20 SES 10 A, Bringing You Inspiring Practice For Inclusive Education: Teaching diverse learners in (school)subjects / TdiverS (Part 2)
Symposium continued from 20 SES 09
This paper focuses on the elements and conditions of schools in order to develop a more inclusive setting (UNESCO, 2016). As Tyack and Cuban (2001) remind us, the development of a more inclusive education does not fit into the "grammar of schooling" framework that has defined our formal education systems from its birth to its progressive spread. In relation to the practices, the change should be based on the ideas and values that underpin what several authors have called "inclusive pedagogy" (Florian and Linklater, 2010). Researchers from Autonoma University in Madrid worked with three Spanish schools. The Padre Piquer School has been the driving force behind a process of reviewing and improving school policies and practices at the center. The goal is to transform classrooms in order to provide a quality response to students, making it the curriculum which is organized according to their needs, not the other way around. The Ponce de Leon School is a mainstream school with a large number of deaf students. This school incorporates different methodologies based on work through projects with two tutors per classroom; one is an oral teacher while the other is a Sign Language teacher. The key principles of Cardinal Spínola School are inclusion and innovation. Reflective, participatory and cooperative work is essential. The methodologies are developed around the characteristics and capabilities of students based on multiple intelligences and integrating cooperative learning. The principal, counselling Department personal and teachers participated in the project. Data was collected through focus groups meeting to discuss the changes that had been carried out in order to develop well-orchestrated practices in terms of presence, learning and participation with equity (Ainscow, 2016). A qualitative procedure of content analysis was used. The results of these reflections have been collected in a document that was agreed by all. The results show the main barriers and challenges to progress towards an increasingly inclusive education. Some conditions have been highlighted to transform the schools so as to shorten the distance between declared values and specific practices. These changes affect both cultures and classroom policies and practices: two tutors in the classroom, multitasking cooperative classrooms, project learning, a new way of understanding support and organizing counseling departments, and dialogic literacy gatherings. It has been essential to "break" or "change" relevant elements of the existing school types. Important conditions common to the experiences of all countries: values, cooperation, reflection, participation, community or leadership.
Ainscow, M. (2016). Diversity and Equity: A global Challenge. New Zealand Journal of Educational Studies, 51:143. http://link.springer.com/article/10.1007/s40841-016-0056-x Booth, T., & Ainscow .M. (2011).Index for Inclusion. Developing learning and participation in schools (3ª ed.).Bristol: CSIE. Florian, L., & Linklater, H. (2010). Preparing teachers for inclusive education: using inclusive pedagogy to enhance teaching and learning for all. Cambridge Journal of Education, 40 (4), 369-386. Tyack, D., and Cuban, L. (2001) “Por qué persiste la gramática de la escolaridad”, en En busca de la utopía. Un siglo de reformas de las escuelas públicas. México: Fondo de Cultura Económica. UNESCO (2016). Training Tools for Curriculum Development. Reaching out to all Learners: a Resource Pack Supporting Inclusive Education. Geneva: International Bureau of Education-UNESCO.
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