Title: EMPOWERING TEACHERS TO PROMOTE INCLUSIVE EDUCATION (A case study of approaches to training and support for inclusive teacher practice)
Type of the resource: OTHER
Funded by: European Commission’s Erasmus + Programme
Authors:
Type of disability: ALL TYPES
Target education level: Secondary education
Higher education
Language(s): English
Greek
IPR:
OER:
Overall objectives of the inclusive learning resource
Inclusive learning intervention logic: (What are the overall broader objectives to which the action will contribute?)
This case study, prepared for UNESCO by the European Agency for Special Needs and Inclusive Education (the Agency), will contribute towards addressing the ‘knowledge gap’ on empowering inclusive teachers to address the diversity of learners by defining inclusive practices and inclusive teaching approaches and empowering teachers through training and support.
Objectively verifiable indicators of achievement: (What are the key indicators related to the overall objectives?)
Sources and means of verification: (What are the sources of information for these indicators?)
The case study aims to provide an analysis of country policy and practice for teacher education in some European countries. It will identify key challenges and highlight some of the ways in which countries are overcoming these and will also discuss critical issues and implications for future work. Although the case study draws on European examples, the literature review and the worldwide examples gathered for the Empowering Teachers: Empowering Learners website ensure that the issues addressed by the study are globally applicable.
Risks and Challenges:
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 case study is based upon examples of successful responses from Agency member countries. It discusses policy and practice in initial teacher education (ITE), continuing professional development (CPD) and on-going support for teachers and also considers the development of teacher educators to support the education of inclusive teachers.
Objectively verifiable indicators of achievement: (Which indicators clearly show that the objective of the actions/resource has been achieved?)
The need for the project:
Inclusive education is a human right and also a strategy to prepare all learners for a 21st-century globalized society (UNESCO-IBE, 2014).
To facilitate the development of inclusive education systems fit for the demands of the 21st century, UNESCO has called for targeted case studies from different regions and countries to support the creation of a global knowledge base that will:
-Provide opportunities for knowledge sharing and learning;
-Strengthen the practice-policy-research connections;
-Inform teacher education institutions to rethink the way teachers are trained;
-Inform policy dialogue
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?)
The study was sent to all nominated country experts from 25 countries who worked on the Agency’s TE4I project. In total, thirteen responses were received, from Austria, Belgium (Flemish speaking community), Cyprus, Finland, Germany, Iceland, Ireland, Latvia, Norway, Portugal, Sweden, UK (England) and UK (Scotland).
Material from the Agency’s Organisation of Provision to Support Inclusive Education project 2011–2014 (http://www.european-agency.org/agencyprojects/organisation-of-provision) has also been used. In particular, the visit reports have been a valuable source, as they provide direct access to the views of teachers and school leaders who were involved in focus groups and interviews.
Country examples that highlight responses to particular challenges are presented . The examples selected for such presentation are those felt to relate in particular to the development of key areas of competence for teachers, i.e. those outlined in the Profile of Inclusive Teachers (European Agency, 2012)
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?
Expected results on implementation of the resource
Inclusive learning intervention logic: (The results are the outputs envisaged to upscale. What are the expected results?)
The Empowering Teachers Literature Review outlines key developments at international and European level that impact on teacher education and influence the direction of change. These include, at international level, the United Nations Convention on the Rights of the Child (UNCRC) and the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD). Together, these provide a framework for a rights-based approach in education and an end to segregating practices.
Objectively verifiable indicators of achievement: (What are the indicators to measure whether and to what extent the action/resource achieves the expected results?)
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?)
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?)
The report discusses:
1) The legislation and Policy about Inclusive Education International and European developments.
2) Initial Teacher Education such as school practice and inclusive teaching approaches and critical issues for initial teacher education.
3)Critical issues for the developing role of teacher educators.
4) Continuing Professional development and support such as: national initiatives in continuing professional development, school based professional development, critical issues for continuing professional development and support.
5) Implication for Future such as Implications for teacher education and professional development.
Objectively verifiable indicators of achievement: (What are the means required to implement these activities, e.g. personnel, equipment, training, studies, supplies, operational facilities, etc.)
Equipment: PC and Internet access
Sources and means of verification: (What are the sources of information about action progress?)
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?)
Attachment:
URL: http://www.european-agency.org/agencyprojects/organisation-of-provision
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