"An Inclusive Education Guide for
Professionals" provided by the
Professional Partnerships for Inclusive
Education.
"The Professional Partnerships for Inclusive Education project was set up to
create opportunities for professionals to meet and work with disabled
learners and families to have a better understanding of the practices of
inclusive education in different countries; what the barriers are; and to
identify solutions to make inclusive education a reality for ALL. It was also
set up so that professionals would gain a greater understanding and
broader experience of what is possible to develop inclusive education
practice across all partner countries and beyond...
A key outcome for the project was to develop a guide to increase the
understanding and confidence of professionals to support the transition
from segregated education to inclusive education. This guide includes
information and good practice from each partner country about the current
barriers to inclusive education and solutions for overcoming these barriers.
This information could be used to increase a wider understanding of the
benefits of inclusion across all areas of society.
The guide will also include information about the legal International and
European frameworks which support inclusive education..."
1st Scottish Institute on Inclusion: A Great Success
22nd 23rd 24th September
Speakers
Tom Kholer - Savannah Citizen Advocacy Patti Scott - Neighbours Inc
Lois Smit - Beyond Welfare
Derek Wilson & Colin Newton –inclusive Solutions.
Heather Anderson and Pete Ritchie
Jaynie Mitchell - Inspiring inclusion
Themes covered...
Citizen advocacy and the intentional invitation
Support Brokerage
Community circles
Circles in Schools
Person centred Planning
Creating Sustainable Communities
Family and individual leadership
Inclusive education
Individual Budgets and in Control Scotland
Colin joins Lois Smidt in the modelling of a Beyond Welfare/Community Circle
at the Scottish Inclusion Conference - September 2009
International research confirms this many times over.
Listen to Mary Falvey - Professor at California State University in LA:
Since (1977) hundreds of rigorous research studies have been undertaken to
determine the effectiveness of integrating and including students with severe
disabilities. As a result of a comprehensive review of the extant literature by
myself and my colleagues, we were unable to identify even a single research
article that that found that segregated service delivery models are more
effective than integrated models for students with severe disabilities."
We would have to agree with regard to both research and practice in the UK.
We work with teachers, educators and parents virtually every week of each year
exploring the ethical, practical and emotional aspects of inclusive education and
have found wonderful humane, positive and individual responses to the issue
leaving us in little doubt that no longer should we ask 'should they be here' but
rather 'how do we figure out how best to include them?' These words were
shared with us by a Scottish mum battling to have her child with autism
admitted to and welcomed to his local school.
Join with those across the UK who simply dream of a time when all pupils
regardless of behaviour or disability can attend their local mainstream school
and be both welcomed and well resourced there.
2004
OFSTED
name Circle of Adults process
as an example of outstanding
practice
Example of outstanding practice: Formation of a Circle of Adults to
prevent exclusion of
a primary age child.
'You don’t often get staff meetings like this! The
outreach
support team invited adults who had contact
with the
child causing concern to a twilight session and
the whole school
staff were there. The headteacher of the
Dacorum centre led a
brainstorming session where the adult circle
raised issues and concerns and later,
hypothesis, reasons and solutions, in a semi formal setting.
Only one person talked at a
time and one person took on the role
of the ‘voice of the child’ – his representative.
Comments, concerns and suggestions came swiftly. They felt angry,
the pupil was
aggressive and there were
complaints from parents. The head of outreach created
a large
and colour coded ‘graphic’ wall display of the
issues as the session went on
under headings of ‘Hot Issues’
‘Relationships’ ‘System Issues’ ‘Hypotheses’ and
‘Strategies’. Amongst the comments made - under ‘hypotheses’-staff
wondered if the
pupil felt overwhelmed or
left out or found it difficult to adjust to changes. The remarks
made by the voice of the child included “people say
different things” and “people say
I am aggressive,
but I don’t always mean to be”.
The result, a very clear insight by all
into the pupil’s
needs and following from this, practical plans and
programmes of work
specifically for this child created by the
circle and therefore fitting perfectly into the
work of
the school. For example, finding a male role model, and a Year
6 buddy, also
meeting and greeting each
morning. Their solutions, copied and sent to the school
later
for reference, to make a positive difference - a
happy child, learning effectively
and no longer in danger of exclusion.'
OFSTED Report on Dacorum Education Support
Centre April 2004 - Read Report
Including Samuel
Help Promote Inclusion
Support Service staff will want a copy. Parents will also find it an extremely
OFSTED
name Circle of Adults process
