The understanding and development of an inclusive model: problems and prospects

Author(s):

Vasilios Stroggilos

Conference:

ECER 2009

Network:

4. Inclusive Education

Format:

Paper

Session Information

04 SES 10 A, Teacher Attitudes and Perceptions

Paper Session

Time:

2009-09-30

14:45-16:15

Room:

NIG, HS A

Chair:

Joel Kivirauma

Contribution

Inclusive education involves the development of practices which aim to reorganize schools as places which accept difference and provide equal opportunities for all students. Thus, inclusive education involves changes on many different levels – from the policy and structural, teacher training, family and partnership levels to the level of schooling – through changes to the curriculum and teaching strategies. However, research has shown that the struggle to become inclusive is still in progress and system reform is a major challenge. This research describes and evaluates an attempt in a Greek primary school to implement inclusive practices; it aims to analyse the problems and prospects of inclusion in a highly centralized system, given that the entire Greek educational system is run by the Ministry of Education. The inclusive practices developed in this school were based on a teacher support model which gave mainstream teachers new roles. The specific research questions were: What teachers understand as inclusion and how they accomplish inclusive practices? How satisfied are participants with the process of inclusion and the achieved outcomes to pupils? What are the problems and prospects of inclusion in schools functioning under a centralized system?

Method

Through qualitative programme evaluation, this research aimed to evaluate the effectiveness of the inclusion programme which was designed and implemented in the school for four years. Its data come from group interviews, classroom and meetings observations and rating scales. Programme evaluation is based on qualitative methodology where interpretations are empirically based representations of programme experiences and meanings (e.g. Patton's 1990). All interviews had a semi-structured design and both classroom and meetings observations were descriptive. The rating scales used at the end of the school year in order to elicit further evaluations by teachers.

Expected Outcomes

Even though the collection of data is not complete, a first analysis reveals several obstacles hindering inclusion, as well as the good practices which promote it. The results are discussed not only in relation to the Greek educational system but to all centralized systems where flexible teaching and curriculum change are not always easy to find.

References

Ainscow, M., Booth, T. and Dyson, A. (2004) Understanding and developing inclusive practices in schools: a collaborative action research network, International Journal of Inclusive Education, 8, 2, 125-139 Patton, M. (1990) Qualitative evaluation and research methods (2nd ed.). Newbury Park, CA: Sage Peters, S., Johnstone, C. and Ferguson, P. (2005) A disability rights in education model for evaluating inclusive education, International Journal of Inclusive Education, 9, 2, 139-160 Stroggilos, V. and Xanthacou, Y. (2006) Collaborative IEPs for the education of pupils with profound and multiple learning difficulties, European Journal of Special Needs Education, 21, 3, 339-349 Stroggilos, V. and Xanthacou, Y. (2006) Multidiciplinary collaboration in English and Greek special schools: the role of parents. Paper presented at the ECER, Geneva, 2006, http://www.leeds.ac.uk/educo/documents/157506.htm Takala, M. and Aunio, P. (2005) Exploring a new inclusive model in Finnish early childhood special education: a 3-year follow up study. International Journal of Inclusive Education, 9, 1, 39-54

Author Information

Vasilios Stroggilos

University of Thessaly

Department of Early Years Education

Volos

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