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QUT USP Suzanne Carrington Subhas Chandra

AusAID Development Research Award Scheme 2013-2015 Strengthening capacity for disability-inclusive education development in policy formulation, implementation and monitoring in the South Pacific Region. QUT USP Suzanne Carrington Subhas Chandra

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QUT USP Suzanne Carrington Subhas Chandra

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  1. AusAID Development Research Award Scheme 2013-2015Strengthening capacity for disability-inclusive education development in policy formulation, implementation and monitoring in the South Pacific Region QUT USP Suzanne Carrington Subhas Chandra Hitendra Pillay Joyce Heeraman Jenny Duke Megan Tones

  2. Overview • Purposes of the Project • Research Questions • Research Team • Design & Methodology • Procedures • Data Collection - The Index for Inclusion • Phases of the Research Process • Ongoing Communication, Engagement & Outcomes • References

  3. Purposes of the Project • Progress culturally-appropriate inclusive education in Fiji, Vanuatu, Samoa & Solomon Islands • Develop capacity of all involved (equal partners) • Ensure that progress towards inclusive education is sustainable • Inclusive education is a response to global concerns that all children have the right to access and complete a free and compulsory education that is responsive to the needs and relevant to their lives (UNESCO, 2000)

  4. Research Questions • What are existing data in relation to disability-inclusive development? • What are the regional, national and local priorities for progressing disability-inclusive education? • How can action-research projects contribute to building capacity and progressing sustainable disability-inclusive development in school communities?

  5. Research Team

  6. Design and Methodology Phase 1 of Project (Archival Review) Phase 2 of Project (Action Research Case Studies) RQ1. Existing Data RQ2. Country Priorities RQ3. School Case Studies Situational Analysis - Document analysis • Needs Analysis • Document analysis • Questionnaires • Individual and focus group interviews • Action Research • Questionnaires • Individual and focus group interviews Phase 1-3 of Index for Inclusion Phase 4-5 of Index for Inclusion

  7. Phase 1 – Archival Review • Situational analysis of potential factors influencing the development, advancement and outcomes of inclusive education in Fiji, Samoa, Solomon Islands and Vanuatu (Armstrong, Armstrong & Spandagou, 2010; McConkey & Bradley, 2010). • Literature review and consultation with national researchers to confirm findings. Examples of literature include: • Country specific policy documents • NGO reports • Journal articles and books

  8. Country/ Region Context • Pacific Region Profile • Social perceptions of disability in the Pacific • Opportunities and challenges for people living with disability in the Pacific • Educational context and resources for people with disbilities • Country Specific Profiles • Geography and general population statistics • Background and history of the education of children with disabilities (including available data)

  9. Rights of Children with Disabilities (McConkey & Bradley, 2010) • UN Declarations (Equal Rights) – Have the countries ratified the Convention on the Rights of the Child and Rights of Persons with Disabilities? • National Laws (Social Justice) – Are above covered in national laws e.g. legal and constitutional provisions and legislation on education for people with special educational needs. • Policy Guidance (Fair Implementation) – Inclusive and special education policies directed towards schools. • Rights promotion/ Advocacy – e.g. Disabled Persons’ Organisations, Parents’ associations, Non-Government Organisations (coalitions of common interest).

  10. Example: Rights of Children with Disabilities

  11. Summary Phase 1 • The ongoing review of archival documents shows that there is a real need for research and data collection to provide evidence for effective and sustainable inclusive education for students with disabilities in the Pacific. • Phase 2 of this study is intended to address this by conducting action research in inclusive schools.

