 28. So if you got a pupil with a special need, that’s not always that easy. I’m challenging my other pupils to help me to help the pupil with special needs. I’ve got a really nice atmosphere in my classroom, I’ve got a lot of peers, peers for each other. In the beginning of the year that was a bit abnormal for them, because they weren’t used to it, but now they just come to me: “can I help little star?”, so it’s less difficult now for me. My pupils help a lot to be more comfortable to give my lessons. I really do my best too as a teacher, but the other pupils are really helpful and they adore little star in my classroom, so that’s nice, if you can achieve this. But it’s not with every pupil that you can achieve this. But in my classroom it is like this and it’s really helpful for me as a teacher. LEAH: I think Silke Van Hecke can confirm this. A lot of students in my class now know how to use an Ipad and make an Ibook, which is an application and Silke taught my little star student. And the objective was that star student taught the other students. So now half of my class can use this and by the end of the month everybody will be able to use that application. But she started with Silke and that was my plan, not really my plan it just folded that way. She can shine here, she can teach the others, but she is the expert here. And she is labelled in the class as the expert, that’s her little niche. I don’t know how to use it, because I’m old too, but they are teaching each other! And they are very good. We need to think of how can these little stars shine in an integrated setting and share with the peers what they know? And it doesn’t have to be big, it’s a small, small to use that app very well, because she got taught and most of the students now know how to use that app and they are on fire about it, they are excited. Oh and if they have a question, they ask her because she is the expert and she feels very positive about that. Try to find those teaching moments and creating opportunities for these students where again they see themselves as being part of this group. Peer teaching is a great great tool. DAPHNEE: I love that, but one of my students, my grade 8 student is non-‐verbal and she learned, one EA was determined that she could learn sign language. And she now knows 5 signs that she uses appropriate. I’m trying to get for her an Ipad. And I go to the system and they say well she has no communication so she can’t have a little computer and I believe that would be great teaching moment for her. But because she is non-‐verbal we don’t really know how much she understands, how much she gets. But nobody is willing to buy her that.
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So it’s up to me. She is going to high school next year and things change drastically in high school. She may use the signs that she has, I don’t know what will happen to her. It’s another issue, it makes me quite frustrated, because her fine motor is really great and I do with her a little exercise on the Ipad. It would be a great tool and she investigates, she does, it would be a great investment but they are not willing to buy this for her. And I don’t know what she is able off because she is non-‐verbal. On this moment I would like to bring some thoughts together of “what does it mean to have little star in your class as a teacher?”. In the beginning we talked about how academics are not necessarily the focus, but we also talked about how to differentiate and that accommodating the curriculum can be very challenging. Our thoughts came to things we need like the lack of support and the need for expertise and need for resources. Lies gave us the interesting opportunity to talk about peer teaching and the other students in the class. So if you feel comfortable we would like to shift our focus from the teacher in the classroom to the other children in the classroom. What does it mean for the other children in the classroom to have little star in their class? Before we continue with the next topic, Gert wanted to add something to the previous conversation. GERT: The difference between the school I was working 10 years ago, special education: we don’t have final terms, the children have to gain or achieve, but now the system where I’m working now, it exists and I teach in the final class that means that at the end of the school year we have to achieve a lot of purposes, that makes it more difficult than in the other education, especially for the other children. The little stars, they don’t have to achieve that, but they have influence on the group and for a lot of teachers, for my colleagues, that gives a lot of difficulties with that matter for work, because they have to say you have to lot of work but we have no time or there is no time to give attention to the little stars, because of the group and because of the pressure. If students in Belgium fail their year, they have to do it again and that’s quite common in Belgium. In that way it’s more stressful for teacher to make sure that everyone gets the desired goals. LEAH: We don’t have that system here, but if they did, we could put the responsibility on the parents, a little more. Many of the students we are working with have a good socially economic area, but many parents couldn’t be bothered with what their child has to do at home, because they are busy or whatever the reason is. If we would have that system, where they fail the ability piece would be so much bigger because nobody would want to see their kid fail, especially when they have the ability. SARAH: I don’t agree with failing because the children who struggle academically, they already feel different; they already feel like they are the ones behind the eight ball. And now you are putting them back in a grade where children are younger than they are, now you are putting the spotlight on them and they feel even more different. So for me I always felt… I know we disagree on that.
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LEAH: We totally disagree on that, because I worked in a system [SARAH: me too.] where if you don’t came through, you failed and that was all… You need to do your share and there was no support. I think a lot of our student could try harder, could achieve and the parents decide “just go to school and what happens at school I don’t care”. So we have graduates coming out of high school that are illiterate and have no numeracy skills and those are the people who are going to take care of us in our old days. SARAH: But there would be students who would always fail, it’s sad, you don’t need to make it worse. CAROLINE: It’s very difficult for them socially; it puts a big stigma on them. And a lot of the children would just and not always on a young age, but let’s say a high school age, they would just drop out of school, they would just quite school and go to work. We try to achieve for everyone, I see both sides a bit. The discussion is important. SARAH: I went to school in a system where they failed and as a grown adult now I can still name all the ones who failed, because there was just such a big stigma on it and I still remember them. CAROLINE: The children who failed where often the ones from immigrant background. So their parents spoke Italian, their parents spoke a different language. So it wasn’t necessarily that they couldn’t achieve, it’s just they had that language barrier and were labelled as not smart, stupid, not able to achieve meanwhile it was just a language barrier, once the language was caught up, they were actually fine. We sort have learned as we went along. And now at the province, probably Canada wide, we decided that it’s better to push them along with their peer group and either give them what we call a ‘modified curriculum’ where they sort of do the regular curriculum, maybe just a little less, they don’t have to achieve as many or they do it with support. Or they are on an alternative program, which means they have really high needs and they can’t, perhaps they can’t speak or they are in a grade 5 classroom but working on a grade 1 level, then they are on an alternative program where they don’t have to achieve the curriculum but they can know those 5 words than they are ok to move on. Hold on a second. We are trying to recapitulate. So we talked about redoing a grade and failing a grade which was also a common thing a period ago in Canada. And Caroline just told us about the fact that those people were often of a immigrant background. The language barrier made them fail and it was not because they weren’t intelligent enough or that they didn’t had the abilities. Then Caroline said “now we go for the modified curriculum which makes more differentiation possible so that the language barrier doesn’t make them fail”. LAURA: [talking Dutch] Dus Leah is voor blijven zitten hé, omdat ze zegt dat het heeft geen nut en de andere zegt van het heeft geen zin om ze te laten zitten omdat het stigmatiserend is.
