Subject Teachers Responding to Diverse Students in Inclusive Schools

Author(s):

Johanna Karlsdottir(presenting / submitting)Hafdis Gudjonsdottir(presenting)

Conference:

ECER 2015

Network:

20. Research in Innovative Intercultural Learning Environments

Format:

Paper

Session Information

20 SES 08, Young People with Special Needs and Transitions and Subject Teachers' Response to Diverse Students and Index for Inclusion

Paper Session

Time:

2015-09-10

09:00-10:30

Room:

665.Oktatóterem [C]

Chair:

Gyöngyvér Pataki

Contribution

Theoretical framework

Inclusive education is an on-going act directed towards quality education for all. Issues around the terminology are challenging, but the description of inclusive education from UNESCO is as follows: “it is an on-going process aimed at offering quality education for all while respecting diversity and the different needs and abilities, characteristics and learning expectations of the students and communities, eliminating all forms of discrimination” (UNESCO-IBE 2008, p. 3).

Inclusive education builds on vision and hope for better school for all and the dimensions are human rights, justice, and respect for differences, democracy and active participation of all students in the public school system. The goal is to reduce segregation that excludes minority groups or groups people by gender, social class, disability, nationality, family background, or learning abilities (Ainscow, 2007). Participation, community and equality are the leading light for decision-making on teaching (Artiles, Kozleski, & Waitoller, 2011; Booth, Nes & Strömstad, 2003; Loreman, Deppeler & Harvey, 2005; Salend, 2001). Integration and accessibility at school is not enough, inclusive schooling means that all students have opportunities to receive education that matters in their lives. Inclusive education develops in an environment that offers common learning community and equivalent opportunities aimed at learning for all students, social participation and personal development (UNESCO, 2008). Thus, a holistic vision of students is presumed, with the notion that each individual is unique and everyone is given an opportunity to bloom in a flexible and various learning space (UNESCO, 2008).

Inclusive schooling presumes that everyone has equal rights and equivalent opportunities to learn. The fundamental theoretical foundation in Icelandic school community involves inclusion, accessibility and the participation of all students in the school environment. Diversity and different needs, students’ abilities and other characteristics are respected and every kind of discrimination and exclusion in schools is eliminated (Icelandic National Curriculum, 2011).

Diverse groups of students call for changes and development in teachers’ work and classroom practices (Day & Gu, 2010). It is important to build the teaching on each individual as well as the whole group (Guðjónsdóttir, 2000; Moen, 2008). The interplay between students and the society is important and the students need to acquire jointly experience that gives them satisfaction. Teaching that is carefully planned and conducted were students can improve their learning is what matters most of all (Arthur, Gordon & Butterfield, 2003; Idol, 2006). It is in the hands of teachers to change and develop pedagogy, curriculum and assessment in a way that it benefits all students. Research has identified team teaching, cooperative learning, and problem solving teams as ways that can support education for all. It is critical that classrooms are diverse but it is equally important that teaching methods and strategies are too (Meijer, 2003, 2005). By drawing on students resources as teachers plan their teaching and provide scaffolding for students, it is possible to include everyone in the general classroom. However it is not only the classroom teacher who needs to be aware of the diversity in the student group, subject teachers need to be aware of that also. As they plan their subject teaching they must take into account that students learn in different ways.

The goal of this research was learn how teachers organize their subject teaching in diverse and inclusive classrooms and to collect examples of innovative teaching. The question that leads the research was: How are teachers responding to diverse students in their subject teaching?

Method

Methodology The purpose was to learn how teachers organize their subject teaching in diverse and inclusive classrooms. The aim was to collect examples of innovative teaching in order to promote the development of education for all in inclusive environments. This study was qualitative in nature and conducted in collaboration with teachers. Data was collected through interviews and field observations. The research questions: How are teachers responding to diverse students in their subject teaching? • How do they do that in different subjects as math, language, and sports? • How do teacher collaborate as they teach diverse group of students? • What kind of support do teachers ask for and what kind of support do they receive? Participants Three participatory researchers from the UI and six schoolteachers collaborate conducting this research. The school teachers were chosen purposefully and invited to participate as practioner researchers. They teach at different grade levels, mathematics, language, sports, and handcraft and some are also classroom teachers. They are all experienced teachers who have taught for 10-30 years and known for their innovative practices. Research methods Four cycles of data collection was conducted with each teacher during the time of data collection, using about one month for each cycle. Data was collected through reiterated cycles of participant observation and interviews as follows: 1. Field observations gave us an internal perspective of the classrooms and supports and complements other methods. Data was collected by note taking, photographing and videotaping the practice in each inclusive practice. 2. Semi-structured interviews were chosen to elicit the views of the participants as clearly and accurately as possible. Interviews with open questions, adopted to each individual allowed us to organize the content and gave the participants the opportunities to discuss the chosen contents openly (Wolcott, 2005). 3. Two focus group meetings were held with all the six teachers, before and after data collection. 4. The analytical process took place concurrently through the research period using qualitative procedures of content analysis, coding and constant comparison. Data analysis went hand in hand with data collection, as theories and themes emerge and developed. The data was categorized and analyzed by all research participants, both the participant researchers and the practioner researchers (Wolcott, 2005). 5. To enhance the credibility of data, multiple sources (six teachers), data collection methods (interviews and field observations), time (reiterated cycles of data collection) and modes of analysis were used.

