Title: The benefits of inclusive education: new challenges for university teachers
Type of the resource: Handbook/Guide/Manual
Funded by: Lucian Blaga University of Sibiu, Sibiu, Romania London Metropolitan University, London, United Kingdom
Authors: Alina Georgeta, Sandra Sinfield, and Tom Burns
Type of disability: ALL TYPES
Target education level: Higher education
Language(s): English
IPR: No
OER: No
Overall objectives of the inclusive learning resource
Inclusive learning intervention logic: (What are the overall broader objectives to which the action will contribute?)
The economic situtation in Romania nowadays is experiencing difficulties and it affects both adults and children. Lack of resources slows down the process of transition to inclusive education. This research is trying to find solutions on how teachers by themselves can create opportunities for inclusive education.
Objectively verifiable indicators of achievement: (What are the key indicators related to the overall objectives?)
Students had to ‘blog’ their learning as part of practice – and to improve their writing skills. Results showed that students started to feel themselves more confident and succesful.
Sources and means of verification: (What are the sources of information for these indicators?)
Several national documents in Romania are the main guarantee and base for inclusive education : the
Constitution of Romania 1991; Law no. 53/1992 on special protection of disabled persons
and Law no. 57 on the emplyoment of disabled persons (amended by Ordinance no. 47/1997, subsequently repealed by Ordinance no. 102/1999 on special protection and employment of disabled persons) and Education Law no. 84/1995.
Risks and Challenges:
Difficult economic and political situation and lack of resourses and fundings complicate the process of inclusivity of education.
Specific purpose of the inclusive learning resource
Inclusive learning intervention logic: (What specific objective is the resource intended to achieve to contribute to the overall objectives?)
The idea was to examine the current situation and needs for training in inclusive education in the Romanian Teacher Training Department and then review experience of teachers on international level to implement best and most appropriate examples in Romania.
Objectively verifiable indicators of achievement: (Which indicators clearly show that the objective of the actions/resource has been achieved?)
The inclusive teacher has comprehensive educational view with strong skills to participate in diverse and challenging contexts. They see success and achievements of students that make them more motivated to improve their skills and knowledge on inclusive system.
Sources and means of verification: (What are the sources of information that exist or can be collected? What are the methods required to get this information?)
Risks and Challenges: (Which factors and conditions outside the user's responsibility are necessary to achieve that objective? (external conditions)) Which risks should be taken into consideration?
As mentioned above, the financial side of the quiestion might be the main obstacle on the way to inclusivity.
Expected results on implementation of the resource
Inclusive learning intervention logic: (The results are the outputs envisaged to upscale. What are the expected results?)
Evidence shows that the quality of teaching affects students learning in a strongest way. Building teaching excellence and expertise through pre-service and in-service training is the most important activity to make educational system more inclusive.
Objectively verifiable indicators of achievement: (What are the indicators to measure whether and to what extent the action/resource achieves the expected results?)
The reaserch paper draw attention to inclusive education problems in Romania and initiated actions towards more active transition to inclusive educational system.
Sources and means of verification: (What are the available sources of information for these indicators?)
Risks and Challenges: (What external conditions must be met to obtain the expected results on schedule?)
Authors of research underline the fact that succesful transit to inclusive education can happen in case of ongoing exchange of experience of teachers from different countries. It means that good good working relatoinship shall be formed with foreign colleagues.
Activities
Inclusive learning intervention logic: (What are the key activities to be carried out and in what sequence in order to reach the expected results?)
First-year undergraduate module for Education Studies students was developed that included practice in learning, teaching and assessment. Workshops had role play and simulations, draw-to-learn and music workshops, real qualitative research. The students in these courses reported increased self-confidence and academic success.
Objectively verifiable indicators of achievement: (What are the means required to implement these activities, e.g. personnel, equipment, training, studies, supplies, operational facilities, etc.)
Sources and means of verification: (What are the sources of information about action progress?)
1.a survey with open questions was conducted
2. current guidelines in teacher trainings from Inclusive Education frameworks on national and international levels
Risks and Challenges: (What pre-conditions are required before the use of the resource starts? What conditions outside the user's direct control have to be met for the implementation of the planned activities?)
no special pre-conditions
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