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Did Laura understand it correctly that Leah is more pro failing a grade and redoing then Sarah is? LEAH: I’ll explain, the students who cannot achieve the different expectations because A) limitations that are beyond, whether it is a learning disability, whether it is language failure, of course those kids are under special considerations, it’s not hard core. There are many students who are underachieving that can be at a higher level than what they are at in the classroom. It goes back to the family who take their hands of the education completely, this is very frustrating as a teacher because as teacher we assign over and over assign homework and they don’t do it and there is no, there’s really nothing you can do for it. Especially at elementary level we can assess homework, it’s for practice, there is nothing I can do about it. I can’t, maybe I can mention it to the parents, there is nothing that I… So maybe a turn will be when you will receive the grade if you don’t step up. I’m really not saying and I want to secure that there are students where most considerations have to be taken and then the curriculum must be modified and the accommodations must be made to make every student successful. CAROLINE: Nothing is black and white; obviously there are a lot of grey areas, especially with inclusive education. We have such a long scope of children on the spectrum, from very high high needs to very low needs. It’s difficult to speak of inclusive education because there is a difference between kids who will need a lot of the support to kids who don’t need that much support, who are more similar to the other kids. We have two different sides of it. Any thoughts on the Flemish side? BABS: About failing the year, I can agree on both sides because it’s really a stigma that you put on the student, I can also remember the students who failed when I was in primary school, but I can also understand that for some students it would be good to repeat the content of the lessons, the basics. I have in my classroom a few students of whom I now already know that when they will go to the next year they’ll drawn in everything because they don’t have the basics. But I also do understand what you say because it indeed puts a stigma on them. LAURA: But that’s also a bit our own fault, if you call it ‘failing’, it’s already… you call it ‘failure’. It’s not exactly a failure it’s just… GERT: Second service LAURA: We as adults put a label on them when they have to repeat their year. The word ‘failure’ is already… SARAH: Yes, because in our classrooms, I don’t know how it is in Belgium if you have something like an IEP, Individual Education Plan. So a child in your class if they don’t have all those skills to go to the next year then the teacher of next year can develop a plan just for that child where they will develop and work with them on those skills, so they’re still with
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their peers, they are still with their grade – age – level you know friends, but they work on something different in their class. BABS: I completely agree with what you say but what will you do when they leave primary school? SARAH: The IEP goes to high school; it follows the student as long as they need it, so even in high school. CAROLINE: So they can get support there as well. BABS: Do you give them a test at the end of the year, a certificate? SARAH: Do they graduate? LEAH: Yes. There are three kinds of certificates. There is an alternative. There are three levels of high school diplomas. SARAH: When children leave primary school they go to the class that meet their needs. So there are three levels of classes that you can take in high school. CAROLINE: An academic level, a prime level and then a general level, there are different levels. LEAH: So when they go in to high school they are already streamed. CAROLINE: Towards whether you will work, whether they will have a college decree, whether they will have a university decree. And then they’ll have the support as well, whatever stream they chose. So they can go into a classroom. They can go to an English classroom and then in a 4th hour they can go to a resource room where they’ll have extra academic support by a resource teacher one on one. That’s kind of how our system works. That’s for the students who are higher functioning. So for the students who are low functioning, the students Daphnee and I work with, they still go to high school, they are in a special class. They are not really in the regular class the way they are in primary school. They are in a classroom where they learn life skills. So the discussion is why do we force that star student in that square whole when in high school they will go to a special class? So that’s a part of the discussion. DAPHNEE: What your system has, you’re streaming on a very young age right? They go to a special school on a very young age, so I like this better because they can develop more in the elementary and then streaming. CAROLINE: I will say the difficulty is, I’m a mom as well and in my daughters classroom, she goes to the school where I work so I know her teacher very well and in her classroom, because there are so many needs, it’s like the teacher is teaching 3 different grades. There
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are the students who are very high academic and they are at grade success level and then there are the ones pretty on the bottom. I think in the younger grades it’s easier to adapt to a certain level but as they get older if they don’t have those basic skills the gap gets a lot larger. LEAH: So they lack the basic concepts and without those basic concepts they just drawn. We see it, because we have students in grade 6 who lack basic concepts and what are you going to do about it? They are there, they have the program for them, they have don’t have special needs per se, but they are lacking basic concepts. They feel it; the students who are on their academic level are frustrated because they have those peers that are lacking key concepts. Maybe they learn a bit slower… CAROLINE: You’ll teach the masses, which is sort of the group in the middle so the ones on the bottom struggle and the ones on top struggle. SARAH: A part of the problem is also, we have a comprehensive curriculum, we are asking too much of the students every year. Whenever we would work a little bit down of the curriculum, we could spend more time on the basics and the key concepts that they need to know. LEAH: And also elementary classes are topped at 21. The minute the students go to junior, that’s grade 4, the top is gone. They can easily have 30 students in the class. The teacher is managing a mass of students, she is really not teaching, she really can’t work with the special needs. That’s the reality, the intention is good, but a lot of students are again not serviced as well as they could be. LAURA: I think it’s the job of the teacher of being flexible in that situation. That’s a bit the problem of primary school, they are all together and you don’t have the grades like in high school. I think everyone in Belgium has to differentiate also; you got the top of the class. Sometimes they don’t have to listen to me when I’m teaching the class, because it’s boring for them. So they’ve got another program than the middle class. Then I got the special needs, I think you have to be flexible as a teacher. I’m teaching now for twelve years and it’s getting now every year I have to be more flexible. That’s ok for me, I really like it but not every teacher wants to be that flexible. GERT: You have to be like a chef in a big restaurant, ‘en francais on dit à la carte ‘, you have to cook for every child. You have to organize very well. I also have 4 children who work on their own, because they are too clever. And I have a special needs group who are on individual for mathematics, who are on a 5th grade level instead of a 6th grade level. And when they leave school, they go to secondary school, they are sitting in the same level and it’s only one year difference and next year they will have with the whole group lessons: Latin, mathematics on a high level and others will learn a profession and work with their hands and do technical things. But now until they are 12 years they are all in one classroom and it’s in every classroom that you have to differentiate and do several programs in the same time.
