IRIS Improvement through Research in an Inclusive School

1. IRIS Improvement through Research in an Inclusive School Inclusion - a challenge for the future ? EU-Comenius-project. Anna-Lena Ljusberg & Jane Brodin Stockholm University Child and Youth Studies 2006-2009

2. Partners (7) • Jean-Claude DeVreese, Service général de I’inspection, Inspection de l'enseignement spécialisé, Belgium • Eva Bernat, Sonder Pädagogisches Zentrum-Sprachheilschule Graz , Austria • Jenny Evans, Pre-school Advisory Service Exeter, Devon County Council, UK • Joan-Lluís Valls Calzada, Generalitat de Catalunya Department d’Educació, Tarragona, Catalonia, Spain • Adelinda Maria Araújo Cadeias, Centro de Investigação em Educação e Psicologia Universidade de Évora , Portugal • Natalia Cabral, Escola E B 2 3 de Paranhos, Porto, Portugal • Jane Brodin & Anna-Lena Ljusberg, Department of Child and Youth Studies, Stockholm University, Sweden The partners represent both research and practical work

3. Aim of the project • The overall aim is to develop, implement and disseminate materials for initial and in-service training of teachers and other educational staff • Focus is on developing a multi-dimensional approach to improve participation and learning of ALL CHILDREN

4. A multi-dimensional approach Improve understanding of the potential or multiple skills of children Improve teacher’s capacities for research, evaluation and assessment Support collaborative work between teachers, families and other professionals Support effective planning and intervention, including the use of IEP (Individual Education Plans)

5. A school for all All children have the right to education (UN, CRC, 1989) Inclusive education involves all children Inclusion is a process in which diversity is seen as a resource not a problem Inclusion promotes participation and equal opportunities

6. International documents The Universal Declaration of Human Rights (1948) The Convention on the Rights of the Child (1989) United Nations Standard Rules on the equalization of Opportunities for Persons with Disabilities (1993) The Salamanca declaration (1994) The Dakaar agreement (2000) Swedish National documents: Pupils with disabilities in school (State investigation (1998) Curricula and Swedish Education Act

7. All the official documents agree on The right to education for all (boys and girls) To avoid special solutions (e.g. for children with disabilities) To stress placement in a regular inclusive setting which means a school for all Education should be free of charge, compulsory and within reach for everybody. Parents should be allowed to chose other schools than state schools

8. What are the challenges, for whom and how can we meet them? Obstacle 1. The environment is not adapted Obstacle 2. No teaching material is available Obstacle 3. Lack of experienced teachers/leaders The obstacles concern both the pupils and the teachers/leaders

9. How to facilitate inclusion The activities need to be planned in detail Teaching material must be developed for all pupils Few pupils in each group/class in order to enhance communication Choose activities that fit all or most pupils

10. IRIS project activities Two project meetings a year Dissemination through workshops and poster sessions on conferences and on the web page www.irisproject.eu Final conference in 2009 in Evora, Portugal Concrete results so far: Studies based on interviews and literature surveys on assessment, intervention, IEP and support services (published on the web) Checklist for teachers ”Aide Memoir”developed in one brief (bookmark) and one extended version

11. AIDE MEMOIR(Bookmark) Four main areas: Am I including? Environment - Is my classroom inclusive? Collaborative approach – Have I involved? How can I adjust my teaching? The Aide Memoir is elaborated by the practicians in the IRIS project with contributions from the research partners. The AM will be evaluated by teachers on the field during the autumn 2008

12. Am I including? Welcome (e.g. do I welcome each pupil?) Participation and sharing (e.g. do I involve?) Communication Barriers to learning and participation Level of work and Motivation Value and Respect Roles and Responsibility Positive experience IEP (Individual Education Plan) Friendships (e.g. do I support friendships?)

13. Environment Is my classroom inclusive? Accessibility Resources availability (both staff and material) Ambience Rules and routines Safety / security

14. Collaborative approach Have I involved? Parents Grandparents Carers Support Staff

15. How can I adjust my teaching? Clarity of approach Clear expectations Clear explanations Teaching styles Resources and materials Planning

16. Cont. Adjust teaching Barriers to learning Interest and motivation Feedback Prepared materials Time Challenge Reflection

17. What have we learnt? The regular school system is responsible for education of all children The pupils must have influence on their own situations and their voices must be heard A holistic view of children and their immediate environment is needed Close cooperation between pupils, parents, teachers and school is decisive for a positive inclusion

18. Cont. What we have learnt Inclusion demands will, motivation and a goal directed work from the teachers/school Teachers need in-service training with foucs on IEP, collaborative work, evaluation and assessment of children in need of special support

19. A child with disability has the same rights as all children and inclusion will promote participation and equal opportunities ina school and society for all • Further information: www.irisproject.eu • jane.brodin@buv.su.se • anna-lena.ljusberg@buv.su.se