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Hearts and Minds: developing inclusion through initial teacher education Dr Des HewittUniversity of Derby Dr Helen Taylor Northumbria University Dr Glendra.

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Presentation on theme: "Hearts and Minds: developing inclusion through initial teacher education Dr Des HewittUniversity of Derby Dr Helen Taylor Northumbria University Dr Glendra."— Presentation transcript:

1 Hearts and Minds: developing inclusion through initial teacher education Dr Des HewittUniversity of Derby Dr Helen Taylor Northumbria University Dr Glendra ReadInstitute of Education

2 Focus of presentation Background to the SEN/ disability training materials and placements; Case studies in the use of the TDA primary undergraduate SEN/ disability training materials and extended special school placements.

3 NQT Survey

4 Newly Qualified Teacher survey % of training rated good/ very good for SEN training 85% of training rated good/ very good for overall training TDA (2009): Results of the NQT survey 2009 Enhanced Placement Opportunity very worthwhile. Had prior experience already. Useful placement within a special setting. Not much practice in Uni. Exit survey (University of Derby 2009)


6 Overview of SEN regional HE clusters Trial of TDA SEN disability training materials (18 taught sessions) and four week extended placements in special provision: Eight regional clusters to support ITE providers in SEN/ disability Professional development for ITE tutors in SEN/ disability Student and tutor outcomes

7 East Midlands Cluster partners and aims Universities Bishop Grosseteste Derby Hull Leeds Metropolitan Leeds Trinity Nottingham Trent Primary undergraduate initial teacher education Secondary undergraduate from 2009 Aims Trial TDA SEN materials and extended placements Support each other through a collaborative approach Professional development for ITE tutors Develop sustainability in the cluster

8 How the cluster worked Three (termly) meetings of ITE tutors at different institutions: review of progress and professional development through invited speakers; Visits by lead institution tutors to each of the other institutions: Observation of teaching (University and schools); Discussion with tutors and students Written feedback following visits

9 What helped the cluster work Dates for the year ahead; Regular and timely communication; Sensitive direction from the lead institution; Recognition that we are at different points on the journey; Open dialogue with all colleagues to identify the best ways of adapting to and adapting training materials and placement experiences; Professional development for ITE colleagues

10 Northumbria University Strengths and weaknesses of the SEN placement: The students were extremely enthusiastic about the experience. Its really good – a new opportunity. Its amazing – youve got to do everything right. You really get to know the children. Ive really enjoyed it – I felt part of the team. Ive picked up lots of strategies. Brilliant! There were no weaknesses mentioned about the placement experience. See detailed feedback in additional handout

11 East Midlands Cluster outcomes Student views Special school experience was transformational Essential to have a direct experience of special education Whilst I learned strategies which will inform my practice in mainstream, the experience has changed the way I think about inclusion Inclusive and creative learning and teaching: Multi-sensory, purposeful, concrete, cross-curricular with over- teaching…. My future lies in special education

12 ITE tutors SEN/ disability training materials can be used throughout our B.Ed and PGCE courses. We value the pragmatic and supportive approach of the TDA We have to move beyond a simplistic view of impact. SEN experience develops student beliefs about learning and teaching for all

13 The link between training, values and practice AVRAMIDIS, E, BAYLISS, P. & BURDEN, R. (2000): A Survey into Mainstream Teachers Attitudes Towards the Inclusion of Children with Special Educational Needs in the Ordinary School in one Local Education Authority. Educational Psychology, Vol. 20, No. 2, 2000 (p.207)

14 Training The importance of training has been stressed in a number of surveys (Bowman, 1986; Center & Ward, 1987; Leyser et al., 1994) and, in particular, the importance of training in the formation of positive attitudes towards inclusion was supported by the findings of Beh-Pajooh (1992) and Shimman (1990), based on teachers in a tertiary college. Both studied the attitudes of tertiary college teachers in the UK towards students with SEN and their inclusion into ordinary college courses.

15 Attitudes Their findings showed that college teachers who had been trained to teach students with learning difficulties expressed more favourable attitudes and emotional reactions to students with SEN and their inclusion, than did those who had no such training. Our study supports these findings because it not only revealed that teachers with substantial training were more positive to inclusion, but also indicated that their confidence in meeting IEP requirements was boosted as a result of their training.

16 Attitude and skills Another finding of our study is that the means of all the three components of attitude (cognitive, affective and conative) are significantly correlated with the mean of the skills. That is, respondents who perceived themselves as competent enough to cater for SEN pupils, appear to hold positive attitudes towards inclusion. This reinforces our finding about the importance of training; if skills arise out of skilled- based training courses as well as out of careful and well-planned INSET courses where practitioners have the opportunity to discuss and plan collaboratively, then it can be anticipated that the more effective programmes on inclusion are offered to teachers, the more favourable will be their attitudes about inclusion.

17 Year 2 East Midlands Cluster Develop approaches to evaluation and impact of SEN training; How can mentor training be improved to support trainees in this area? How do we assess relevant aspects of QTS? What are the outcomes in QTS cluster standards relating to SEN? How can inter- and intra-provider moderation support improvement in QTS outcomes?

18 Issues Apprenticeship model of ITT tends to be reproductive of placement school/ mentor strengths and weaknesses in relation to inclusion Majority of primary and secondary ITE is by PGCE route- surely there is no space left for an SEN placement on a PGCE course SEN special schools are very different to a mainstream context: challenge of transferring/ generalizing practice from one to the other.

19 Managing trainee perceptions: trainees can have a polarized view of ITT SEN provision – Have we had a session on inclusion? Placement experiences, values and views of inclusive learning have a strong impact on trainees. These can be positive and emancipating or negative and destructive. Assumption that University tutors have sufficient subject knowledge.

20 Need for ITE sector and SEN charities/ NASEN to establish a stronger dialogue. Need for stronger dialogue between ITE providers in relation to inclusion: What is it and how can we best work together to promote inclusive education for all learners?

21 Contacts

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