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Ok I would like to recapitulate: we talked about differentiated instruction. In Canada where we saw in the classes and where the teachers just mentioned it as well as in Belgium it’s an important thing to do. Now I would like to shift the focus of “what does it mean for you as a teacher?” to the other students in the class. What does it mean for the other kids in the class to have little star in their class? For little square? For little triangle? … ? LAURA: In my classroom I already told that it’s a really good atmosphere. So my little star he is really limited in physical abilities, but he really likes break dancing and he wants to be a break dancer, but that’s a bit difficult for him. Once in a while he wants to show his moves to my class and the first time I thought it was a little bit dangerous because I thought they would kind laugh at him. But it really wasn’t at all. He did his moves, it had to be break dancing, but I don’t really know what it was. But my whole class was cheering and screaming and that was so wonderful to see. The other pupils really love my little star and oh when someone on the playground is laughing with my little star, then I have 27 other pupils who are really furious and defending him. It’s really rich in my class, that student. He is also the one who has to work with the computer. But I got three other students who are dyslectic and he taught them how to use a computer, they really had to focus to listen to him. And he tells them a lot of stories, about star wars and everything. They really accept him, they don’t ignore his needs, not at all but they accept him. In my classroom it’s rich to have him. Sometimes I have a whole day I don’t have to look at my little star (I do, but…) because the other pupils are… I’m teaching and I see a student standing up and going to my little star and helping him with his big books, because his books are bigger, because he’s got eye-‐issues. He is really integrated in my classroom and he is happy and as long as my little star is happy I’m like “ok, we’re fine”. And he doesn’t have to get the good grades as long as he is happy and he is evolving. GERT: My little star is already nine years on our school. That means that all of the children know her very well and every year the three classes are mixed. That means that all the children can sit by each other. But she is also the star of the classroom it’s nice, but also very happy, I think she doesn’t realize she doesn’t have the possibilities like the others, but she’s not frustrated, she doesn’t have tests with a lot of points, I draw a smiley and say very well. But it’s nice for the other pupils because she is always laughing and it’s a stream of positivity in the classroom and they help, they are co-‐teaching for me. To give the other children the responsibility to play a teacher for little star and to help her, it’s very important and it’s more than only I who told the things. LAURA: The other pupils learn how to care about someone else and that’s making it rich. CAROLINE: That’s it. It works. And it makes sense. The children are so accepting and they are the ones who are going to care for these children in the community in the future. Those are the moments that make it right, that make it worth it. It makes sense. My daughter is in her class (points to Sarah). She is friends with that little star, she loves that little star! They love to see him achieve and they love to be his friend. That’s when inclusive education makes sense, that’s when inclusive education works, when you see it positively impacts the other
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students. And in the both ways really, but those other students they learn acceptance, they learn about empathy, people who are different, how to care for other. That is what inclusive education is really about. When it doesn’t work, when it becomes difficult is when the child, the student, the little star is so different and so disruptive, that it sort of impedes the other students learning. The student that I have in grade five, his needs are so high, that really there is no common ground between him and the other students. He is non-‐verbal, he is self-‐abusive, he is very loud. The children are trying to learn a mathematics lesson and he is in the background, screaming and moaning and crying, running around the room. That doesn’t work. It is not fair to him, it is not fair to the other students, it is not fair to the teacher. So we pulled him out and we are just doing a different program with him. That been said, you know… I can still benefit, but It can also be negative. DAPHNEE: And the student still take ownership of them. CAROLINE: They do. They still accept him. DAPHNEE: They still accept. But realising it is difficult. SARAH: And a lot of questions that the students ask. In particular in my class, the little boy that is in my room, he is only a part timing student. Bur starting from Monday he will be fulltime. So there has been a lot of times where he wasn’t at school. And we would talk about him. And the children would have a lot of questions about him. Why didn’t he do certain things and what not. So one of the things that he really enjoyed doing was ripping paper and it was a big concern for his parents at home and obviously to us at school because he was ripping everything. He loved the sound, the feeling. It was something we would try to stop at school. And I had that talk with my students and I said when we rip paper, little star hears it and it makes him wants to start to rip paper. So as a class, we will all try never to rip paper. And if you have to, we had to think about an alternative to do other than scissors obviously. So now, every time somebody wants a page out of their book or anything, they go and do it in the hallway so he cannot actually hear it. But that was something that they did to support him. They didn’t have to do that but they wanted him to succeed. And starting from Monday, he will come fulltime. So I had a talk on Thursday, you know, ‘little star’ will be here everyday. And the whole class was erupted in cheers and clapping, they where so happy it happened. So when we say they take ownership, they become the little protectors on the playground or whatever. And it is so good for children to learn when they are really little. They grow up in their little bubble. And everybody is like them and looks like them and they have the same things they like to play with. And it is a great life-‐experience when they can see ‘not everybody is like me, not everyone learns like I do, not everyone lives like I do’. Having these children at our school is a perfect opportunity to learn that and it is wonderful. LEAH: I think they also learn that fair is not equal. Fair is not equal. They don’t ask: ‘how come he get’s to go?’ or ‘how come he get’s to play?’. They very early learn that a person gets it because he needs it. And ‘even do I don’t like it, it is not what I need’. Fair is not always equal. And it is a good lesson for them to learn earlier on. And yes we make accommodation, we won’t stop at recess, and we might have missed it because something
