Session Information
04 SES 10 B, Collaboration between Organizations
Paper Session
Contribution
In this paper we present an experience that is taking place in seven schools (five Early Childhood and Primary schools and two Secondary schools) in the Region of Murcia, Spain. These schools, driven by the need and belief that inclusive education should be introduced, are participating in the Improvement Plans Project: Moving toward Inclusive Schools, coordinated jointly by the Ministry of Education, Training and Employment of the Region of Murcia and the Research Team at the University of Murcia: "Inclusive Education: A School for All." The aim of this project is to implement improvement plans taking the development of inclusive education as a reference model (Ainscow, 2001; Arnaiz, 2008, Booth & Ainscow, 2002; Fulan, 2001). In order to achieve this, this project has the following objectives:
§ To learn and develop policies, practices and inclusive cultures in schools participating in the Improvement Plans Project.
§ To understand, implement and assess different strategies, techniques and methodologies that promote the treatment of diversity in the classroom.
§ To learn techniques and skills to develop teaching and learning processes based on collaborative and cooperative work.
§ To gain knowledge to foster the participation of parents and students in school.
§ To learn about schools´ experiences on the functioning of a classroom based on diversification of the instructional process, and to implement and assess these experiences.
The process undertaken is inspired by the steps that should be followed for improving a school, bearing in mind the philosophy of effective schools (Davis and Thomas, 1992, Reynolds and Ramasut, 1997), which may include: consolidation of a work group; diagnosis of situation, analysis and formulation of problems; search for solutions; preparation of an action plan, preparation of its implementation and collaborative development and evaluation of the experience.
Undoubtedly, the design and implementation of this project is fostering the development of an intensive and rich collaborative work at inter-school and intra-school level, with the aim to take the necessary steps to promote the improvement and development of inclusive educational practices (Elboj and al, 2002; Arrow & Puig, 2007). We find an enriching and interesting experience of collaborative work, where relationships between education authorities, universities and schools based on participation, mutual trust, joint assessment of reality and development of improvement plans are leading to good practices. These practices are linked to the development of curricular, organisational and methodological changes (Escudero, 2006; Hargreaves & Fink, 2006). In some cases we are faced with new forms of student organisation and grouping, new teaching methodologies, or review of curricular proposals in order to develop an inclusive curriculum. After presenting the hallmarks of the project, our paper will focus on the analysis phase carried out by Primary schools. Specifically, the Index for Inclusion (Booth & Ainscow, 2002) was the instrument used to raise awareness of the reality of this type of school, and to identify strengths/opportunities and barriers, so that learning and participation of all students may be promoted.
Method
Expected Outcomes
References
Ainscow, M. (2001) Desarrollo de escuelas inclusivas. Ideas, propuestas y experiencias para mejorar las instituciones escolares. Madrid: Narcea. Arnaiz Sánchez, P. (2008). Educación inclusiva. Ponencia presentada en el I Congreso Nacional de Buenas Prácticas en Educación, Diversidad al alumnado y Empleo. Murcia. Booth, T.; Ainscow, M. (2002) The Index for Inclusion. Bristol: Centre for Studies in Inclusive Education. Davis, G. y Thomas, M. (1992) Escuelas eficaces y profesores eficientes. Madrid: La Muralla. Elboj, C.; Puigdellívol, I.; Soler, M.; Valls, R. (2002) Comunidades de aprendizaje. Transformar la educación. Barcelona: Graó. Escudero, J.M. (2006) Compartir propósitos y responsabilidades para una mejora democrática de la educación. Revista de Educación, 339, 19-41. Flecha, R. y Puigvert, L. (2007) las comunidades de aprendizaje: una apuesta por la igualdad (www.comunidadesdeaprendizaje.net/pdf/flecha_puigvert_02.pdf). Fullan, M. (2001) Liderar en una cultura de cambio. Barcelona: Octaedro. Hargreaves, A. R.; Fink, D. (2006). Estrategias de cambio y mejora en educación caracterizadas por su relevancia, difusión y continuidad en el tiempo. Revista de Educación, 339, 43-58. Ramasut, A. and Reynolds, D. (1997) Developing Effective Whole School. Approaches to Special Educational Needs: From School Effectiveness Theory to School Development Practice. In R. Slee (ed.): Is There a Desk with my Name On IT? (pp. 219-240). London: The Falmer Press.
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