Overview On Inclusion v5

Building Inclusion
Exploring some key questions and

concepts.
Facilitated by : Mike Blamires:
Beijing, November 2010
Michael.Blamires@canterbury.ac.uk
Beijing Qirui
Rehabilitation Centre
1) Factors contributing to inclusive
education
• Will depend on the

meaning of the term
• Different models
represent different
values and agendas
Beijing Qirui
The complexity of educational Inclusion
The term is open to confusion i.e.
1. It is about learning in the same place on the same curriculum as others (Bailey,1998)
2. Tomlinson’s(1997) view that it is not necessarily about being in the same place and
curriculum
3. Booth & Ainscow’s view that it is not a state at all but an unending process of
increasing participation
4. Thomas’s view that it about accepting all children
5. Sebba & Sachdev’s view that it about schools responding and restructuring their
provision
6. Florien’s view that opportunity to participate in inclusion is about active involvement

and choice and not something done to the disabled
(Lunt & Norwich,1999)
Beijing Qirui
Integration or Inclusion ?
• The Centre for Studies on Inclusive Education (CSIE,

1989) uses the terms inclusion and inclusive education
instead of integration and integrated education to
reflect new understanding of disability issues and
equality opportunity:
• ‘While integration may be construed as something

done to disabled people by able bodied people
according to their standards and conditions, inclusion
better conveys a right to belong to the mainstream
and a joint undertaking to end discrimination and work
towards equal opportunities for all children.’
Beijing Qirui
Features of good practice in leadership and
management included:
• use of data on attendance, exclusions, participation
in extra-curricular activities and attainment to evaluate
progress in inclusion and to identify priorities for further action;
• priorities for the future that were clearly articulated in realistic

development planning, shared and understood by the staff;
• a strong belief in building effective partnerships with other agencies which

support children and families;
• a strong commitment to involving parents and the wider community in
supporting effective learning and teaching; and
• procedures to ensure that the views of parents were sought, taken

seriously and acted upon where practicable
Beijing Qirui
Activity: 1
• In pairs or groups discuss...
• “What do you think inclusion should be?”

• “What is inclusion actually like now in the
setting you work in?”
Beijing Qirui
2) How to promote the acceptance of
children with special needs for the general
teachers and peers?
• Can every school value all
children?
• Combating bullying –
physical, psychological and
electronic
• Promoting and modelling
positive behaviour within
and beyond the classroom
Beijing Qirui
Learners with
HIV Aids
“Special educational
needs”
Disability
Socio Economic
Deprivation
Travellers
Teenage Mothers
Ethnicity
Gender
Beijing Qirui
Confusion and Conflation ?
“It is important that the distinction between

more specific disability and broader all
encompassing meaning are not blurred.
Different disadvantaged groups can have
distinct identities related to their social and
personal conditions and even may have
multiple identities.” Lunt & Norwich 1999
Beijing Qirui
3) What the general teachers and peers need to
know about inclusive education and how the
general teachers and peers supported the children
with special needs
• Developing a shared vision of inclusion
• Professional development to foster
competence and confidence
• Planning and managing change in
complex environments
Beijing Qirui
Learning
as belonging
Learning community
as doing
practice
Learning
identity
meaning Learning
as becoming
Learning
as experience
Components of a social model of learning (Etienne Wenger 1997)

Beijing Qirui
Extending horizons: A developmental
model of inclusion:
Beijing Qirui
Inclusion and rights
Assumptions
1.Students have a right to be
part of the mainstream
2.They also have a right to
positive evaluation and respect
But there is also a third
implied right to..
3. Individually relevant learning
Lunt & Norwich 1999
Beijing Qirui
Activity: 2
• Watch the video
In groups or pairs think of a question that

you would like to ask about the video.
Beijing Qirui
4) How to implement inclusive education
based on children’s abilities?
Is it about preparing the child or preparing

the school ?
Is this integration or inclusion?
Fostering resilience
Developing communication skills and social
understanding
Beijing Qirui
Ethical Dimensions… Labels and Baggage
Is the label a signpost to

understanding ?
Is it a good career move to

have a label of autism,
dyspraxia or ‘special needs’ ?
Beijing Qirui
An inclusive approach to education involves:
• creating an ethos of achievement for all pupils
within a climate of high expectation;
•valuing a broad range of talents, abilities and

achievements;
•promoting success and self-esteem by taking

action to remove barriers to learning;
• countering conscious and unconscious

discrimination that may prevent individuals, or
pupils from any particular groups, from thriving in
the school; and
•actively promoting understanding and a positive

appreciation of the diversity of individuals and
groups within society.
Beijing Qirui
Activity: 3
1)How your school shows it values the

achievements of all its learners
2)What other things could it do to
demonstrate that it values the
achievement of all children
Beijing Qirui
Resilience: Definitions
‘Resilience seems to involve several related

elements.
Firstly, a sense of self-esteem and confidence;
secondly a belief in one’s own self-efficacy and