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happened. Don’t hide the blues, accept it and move on. Because this is what life is. It is not always fair. We need to look at that in each other. Whatever you need, if we can make it happen, we will make it happen. “you know what, little star doesn’t have a friend at recess, do you think you could spent your recesses focusing on that?’. And they have no problem with that and they just take ownership because little star doesn’t have those social skills. They learn it from very early on. BABS: In my classroom that is kind of a problem actually. I am a little bit jealous when I hear all your stories. Because one of my little stars has real social incapacities. And the other students, they don’t bully her anymore but they really ignore her. When they make groups, she will never be picked and when it is break outside, she will always be at the hand of the teacher. I really have to ask other children in my classroom ‘now, can you play with her?’. I really have to force them so she doesn’t feel that she isn’t welcome. LEAH: Yes, we see that too. We do see that happen. CAROLINE: Especially in the older grades. L.K As the level starts to… As the gap starts to widen, we do see the isolation. We do see that. The children with special needs are on another curriculum and they constantly have to be with an adult. The cool kids don’t want to have to hang out with the EA. Kids don’t want to hang out with old people at that age. But the EA has to be there. So we do see that. It is not ideal. I think we see both spectrums, where they take care for each other. We have another students who is wheel chair bound, nonverbal, needing everything: feeding, toileting. But she is very much part of her class, her graduating class. It is very beautiful to see her graduate with her class. And they help her constantly. You know what, I don’t know all the answers. I really don’t. DAPHNEE: There is a child in kindergarten too, who has many issues and is very violent. And the children in the kindergarten are afraid. It is a very difficult issue, so of course they are not going to look after her, they are very frightened of her. The other aspect of that is that they go home and complain at home trough the eyes of a child of the kindergarten. And the parents feel that their children are at risk by this student. And that is a very difficult situation. Because usually kindergarten kids are so open they just embrace anybody but in this situation, they are afraid. But they are not all afraid of her. Because I worked in that classroom, I worked with that kid. I was so surprised about one little girl. Because most of the time she is in the classroom, there is always someone with her because she is aggressive to the other children. But there was a kid who really wanted to work with her, and really wanted to play with her. You really see her asking ‘can I play with little star?’. So I was really happy that there are still kids that. Some kids are afraid of her, also because their parents tell them they should be afraid of her and tell them they should stay out of her way. But there
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are also kids that still want to play with her. And that is when I thought ‘nice, that you still want to interact with her’. LAURA: Two years ago I also had a pupil who was very aggressive to the other pupils and also to teachers. And also the other kids were afraid of him. So he also did the first year of the third grade at our school, but it didn’t work. He stayed aggressive to everyone and it was increasing. Then they decided to put him in a special school, when he was eleven years old. We have very big classes, with a lot of pupils. And he came in a classroom of nine children, all with special needs. But the boy was… It was really… I like inclusive education but I really think it was the right solution for that boy. We have a big school with a lot of pupils and on the playground it was very busy and he got too much… For him it was the right decision to get him to another school. And we did a lot for him, when it was playtime he could stay in the class and I talked to him,… Yes, it was really difficult to get him integrated without the other kids getting bruises and everything. It was really difficult with that particular boy. DAPHNEE: The thing is that that student, the other students who are so little are going home to their parents and tell it trough the eyes of a very very young child. And the parents they hear al the stories and they are so worried. And this is when they label. They hear all the information and start labelling. This passes on to the children that are reporting and it gives the child a very bad label. This is not about the children, it is just a very bad dynamic. And it is nice that the children are interested because I think they are in a sense willing to accept, but not if they are getting hurt. CAROLINE: I wish that we had, what you were talking about. We have inclusion for all and it really doesn’t work for all. So I wish that we had the option of ‘this doesn’t work for you, let’s put you in another school’. Because we just don’t have that so they have to be included in a regular school and it is difficult because it just doesn’t work for everyone. It is really not for everyone. LAURA: But it is also a little bit the system I think. When you got 25 students in your classroom and there is one aggressive, you can’t always… You can do your best as a teacher, but with 25 students it is really difficult. So the system has to… If they want to integrate al pupils, I think we have to be more supported by EA’s. GERT: But is it right that you like the system in Belgium, that you prefer a system where you have inclusion and special schools for children with difficult behaviour? CAROLINE: Yes, I like that. You know, I am an EA. I work with children with special needs. You would think that I like inclusion for all but I really don’t because I don’t think it works for all. You know, the difficulty is though, who decides? Who decides that ‘you don’t fit the mould, you need to go to a special school. You are okay to stay in a regular school.’ So that’s where it is a legal issue. It is a bill that has past of ‘inclusion for all’. You know, I would be interested to know, in your school system, who decides the criteria? Who decides ‘you are okay to stay in the regular school, you don’t fit the regular school and you go to a special school.
