Legislation, Policy, and Practices that Support Inclusive Education within the European Union (work in progress) - PowerPoint PPT Presentation

1 / 12
About This Presentation
Title:

Legislation, Policy, and Practices that Support Inclusive Education within the European Union (work in progress)

Description:

Legislation, Policy, and Practices that Support Inclusive Education within ... Composite portraits of inclusive edu. practices. ISEC 2005. Zaimi & Gaffney. 8 ... – PowerPoint PPT presentation

Number of Views:112
Avg rating:3.0/5.0
Slides: 13
Provided by: nichala
Category:

less

Transcript and Presenter's Notes

Title: Legislation, Policy, and Practices that Support Inclusive Education within the European Union (work in progress)


1
Legislation, Policy, and Practices that Support
Inclusive Education within the European
Union(work in progress)
  • Evangelia Zaimi, ABD
  • (zaimi_at_uiuc.edu)
  • Janet S. Gaffney, Ph.D.
  • (gaffneyj_at_uiuc.edu)
  • University of Illinois, Urbana-Champaign, USA
  • ? For further information or permission to cite,
    please contact either author.

2
Background
  • Quality citizenship for people with disabilities
  • Barrier-free educational opportunities
  • 2003 European Year for People with Disabilities
    (EYPD)
  • Activities in Member and Candidate States
  • Media and Communication products
  • Events ?Research
  • Training ?Advocacy
  • Inclusive educational practices

3
Inclusive Educational Practices
  • They are evident through
  • The environment in which education takes place
  • The academic and social activities in which
    students engage
  • The interactions among teachers and peers

4
Influences on Inclusive Educational Practices
  • EU-related factors
  • policy, recommendations, initiatives
  • State-related factors
  • culture and history, legislation, policy,
    funding, advocacy groups, decentralization, and
    globalization
  • School-related factors
  • school organization, policies, rules, resources,
    curricula, peer- and colleague-relations
  • Classroom-related factors
  • teachers knowledge, attitudes, beliefs, and
    dispositions, and collaboration

5
Purpose of the Study
  • Understand teachers interpretations of layers of
    legislation and policies
  • Filtered through EU, Ministry of Education,
    Education Department, school, and teacher
    education
  • Identify educational practices illustrative of
    inclusive education in schools
  • Study Settings
  • France (Member State) Malta (Candidate State)

6
Method and Procedures
  • In-classroom observations
  • Interviews with teachers, school administrators,
    governmental and non-governmental officials,
    university professors involved in research and
    teacher-education programs, and EU professionals
  • Document analyses
  • Qualitative Analysis with Nvivo based on
    framework of factors which affect inclusive
    educational practices

7
Trustworthiness
  • Multiple sources of information
  • Triangulation of information
  • Primary data transcripts and fieldnotes
  • Educational practices weighted against
    school/state/EU recommendations and policies
  • Member checks reflections on narratives
    summaries/lists of major points
  • Composite portraits of inclusive edu. practices

8
Preliminary Findings France
  • Special schools the Feeders
  • General education schools the Satellites
  • Prerequisite students ability to access
    curriculum
  • Special ed. teachers Responsible for inclusion
  • Reform in 2004 because of the EYPD
  • Schools inclusive towards everyone
  • Teachers attitudes and preparedness
  • Align law, teacher education, and school
    practices
  • Decentralization -gt Distant Proximity
  • Professionals in large/member states
    well-settled in their practices

9
Preliminary Findings Malta
  • General edu. schools gt special edu. schools
  • Special education facilitators (11)
  • Material adaptation/instructional
    methods/awareness of legislation, policies, and
    practices
  • Teacher/student dependence on facilitators
  • Focus Group on Inclusive Education
  • Leadership in inclusive education
  • Evaluation of inclusive environments based on
    indicators
  • Accountability/responsibility
  • Centralized ed. practices -gt Proximal Distance
  • Small/Candidate States look out towards the EU
    and international trends for legislation/policy/pr
    actice

10
Implications for Inclusion
  • Implementation of Inclusion ? Interpretation,
    Preparation, Experiences
  • Range of attitudes, efforts, perceptions,
    feelings
  • Consistency among countries
  • Teacher preparation vs. teacher reflexivity
  • Collaboration Shared Responsibility
  • Ability to negotiate policy into practice and
    vice versa
  • Relationships among and between teachers and
    policy makers -gt Bi-directionality
  • Inclusive Education Personal Education

11
Implications for Research
  • Internationalization of research
  • Cross-fertilization of ideas and practices
  • Cooperation of insiders/outsiders to educational
    systems
  • Language, context, culture enhance understandings
    of educational practices
  • Flexibility in data collection
  • Incorporate emerging sources of information
  • Reshape inapplicable data collection procedures
  • Illustrations of effective inclusive education
    are universal

12
Selected Bibliography
  • Armstrong, F. (1995). Special education France
    Passé historic or futur simple. In C.
    OHanlon (Ed.), Inclusive education in Europe
    (pp. 24-38). London David Fulton.
  • Bartolo, P. A. (2001). Recent developments in
    inclusive education in Malta. Mediterranean
    Journal of Educational Studies, 6(2), 65-91.
  • Daunt, P. (1995). Introduction Integration
    practice and policy for children with special
    needs in Europe. In C. O Hanlon (Ed.), Inclusive
    education in Europe (pp. 1-8). London David
    Fulton.
  • Diamantopoulou, A. (2003). Getting on board
    Official opening of the European Year of People
    with Disabilities 2003. Retrieved July 25, 2003,
    from http//europa.eu.int/comm/commissioners/diama
    ntopoulou/speeches_en.html.
  • European Agency for Development in Special Needs
    Education (2003). Inclusive education and
    classroom practices Summary Report. Brussels,
    Belgium Author.
  • Ministry of Education and Research in France
    (2003). L' enseignement pour les élèves à besoins
    éducatifs spécifiques. Retrieved July 27, 2003,
    from http//www.education.gouv.fr/thema/special/de
    fault.htm.
  • Ollikainen, A. (2001). European education,
    European citizenship? European education, 32(2),
    6-21.
  • Taylor, S., Rizvi, F., Lingard, B., Henry, M.
    (1997). Educational policy and the politics of
    education. London Routledge.
Write a Comment
User Comments (0)
About PowerShow.com