ability to deal with change and adaptation;
and thirdly, a repertoire of social problem

solving
approaches ’
Beijing Qirui
Risk factors are those that render Protective factors are those that act
and individual more likely to develop to protect an individual from
problems in the face of adversity developing a problem even in the
Rutter 2000 face of adversity or risk factors
Clarke & Clarke 2000
Family Factors: violence, abuse, Family Factors: supportive relationships

neglect, discordant family relationships, with adults, small family size, material
being a young person who is being lookedresources such as adequate family
after outside the family, parental income, clear and consistent discipline,
psychiatric illness, inconsistent or unclear support for education
discipline, parental criminality, death and
loss, rejection by parents;
Social Factors: poverty, economic Social Factors: access to good
crises, deprivation, homelessness, educational facilities, wider support
rejection by peers, being a member of a network, range of facilities available,
deviant peer group; positive policies in school for behaviour
and attitudes, effective anti-bullying
policies, good liaison between school and
local communities
Factors in the child: low intelligence, Factors in the child: a sense of
chronic physical illness, hyperactivity, mastery, participation in activities, sports
brain damage, communication difficulties,and outside interests, being a member of
deafness, high alcohol use, drugs and a non-deviant peer group, even
substance abuse, academic failure, temperament, positive self esteem and
premature / under age sexual activity. intelligence or good social skills, religious
affiliation
Believe Wider supportive network
systems
Affection
Being
Secure early Good housing
female
relationships
Community
Higher
Intelligence
Family
Individual
High Living Stds

Support for education
Humour
Control
Range of positive sport/leisure
Reflector/Problem Clear firm discipline
Solver
Communication
Beijing Qirui
skills Rehabilitation Centre
Examples of foci of Interventions to foster resilience
Family
Individual
School
Community
Is there joined up thinking and

School working that is knowledge driven
and strategic & which builds
Education Support Services capacity and exploits potential
Social Services synergies or is everyone‘all over
the place’?
Health Services
Beijing Qirui
5) How to adapt the curriculum and arrange
the environment for the children with
special needs during the inclusive education
• Personalisation and entitlement

• Developing appropriate curriculum in the
short and longer term
Beijing Qirui
Main learning points
• An inclusive curriculum is planned from the outset

• The curriculum is all the learning experiences
students encounter
• An inclusive curriculum can obviate the need
for specialist intervention for many students at
‘School Action’
• Flexibilities in the National Curriculum allow for
most learners with SEN and/or disabilities to be
included
• When reviewing the curriculum, a wide range of
evidence should be used alongside performance
data
Beijing Qirui
Rehabilitation Centre 24
The 9 Key Strategies (?)
Clarity of what is expected negotiation/conflict (Choice)

Strategy 6:
Strategy 1:
Predictability / Novelty level of work (Complexity)

Strategy 7:
Strategy 2:
Feedback (Reward System) Modality
Strategy 3: Strategy 8:
Interaction/ group work Language demand

Strategy 9:
Strategy 4:
Available time for tasks

Strategy 5: Consider which strategies may be useful in enabling the
learning of a child experiencing difficulty in your classroom
Blamires Beijing
1998 Qirui
Activity: 4
Discuss the needs of a learner who has

experienced difficulties in learning and
suggest how you would use one of more of
the strategies to enable learning.
Beijing Qirui
6) How to assess the children with special
needs during the inclusive education and
how to evaluate the inclusive education
programme.
• Criteria for the evaluation of inclusion

• Reporting and accountability –
• Assessing and Reporting on Progress
• Who should be involved and how are
decisions made?
Beijing Qirui
Three principles of inclusion
• Setting suitable learning challenges

• Responding to students’ diverse learning
needs
• Overcoming barriers to learning and
assessment for individuals and groups
Beijing Qirui
Two types of assessment
• Summative used for national data, eg

national curriculum tests, P scale
assessment, public exams
• Formative helps the teacher tailor
teaching, and helps the student learn by
including them in evaluating their own
work and giving feedback to develop their
strategies for learning
Beijing Qirui
The cycle of successful
curriculum planning
Evaluate Plan
What more needs What is to be achieved?
to be done? How will it be done?
Review Implement
Gather a variety How will the curriculum
of evidence be managed?
Beijing Qirui
7) The collaboration during the process of inclusive
education (such as the collaboration between
general teacher and special education teacher, the
collaboration between peers and special children;
the collaboration between parents and teachers)
• Collaboration with the child