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LAURA: We have to sit together with the parents, the teacher and EA’s, psychological assistants, the principals. And then we have to decide al together. The parents are very important. SARAH: What if parents disagree? LAURA: Then he had to stay at our school. But we really had to… It was not the first time that we were sitting around the table at that time. And then they also saw, by reaction of other parents, that it wasn’t really possible anymore. So the parents agreed to put him in another school. The most difficult pupils aren’t the pupils I think with a physical problem, but the pupils with behavioural problems. That is really, for a teachers, for a school… LEAH: Us too. We can deal with any needs. If there are students in a grade six class and their academics are grade one, we can program according the needs. That is easy. CAROLINE: Physical is also easy. LEAH: If the student has problems with behaviour, that makes it very tricky. For a teacher, for administrators, for everybody that is involved. Yes, we have the accountability for the other students and the parents are questioning and they have the right to be safe, that is our first mandate as teachers. Every student needs to be safe when they have our care. So yes, we have the same question and struggle. CAROLINE: As a parent, if I had a special needs child, who was very severe, I wouldn’t necessarily want them in the regular school. Yes the children take ownership of them as they are young, However if they get older, they are sort of segregated anyway. They are sort of labelled anyway. But the other side of the coin, if I had a special needs child who was very high-‐functioning, they can work in the system. So the difficulty always become: Where is that line and who decides? So for us, our government has mandated inclusion for all. So there is no option. I like the fact that in Belgium, at least you sort of have that option ‘my child will be better serviced in a smaller school, that is more specialised in their needs, or my child maybe can better function in the better system.’ I like it that you have the choice. DAPHNEE: We can have partial integration, like I worked in and which I like the best because of the severe behaviours could be kept in the self-‐contained classroom if they were not in a good spirit, or they could be integrated. So they were partially integrated in a small classroom in some of the systems. CAROLINE: We don’t have that in our school system though. There are few schools, but they are difficult to get in to and there is a big waiting list. If your child has very high needs, maybe they have autism, maybe they have some very high needs, you can get them into a special school but it is limited in time, maybe six months, maybe a year, and it is difficult to enter the long waiting list.
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LEAH: And with parent consent drops everything. You can have al the psychiatrists in the world, if the parents do not consent, then it is the end of the water. DAPHNEE: So do your special schools, does it cost the parents money to sent them to the schools? Or is it government education? BABS: No. I would like to bring some thoughts together again. We started from the question ‘what does it mean for the squares, the triangles to have little star in the classroom?’. We started with a stream of positivity about how the other children care, take ownership and about how they function in co-‐teaching. Then we also talked about the negative dynamic, about how it can sometime be frightening. And especially we talked about aggressive behaviour. I feel that now we are shifting our focus to the question ‘does inclusive education work for every child’? and that brings us a little bit more to little star itself: ‘what does it mean for little star to be in this classroom?’. I hear that some people need a break? Is that okay for everybody to focus on this topic after a little break?. And then we will see you again within 5, 10 minutes? So whenever everybody is comfortable, we can restart the conversation. So we are going to make a little change. Before the break I suggested to focus on little star, but we are going to make a little change here. Earlier in this conversation, somebody on the Canadian side mentioned something about little star going into the community. Now we would like to focus on this aspect. What does it mean to the community to have little star, growing up in this classroom among other students who also grow up and go in to the community? CAROLINE: I think the hope is that they will take ownership of them, as they grow up as they age, they will look out for them, they will accept them, they will employ them, they will take care for them. The difficulty in Canada is, after high school, there is not a lot out there. There used to be day programs that they could go to. So after 21, they graduate high school , there used to be programs where they could go to, where they could do little jobs and get paid. Or they could go into a group project situation. So a lot of those have gone away with budget cuts and government cuts. So now, a lot of parents and families have that fear: ’what is going to happen with my child after graduation, after high school. Where are they going to? What am I going to do with them? What is going to happen to them if I am aging? If I am gone? If there are no siblings to take care of them or if there are no families to take care of them, I know, speaking to a lot of parents, that that is the fear. So I think the hope is, that those children or students or people who are growing up with them, that they will sort of take ownership of them and help them, that’s the hope. DAPHNEE: I think a lot of parents that I have spoken too, don’t want to burden their children with their siblings to oversee them. CAROLINE: What do your special needs students do after graduation.
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LAURA: That’s a very good question. CAROLINE: You don’t know? GERT: They can get a job, they need help to live with others but I think they have no future like others who are getting a job and gain money. LAURA: Yes, but there are possibilities. But it is dependent on their limitations. We have special protected workplaces. In our school, the people in the kitchen are also persons with disabilities. DAPHNEE: Do you have special group homes or special facilities that they can go to in Belgium? LAURA: Yes there are. DAPHNEE: Are they expensive? LAURA: I think so. LEAH: I am not an expert but what I believe that happens to many people with special needs, depending on the disability and the severity of the disability, they do receive limited support, financial support from the government on a monthly basis and they become quite isolated. So their housing and maybe a little bit costs with the move they have over … They certainly are marginalised by our society, by our community. And a lot of them do end up being very isolated and lonely. Depending again, if they are able to function with limited life skills. If they have life skills, then I think this is what happens with a lot of people with disabilities. You know, weak mental health, weak financial, they might have limited jobs, they are dependent of work. I really don’t know, but as a member of the community I really don’t see how Canada is serving these people. I think they end up quite marginalised. CAROLINE: And the burden will fall on the parents, the siblings… It is true. It is true and it is a real struggle for a lot of families. You are talking about very aging people, taking care of their children during their forties and fifties and sixties and then they themselves are in their seventies and eighties… It is difficult. LEAH: And we do struggle with resources to help adults with disabilities and special needs. CAROLINE: And there are group homes but they are very difficult to get in to. There is a very very long waiting list. Years and years ago there where many and they where easy to get into. And again, with money and budget cuts that is not the case anymore and the burden falls on the families. Okay so now we were talking about what happens with the child when he/she comes into the community. What I would like to know some things about is: how does this choice, for