Expected Outcomes

Expected outcomes The preliminary findings indicate that to promote inclusive education that supports learning for all students the attitude is important and that teachers are open towards diverse students. It also indicates that teachers who in their planning and teaching a) use innovative strategies, b) build on students resources, and c) give students opportunities to set their goals and make chooses, are more likely to manage to create learning spaces for diverse group of students were students are satisfied and can improve their learning. The teachers in this research emphasized the importance of team teaching and found it critical in creating innovative learning environment that responds to diverse group of students. Selma said: Now all the students are ours, not mine or hers, but ours, and if we need to make decisions we do it together. This takes the pressure of us and together we are stronger and come up with more and diverse solutions. The teachers find team teaching open up a space to use the different resources each teacher brings into the teaching, to divide the group in different ways all depending on the subject and students and to have shared responsibilities. Students’ collaboration is also important, and teaching methods that encounter that are common in inclusive classroom. Tasks are not only organized for collaboration but teachers teach their students to work together, to listen to each other and to come to a decision in a democratic ways. The final conclusion is that what characterizes these practices is that the teachers are responsive and respond to students´ resources.

References

References: Ainscow, M. (2007). Forword. In P. Bartolo (eds.), Responding to student diversity: Teacher handbook. Malta: Faculty of Education, University of Malta. Arthur, M., Gordon, C. og Butterfield, N. (2003). Classroom management: Creating positive learning environments (3. útgáfa). Melbourne: Thomson. Artiles, A., Kozleski, E. og Waitoller, F. (eds). (2011). Inclusive education. Cambridge: Harward Education Press. Booth, T., Nes, K. og Stromstad, M. (eds). (2003). Developing inclusive teacher Education. London: Routledge/Falmer. Day, C. & Gu, Q. (2010). The new lives of teachers. London: Routledge. Guðjónsdóttir, H. (2000). Responsive professional practice: Teachers analyze the theoretical and ethical dimension of their work in diverse classrooms. Doctoral theses: University of Oregon. Idol, L. (2006). Towards inclusion of special education students in general education: A program evaluation of eight schools. Remedial and Special Education, 27(2), 77–94. Loreman, T., Deppeler, J., og Harvey, D. (2005). Inclusive education: A practical guide to supporting diversity in the classroom. Crows Nest: Allen og Unwin. Meijer, C. (2003). Inclusive Education and Classroom Practices. Middelfart: European Agency for Development in Special Needs Education. Meijer, C. (2005). Inclusive education and classroom practice in secondary schools (11 to 14 years). Middelfart: European Agency for Development in Special Needs Education. Ministry of education and culture. (2011). Icelandic national curriculum. Reykjavik: Author. Moen, T. (2008) Inclusive education practice: Results of an empirical study. Scandinavian Journal of Educational Research, 52(1), 59–75. Salend, S. J. (2001). Creating inclusive classrooms: Effective and reflective practices. 4th edition, Upper Saddler River: Merrill Prentice Hall. UNESCO. (2008). Education. Retrived from http://www.unesco.org/en/inclusive-education/ UNESCO-IBE. (2008). Conclusions and recommendations of the 48th session of the internatioal conference on education (ED/BIE/CONFINTED 48/5) Geneva: Wolcott, H. F. (2005). The art of fieldwork (second edition). Walnut Creek: Altamira Press.

Author Information

Johanna Karlsdottir (presenting / submitting)

University of Iceland

School of Education

Reykjavik

Hafdis Gudjonsdottir (presenting)

University of Iceland, Iceland

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