Can we speak of inclusion in schools? A study in search of good practice
Author(s):
Mª Esther Martínez Figueira (presenting / submitting)
Conference:
ECER 2012
Network:
04. Inclusive Education
Format:
Poster

Session Information

04 SES 05.5 PS, General Poster Exhibition

General Poster Session during Lunch

Time:
2012-09-19
12:30-14:00
Room:
FCEE - Poster Exhibition Area
Chair:

Contribution

This text forms part of a wider study called “Map of Good Practice in Inclusive Education in Schools in the Province of Ourense” (ref. INOU11A-12).[1] It aims to map inclusive good practice in the aforementioned province. This poster presents the first phase: diagnosis, access to, and knowledge of the realities of inclusive education in the schools of Ourense.

The frame of reference for this study is inclusive education, understood as education able to promote equality and to contribute to greater social cohesion. Such an education responds to the needs of all students through increased participation in learning and in cultural and community activities. It purports to reduce exclusion both within and outwith the education system (UNESCO, 2005). Two interesting reflections stem from this idea. Firstly, schools have a duty to restructure themselves in accordance with all students' needs (Ainscow, 1999), in order to effectively combat discriminatory attitudes, build an inclusive society, and put education within the reach of all (Parrilla, 2008, 2009, 2010; Parrilla, Raposo & Martínez, 2011; Parrilla & Susinos, 2010; Raposo, Martínez & Baamonde, 2010). Secondly, we must not forget that educational exclusion is a precursor to some paths of social exclusion (Parrilla, 2008; Slee, 2010).

Taking the above into account, this study has been developed in the province of Ourense, in the autonomous region of Galicia, Spain. Thirty five nursery, primary and secondary schools have participated, all of which were developing innovation projects or training activities related to diversity, and were recognised in the educational community for their inclusive good practice. We have had access to the voices of 269 teachers who have been key in our analysis of inclusive education in order to:

-          Know the characteristics of these schools and the diversity which exists between them.

-          Identify aspects of their institutional organisation as strengths or weaknesses which can promote or hinder educational inclusion.

-          Describe the schools' inclusive educational projects, thus identifying good practice related to inclusion.

-          Explore the possibilities of advancement towards more inclusive schools, from the foundation of the identified good practice.

-          Make available a map of schools which are benchmarks for inclusive good practice.

[1] This project has been subsidised by the University of Vigo during the academic year 2010-11. The principal researcher has been Esther Martínez Figueira and the team of researchers from this university was formed by: Mª Ángeles Parrilla, Alfonso Cid, Manuela Raposo, Mª Isabel Doval, Adolfo Pérez, Fernando Tellado, Juan Luis Rodríguez, Elena Añel & Beatriz Páramo.

Method

Data collection has followed a quasi-experimental design based on questionnaires. The questionnaire designed has taken into account the considerations of Padilla, González & Pérez (1998), McMillan & Schumacher (2005). It is thus structured in three sections: contextual data; inclusive strategies and practice; and training in inclusive practice. The data has been obtained through non-probabilistic, intentional techniques – an accidental or causal sample, using the following criteria:  That participants be identified as schools which are developing innovation projects or training activities related to diversity.  That participating schools be recognised in their educational community as benchmarks for inclusive good practice. Furthermore, the syllabus offered, location and method of funding were taken into account to ensure a representative sample. As such, the sample consists of 35 schools from across the province, with 269 participating teachers.

Expected Outcomes

The participants surveyed report that they take inclusion into account above all in their classroom practice, influencing their teaching and the methodology they employ. Some of the measures which they implement are: peer tutoring, streaming, support within the classroom, adapted activities, individualised and cooperative teaching, partial integration in the main classroom, flexible groupings, available use of NT in teaching, school libraries, pupils as tutors, student decision-making and dialogue. In addition, the questionnaires also ask teachers what indicators allow them to recognise inclusive good practice. They identify: - Attitudes and values from the entire educational community which aim for integration in the group for all, acceptance of difference, equality of opportunities and accessibility, awareness of change, respect and tolerance, effort, and positive value of heterogeneity. - Participation and collaboration of all stakeholders, including joint evaluation of inclusiveness. - Progress of all students regardless of capabilities - individual achievement and progress centred around students and their potential rather than around the curriculum.

References

Ainscow, M. (1999). Understanding the Development of Inclusive Schools. Narcea: Madrid. McMillan, J.H.; Schumacher, S. (2005). Investigación educativa: una introducción conceptual. Madrid: Pearson. Padilla, J.L.; González, A.; Pérez, C. (1998). Elaboración del cuestionario. En A.J. Rojas; J.S. Fernández; C. Pérez (eds.), Investigar mediante encuestas. Fundamentos teóricos y aspectos prácticos (pp. 115-140). Madrid: Síntesis Psicología. Parrilla, A. (2009). ¿Y si la investigación sobre inclusión no fuera inclusiva? Apuntes desde una investigación biográfico-narrativa. En Revista de Educación, 343,101-117. Parrilla, A. (2010). Ética para una investigación inclusiva. Revista Educación Inclusiva. 3 (1), 165-174. Parrilla, A. (dir.) (2008). “Análisis de los procesos de inclusión/exclusión educativa en la educación obligatoria. Desarrollo de proyectos locales de cambio y mejora escolar”. Memoria Técnica para proyectos tipo A y B. Referencia. EDU2008-06511-C02-01. Parrilla, A.; Raposo, M.; Martínez, M.E. (2011). “Inclusive Education as a Community Project: Researching Beyond the School”, comunicación presentada en ECER 2011, Berlín,13 a 16 de septiembre de 2011. Parrilla, A.; Susinos, T. (2010). “Desarrollo de proyectos locales de cambio y mejora escolar en tres Comunidades Autónomas”, comunicación presentada en el Congreso Internacional La Educación Inclusiva hoy: escenarios y protagonistas, Cantabria, 24 a 26 de marzo de 2010. Raposo, M.; Martínez, M.E.; Baamonde, M.L. (2010). “Un Proyecto Inclusivo de Mejora Escolar: claves formativas y constitutivas”, comunicación presentada en el I Congreso Internacional: Reinventar la Formación Docente, Málaga, 8 a 10 de noviembre de 2010. Slee, R. (2010) The irregular school. London, Routledge UNESCO (2005). Guidelines for inclusión: Ensuring Access to Education for All. París: UNESCO.

Author Information

Mª Esther Martínez Figueira (presenting / submitting)
Universidad de Vigo
Didáctica, Organización Escolar y Métodos de Investigación
Pontevedra

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