Title: INCLUSION IN SOCIO-EDUCATIONAL FRAMES
Type of the resource: Book/Booklet
Funded by: University of Lapland
Authors: Suvi Lakkala et. al
Type of disability: ALL TYPES
Target education level: Primary education
Secondary 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?)
"Recognising every human’s dignity", which was the goal of Philippe Pinel; and working towards the education of every person, as was done by the first philanthropist educators, including Jean Marc Gaspard Itard, Charles-Michel de l’Épée, Valentin Haüy, and Samuel Gridley Howe.
Objectively verifiable indicators of achievement: (What are the key indicators related to the overall objectives?)
. Every local school should be well-adapted and prepared to accept pupils or students with special educational needs.
. Precise specifications from specialists given to parents on what exactly to concentrate on in their work with the child at home.
Sources and means of verification: (What are the sources of information for these indicators?)
The three groups of participants taking part in the research – pupils, pedagogues and pupils’ parents – highlight the inclusive education phenomena from three different angles. Thus, the comparative analysis of the factors determining successful inclusive education in the different cultural settings highlighted during the research allows us to design models that will help secure such inclusion. Meanwhile, an interdisciplinary group of researchers with experience in special needs education, psychology and the teaching of different subjects analyses the wider educational phenomena present in classrooms implementing inclusive education.
Risks and Challenges:
. Legal regulations relating to inclusive education in the countries involved in the research
. Involving school staff in development work and broadening the understanding of new strategies regarding inclusion.
. Securing both educational equity and quality when striving towards an internationally accepted goal of inclusive 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 goal of Suvi Lakkala and Helena Thuneberg’s (2012) study was to examine teachers’ understanding of the implementation of educational reforms that encouraged comprehensive schools in Finland to be more inclusive, as a part of national developmental projects coordinated by the Finnish National Board of Education.
Objectively verifiable indicators of achievement: (Which indicators clearly show that the objective of the actions/resource has been achieved?)
• Introducing additional re-validation classes (of didactic-compensatory nature);
• Providing additional specialization classes in the following forms: corrective - compensatory classes, speech therapy, sociotherapy and other classes of therapeutic character;
• Classes connected with the choice of educational course and vocation as well as those aimed at planning education and a career;
• Skill development classes.
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?
. Pupils with special educational needs must have access to assistance from a special needs teacher, speech therapist, and psychologist.
. Various informal after-school education activities (groups) should be available in the school, which the pupils choose according to their interests and hobbies.
Expected results on implementation of the resource
Inclusive learning intervention logic: (The results are the outputs envisaged to upscale. What are the expected results?)
. Constant contact and involvement in parents community in order to realize their needs, challenges, and expectations.
. Being able to create conditions which can guarantee safety to the child and enable him or her to develop comprehensively.
Objectively verifiable indicators of achievement: (What are the indicators to measure whether and to what extent the action/resource achieves the expected results?)
. School conditions (How competent the school is in regards to pupils with disabilities needs)
. Social relationships (Whether or not students get a feeling of belonging in their relationships with other students, parents, and teachers)
. Ways of self-fulfillment (Whether or not a child's creativity has been allowed its full potential)
. Health Status (Does the school provide sufficient medical care to students with special needs?)
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?)
. Parents should be treated as authentic partners by the school
. Teachers and specialists must be involved to a large extent in ensuring the student's overall success and integration.
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?)
Teachers can implement a range of activities to engage with all students. These may include:
. Going on trips to the playground,
. Having picnics,
. Organizing study sessions outdoors.
. Celebrating birthdays at school
. Discussing urgent matters together
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?)
. Regular monitoring of the pupils and documentation of these observations are the pillars for planning further steps in teaching.
. Pupils should be tested regularly to obtain feedback on their level of performance.
. Team coaching should be available free of charge for teachers.
. During coaching, teachers should have the chance to provide each other feedback on their work with the pupils and on their co-operation.
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?)
1) Valuing learner diversity
2) Assistance to all pupils
3) Working together with others
4) Personal professional development among educators
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