Session Information
04 SES 09 A, Barriers for Inclusion
Paper Session
Contribution
In this paper we present the mid-term findings of a research study coordinated between three Spanish universities:the University of Vigo, the University of Cantabria and the University of Sevilla.The general aim of this study is to boost the school’s internal processes of thinking about and acting towards the processes of exclusion and inclusion that are occuring within them and which allow the enhacement of certain local changes that are internally and consensually designed.
Specifically, this paper presents the mid-term findings of a training Project in an Primary School designed to seek educational practices that provide quality solutions for the pupils.
In order to answer these proposals this research study sets itself the following objectives, namely,to :
1. Describe and analyse situations of inclusion/exclusion in the different stages of the education system from the point of view of pupils, teachers and families alike.
2. Identify and prioritize needs for change, derived from prior analysis,and carried out by means of reflection processes in the centre.
3. Design in a participative way Local Inclusive Education Projects.
Some of the theoretical proposals that are related with this project refer to the collaboration between teachers, on-going training in the workplace or inclusive education. Similar to what different research studies undertaken in Europe and other international ambits have demonstrated more than a decade ago (Clark, Dyson y Millward, 1999; Giangresco, 1997; Hopkins, Ainscow y West, 1994, etc.) or recent work (Ainscow y Sandill, 2010; Dufour, Dufour, Eaker, & Many, 2006; Fullan, 2007; Waldron y McLeskey, 2010, etc.) in-centre training based on the collaboration among the teaching staff features among the priority lines of education systems that have been proposed to convert educational practices pending an inclusive response to the theme of diversity.
In these systems total support is given to the development of the education professionals so that they can become reflexive and critical, capable of working alongside their colleagues and sufficiently motivated so as to research into diverse aspects of their practice with the ultimate aim of improving it.
Elsewhere, inclusive education, another of the theoretical topics on which the project is based, has been defined as a process that pursues the reduction of exclusion in education and starting from it (Booth, 1996). We share the view with authors such as Ainscow (2007), Barton (2009), Parrilla (2007), Slee (2010),and so on, that we are dealing with an education model that education centres propose in which all students may participate, belong to and learn from.
Method
Expected Outcomes
References
AINSCOW, M. (2007). Taking an inclusive turn. Journal of Research in Special Educational Needs, 7 (1), 3-7. AINSCOW, M. & SANDILL, A. (2010). Developing inclusive education systems: the role of organisational cultures and leadership, International Journal of Inclusive Education, 14 (4), 401-416. BARTON, L. (2009). Estudios sobre discapacidad y búsqueda de la inclusividad. Observaciones. Revista de Educación, 349, 37-152. BOOTH, T. (1996). A Perspective on Inclusion from England. Cambridge Journal of Education, 26 (1), 87-99. CLARK, C.; DYSON, A. & MILLWARD, A. (1999). Inclusive education and schools as organizations. International Journal of Inclusive Education, 3 (1), 37-51. DUFOUR, R., DUFOUR, R., EAKER, R., & MANY, T. (2006). Learning by doing: A handbook for professional learning communities at work. Bloomington, IN: Solution Tree. FULLAN, M. (2007). The new meaning of educational change , 4th ed. . Teachers College Press , New York. GIANGRECO, M.F. (1997). Key lessons learned about inclusive education: summary of the 1996 Schonel Memorial Lecture, International Journal of Disability, Development and Education, 44 (3), 193-206. HOPKINS, D.; AINSCOW, M. Y WEST, M. (1994). School improvement in an era of change. London: Cassell. MILES M. B. & HUBERMAN, A. M. (1994) Qualitative data analysis (Beberli Hills, CA: Sage Publications) PARRILLA, A. (2007). Inclusive education in Spain: a view from inside. En L. BARTON & F. ARMSTRONG (Eds). Policy, experience and change: cross-cultural reflections on Inclusive Education. London: Springer Books, 19-36. SLEE, R. (2010). Irregular Schooling: Special Education, Regular Education and Inclusive Education. London: Routledge. WALDRON, N. L. & MCLESKEY, J. (2010). Establishing a Collaborative School Culture Through Comprehensive School Reform, Journal of Educational and Psychological Consultation, 20 (1), 58 -74.
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