Quality Inclusion and Transition for Disabled Students:

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Transcript of Quality Inclusion and Transition for Disabled Students:

  • 1.Dr.Alan Bruce, Universal Learning SystemsLINQ Conference: Rome, Italy (17 May 2013)LINQ Conference Rome: May 2013, Dr Alan Bruce ULS/FIESTA Network

2. Historic pattern of low expectations Institutionalization and special needs Embedded imagery of dependence Family, support and care Medicalization of discourse Recognition of achievements Teaching and learning around differenceLINQ Conference Rome: May 2013, Dr Alan Bruce ULS/FIESTA Network 3. Families Communities Culture and beliefs Schooling, learning and research Media and portrayal the charity factor Transition and technologies Work, employment and a full life Permanent dependence or rights?LINQ Conference Rome: May 2013, Dr Alan Bruce ULS/FIESTA Network 4. Coordination Multidisciplinary linkage Shared perspectives Meaningful progression Family engagement Flexibility Satisfaction and engagementLINQ Conference Rome: May 2013, Dr Alan Bruce ULS/FIESTA Network 5. Lack of consensus goals, strategies, aims Turf issues professional confusion Mixed messages Attitudes the negative mindset Misinterpretations Built environment Unthinking exclusion Fragmented planning Disempowered familiesLINQ Conference Rome: May 2013, Dr Alan Bruce ULS/FIESTA Network 6. Increased numbers in schools The university revolution Impact of legislation and policy European dimensions Technological revolution From psychology to engineering the alteredenvironment Shaping the mind struggles with attitudesLINQ Conference Rome: May 2013, Dr Alan Bruce ULS/FIESTA Network 7. Adaptive/assistivetechnologies Vocationalevaluation Assessment Counselling Materials design Environmentaldesign Software design Medical supports Legislation Innovativepedagogy.LINQ Conference Rome: May 2013, Dr Alan Bruce ULS/FIESTA Network 8. Models of schooling under critical review The re-positioning of purpose Ivan Illich From industrial model to emancipatorydiscourse Hierarchy, control and managed behavior Appropriating competence in a multipolar world From teaching to guidance and learning support Integration and inclusion the shifting paradigmLINQ Conference Rome: May 2013, Dr Alan Bruce ULS/FIESTA Network 9. Lisbon Declaration Inclusive education as principle Significant national variations Separation between health, social servicesand education functions and responsibilities Poor multidisciplinary developement Family exclusion Focus on educational, health and social needsLINQ Conference Rome: May 2013, Dr Alan Bruce ULS/FIESTA Network 10. 1994: UNESCO Salamanca Statement and Framework forAction in Special Needs Education 2003: Promoting the Employment and Social Integrationof People with Disabilities (EU Council) 2003: Equal Opportunities for Pupils and Students withDisabilities in Education andTraining 2006: United Nations Convention on Rights of People withDisabilitiesPupils with disabilities continue to experience inequality in the educationsystem. This has resulted in lower levels of educational qualifications andworkforce participation among people with disabilities (relative to thosewithout disabilities), which results in social isolation and economic adversity.LINQ Conference Rome: May 2013, Dr Alan Bruce ULS/FIESTA Network 11. The FIESTA (Facilitating Inclusive Education and Supporting the TransitionAgenda) network focuses on achieving effective transition throughcollaborative working for children with special educational needs. FIESTA is a three-year (2011-2014) network funded by the Education,Audiovisual, Cultural and Executive Agency (EACEA), under the Comeniusprogram of the European Unions Life Long Learning Program.LINQ Conference Rome: May 2013, Dr Alan Bruce ULS/FIESTA Network 12. Ireland (Enable Ireland; Universal Learning Systems) Bulgaria (Center for Inclusive Education) Romania (EuroEd) Greece (Platon School) Netherlands (CMO; CSG) Scotland (University of Edinburgh) Cyprus (University of Nicosia) Finland (Context Learning) Spain Catalonia (Pi del Burgar)LINQ Conference Rome: May 2013, Dr Alan Bruce ULS/FIESTA Network 13. The network facilitates children with specialneeds - and families - during the followingperiods of transition: Transition of children with special needs frompre-school to primary school and primaryschool to secondary school. Transition of children with special needs tomainstream environmentsLINQ Conference Rome: May 2013, Dr Alan Bruce ULS/FIESTA Network 14. Transition periods for pupils with special needs isconsiderably more difficult than for non-disabled peers. Transition from early years settings to primary and primaryto post primary is difficult for professionals due to lack ofcommunication and curriculum differences. Amount and level of quality information exchanged is not ona continual basis or considered the norm. Teachers are not privy to pupils needs prior to start of theschool term. The process of transition is completed in an ad hoc orinformal manner with no formal procedure in place.LINQ Conference Rome: May 2013, Dr Alan Bruce ULS/FIESTA Network 15. Importance of various professional frameworks andhow each professional discipline impacts on studentlearning and development. A model to provide a holistic approach to childdevelopment. Therapeutic goals seen as part of overall childeducational development, not as a separate goal. Practical tools to reassess existing transitionprograms. Cultivating an inclusive and collaborative learningenvironment, including a self-assessment process.LINQ Conference Rome: May 2013, Dr Alan Bruce ULS/FIESTA Network 16. Focus of motivation Problem solving focus From curriculum to competence Content to meaningful action From formal teaching to creation of bonds and links Mentoring Models of best practiceLINQ Conference Rome: May 2013, Dr Alan Bruce ULS/FIESTA Network 17. Attitudes of parents, teachers and pupils Over-emphasis on attainment and accreditation Lack of diversity - flexibility to meet childrens needs Professional fears/prejudice, scarcity of teachingmethods and strategies Preoccupation with disability classifications Inability of national policy to shape local practices Inaccessible buildings Lack of training or professional development forteachers.LINQ Conference Rome: May 2013, Dr Alan Bruce ULS/FIESTA Network 18. Access to a flexible curriculum Programmes for staff exchanges and training Regular reviews Dialogue and communication with all stakeholderse.g. pupils, parents, school, voluntary organisations. Facilitation of a collaborative/partnership approach Active pupil participation Peer mentoring.LINQ Conference Rome: May 2013, Dr Alan Bruce ULS/FIESTA Network 19. To examine best practice examples for SEN childrenwho transitioned into first year mainstream primaryschool from either specialized or mainstreamenvironments To identify examples of best practice SEN childrenwho transitioned from mainstream primary tosecondary schools. Identification of best practice undertaken through amixed methods approach where children, familiesand a wide range of professionals participate in theresearch.LINQ Conference Rome: May 2013, Dr Alan Bruce ULS/FIESTA Network 20. Defining needs Defining required supports Developing teams: communication Avoiding traps the standardized label Critical and reflective thinking and practice Empathy Sensitivity and clarity goal setting Evaluative reviewLINQ Conference Rome: May 2013, Dr Alan Bruce ULS/FIESTA Network 21. Modeling Empathic analysis in transition support Social analytics for multidisciplinary work Roles and responsibility Advanced digital competence/assistivetechnologies Universal Design Comparative research methods Independent living/rights based modelsLINQ Conference Rome: May 2013, Dr Alan Bruce ULS/FIESTA Network 22. www.ulsystems.com www.opendiscoveryspaceproject.eu www.fiesta-network.euLINQ Conference Rome: May 2013, Dr Alan Bruce ULS/FIESTA Network 23. Dr. Alan BruceUniversal Learning SystemsDublinabruce@ulsystems.comLINQ Conference Rome: May 2013, Dr Alan Bruce ULS/FIESTA Network