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the child to grow up in inclusive education rather than in special education, what does this do to the community? And maybe we should start on the Flemish side: what does the community means for Flemish people? LAURA: I think now, at this moment, we are in an evolution. When I was younger, I was in a school system where we didn’t have children with special needs in the school. So the community is… Sorry I can’t explain it. Can we help you to put your thoughts in words? LAURA: [Speaking Dutch] We are used to a system where children with special needs are put in separated classrooms. This is changing at this moment, but we are still at the beginning. The children who are in primary education today, are getting used to this new system and I hope, that this evolution will have changed their way of thinking, once these children are grown-‐ups. Because today the adults with disabilities are mostly in homes, and we are used to it. But this doesn’t mean that we don’t have to criticise this. We find it acceptable. So what she is saying is that we al grew up in schools where we didn’t see people with disabilities. We didn’t know what it was to see people in a wheelchair. And now we are starting to see more children with disabilities in the school so the children who are in primary school, they see some people with disabilities. And what Laura: wanted to say is that she hopes the children who are now in schools and see these children with special needs, when they grow up, there is a little shift in their way of thinking so that they will take care of these children. Because now people with disabilities are in special services and in institutions. And maybe these children will help them out of the institutions and bring them more into the society. LAURA: Yes because it is like they are hiding these people when they are grown up. And now it is not anymore that system in the primary school. CAROLINE: That is the hope with us as well but is doesn’t always happen. And I think the reason it doesn’t happen is people are burdened with their own families. As much as people want to help someone, they are busy with their own family, their own children, their own jobs. So, you know, I think they are accepting, you know people with special needs working in grocery stores, working bags and working around the community. And they are certainly accepting but I don’t know that we necessarily take ownership and actually care of them. That burden still falls with the families. It is not that they are not accepted as they are but… LEAH: And we are very tolerant of them in the community at large. If I get served by someone with a disability or special needs, immediately I slow down, I look at them and I make accommodation automatically. And I think we all, as a community and as a society, are very accepting and very tolerant, and because we have seen them since we were little.
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SARAH: I think that is the whole point, that we are to become that type of community that is empathetic and caring and we will know what it is like to be around people with special needs. DAPHNEE: But I think it is still in evolution, certainly in the school system, we are more and more familiar with these people. I had a neighbour, just last year, who said ‘there is this weird person, who was trying to help me with my leaves and he was just so creepy’. And he was a man with Down Syndrome, the sweetest person that you could ever know and totally harmless. But this neighbour was totally spooked by him. LEAH: Age of the neighbour if you don’t mind? DAPHNEE: Around 50. LEAH: It is still a struggle, it is not perfect. But maybe a person in his thirties might think ‘okay, wait a moment’ and be tolerant. DAPHNEE: Could be, but I think a lot of people don’t understand the disabilities. CAROLINE: We have only had inclusive education since 1986, I think the vow was passed. So when I was young in school, we didn’t have, they were sort of segregated. So it is still fairly young to us as well. So, as you said, maybe people in their thirties and forties are a little bit more accepting but with people in their fifties and sixties it is still difficult. So, you know, we are hoping that it will come with time but the bottom line is that a lot of it comes down to money. And a lot of it comes down to funding and the government. And we still need more services for them. LAURA: But also the buildings in the community. Beginning with little practical things for people with disabilities… For example our school here, has got an elevator for people who are in a wheelchair but… LEAH: It is the law. CAROLINE: Here, accessibility is the law. LEAH: Yes, it is the law. LAURA: Yes but here, if you want to come in the building with a wheelchair… some students did a little exercise with a wheel chair. And it took quite a long time until they got the key for the elevator for the wheelchair. So it is beginning with little things… like taking the bus or taking the train for somebody in a wheelchair… They have to call 24 hours before they want to take the train and then there is someone coming with a vest that is reflecting. And then they are waving so everybody knows that somebody with a wheelchair wants to take the train. It is not really comfortable in a wheelchair to take the train at all. So it is beginning with little practical things for people with disabilities .
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DAPHNEE: That doesn’t happen because it is the law. LEAH: It is the law. CAROLINE: It is fairly new tough. The law is only a few years old. So al restaurants, all buildings… any public building has to make it accessible. So there is money for wheelchair ray ups and things like that. So every public building has to be accessible. DAPHNEE: And there are busses with low entry levels I think in their transit. But I think special transit is still there for a lot of people. We have special transit busses for wheelchairs. LEAH: But limited. Don’t think that everywhere busses are running around picking up people with special needs. I think that it is still special arrangements. It is still a struggle for them. CAROLINE: But getting better. Okay so far I have heard that inclusive education can guide us trough an evolution and a shift of thinking where we are not hiding people anymore but we empathise and we make implementations so people can integrate into the community. Do you have some more thoughts about how inclusive education can influence the community. Or how it can influence for example little triangle as he grows up? How would he be influenced by the fact that little star was in his classroom? GERT: I am telling my classroom that our class group is like the people in a street, the street where we are living in. And then children realise that in the street there are different people. Not everyone has done studies and everyone has different capacities. I think for little triangle, when she realises she has little star in de class, who can also live in the street, and she makes part of that street and she is not a rare or strange being. I think you can, after all these years, maybe give the right sign to all the other children and little triangle and little square. And I think that when they are young, they are already open for this situation. Not only for little star, but at our school we also have a lot of refugees and children from other countries, who are not able to have conversations. They have a better view on the fact that there are a lot of refugees in the world because there was one in the classroom and he is normal and he is eating the same stuff. And I think, growing up in this situation is better than putting all the normal children in one position and put all the other in another classroom. Time to shift to another topic. We had the teacher, we had the other children, we had the community. Now we would like to ask this ‘what does it mean for the school, to have people with disabilities in your school?’ SARAH: I think it bonds. It makes the community bond stronger. And what doe you mean by the community bond?
