1. At-risk children, disabled children and learning : a global life-span approach J.-J. Detraux, University of Liege jj.detraux@ulg.ac.be J.-J. Detraux, University of Liege jj.detraux@ulg.ac.be

2. Integration ?  Increase interactions between valid and disabled persons  Principle of normalization  Meanstreaming  Inclusion  Increase interactions between valid and disabled persons  Principle of normalization  Meanstreaming  Inclusion

3. Integration vs inclusion Integration - Focus on the child - Assessment by a specialist - Diagnosis and prescription - Individual program for the disabled child - Guidance Integration - Focus on the child - Assessment by a specialist - Diagnosis and prescription - Individual program for the disabled child - Guidance Inclusion -Focus on the classroom -Focus on the learning processes -Solving problems in collaboration -Strategies for the teachers -Adaptations into the classroom

4. In Belgium  The principle of compulsory education leads to exclusion  Right to access a challenging programme imperfectly respected  The principle of compulsory education leads to exclusion  Right to access a challenging programme imperfectly respected

5. In Belgium  In 1970’ structure of Special Education autonomous  Law states that regular education is a priori open for all children and that special education is an exception  Orientation to special school is made on the basis of « specific needs »  In 1970’ structure of Special Education autonomous  Law states that regular education is a priori open for all children and that special education is an exception  Orientation to special school is made on the basis of « specific needs »

6. In Belgium  Source : Wikipedia,2010

7. In Belgium  Three communities responsible for Education  Evolution is different in each Community  Three communities responsible for Education  Evolution is different in each Community

8. In French speaking Community  1997’s Act aims to organize a « successful school » for each child ==) number of children enrolled in Special Education increases  1997’s Act aims to organize a « successful school » for each child ==) number of children enrolled in Special Education increases

11. In French speaking Community  Decree in 2009 : extend the collaboration between regular and special schools  ==) number of such collaborations raises from.50% to 2.5 % of the global population enrolled in Special Education)  Decree in 2009 : extend the collaboration between regular and special schools  ==) number of such collaborations raises from.50% to 2.5 % of the global population enrolled in Special Education)

12. Evolution of number of children enrolled in special education and attended a regular classroom 2006-7136 2007-8162 2008-9182 2009-10451 2010-11750 Among them intellectual disability14% behavior disorders15,5% neuromotor disability7,3% visual impairment4,7% hearing impairment24,4% specific learning disability34% 2006-7136 2007-8162 2008-9182 2009-10451 2010-11750 Among them intellectual disability14% behavior disorders15,5% neuromotor disability7,3% visual impairment4,7% hearing impairment24,4% specific learning disability34%

13. In French speaking Community  More than 1200 disabled children attend regular education without support of special education

14. Number of disabled children in Regular Education without support of Special school 1999 2006% Intellectual disability24=23 Hearing impairment2440 Neuro-motor disability15 11 Visual impairment123 Behavior Disorders811 Autism4=4 Specific learning disabilities911 1999 2006% Intellectual disability24=23 Hearing impairment2440 Neuro-motor disability15 11 Visual impairment123 Behavior Disorders811 Autism4=4 Specific learning disabilities911

15. Orientation  Identification of at-risk children into the regular school supposes clear criteria ==) it is not the case!  The main factor : delay in acquisitions  If we adopt an eco-systemic approach, we can describe some schools as at-risk schools!  Identification of at-risk children into the regular school supposes clear criteria ==) it is not the case!  The main factor : delay in acquisitions  If we adopt an eco-systemic approach, we can describe some schools as at-risk schools!

