The premise of the IRIS Center’s work is that all education professionals working in inclusive settings must be well prepared to meet the educational needs of all students. Unfortunately, educators consistently report that they feel inadequately prepared to meet the learning needs of those who struggle to meet proficiency with basic academic skills. General and special education teachers are not sufficiently knowledgeable about research-validated methods and do not use these practices

https://iris.peabody.vanderbilt.edu/wp-content/uploads/2014/08/learner_outcomes_IARLD_2014.pdf

Classes in Italy have always been inclusive, based on the idea that role-modelling is essential for the low achiever to progress. I can't help you with specific examples, though, I'm afraid.

I wondered if I may be able to offer some insights from the higher education sector? In particular you may find the Open Education Resource 'Learning to Teach Inclusively' (www.wlv.ac.uk/LTImodule see also www.wlv.ac.uk/teachinclusively) of particular interest as it contains authentic video clips of inclusive teaching in university classrooms, interviews with students and teachers, etc. It also includes on line activities and discussion forums on different aspects of inclusive L&T.

This resource and the research on which it has been based has been used in a range of univeristies in UK, Europe, (it has been viewed by users in 87 different countries in 5 continents) as CPD and as part of PG CERT in Academic Practice. Whilst my work has been based in the HE sector, I believe the principles are relevant to most educational settings. As the OER resources are repurposable, they could be tailored for school or colleges if required. You may also be interested in the synethesis of research in Inclusive Learning and Teaching in HE (Hockings 2010) available from https://www.heacademy.ac.uk/resources/detail/resources/detail/evidencenet/Inclusive_learning_and_teaching_in_higher_education. Other publications on request.  Best wishes 

CONNECT Modules and Courses have been developed to empower early childhood teachers to include all children, specifically those with additional needs. The modules and courses are practice-focused and are designed using a 5-Step Learning Cycle, an approach for making evidence-based decisions about practice dilemmas. The modules are free instructional resources for faculty, instructors, and professional development (PD) providers to use in coursework, workshops, coaching, and other PD activities. The courses are low-cost, self-paced and self-guided and designed for early childhood teachers, directors, and other professionals who work with or support young children and their families in a variety of learning environments and inclusive settings.

CONNECT modules have been used in all 50 states in the United States and have also been accessed in 180 countries. The website has had close to 2.9 million pageviews and over 413,000 visitors since Fall 2010. Learn More: http://connect.fpg.unc.edu/

http://connect.fpg.unc.edu/

An example of inclusive education can be found at the website of the University college Leuven Limburg. It refers to the Flemish governmental regulations and initiatives at their teacher education and professionalisation network.

http://ipass.leuvenuniversitycollege.be/

A short presentation of the decree on equal opportunities in schools ( M-decree Flemish government) can be found in:

http://www.flanderstoday.eu/education/m-decree-approved-flemish-parliament

and

http://www.goprince.eu/wp-content/uploads/2014/11/student-presentation-Belgium-inclusive-education.pdf

Hi Verity,

You may want to look for publications by Lani Florian, a Professor of Inclusive Education at the Murray School of Education, University of Edinburgh. Publications by the STNE team, School of Education at the University of Aberdeen may also be resourceful.

Best,

Semiyu

Hi Verity,

I would be very surprised if you could find any contemporary university teaching courses that did not both explicitly (with badged courses - my university has two core courses related to this topic in the Primary Education degree) and implicitly (for example in my mathematics courses a key underpinning is catering for diversity) teach pre-service teachers about the fundamental requirement to cater for the learning needs of all students. Cheers, Kevin.

Hi Verity Jane Donnelly,

It interested me a lot her question and the proposal of the attachment that shares us.

I will share her our experience on the professional development, with a look centred in the socially shared practices of the students, in the area of Mathematics.

