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Any changes? SALAMANCA 20 Years On: Inclusion in Modern Times – Day Confernce 19th May 2014 BPS Offices Tabernacle St London

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Presentation on theme: "Any changes? SALAMANCA 20 Years On: Inclusion in Modern Times – Day Confernce 19th May 2014 BPS Offices Tabernacle St London"— Presentation transcript:

1 Any changes? SALAMANCA 20 Years On: Inclusion in Modern Times – Day Confernce 19th May 2014 BPS Offices Tabernacle St London Marianne.Kant@efpa.eu

2 23 National Representatives + = An EFPA Standing Committee Psychology in Education Network of European Psychologists in the Educational System N.E.P.E.S.

3 Educational Psychologists across Europe promote actively inclusive education European collaboration among Educational Psychologists and engagement at European level contributes to - improve their professional profile - enhance inclusive education across Europe Either way – there is plenty of room for improvement! Network of European Psychologists in the Educational System N.E.P.E.S.

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5 2011-2015 N.E.P.E.S. Working Group 2011-2013 “Psychology in inclusive education” will continue until 2015: a Position Paper and a Sampler with reports on psychology in inclusive education from various European countries, publications at www.nepes.eu www.nepes.eu  Promoting professional exchange across Europe: Next meeting: International Conference "Psychology - school - inclusion" 4 th /5th September 2014 at the Paneuropean University Bratislava/Slovak Republic to plan concrete further steps  Gathering, compiling and sharing know-how from various activities, as study visits, conferences...,  Developing EU project proposal for funding: documentary film/video collection on best practice of educational psychologists in inclusive education ( EU Erasmus + Program http://ec.europa.eu/programmes/erasmus-plus/index_en.htmhttp://ec.europa.eu/programmes/erasmus-plus/index_en.htm  Health Program http://ec.europa.eu/eahc/funding/funding.html, European Social Fund, ICT Program, Daphne Program…)http://ec.europa.eu/eahc/funding/funding.html  Developing and disseminating a questionnaire for psychologists in education about their practice in regard to inclusive education ( needed competences, challenges, best practice,...) and recommendations for further improvement

6 Matrix of psychologists‘ professional activities across European Educational Systems

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8 European Psychologists participate in evidence based research on inclusive education P.i.E. are best placed to consider wider issues of human development in regard to inclusion in education

9 Guidelines for Psychologists in inclusive education/Netherlands http://www.psynip.nl/augustus-2013-praktijkichtlijnen-2013-geheel.pdf including a list of competences of psychologists in education

10 Paradigm shift in professional work of psychologists in education From the clinical specialist in education towards a partner of a learning community with particular expertise including collaborative consultation, being 'Critical Friends‘ From a medical clinical model towards a focus on prevention and systemic approaches including the promotion of teacher’s and school’s capacities for inclusive education, i.e. supporting instructional modifications and curricular adaptations; From selective towards inclusive assessment (strengths and challenges) with a focus on educational needs of individual students- taking not only the student into account, but primarily the living and learning context of students From sectoral to integrated and intersectoral approaches acting on the basis of psychological expertise, professional ethos and human rights in multiprofessional, multidisciplinary and multi-agency environments

11 1. European collaboration of Psychologists allows sharing, comparing, positioning and thus contributes to professional development of Educational Psychology 2. The EU enhances collaboration among Psychologists in Education across European countries 3. European funded organisations and projects produce comparable data, models, guidelines and ideas for further development of inclusuve education

12 http:// www.viauc.dk/hoejskoler/psh/videncentre/didaktik/Documents/Artikler/Fra-mindset-til- inklusionspraksis.pdf In Silkeborg 96,6% students are enrolled in mainstream schools. 3.4% students are in special classes. The goal is to achieve 97% by 2014. School Psychologists in Silkeborg focus on empowerment - not on assessment - by supporting the learning environment In 2011/12 they trained all school teachers in Silkeborg ( N=1500) in a 1 week training course enhancing their skills to improve inclusive education and They trained150 teachers as ‘inclusion agents’ in a 6 week course There has been an awareness raising campaign for an inclusive child policy of the municipality - e.g. Mindset flyers for parents Example CEDEFOP Study Visit in Silkeborg/Denmark Erasmus + Programme Individual Mobility http://ec.europa.eu/programmes/er asmus-plus/index_en.htm 1. European collaboration of Psychologists allows sharing, comparing, positioning and thus contributes to professional development of Educational Psychology

