The Inclusion of Two Children with Functional Diversity in a Ordinary School. What Happens?

Author(s):

M. Teresa Segués(submitting)Jesús Soldevila(presenting)Naranjo Mila(presenting)Pere Pujolàs Lago José Ramón

Conference:

ECER 2012

Network:

04. Inclusive Education

Format:

Paper

Session Information

04 SES 09 B, Collaborative Teaching II

Parallel Paper Session

Time:

2012-09-20

11:00-12:30

Room:

FFL - Aula 17

Chair:

Jonathan Rix

Contribution

This paper aims to present some results of an ongoing Phd investigation on the inclusion of two students in a ordinary school (Ainscow, 2008; Barton, 1998; Echeita, 2009). This research has been developed by some members of the Research Group on Care Diversity at the University of Vic (Grup de Recerca en Atenció a la Diversitat, GRAD).

This research focused on three aspects: first, reconstruction through the life stories of the experiences of children with functional diversity in the processes of inclusion (Parrilla, 2010);secondly, the educational organization of the classroom to facilitate the inclusion of children and improve their quality of life (Pujolàs, 2008; Cuomo, 2007)and thirdly, the process of counseling with teachers to take out innovative and inclusive experiences (Lago & Onrubia, 2010). Basis of this research are also the guidelines of UNESCO (1994, 2001) the European Agency for Development in Special Needs Education (2003) and OCDE (2005).

The research context is a region of Catalonia (Spain). In Catalonia, all regions have special schools, but two. We focused the study on a ordinary school of one of these two regions. Unwilling to fit it into diagnostic categories because we understand them as individuals and not as concepts (Antich, 1993) these children have been diagnosed with Autism on the one hand, West Syndrome and Aicardi Syndrome, on the other hand.

The purpose of the research presented is: "To know, to reconstruct, to analyze and to assess the origin, process and impact of educational inclusion of two children with functional diversity in a ordinary school through his life story". And the specific objectives are:

- Describe and to reconstruct the origin, process and impact of the inclusion of these two children in a school and classroom.
- Promote the dynamics that enable the inclusion of these two children at the center in which they are enrolled.
- Improving the teaching of these children attend classrooms to encourage their participation, contribute to increased quality of interpersonal relationships with other partners to create a climate affective and emotional status allows them a better life.

Method

The methodological design of this research has been difficult due to the complexity also objectives. Is not easy to give voice to two children who do not speak in order to “listen” their perspectives for knowledge, analysis and improvement of inclusion and quality of life (Porter et al., 2001). According to Stake (2010) the criterion for selection of cases was that show will be followed. Due to the fact that this work is based on ethnographic research with the aim of building a life story have used instruments such as: -in-depth interviews with key informants (parents, teachers, peers, educational services professionals) -focus groups (teachers, students and parents) -working with images -direct observation. For the part of action research has associated this work, note that it is collaborative action research between members of the two participating institutions, the school and the university. In the counseling work that has led to action research center professionals was used mainly as an instrument of small seminar (regular meetings between teachers and researcher / consultant for the joint construction of educational improvement proposals).

Expected Outcomes

The results obtained in the course of this research have been numerous and diverse. We agree with some authors highlight certain significant items such as design and development process of inclusion. Here we collect some of the highlights: - Living in a region where there are no special schools has been key to the inclusion of these two children. First, because they had access to a ordinary school. Secondly, because their peers may be born, grow and live alongside people with disabilities. This, normalizes the situation and also, thanks to the teacher's guide, promotes positive experiences and attitudes. - The school management team has been confirmed as key to the design and development of a more inclusive school. - Changes in the environment, in structuring the learning and teaching enable children to participate in classroom life and progress in their development. The counseling process promotes improvements when: - Start with the current knowledge and practices. - Analyze how discouraging the participation and progress. - To provide teachers the opportunity for exchange and collaborative planning.

References

Ainscow, M. (2008). Mejorar las escuelas urbanas: liderazgo y colaboración. Madrid. Narcea. Antich, X. (1993). El rostre de l’altre. Passeig filosòfic per l’obra d’Emmanuel Lévinas. València: Eliseu Climent Editor. Barton, L. (Comp.), (1998). Discapacidad y sociedad. Madrid: Morata. Cuomo, N. (2007). Verso una scuola dell’emozione di conoscere. Il futuro insegnante, insegnante del futuro. Pisa: Edizioni ETS. Echeita, G. et.al (2009). Paradojas y dilemas en el proceso de inclusión educativa en España. Revista de Educación, 349, 153-178. European Agency for Developement in Special Needs Education (2003). Inclusivament Education and Effective Classroom Practices. Lago, J. R., & Onrubia, J. (2010). Asesoramiento psicopedagógico y mejora de la práctica educativa. Barcelona: Horsori. Organización para la Cooperación y el Desarrollo Económico (2005). School Factors Related to Quality and Equity. Results from Pisa 2000. Paris: OCDE. Palacios, A. Romañach, J. (2006). La Bioética y los Derechos Humanos como herramienta para alcanzar la plena dignidad en la diversidad funcional. Santiago de Compostela: Diversitas Ediciones. Parrilla, M. A. (2010). Etica para una investigación inclusiva. Revista de Educación Inclusiva, 3(1), 165-174. Porter, J. Ouvry, C. Morgan, & M. Downs, C. (2001) Interpreting the communication of people with profound and multiple learning difficulties. British Journal of Learning Disabilities, 29, 12–16. Pujolàs, P. (2008). 9 ideas clave. El aprendizaje cooperativo. Barcelona: Graó. Stake, R.E. (2010). Qualitative Research: Studying How Things Work. New York: The Guilford Press. UNESCO (1994). Declaración de Salamanca. Informe final: Conferencia Mundial sobre Necesidades Educativas Especiales: Acceso y Calidad. Madrid: Ministerio de Educación y Ciencia. Secretaria de Estado de Educación. UNESCO (2001). Understanding and Responding to Children’s Needs in Inclusive Classrooms: a guide for teachers. Paris.

Author Information

M. Teresa Segués (submitting)

UVIC

Igualada

Jesús Soldevila (presenting)

UVIC, Spain

Naranjo Mila (presenting)

University of Vic

Psychology

Vic

Pere Pujolàs