Socioespistemological theory studies the social construction of mathematical knowledge. The education problem is not that of the constitution of abstract objects, but their shared significance by its culturally situated use. It is assumed that since this knowledge is socially constituted in non-school settings, its diffusion to and from the educational system forces it to a number of changes that directly affect their structure and functioning, so that also affects relationships established between students and their teacher. The socioepistemological research promotes a decentration of the object, that is, to pay attention to the practices from which it emerges and not just on the mathematical object per se. Socioepistemology delimits the role of historical, cultural and institutional setting in human activity, so the problem that motivates the research can be student’s difficulties in learning a particular concept; however, studying it seeks to contribute to an alternative vision that includes the associated social practices and, to that extent, provide a social and cultural look of mathematical knowledge. 

And this, for us, precise a new proposal for the professional development of teachers, to which designate: teacher empowerment from Theory Socioepistemological. For us, teacher empowerment is an alternative proposal from Socioepistemology that postulates it as a tool for the professional development of teachers. The concept of empowerment is accompanied by the "problematization of knowledge " in both senses: mathematical knowledge and school mathematical knowledge. We assume that the teacher will be better able to transform their educational reality, since they will have taken possession of the teaching knowledge.

I share her a work presented in a congress recently, and if it wanted to, could share her more information in this regard.

Best regards,

Daniela

Conference Paper TEACHER EMPOWERMENT AND SOCIOEPISTEMOLOGY: AN ALTERNATIVE FO...

Hi Verity

Since September to current, I have had significant ITE Professional Development impact in terms of teaching/training student teachers (Secondary PG and UG) and qualified Teachers (Primary and Secondary) - CPD delivered as part of a National Project Partnership to improve impact on pupil outcomes in science and STEM Education - in helping them scaffold progress, stretch and challenge for all learners in all learning outcomes.Strategically leading our Science Partnership with the National Science Learning Network (Centre) / The National STEM Centre, for just short of 2 years, managed to achieve an 93% positive impact of CPD on STEM Education and on improved pupil outcomes, against a National average from 50 x other such UK partners of 76% on pupil outcomes.

As an AST in Secondary Science (specialism Physicist) for over 6 years, prior to joining EHU in Jan 2013 to take up Course Leader of two BSc (hons) Secondary Science with QTS Courses, authoured and developed a pedagogical strategy "Progress for All, All, All" instead of 'All, Most, Some'  in September 2012, when the  new teacher competency standards S1-8 came into force, to supercede the 33 Quality standards for teachers. 

I had immediate impact on pupil outcomes with my own 11-18 classes (and for peers I was helping to improve across other departments in the Academy), who all achieved or exceeded their min target grades or exceeded them within lessons and at overall in the first term of 2012-13.

As an AST I was also training PG ITT students in Physics, Chemistry and Mathemetics (2010-12) to teach to outstanding in the classroom with me, as part of teh Future Teachers Programme, aimed at training PG's in shortage subjects to outstanding and had great success with PG's and the collective cohort of approx.30.

Concurrently I also authored, led, monitored, evaluated, coded and concluded a 2 year longitudinal study 'Personalised Academy Coaching CPD Programme, aimed at improving the quality of teaching and learning' (and combined with a PGCiE Diploma in Innovation in Education at Warwick University and similar Coaching Programmes to improve T & L practices, such as AFL etc..., culminated into my MA in Education).

My MA research data (quatitative and qualitative) highlighted that the Personalised CPD programme had clearly facilitated an improvement in standards of T & L, via PMGMT formal lesson observations, where all participant teachers acheived Good and Outstanding (even when the standards benchmarked against changed to S1-8) plus pupil outcomes improved and the academy had some of its highest ever exam results ever achieved (2010-13).

My research also refuted the current coaching discourse that says evolutionary coaching practice is virtually impossible to achieve in schools (I had disproved this with my concluded outcomes and shown that we had developed coaching from fundamental-(basic practice)  to emergent- to the most advanced practice (evolutionary) over time within the Academy. The CPD Programme operated and demonstrated rare, evolutionary practice, which was great and I presented at BERA in 2011 with school colleagues / our affiliated EHU based researcher (Michele Doherty in FOE).

Now as Science Team Lead (Secondary ITE) and NQT Development and Enhancement (Secondary Education), I have and continue to positively impact trainees on courss, qualified teachers and the wider UK school Partnership progress stretch and challenge all their learners in all learning outcomes  with my high impact startegy. More trainee have and continue to be able able to evidence G2 and G1 in S1-8 Standards especially in progressing all learners plus thrive and affecting positive  change within partnership departments and schools.