13 October 2012 Michaela Wiese, educational psychologist in Germany visited for one week South Tyrol/Italy for a job shadowing activity funded under the EU- Lifelong Learning Comenius Program. Since more than 30 years special schools and special classes do not exist anymore in South Tyrol. All pupils are taught in one class no matter which educational needs they have. The aim of this job shadowing activity was to get to know South Tyrolean schools and especially the educational support system for teachers in order to develop concrete offers for German schools in the area of inclusive education. In cooperation with the University of Cologne Mrs. Wiese conducted during her visit a survey on health- promoting and health-compromising conditions in inclusive education. www.nepes.euwww.nepes.eu Job shadowing activity under the former Comenius Programme, now Erasmus +

14 3 year project/7 countries DTMp: A Comenius Project to produce a Differentiated Teaching Module for Primary Education: Preparing trainee teachers to respond to pupil diversity” (2004-2007) Paul A. Bartolo, University of Malta 2. The EU enhances collaboration among Psychologists in Education across European countries by offering - fora for networking - participation in public consultations and expert/stakeholder meetings/conferences - financial support in form of EU programs, as Erasmus +, Horizon 2020, Public Health Programs, ICT Programs

15 European Agency for Speciol Needs and Inclusive Education http://www.european-agency.org/ http://www.european-agency.org/ 3. European funded organisations and projects produce comparable data, models, guidelines and ideas beneficial for further development of inclusuve education

16 INCLUD-ED. Strategies for inclusion and social cohesion from education in Europe. INTEGRATED PROJECT 2006- 2011 http://creaub.info/included/wp-content/uploads/2011/05/Project-presentation-DEF-1.pdf

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19 SEA are in line with the dialogic turn of EducationalPsychology

20 Psychologists in Education together with young people and families can make a change. marianne.kant@efpa.eu

21 UNICEF The state of the world’s children with disabilities 2013 http://www.unicef.org/sowc2013/files/SWCR2013_ENG_Lo_res_24_Apr_2013.pdf http://www.unicef.org/sowc2013/files/SWCR2013_ENG_Lo_res_24_Apr_2013.pdf Coordinated Services to support the child – An agenda for action „Because the effects of disability cut across sectors, services can be coordinated to take into account the full range of challenges confronting children with disabilities and their families. A coordinated program of early intervention across the health, education and welfare sectors would help to promote the early identification and management of childhood disabilities.....Improvements in ability will have greater impact if school systems are willing and able to accept them and meet their educational needs. Moreover, acquiring an education would be more meaningful if there were also inclusive school-to-work transition programmes and economy-wide efforts to promote the employment of people with disabilities.“ European Commission – Recommendations February 2013 Investing in children: breaking the cycle of disadvantage http://ec.europa.eu/social/BlobServlet?docId=9762&langId=en : http://ec.europa.eu/social/BlobServlet?docId=9762&langId=en “Increase the capacity of education systems to break the cycle of disadvantage, ensuring that all children can benefit from inclusive high quality education that promotes their emotional, social, cognitive and physical development: Invest in prevention by putting in place comprehensive policies that combine health, education and social measures. ”

22 The Network of Independent Experts on Social Inclusion assists the European Commission in monitoring and evaluating the situation and published in April 2014 a study of national policies on Investing in Children: Breaking the Cycle of Disadvantage http://ec.europa.eu/social/BlobServlet?docId=11667&langId=en http://ec.europa.eu/social/BlobServlet?docId=11667&langId=en “Up to now, the integration of issues to do with promoting the social inclusion and well-being of children has received rather limited priority in most Member States… One area that emerges quite strongly across the 28 Member States is the particular risks faced by children from a migration background… The situation of children with a disability is also often highlighted. The risks for these groups have become even more severe with the economic crisis. Thus, in implementing the Recommendation particular attention will need to be paid to investing in their well-being.”

