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IRIS Improvement through Research in an Inclusive School

IRIS Improvement through Research in an Inclusive School. Inclusion - vision or utopia? EU-Comenius-project (2006-2009) Jane Brodin Presentation on the 9th of December 2008 – Delegation from Zhejiang Province, China Stockholm University, Child and Youth Studies .

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IRIS Improvement through Research in an Inclusive School

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  1. IRIS Improvement through Research in an Inclusive School Inclusion - vision or utopia? EU-Comenius-project (2006-2009) Jane Brodin Presentation on the 9th of December 2008 – Delegation from Zhejiang Province, China Stockholm University, Child and Youth Studies

  2. Partners (7) • Jean_Claude De Vreese, Service Général d’Inspection, Belgium • Eva Bernat, Spezialhochschule Graz, Austria • Jenny Evans, Devon County Council, UK • Joan-Luis Vats Calzada, Department d’Educació, Tarragona, Catalonia, Spain • Adelinda Maria Araújo Cadeias, Universidade d’Evora, Portugal • Natalia Cabral, Escola de Paranhos, Porto, Portugal • Jane Brodin & Anna-Lena Ljusberg, 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 schould 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. Solutions for inclusion • The activities need to be planned in detail in order to avoid the obstacles • Teaching material must be developed • Few pupils in each group/class in order to facilitate communication • Choose activities that fit all or most pupils

  10. IRIS activities • Dissemination through workshops and poster sessions on conferences and on the web page • Final conference in 2009 in Evora, Portugal Results so far: • Studies based on interviews and questionnaires on assessment, IEP and services in the partner countries (published on the web) • Aide Memoir for teachers (one brief and one extended version) • www.irisproject.eu

  11. AIDE MEMOIR (BOOKMARK)Am I including? • Welcome • Participation and sharing • Communication • Barriers to learning and participation • Level of work and Motivation • Value and Respect • Roles and Responsibility • Positive experience • IEP/PEP (Personal Education Plan) • Friendships

  12. Environment - Is my classroom inclusive? • Accessibility, resources availability, ambience, rules and routines, safety/ security • Collaborative approach – Have I involved?Parents, grandparents, carers and support staff • How can I adjust my teaching?Clarity of approach, clear expectations, clear explanation, teaching styles, resources and materials and planning. • Barriers to learning, interest and motivation, feedback, preparation, time, cahllenge and reflection

  13. What have we learnt from research? • The regular school system is always responsible for education of all children • A holistic view of children and their immediate environment is needed • Inclusion demands will, motivation and a goal directed work from the teachers/school

  14. Cont. A school for all • Teachers need in-service training with foucs on IEP, collaborative work, evaluation and assessment of children in need of special support • A child with disability has the same rights as all children and inclusion will promote participation and equal opportunities • Further information: www.irisproject.eu or • jane.brodin@buv.su.se

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