• Collaboration with peers
• Collaboration between
teachers
• Collaboration with support
staff and external agencies
• Collaboration with parents,
carers and the community
Beijing Qirui
Features of good practice in managing the curriculum included:
• well-developed systems to review and monitor the range and balance of the
curriculum offered in meeting the needs of pupils;
• curriculum planning which ensured a high but appropriate level of challenge

for all pupils;
• effective links between, for example, pre-school centres and primary

schools, primary and secondary schools, secondary schools and further
education colleges, and among adjacent primary, secondary and special
schools, including joint delivery of courses where appropriate;
• effective support for pupils at transition stages in their education

to ensure smooth progression;
• good use of staffing, including inter-agency support teams, to

offer flexible, alternative provision;
Beijing Qirui
Activity: 5
What factors help you to work better with

colleagues to meet special educational
needs and support inclusion?
How could you improve your collaboration?
Beijing Qirui
8) What the special children should focus
on to facilitate better inclusion
• Overcoming stigma and building an

inclusive ethos
• Involving the learner with special
educational needs
Beijing Qirui
The Bio/Psycho/Social Model
Psychological
factors
Biological
factors
Social
factors
Norwich 1990
Beijing Qirui
9) How to design and implement
appropriate inclusive education program
• Differentiation versus Personalisation

• Building good practices that facilitate
individualised education
• Co-ordinating and Evaluating Provision to
enable inclusion
Beijing Qirui
Dilemmas of difference
If you treat someone differently

they may lose out...
but if you treat them the same
they may also lose out
Clark, Dyson & Millward (1998)
Beijing Qirui
Key learning points
Planning for students with SEN and/or

disabilities
should include appropriate:
• learning objectives
• teaching approaches
• strategies to remove barriers to learning
It should:
• be embedded in regular planning formats
• incorporate personal targets
• be done collaboratively whenever possible
Beijing Qirui
10) Basic requirements for inclusive education
(such as the ratio between peers and special
children, the inclusive education model)
• Implementation and developmental issues

• Staff expertise
• Support staff and working with other
professionals
Beijing Qirui
Beijing Qirui
Managing Complex Change
Vision + Skills + Incentives + Resources + Action Plan = Change
Skills + Incentives + Resources + Action Plan = Confusion
Vision + Incentives + Resources + Action Plan = Anxiety
Vision + Skills + Resources + Action Plan = Resistance
Vision + Skills + Incentives + Action Plan = Frustration
Vision + Skills + Incentives + Resources = Treadmill
Thousand (2000) adapted from Knoster, T. (1991)
Beijing Qirui
Activity: 6
What barriers to inclusive practice do you

see in your own setting?
How can you work together to overcome

them?
Beijing Qirui
Acknowledgements
Some photos are taken from videos on www.teachers.tv
Some slides are adapted from the TDA resource pack on SEN for
undergraduate courses.
www.sen.ttrb.ac.uk
Beijing Qirui

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Building Inclusion

Exploring some key questions and

• Will depend on the

4. Thomas’s view that it about accepting all children

6. Florien’s view that opportunity to participate in inclusion is about active involvement

• The Centre for Studies on Inclusive Education (CSIE,

• ‘While integration may be construed as something

• priorities for the future that were clearly articulated in realistic

• a strong belief in building effective partnerships with other agencies which

• procedures to ensure that the views of parents were sought, taken

• “What do you think inclusion should be?”

“It is important that the distinction between

Components of a social model of learning (Etienne Wenger 1997)

In groups or pairs think of a question that

Is it about preparing the child or preparing

Is the label a signpost to

Is it a good career move to

•valuing a broad range of talents, abilities and

•promoting success and self-esteem by taking

• countering conscious and unconscious

•actively promoting understanding and a positive

1)How your school shows it values the

‘Resilience seems to involve several related

Firstly, a sense of self-esteem and confidence;

secondly a belief in one’s own self-efficacy and

and thirdly, a repertoire of social problem

Family Factors: violence, abuse, Family Factors: supportive relationships

High Living Stds

Is there joined up thinking and

• Personalisation and entitlement

• An inclusive curriculum is planned from the outset

Clarity of what is expected negotiation/conflict (Choice)

Predictability / Novelty level of work (Complexity)

Feedback (Reward System) Modality

Interaction/ group work Language demand

Available time for tasks

Discuss the needs of a learner who has

• Criteria for the evaluation of inclusion

• Setting suitable learning challenges

• Summative used for national data, eg

• Collaboration with the child

• curriculum planning which ensured a high but appropriate level of challenge

• effective links between, for example, pre-school centres and primary

• effective support for pupils at transition stages in their education

• good use of staffing, including inter-agency support teams, to

What factors help you to work better with

How could you improve your collaboration?

• Overcoming stigma and building an

• Differentiation versus Personalisation

If you treat someone differently

Planning for students with SEN and/or

• Implementation and developmental issues

Skills + Incentives + Resources + Action Plan = Confusion

Vision + Incentives + Resources + Action Plan = Anxiety

Vision + Skills + Resources + Action Plan = Resistance

Vision + Skills + Incentives + Action Plan = Frustration

Vision + Skills + Incentives + Resources = Treadmill

Thousand (2000) adapted from Knoster, T. (1991)

What barriers to inclusive practice do you

How can you work together to overcome

Some photos are taken from videos on www.teachers.tv

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