16. Orientation  Teachers must be trained to be able to detect some significant signs in connection with a suspicion of a specific learning disability  Specific reference centre/professionals have to be identified to make a correct diagnosis  Teachers must be trained to be able to detect some significant signs in connection with a suspicion of a specific learning disability  Specific reference centre/professionals have to be identified to make a correct diagnosis

17. Orientation  Gap between the elements considered for the examinations made by guidance services AND  The informations required to elaborate an individual plan for the child ==) discontinuity in the process  Gap between the elements considered for the examinations made by guidance services AND  The informations required to elaborate an individual plan for the child ==) discontinuity in the process

18. Regular school A difficulty is expressed Various meetings interviews Search for Solutions Multidisciplinary examinations Report Special Education Advice (Type of Sp.Educ ) Individual plan Follow up Diagnosis Possible resources Sp. Educ = solution « Orientation » Space and time to support a situation in which needs and intents of interveners are expressed and plan for intervention Non official space without formalization Space and time to elaborate an individual plan for the child attending the special school. Space and time to officialize orientation to SE In the majority of the situations, proposition is made to join SE Maintain in SE Not maintain in SE

19. Space and time for elaboration of a adapted plan to support Continuous record ofinformations Regular education A difficulty is observed, identified Informations are gathered Confrontation Special Education Assessment – Testing (Pluridisciplinary approach ) Individual Plan Follow up Adapted Education Professionals and parents meet Advice Evaluation Analyze situation Identifify Resources Adapted Support Plan Specific informations Adapted Support Plan

20. Our practice  Context : -universitary service for clinical consultations and follow up -Demands are made by parents -Multidisciplinary approach -Networking with various services  Context : -universitary service for clinical consultations and follow up -Demands are made by parents -Multidisciplinary approach -Networking with various services

21. Our practice  Meet the parents and know about their plan  Consider the strenghts into the family  Consider the quality of Life of the family  Know about the capacities of the child  Ask the parents to select a school  Meet the parents and know about their plan  Consider the strenghts into the family  Consider the quality of Life of the family  Know about the capacities of the child  Ask the parents to select a school

22. Our practice  Support parents for a negotiation with school team  Ensure that the role of each concerned « actor » is clearly defined  Demand for periodical meeting  Give direct support to the teacher if requested  Support parents for a negotiation with school team  Ensure that the role of each concerned « actor » is clearly defined  Demand for periodical meeting  Give direct support to the teacher if requested

23. Our practice  Master students as a resource into the classroom  Re-assess the child  Support the teacher to inform classmates  Master students as a resource into the classroom  Re-assess the child  Support the teacher to inform classmates

24. Some principles  Not focus on the child alone : he/she is an actor  The link between the concerned persons is the plan not the child  Act as mediator  Not focus on the child alone : he/she is an actor  The link between the concerned persons is the plan not the child  Act as mediator

25. Our model  Integration is a process to be considered in a developmental and eco-systemic perspective  Co-construct an equitable system of cooperation (S. Ebersold)  Integration is a process to be considered in a developmental and eco-systemic perspective  Co-construct an equitable system of cooperation (S. Ebersold)

26. Society Close social circle Spécialists Parents DP Professional educator DP Partner DP

27. Parents DP Professional Educator DP Large family Siblings, GP Parents associations Regular services Specialised resources

28. Conclusion  Integration is not an aim in itself !  Disabled children don’t need integration, they need education! (S. Hegarty)  Integration is always the result of a negotiation  Integration is a process  Integration is not an aim in itself !  Disabled children don’t need integration, they need education! (S. Hegarty)  Integration is always the result of a negotiation  Integration is a process

29. Conclusion  Focus on learning difficulties whatever the child is considered « at risk », or with a specific learning problem or with a specific disability ==) consider a continuum ==) reinforce the competencies of teachers and parents to cope with  Focus on learning difficulties whatever the child is considered « at risk », or with a specific learning problem or with a specific disability ==) consider a continuum ==) reinforce the competencies of teachers and parents to cope with

30. Conclusion  Offer a « patchwork » with various modalities and possibilities, with close cooperation between regular and special school  Open choices and consider each situation as singular  Offer a « patchwork » with various modalities and possibilities, with close cooperation between regular and special school  Open choices and consider each situation as singular

31. Conclusion  Allow a regular school to move progressively to an inclusive school but with respect  Refer to the concept of Community of practice (Wenger, 2000) -Group of persons having the same interests -Group of persons willing share knowledge -Common references ==) examine the evolution of the community towards more maturity and cohesion  Allow a regular school to move progressively to an inclusive school but with respect  Refer to the concept of Community of practice (Wenger, 2000) -Group of persons having the same interests -Group of persons willing share knowledge -Common references ==) examine the evolution of the community towards more maturity and cohesion