Beyond Support Teachers: Two Models of Effective School Support

Author(s):

Marta Sandoval(submitting)Soledad Rappoport(presenting)Gerardo Echeita Cecilia Simón Héctor Monarca

Conference:

ECER 2013

Network:

04. Inclusive Education

Format:

Paper

Session Information

04 SES 04 A, Policy Evaluation

Paper Session

Time:

2013-09-11

09:00-10:30

Room:

D-505

Chair:

Mara Allodi Westling

Contribution

This study presents the preliminary results of the project "School experiences in the support towards students at risk of educational exclusion", sponsored by the Spanish Ministry of Education. The aim of this project is to analyze the characteristics of successful “natural support networks” (Stainback & Stainback, 1999) in Spanish schools.

An effective support system is crucial to promote inclusion in education, but the debate on what is understood by an effective support system is far from settled. It is still broadly accepted in our country that only specific "special" students require support and that only Special Educational Needs (SEN) educators can provide such support.

It conducted a case study on two Spanish schools with renowned success in the implementation of support systems and the inclusion of students at risk. We gather and systematize information on the design and implementation of inclusive practices, which involves not only in-class support, but also collaboration among teachers within the school, and the links between the family, the community, and the school aimed at promoting inclusion.

The study addresses the following questions: What lessons can be extracted from the support system implemented by these two "successful" schools? What institutional and community factors jeopardize or facilitate the educational support systems implemented by these schools? What common aspects are considered crucial in the two educational models?

Method

The analysis is centered on two case studies (Stake, 1998). The schools were chosen based on their willingness to participate and their merits in the support towards students at risk (awarded by the Spanish Government). The techniques used to collect data include in-depth interviews, in-class observation, field diary, and the analysis of school's documents describing its plans, goals, and evaluations. In all cases, the collected information corresponds to original documents or transcriptions of speeches or handwritten texts, and was confirmed by the participants. The obtained data and its interpretation were tested for reliability (internal consistency, inter-rater reliability). All participants in the study formally agreed to provide this information under anonymity and confidentiality clauses customary in scientific research.

Expected Outcomes

This study generates a classification of support practices based on four dimensions: i) the in-class support to students; ii) the collaboration among teachers; iii) the synergies between the school and the families in the support to students; and iv) the two-way links between the school and the community. The different practices developed by participating schools will be classified into these four categories, together with those factors identified to be crucial, facilitators, or impediments of their effective implementation and success.

References

Brodin, J. & Lindstrand, P. (2007). Perspectives of a school for all. International Journal of Inclusive Education, 11(2), 133-145. Stake, R.E. (1998) La investigación con estudio de casos. Madrid: Morata Stainback, S. y Stainback, W. (1999). Aulas Inclusivas. Madrid: Narcea. Lindqvist, G. & Nilholm, C. (2011) Making schools inclusive? International Journal of Inclusive Education.1-16. York-Barra, J., Sommernessa, J., Dukea K. & Ghereb, G. (2005) Special educators in inclusive education programmes: reframing their work as teacher Leadership. International Journal of Inclusive Education, 9, (2), 193–215.