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- a necessary condition to ensure equality of opportunity for all pupils Workshop 5: How to leave no one behind? Essential teaching competencies for inclusive.

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Presentation on theme: "- a necessary condition to ensure equality of opportunity for all pupils Workshop 5: How to leave no one behind? Essential teaching competencies for inclusive."— Presentation transcript:

1 - a necessary condition to ensure equality of opportunity for all pupils Workshop 5: How to leave no one behind? Essential teaching competencies for inclusive education and diversity teaching Teacher Education for Inclusion: - a necessary condition to ensure equality of opportunity for all pupils Lani Florian Workshop 5: How to leave no one behind? Essential teaching competencies for inclusive education and diversity teaching HRK German Rectors’ Conference

2 Key Questions  How can a common understanding of inclusion in teacher education and profession be achieved?  What kind of teachers do we need for an inclusive society in a 21st century school?  Which are the essential teacher competences for inclusive education and diversity teaching?  Can a competence or standards model facilitate an inclusive approach to teacher education?

3 What kind of teachers do we need for an inclusive society in a 21st century school? Which teachers? Teachers who:  Understand difference as an essential aspect of human development in any conceptualisation of learning;  Believe that they are competent to teach all children;  Work collaboratively with others in support of everyone in the learning community of the classroom

4 Which are the essential teacher competences for inclusive education and diversity teaching? European Agency for Development in Special Needs and Inclusive Education TE4i project  Profile of Inclusive Teachers Education-for-Inclusion

5 Can a competence or standards model facilitate an inclusive approach to teacher education?  Necessary but not sufficient  Some problems ◦dilemmas of difference ◦contested knowledge base ◦‘add-on’ and ‘infusion models’

6  Scottish Teacher Education Committee (STEC) Framework How can a common understanding of inclusion in teacher education and profession be achieved?

7

8 INCLUSIVE PRACTICE PROJECT – PGDE  Thirty-six week course - integrated elements o18 weeks in school experience placements o18 weeks of university based learning  Programme reforms oSchool staff, local authority and classroom teachers, recent course graduates

9 Four elements of Inclusion: Framework for Participation - access, diversity, collaboration and achievement….enabling “increasing participation and decreasing exclusion from the culture, curricula and community of mainstream schools” PGDE Programme Architecture A vision of the Inclusive Practitioner - The 4 elements of inclusion integrated with the 7 design principles of ‘Curriculum for Excellence’ Both aim to improve opportunities for learning, recognise the importance of learning and working together, value diversity and a wider interpretation of achievement. Aims of ‘Curriculum for Excellence’ - “The purpose of the programme is to improve the learning, attainment and achievement of children and young people in Scotland. It is also about ensuring that pupils achieve on a broad front, not just in terms of examinations. It is important to ensure that children and young people are acquiring the full range of skills and abilities relevant to growing, living and working in the contemporary world. Curriculum for Excellence aims to ensure that they will enjoy greater choice and opportunity to help realise their individual talents.”

10 The relationship between the principles of inclusive pedagogy and the PGDE core themes Principles/ Underlying Assumptions Associated Concepts/Actions Key Challenges*PGDE Course Themes Outcome (programme graduates) 1. Difference must be accounted for as an essential aspect of human development in any conceptualisation of learning Replacing deterministic views of ability with a concept of transformability ‘Bell-curve thinking and notions of fixed ability still underpin the structure of schooling Understanding Learning Rejects deterministic views of ability Accepts that differences are part of human condition Rejects idea that the presence of some will hold back the progress of others Believes that all children can make progress (if conditions are right) 2. Teachers must believe (can be convinced) they are qualified/capable of teaching all children Demonstrating how the difficulties students experience in learning can be considered dilemmas for teaching rather than problems within students The identification of difficulties in learning and the associated focus on what the learner cannot do often puts a ceiling on learning and achievement. Teachers must be disabused of the notion that some children are not their responsibility Understanding Social Justice Commitment to the support of all learners. Belief in own capacity to promote learning for all children 3. The profession must continually develop creative new ways of working with others Modelling (creative new) ways of working with and through others Changing the way we think about inclusion (from ‘most’ and ‘some’ to everybody) Becoming an Active Professional Willingness to work (creatively) with and through others

11 Lessons learned from Scotland’s IPP  Teacher education has an important role to play in ensuring that mainstream class teachers are prepared to deal with human differences in ways that include rather than exclude from the culture curricula and community of mainstream schools.  By building on and making links with practices in school, ITE can fulfill its obligation to work in partnership with schools in ways that respect and challenge the status quo.  Professional development for teacher educators is also needed.

12 Key findings  Students maintain positive attitudes  Course reforms are embedded content and delivery still some contradictions/tensions  Teacher educators may feel uncomfortable being asked to train teachers in ways they themselves did not work  Programme graduates are using an inclusive pedagogical approach in their practice

13  Journal of Teacher Education (2013), Unsettling conversations: Diversity and disability in teacher education, 63(4).  Prospects (2011), Teacher Professional Development for Inclusion, 41(3).  Journal of Research in Special Educational Needs (2010), Teacher Education for Inclusion, 10(Supplement).  Teaching and Teacher Education, (2009), Teacher Education for Inclusive Education, 25(4). Special Issues

14  Florian, L. & Linklater, H. (2010) Preparing Teachers for Inclusive Education: Using Inclusive Pedagogy to Enhance Teaching and Learning for All. Cambridge Journal of Education, 40(4),  Forlin, (2013) (Ed.). Future directions for inclusive teacher education: An international perspective, London: Routledge.  Lindsay. B. & Blanchett, W. (2011) (Eds.). Universities and global diversity: Preparing educators for tomorrow. New York: Routledge  Rouse, M. & Florian, L. (2012) Inclusive Practice Project: Final Report. Aberdeen: University of Aberdeen. Some References


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