04 SES 07 B, Professional Development for Inclusive Education
The ratification of the UN Convention on the Rights of Persons with Disabilities (UN, 2006; 2008) and the approval of national legislation regarding additional support or reasonable accommodations for pupils with disabilities in the general curriculum, incites the Flemish government to expand inclusive education (Flemish Parliament, Flemish Government, 2014).
In this process towards inclusive education, teacher education plays an important role in preparing and training pre-service and in-service teachers to deal with student diversity. To accomplish this goal, three bachelor programs (Bachelor-after-bachelor Special Education (UC Leuven-Limburg), Bachelor Remedial education (Odisee) and the Bachelor Primary Education (Odisee)) belonging to two university colleges each developed a training (internship) that allows students to gain competences in inclusive education practice. However, because of the changing educational landscape in Flanders, the role of teachers and classroom support staff changed as well and a clarification of these roles is needed for students, organizations and the training field.
In order to guide students through an internship in roles and tasks that are not clearly defined in the field, tools are needed to support the student before and during the time of the internship. For instance, it is important to have a good training guide including an interdisciplinary practice design that supports the process of the internship and focuses on domain description, roll refinement and agreements on conditions. Therefore, the three partners setup a research project (IIPraD), which aimed to enhance internships in innovative and interdisciplinary practice contexts of professional training through a thoughtful organization and content resourcing in “tridialogue” with the field, the student and training. More specific, the project aimed to create an Interdisciplinary Practice Design (IIPraD) and an interdisciplinary platform for organizations, coaching of internships and the possibility of assessment of teaching practice in an innovative context characterized by roll shifts and roll creation.
Within this project, three research questions are addressed:
- What roles can be incorporated into a support process and how do they relate to the different training programs?
- what steps should be taken to set up or optimize an inclusive internship to stimulate the learning process and support the inclusive practice?
- what tools can we provide to enable an inclusive internship and to meet the challenges in the changing educational landscape?
Broer, S. M., Doyle, M. B., & Giangreco, M. F. (2005). Perspectives of Students With Intellectual Disabilities About Their Experiences With Paraprofessional Support. Exceptional Children, 71(4), 415–430. Carter, E. W., & Kennedy, C. H. (2006). Promoting Access to the General Curriculum Using Peer Support Strategies. Research & Practice for Persons with Severe Disabilities, 31(4), 284–292. Eisenman, L. T., Pleet, A. M., Wandry, D., & McGinley, V. (2010). Voices of special education teachers in an inclusive high school: Redefining responsibilities. Remedial and Special Education, 32(2), 91–104. http://doi.org/10.1177/0741932510361248 Giangreco, M. F., Broer, S. M., & Suter, J. C. (2009). Guidelines for Selecting Alternatives to Overreliance on Paraprofessionals: Field-Testing in Inclusion-Oriented Schools. Remedial and Special Education, 32(1), 22–38. http://doi.org/10.1177/0741932509355951 Mcduffie, K. A., Mastropieri, M., & Scruggs, T. E. (2009). Differential effects of peer tutoring in co-taught and non-co-taught classes: results for content learning and student- teacher interactions. Exceptional Children, 75(4), 493–510. Petry, K., Ghesquière, P., Jansen, D., & Vanhelmont, L. (2013). GON en ION anno 2012 (OBPWO 10.01). Leuven. Scruggs, T., Mastropieri, M., & McDuffie, K. (2007). Co-Teaching in Inclusive Classrooms: A Metasynthesis of Qualitative Research. Exceptional Children, 73(4), 392–416.
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