I am in the process of writing 2x  International Journal Articles with the Associaion of Science Education (ASE) either side of presenting my "Progress for All, All, All" at the ASE Annual Conference in Jan 2016. Your attachment has enriched my perspective also of the European/International  picture and need for such a srategy.

Hope this helps as an introduction/starting point, to offering a solution that has been working and continues to gather further impact since 2012 to current, in progressing all pupils in all lessons ?

My best

Sally

Florian, L. (2012). Preparing Teachers to Work in Inclusive Classrooms Key Lessons for the Professional Development of Teacher Educators from Scotland’s Inclusive Practice Project. Journal of Teacher Education, 63(4), 275-285.

Avalos, B. (2011). Teacher professional development in Teaching and Teacher Education over ten years. Teaching and teacher education, 27(1), 10-20.

Calderhead, J. (2012). The contribution of research on teachers' thinking to the professional development of teachers. Research on teacher thinking: understanding professional development. London, 11-18.

Young, K. S., & Florian, L. (2013). Researching teacher education for inclusion: Using a methodological memo. International Journal of Research & Method in Education, 36(4), 355-371.

Thank you so much for all of the interesting responses. I will follow up individually on the wealth of relevant material or please contact [email protected] . I will post further information as the Inclusive Education in Action; Empowering Teachers site develops.

Hi Verity,

Nice idea to keep us informed about the site in development given this relevant topic in many countries!

Regarding including all learners, you might wish to have a look at thinking tools that apply universally to any of the processes listed in the link below (visual common language for thinking). The scaffolding process is most helpful for low ability students.

http://www.thinkingschool.co.uk/resources/thinkers-toolbox/thinking_maps

They provide ample opportunities to engage students in dialogue, which is one of the most powerful and effective method to engage students with their learning. It then follows that students can identify these processes regardless of the subject and become confident independent learners. Gradually, teachers become facilitators, as students can take the lead.

The example I have is  the  practices of teacher candidates of Teachers College and non Teacher College. that teach the kids of  Kindergarten, Elementary School and Junior High School in the village in  the community where the parents are not well educated. The aim is helping them to do the home work and other activities as supplementary lessons that help them in learning.  What to do is divide the teachers into some groups based on their interest on the subjects and the level of the students and this is matched to the students' interest.. The seniors can also be the assistants to  teach the Kindergarten or the Elementary kids.  Since the students come from the diverse schools, the community service providers  give the information of students who have special characteristics  in order to manage the class easier. By so doing our village has a group of traditional music and dance. The group is sometimes performed in the village anniversary or invited by certain organizations to perform, and sometimes tourists watch their performance.Another achievement is that some  kids who are hyperactive become  calm and can do something based on their passions.

As a Special Needs teacher for over 30 years, I have been constantly concerned about the lack of appropriate education for children who are dyslexic. In a school that can afford to employ SN teachers like me, lesson formats can be individually adjusted to suit every learner. As a result of these adjustments, as well as the intensive tuition and the building of personal bonds that encourage children to keep on trying, they really do succeed in mastering literacy skills.

However, in Australian government schools, often there is no well-qualified SN teacher, just an “aid” or two who may not even have basic teacher registration. Under such circumstances, class teachers struggle to provide individualised tuition, by putting children into reading/writing groups based on their levels of achievement. These are heterogeneous groups, where there is a different set of reasons for slow progress for each child judged as being “weak in literacy skills.”  This results in inefficient teaching, and children who are otherwise “bright” remain poor readers and often drop out of school as soon as they are allowed to do so.

Class teachers are already over-burdened in trying to individualise lessons. Perhaps it is possible to harness ICT technology to provide the extra tuition in the very basic reading skills lacking in students who have dyslexia (especially phonological awareness and phonic skills). Teachers would need support and professional development training to implement such schemes. It all takes money, of course!

Incidentally, I am currently completing a further degree – Master of Teaching – in order to keep on learning about how to use the new knowledge that has resulted from recent research into dyslexia.