23 Reform Project of an integrated cross-sectoral prevention service for the promotion of a healthy development of children and youth in the German speaking Community of Belgium

24 The service provides an intersectoral ( social, educational, health), interdisciplinary ( psychologists, social worker, nurses, health experts) and evidence-based approach promoting a healthy development in Priority 1: the family setting (parenting support, starting during pregnancy) Priority 2: preschool/school settings (counseling schools, school heads, teachers, parents, students..) Priority 3: the community (community, neighborhood, work, leisure) Priority 4: Giving advice to the government (specific issues) Fields of action Human development and its distortion is the result of a bio-psycho-social process that calls for intervention at the social as well as individual levels.

25 On the basis of the UN-convention on the rights of the child with 5 areas of well-being (physical, psychological, social, spiritual and moral) the new service strives for the following objectives: Concept  to foster the best possible physical and mental health of youth  to support the best possible development of their educational potential, to foster active and inclusive learning in general and vocational education  to facilitate a safe environment for youth and protection from accidents and deliberate harm  to promote economic security for youth to support an adequate standard of living as a basis for their healthy development  to support children and adolescents in being part of an encouraging setting for development i.e. family, friends, neighbors and communities  to foster the inclusion of children and adolescents in the community  to help create the necessary conditions for youth to contribute positively to the community

26 „Psychologists are in a position to provide leadership as agents of prosocial change, advocacy, and social justice..“ APA 2002 http://www.apa.org/pi/oema/resources/policy/multicultural- guideline.pdf

27 NESSE (2012), Network of experts in Social Sciences of Education http://www.nesse.fr/nesse/activities/reports/activities/reports/disability-special-needs-1 http://www.nesse.fr/nesse/activities/reports/activities/reports/disability-special-needs-1 “Overall, it is clear that teaching approaches for children with special educational needs are, to quite a large extent, ideologically driven rather than based on empirical findings in relation to which approaches produce the best outcomes. The existing empirical research suggests that inclusion produces slightly better academic and social outcomes than separate provision, but there are very few quasi-experimental studies, not at least because of ethical considerations. Inclusive practices tend to be informed by human rights concerns, rather than scientific analysis of what works best for particular children.” Policy Implication 12 The European Commission should encourage countries to monitor the impact of devolved governance and marketisation on children with special educational needs, ensuring that these global trends are not detrimental to inclusive practices. Policy implication 13 There is a need for the European Commission and national governments to commission research which is designed to assess the benefits of different types of inclusive practices for specific groups of children. Research findings should be widely disseminated so that they influence practice.

28 http:// www.rim.uni-rostock.de / Response to Intervention-App roach http://www.rim.uni-rostock.de/fileadmin/PHF_RIM/Downloads/RIM- Zwischenbericht_2013.pdf

29 Barriers to inclusive education Rejection of the idea of inclusion due to no or negative experience (teacher, parents, students, community) Insufficient financial ressources (equipment, teaching assistence, support services...) Insufficient teacher training in regard to inclusive and individualized education

30 European Disability Forum http://www.edf-feph.org http://www.edf-feph.org http://cms.horus.be/files/99 909/MediaArchive/library/E DF-Statement-Inclusive- Education.doc EDF is  an independent NGO that represents the interests of 80 million Europeans with disabilities.  the only European platform run by persons with disabilities and their families.

31 Inclusion Europe = European Association of Persons with Intellectual Disabilities and their Families http://inclusion-europe.org/ Towards Towards inclusive education- examples of good practices http://inclusion-europe.org/ http://inclusion- europe.org/images/stories/documents/policie s/Education_BestPractice.pdf http://inclusion- europe.org/images/stories/documents/p olicies/Education_European_Status_Repo rt.pdf European Status Report on Inclusive Education

32 “We are not the source of problems, but part of the resources needed to resolve them. “ http://www.mi- is.be/sites/default/fil es/doc/WDYT%20UK %20def.pdf Children as Actors for Transforming Society- Young Advocates for Change - Conference 26 th July to 2 nd August 2014 in Caux, Switzerland http://catsconference2014.wordpress.com / During 6 days, children, young people and adults will learn, explore and share our experiences about promoting ethical participation. Who? experts in childhood sphere, children and young people working in advocating change for a better society.

33 Psychologists in Education together with young people and families can make a change. marianne.kant@efpa.eu


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