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SARAH: The structure of the community. Between the parents, the teachers, the children, all of the staff I should say. We all take ownership over these children, so just because my little guy is not working with Caroline or Daphnee let’s say, they still care about him and their looking over his wellbeing, although they are not necessarily working with him exactly. The same goes with any student in the school, we care about all of them equally. So I think when you have students with special needs it brings you closer and you are all invested in their wellbeing and you are all invested in what is best for them. And this brings you closer. LEAH: I completely agree with Sarah that if you have to take it from an administrator point of view, very often they have to juggle. They have a limited number of personnel. I am talking in terms of EA’s and everything. And they have to see how they invest. Because there is a formula again, driven by budgets. How are they going to allocate that human resources to meet the special needs and prioritise. So students that have that high high needs that cannot be let unsupervised not even for a minute, will take more human resources and will take priority. And then see how creative an administrator can be to try and meet the need of as many of these special needs students as possible. And there is a really crunch in that area, because every year our EA-‐support and human resources gets less and curriculum demands get more and these students with special needs get more. Believe it or not, but when I started teaching, which wasn’t that long ago, a student with autism was quite unusual. And know we have a few, maybe one in every grade. And I can’t get into it. Why are these students presenting themselves with autism? What is it about autism? And the formula is nothing but numbers. The reality of it is how thinly spread are human resources and EA-‐support becoming in our school? Which is too bad because there are many students that need that financial support as well. CAROLINE: And they do take a lot of time as well to involve the parents, meetings with the school board, whether you need extra support, occupational therapist, speech and linguist therapists. So you are spending a lot of time on this special needs kids. What can we do to help them? How can we service them? So there is a monetary proponent and then there is also a real time component. You know, you might have… It is very common to have forty or fifty kids with special needs in a school of three hundred. Or a hundred fifty special needs kids in a school of five hundred. It is quite a large percentage of our population and growing. So it takes a lot of time as a school community. And a lot of effort to service these kids. LAURA: Can I just ask this: an EA teacher, do they just help the children with special needs or do they come into the class and help in the classroom? CAROLINE: That is a good question. We are assigned to the school. So it is up to the principal to decide where we are going to go and which kids we are going to service. So special needs children are giving funding. So if you have five special needs kids in your school, here is the funding for them, here is the money. And the principal decides ‘where are we going to use the EA support we have?’ To which students are we going to give it to? Some students might get one hour, other student might get a whole day. So it is not up to us, it is not up to the parents, it is not up to the teachers, it is up to the principal. So what happens is the kids who
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have the highest needs, are the kids who get the most amount of the support. Although some other kids might need it as well. LAURA: So you have the funding for example 5 kids, but the principal decides if he uses the funding for this children or for others. LEAH: But wait, there is a criteria. There is a criteria and the criteria is getting smaller and smaller. Right now the funding is allocated for student who have physical disabilities, toileting issues, feeding and safety, not even behaviour. It is about safety. That is the only criteria. These are the only criteria, students will get funding if they have a physical disability, when they are not mobile. If they have needs for toileting, if they have needs for feeding, when they can’t eat, they need special support. And if they are a huge safety concern, not necessarily for the others, as much as they might take off. So a student with a learning disability does not get funding anymore. They used to, but that has been cut off. So you can see how the criteria have shrunk significantly. And that is the funding that a school gets allocated. And then it is the creativity of the principal to see how they best allocate the human resources. You might have students where the EA person helps the students that needs extra support with academics. But they are spreading themselves very thinly and that is all we can do. That’s the reality. DAPHNEE: It is more thinly now, I found in years gone by, where there was more staff, I had more time to deal with high needs student but also with the class in general. And that is gone down down down. And then you have the types of behaviours that we are assigned to now. You turn away in a minute and they are gone. CAROLINE: We used to be able support a whole classroom. And we would talk about how wonderful it would be if every classroom had an educational assistant. That is our title: we are there to assist in the education of the student. But what is happening, is that where we are meant to support the education of the student, we are ending up being more like a babysitter, a guardian, a behavioural therapist. I, as an EA, struggle. Because I want to service the academic needs of student. I want to see them grow. I have seen it in the past. That is what is rewarding to me. it doesn’t mean that those other students don’t need support and don’t deserve it. They do. But they could be serviced by what we call, personal support workers or nurses. So it sort of is a little bit frustrating on my part because I feel like my talents are being wasted. I want to support the education of those students, I want to support those teachers, I want to help deliver that curriculum, but I won’t always get the opportunity to do that. GERT: And are they listening to you? If you tell it to the principal? Is he open for your opinion? CAROLINE: He can’t. Because there are only a few of us, maybe five or six in the school, and seven children with very very high needs. So this seven children, those are the one we are servicing. But what about the other forty children that are on an IEP, an individualized education plan, who need academic support? They are the responsibility of the regular
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teacher. So we often say the fall through the cracks. We lose them. It is frustrating. It is very very frustrating. That’s the struggle. LEAH: I think that our Silkes can be a testimony to that because they were so instrumental to help us filling these gaps. I was very lucky to have her. And so was the student that she worked with. Because Silke was a constant support for the three months that she was with us and the other Silke, she was supporting in grade one, where there where many students with particular needs but there was no assigned EA in the classroom. DAPHNEE: Where we always need funding for and every year in get’s less. CAROLINE: It is all about money. So what I hear is a matter of human resources and the question of where to position the support we get. Do you have some more thoughts about what it means for the school to have this little star in the school? GERT: I think our schools can’t decide if we can get EA, because they come with the children from other institutions. And that gives a lot of discussions between students. For one child in my classroom there is seven hours a week a special teacher, an EA. But there are a lot of other children and they rest alone because there is no question and no possibility. And our principals can’t say you can also go to the other children and you can care about the other. LEAH: It think it is similar and it is very sad for the child. Okay I think the last aspect of our conference. There is one little person we still didn’t talk about: little star itself. What does it mean for little star to be fitted in in this classroom rather than another one within the context of special education? What does it mean for little star itself? CAROLINE: Well, we often talk about how it depends. With Sarah’s little star, it is amazing. It is wonderful. He is happy. He enjoys it. He is where he belongs. But with my little star, it is not the right fit for him. He is frustrated. We don’t have what he needs. Because we have such a large spectrum of special needs children, it is difficult to say. You can talk about the little stars who are very high functioning and you can talk about the little start who are very high needed. You know, it has two sides. LEAH: I think, it is a case by case. You need to look at each little star individually and you will see some of them shine, and others do not fit in, maybe are none-‐communicative. They know ‘I don’t like it here, it is to busy, it is to chaotic, it is to noisy’. So I think, really you need to look at each student and see where they are at and how they are fitting in. CAROLINE: So what is the right system? And what is the right answer? We don’t know.