  12. Phase 2 – Action Research Case Studies • The action research case studies will be conducted in at least two schools per participant country. • Inclusive education will be facilitated via the Index for Inclusion (Booth & Ainscow, 2002)

  13. Design & Methodology (RQ’s 2 & 3) • DESIGN – participatory action research within volunteer school communities (case studies) • PARTICIPANTS – young people with disability, their parents/carers, their peers, their teachers, their school principal & community professionals • DATA COLLECTION – questionnaires, individual & focus group interviews (based on the Index for Inclusion) • DATA ANALYSES

  14. The Index Process Phase One: Starting the Index Process Phase Two: Finding out about the school Phase Three: Producing an inclusive development plan (i.e., set priorities and plan first cycle of action research)

  15. The Index Process Phase Four: Implementing developments Phase Five: Reviewing the Index process Figure 1- A cyclic and spiral process incorporating the phases of planning, implementation and review.

  16. Data Collection The Index for Inclusion • Questionnaires, individual interviews and focus group interviews will be based on the three dimensions of the Index for Inclusion • Dimension 1: Creating inclusive cultures • Dimension 2: Producing inclusive policies • Dimension 3: Evolving inclusive practices • The questions will be adapted from those suggested in the Index • e.g., Dimension 3 - ‘Are students encouraged to take responsibility for their own learning?’

  17. Induction and Capacity Building: Research Team • Phase 1: Establishing the Foundation (Complete) • Regional Workshop at USP (roles & responsibilities) • Phase 2: Reviewing and Setting Priorities (Complete) • Regional Workshop at USP (baseline data & procedures) • Phase 3: Planning, Implementing and Knowledge Transfer • Local Action Research Sessions at Schools (establish teams & procedures) • Phase 4: Reviewing and Building Capacity • Local Action Research Sessions at Schools (research outcomes & planning) • Regional Workshop at USP (outcomes & recommendations) • Phase 5: Ensuring Sustainability • National Workshops – Fiji, Vanuatu, Samoa & Solomon Islands

  18. Ongoing Communication, Engagement & Outcomes • Progress and outcomes will be shared among the research groups/participants (and interested others): • Site visits to schools and communities • Regular email & Skype video-conferences • Action Research Sessions (at schools) • Workshops (at USP Suva) • Engagement with the Pacific Disability Forum • USP as ‘hub’ for training/resources – culturally appropriate approaches to disability-inclusive education • Visual representations (photos & videos) • Newsletters, Materials & Resources (USP & PIFS) • Academic & professional journal articles • Colloquia and workshops at QUT Faculty of Education • Media releases

  19. References • Armstrong, A. C., Armstrong, D. & Spandagou, I. (2010). Inclusive Education: International Policy and Practice. London, UK: SAGE Publications. • Booth, T. & Ainscow, M. (2011). Index for inclusion: Developing learning and participation in schools. Bristol, UK: Centre for Studies on Inclusive Education. • McConkey, R. & Bradley, A. (2010). Promoting inclusive education in low-income countries. In: A Long Walk to School: International Research on Inclusive Education across the Life-Span. (Eds: Timmons, Vianne and Walsh, Patricia Noonan), Sense Publishers, pp. 7-26. ISBN 978-94-6091-211-5 • UNESCO (2000). The Dakar framework for action, education for all: Meeting our collective commitments. Paris: Author. Retrieved from http://unesdoc.unesco.org/images/0012/001211/121147e.pdf • UNESCO (2001). Understanding and responding to children’s needs in inclusive classrooms. Paris: Author. Retrieved from http://unesdoc.unesco.org/images/0012/001243/124394E.pdf • UNESCO (2003). Overcoming exclusion through inclusive approaches in education: A challenge and a vision. Conceptual paper. Paris: Author. Retrieved from http://unesdoc.unesco.org/images/0013/001347/134785e.pdf • UNESCO (2004). Changing teaching practices: Using curriculum differentiation to respond to students’ diversity. Paris: Author. Retrieved from http://unesdoc.unesco.org/images/0013/001365/136583e.pdf • UNESCO (2005). Guidelines for inclusion: Ensuring access to education for all. Paris: Author. Retrieved from http://unesdoc.unesco.org/images/0014/001402/140224e.pdf • UNESCO (2009). Policy guidelines on inclusion in education. Paris: Author. Retrieved from http://unesdoc.unesco.org/images/0017/ 001778/177849e.pdf

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