Cooperation in Inclusive Education. Systems of Assistance for Children with Learning Difficulties. Lessons learned from a Bolivian pilot project.
Author(s):
Simon Reisenbauer (presenting / submitting)
Conference:
ECER 2012
Network:
21. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Format:
Paper

Session Information

ERG SES B 01, Inclusive Education

Parallel Paper Session

Time:
2012-09-17
11:00-12:30
Room:
FCEE - Aula 2.1
Chair:

Contribution

The publication of the »Convention on the Rights of Persons with Disabilities« strengthened the claim for full, effective and equal participation in society for all. Building on the Capability Approach as proposed by Amartya Sen and Martha Nussbaum, a just distribution of high-quality education serves as a baseline for achieving well-being for all members of the community. This implies the creation of an inclusive community-based education system and the adaption of learning environments to meet the individual needs of each student.

In order to ensure appropriate and inclusive policy making in the area of education, processes and mechanisms of inclusion and exclusion need to be researched and understood. Learning difficulties arise from various origins such as poverty, disability and migration. Bolivian schools face students with diverse economic, cultural and ethnic backgrounds, including children with learning difficulties who are often denied access to (regular) education services. Within a pilot project of inclusive education, systems of assistance have been studied at instructional, school system as well as community/society level. This distinction of three levels is linked to a classification of discourses in inclusive education.

Dyson (1999) points out that inclusion is discussed from different perspectives and thus gives rise to different discourses. Building on his findings this paper suggests four different discourses in the area of inclusion: (i) the ethical perspective – discussing issues of equity, difference and diversity; (ii) the political discourse – concerning the distribution of resources and creation of policy frameworks; (iii) the pragmatic discourse – mainly focusing on implementation issues of inclusive schools and teaching of all children. The (iv) systems theory approach of inclusion, not mentioned by Dyson, gives insights into processes of inclusion and exclusion inherent in education systems. These four discourses are interrelated and complement each other. Stakeholders and actors in the field such as teachers, heads of schools, parents and children adopt different perspectives and promote different systems of assistance.

The main objective of the present study was to describe and analyze practices and mechanisms of inclusion and exclusion of children with learning difficulties. Systems of assistance offered by a pilot project of inclusive education in Sucre (Bolivia) have been studied to identify hindering and facilitating factors for the successful implementation of these systems and hence quality education for all.

Conclusions may describe a starting point for the development of inclusive community structures and society in so called developing as well as developed countries.

Method

This paper presents selected findings developed from a field study at a pilot project of inclusive schooling in Sucre (Bolivia) using a Grounded Theory Approach, in-class-observations and interviews. The Grounded Theory Approach allows to investigate inherent beliefs and mechanisms of social interaction. The Grounded Theory coding paradigm (Strauss and Corbin 1998) provides a set of questions that cover phenomena, its causes, contexts and consequences. These questions build a base for analysis and data generation (theoretical sampling). Fieldwork has been conducted during a visit to the inclusive school »Cristina Aitken de Gutiérrez« from June to December 2009. The school was founded by a center for persons with disabilities in the suburban areas of Sucre and serves as public school partially maintained by the Bolivian government. Data has been collected through participant observation within and around the school, interviews with various actors in the field (the head of the school, teachers, parents and associated persons) and documents found in the field (policy papers, teachers documentation, training materials). Additional questions and comments have been communicated via email and phone after the visit.

Expected Outcomes

»Cooperación - cooperation« emerged as key element of facilitating and hindering factors for the development of effective and successful systems of assistance within inclusive schooling. Implementation of strategies of assistance was highly dependent on functioning types of cooperation at all levels. On instructional level, different types of coordinated teaching activities were not only practiced but also gave rise to internal discussions and reflections on the roles of each participant. On organizational level teachers, physiotherapists, psychologists, social workers and parents formed an inclusive learning environment and strived to keep it accessible for all. Cooperation benefited the organizational development of the school as well as the center of persons with disabilities. The center already had established cooperation with different stakeholders (such as local enterprises to provide access to the labor market for persons with disabilities), this also inures to the benefit of children with learning difficulties. Generally, cooperation is mostly analyzed in the context of team-teaching and instruction. This study indicates that this view needs to be broadened to include all levels mentioned above. To define and specify the position of cooperation in inclusive education theory, organizational, multi-professional and institutional perspectives of cooperation in inclusive schools need to be further researched and discussed.

References

Arbeitskreis Kooperative Pädagogik (AKoP) e.V. [ed] (2002): Vom Wert der Kooperation. Gedanken zu Bildung und Erziehung. Frankfurt am Main: Lang. Dederich, Markus & Greving, Heinrich & Mürner, Christian & Rödler, Peter [eds] (2006): Inklusion statt Integration? Heilpädagogik als Kulturtechnik. Gießen: Psychosozial-Verlag. Dyson, Alan (1999): Inclusion and Inclusions: theories and discourses in inclusive education. IN: Daniels, Harry & Garner, Philip [eds]: Inclusive Education; Supporting Inclusion in Educational Systems. London: RoutledgeFalmer. p.36-53. Payá Rico, Andres (2010): Políticas de educación inclusiva en América Latina. Propuestas, realidades y retos de futuro. IN: Revista de Educación Inclusiva, Vol.3, N°2. Jaén: Universidad de Jaén. p.125-142. Riesenthal, Gabriele (2011): Interpretative Sozialforschung. Eine Einführung. 3. aktualisierte und ergänzte Auflage. Weinheim & München: Juventa Verlag. Rosales López, Carlos (2009): Hacia una ciudadanía inclusiva ¿Un reto a la complejidad educativa? IN: Revista de Educación Inclusiva, Vol.2, N°3. Jaén: Universidad de Jaén. p.97-109. Stein, Anne-Dore & Krach, Stefanie & Niediek, Imke [eds] (2010): Integration und Inklusion auf dem Weg ins Gemeinwesen. Möglichkeitsräume und Perspektiven. Bad Heilbrunn: Julius Klinkhardt. Strauss, Anselm & Corbin, Juliet (1998): Basics of qualitative research: techniques and procedures for developing grounded theory. 2nd edition. A Thousand Oaks, CA: Sage Publications. Terzi, Lorella (2008): Justice and Justice and Equality in Education. A Capability Perspective on Disability and Special Educational Needs. London: Continuum International PubIishing Group. Tukuy Pacha [ed] (2010): Discapacidad Compendio Legal 2008 2010. Segunda Edición. Cochabamba: Publicaciones Proyecto Nacional Tukuy Pacha, 2010. Yeo, Rebecca & Bolton, Andrew (2008): ‘I don’t have a problem, the problem is theirs’. The lives and aspirations of Bolivian disabled people in words and pictures. Leeds: The Disability Press.

Author Information

Simon Reisenbauer (presenting / submitting)
University of Vienna / Faculty of Philosophy and Education
Department of Education
Wien

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