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LEAH: Yes we do, we just don’t have the money. If we had special facilities with specialised staff that could meet the needs of this students in a different setting in a quite setting, in a less anxiety-‐filled setting… that’s where they would be at their best. Others are at their best in a fully integrated system, where they are very much part of their peer group and will continue to be in their adulthood. So this is the beginning. This is what it is. And we are trying to do the best that we can, with the best intention. CAROLINE: That’s why I like from the Belgium system a little bit, of what I understand from it, I like that there is that option. LEAH: I don’t know whether it is going to last. But in Belgium, special schools are an option, but it is more than that. For instance, in Canada you start with inclusive education and sometimes you make an exception. But in Belgium we start with streaming and sometimes we make the exception of inclusive education. CAROLINE: Right. DAPHNEE: I think some stars might just shine a little bit later, you don’t have to redirect them to… LEAH: Just throw them into a pot and then start to spread out. I don’t know. Give them the opportunity to see how well they do in a regular setting. And then start to look at their… CAROLINE: There is just no good answer. DAPHNEE: So we are all struggling together, you over there with your delicious tarts and us here with all of this. Some more thoughts about little star in its classroom? BABS: A few weeks ago, a few colleagues and I visited a special needs school and my colleague and I, from the second grade, went to the students in the special needs school who were the same age. And we noticed that they have achieved more than some of the students with special needs in our class. And it was very frustrating for us to see because we tried so hard and we keep giving them all the time we have and everything we have to help them, but they are in a big group. DAPHNEE: You have plenty more students too! BABS: In all fairness, you can’t give them all of that. You can’t give them what a specialised teacher in a very small specialised school can give them. You can’t. I tried. I know I can’t. I tried, I really tried.
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LEAH: When I was with your star (points to Caroline) in the class. And I admitted it to the parents: I don’t know how to program for your child. And they were not mad at me. And I was very honest and I said ‘help me, because I do not have the expertise’? BABS: I think that’s the biggest problem, for you and for us, that we want to help them, but as we said there is not enough money for that. We need smaller groups, more teachers and then we can… DAPHNEE: But I think that is academically but then there I the other aspect of being part of the community in general where they live because our school is usually where they live so they could take ownership. So there is nothing perfect. There are some benefits, usually not academic for these children, maybe not at all if they are too stimulated or if there is too much noise in the environment. But there are benefits but not academically to me, passed grade three for sure. And you shift in your teaching. You are teaching them by taking them to the toilet every half hour. Then this is where you are supposed to used it, but how far are you going to get with that? Donna, I hear you talking about benefits. Can you tell us something more about those benefits? So you say that there are no benefits academically, then where are the benefits for little star specifically? DAPHNEE: In taking ownership, making it into the community, they might have a restaurant and making one of the little stars to work there in the restaurant. So they do become a part of the community, doing dishes or something. So I think the community does take ownership. And I talks about my neighbour who was spooked by someone with Down Syndrome. Even in our schools, they used to have the special needs children at the back of the school, real hidden. They didn’t want them to be part of the community. But now, that doesn’t happen, they want them to be part of the community. But for their future, and for their right, what is the most important thing? I don’t know, I am so confused. Is it the academics? What is it? I think it is maybe the social stuff. And giving information to other people so that people can understand that these are human beings too. I know on the last school I worked at too, little kids have so many questions and they know they are different. In my school, sadly, I am sad to say 18 years ago, the children loved the kids in the self-‐contained classroom and they used to say ‘can we help the handicappers, we want to help the handicappers’ and we would say ‘no, they are not handicappers, they are our special needs students’. And then when a Down Syndrome child is coming, we would find a book to read to the class, a really down-‐to-‐earth book about the genetic expertise and problem-‐solving and whatever it is. So in grade ones and two we would read this book about this special child, just to give them that knowledge that these are people too, that live on your street. So I think that’s a benefit for the community. I still question the academic expectations but you can’t teach them everything. But they can have success at their own level. Okay, does anybody has some more thoughts to share about this topic?
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CAROLINE: I think we said it all. Then I think we are at the end of this conversation, which is for us an opportunity to thank you all and to express our gratitude towards all of you. Also towards Susan, our great host in Canada. And towards GVH en EDS, our great hosts in Belgium. And to all of you of course, for participating and for sharing your thoughts. We will definitely contact you with some feedback and results from our master thesis. So we will definitely get back to you. GERT: Can we go to Canada? Feel free to contact us with any questions or demands; I am not sure though that I can arrange plane tickets. But feel free to ask us anything. We are very much impressed about what happened around this table and about what happened during the semester with all of you. I hope this path we did together was as interesting for you as it was for us. And I hope that all of you have a lot of fun by trying to let you stars shine. I guess we can wave to the Canadian side! Everybody: bye