Hi Verity

Myself, Tim Loreman and Ron Smith are using Lani Florian's Inclusive Pedagogical Approach in Action (IPAA) as a tool for developing teacher practice ( Florian, 2014).

We have invited teacher educators to use the framework across the curriculum (science, mathematics, music arts, language, literacies etc etc ) and including lesson plans at both primary and secondary levels. the book will be published by Emerald and will be out later this year. 

Florian, L. (2014) What counts as evidence of inclusive practice? European Journal of Special Needs Education, 29(3), 286-294, DOI:10.1080/08856257.2014.933551

Teacher educators will clearly need to continue:

• advocating to employers the links between good quality initial training and continuing professional development of staff and the improvement of teaching and learning;
• working in partnership with internal colleagues;
• keeping up- to- date with policy and resulting funding implications and rules;
• promoting teaching as a valuable profession;
• inspiring and supporting trainee teachers in their individual professional development; 

http://www.ncfe.org.uk/media/325807/Teaching%20and%20Training%20Qualifications%202013.pdf

Just working on a proposal for UNESCO if anyone is interested in participating/discussing

 Some of the papers/chapters on mine and peter Gray's home pages might her helpful.

I work at the University of Hawaii at Manoa and was lucky enough to have received a 325T grant from OSEP with which we revised our undergraduate teacher preparation program.

We created the Exceptional Students and Elementary Education Program, a completely merged (Blanton & Pugach, 2007) program. Our candidates receive a k-6 elementary and k-6 special education licensure. Single assessment system, shared policies, one cohesive program across two departments. Our faculty co-teach all of the courses within the university, our candidates use apprenticeship teach using co-teaching with their mentor teachers.

Many of the resources we were given in order to integrate RtI, instructional technology, UDL, co-teaching, EBPs, and culturally relevant pedagogy are now housed at the CEEDAR center. The Innovation Configuration Rubrics were a great resources.

http://ceedar.education.ufl.edu/

Here is the listing of our program on the university site https://coe.hawaii.edu/academics/institute-teacher-education-ite/bed-elementary-sped

I am happy to share more information, we just completed the pilot in May and are taking it to scale now. We have been presenting and hope to have a number of articles out soon.

There are fundamental issues of power and knowledge; student involvement; and curriculum design. Possibly of greater importance are personal development and assessment. Personal development is about the whole person. Without the engagement of feelings, attitudes and values as well as the intellectual dimension, significant learning cannot take place. L2L then, can be considered as part of personal development. Since it is rare for students to be continuously involved in a self-conscious learning process, a mechanism such as assessment can play a significant role in developing it. We need to consider the breadth and depth of questioning associated with all framework for discussion, centring on purposes; practices and effects.

Linda Rush and Annie Fisher, Expanding the capacity to learn of student teachers in Initial Teacher Education

http://escalate.ac.uk/downloads/5808.pdf

The discussion in the field of special and remedial education has been into expansion during the last years also in Germany. There are lots of articles on this topic published in the "Zeitschrift für Inklusion". Although the most of them are in the German language, I hope some may be of a valuable help.

http://inklusion-online.net/index.php/inklusion-online/article/view/84

yes, we are using the golden5 programme, which is translated to 7 languages now. We work specially with teachers already working, however, introducing these estrategies in teacher education would be excellent. The programme can be reached at www.golden5.org. 

Dear Verity,

I was involved in a Leonardo project called "Inclusive Learning" .

You can find details of the project in this website: http://www.inclusive-learning.eu/

It involved the development of an online Handbook and a course for VET teachers/trainers on Inclusive Learning practices.

I am also attaching some of the project outputs that may be of use to you.

All the best

Yurgos

to meet diverse learning needs and promote inclusive education will take a professional classroom management and student-targeted pedagogy and culturally relevant globalized material

In today’s brave new world with its increasing global workforce, more effective communication is required. Hence, the triumph of an educational organization in the 21st century depends upon its diversity, inclusion and sustainable people policies.  The international market is rapidly changing leading to a more resourceful world.  ICT has transformed the world into a global village; with one click all sorts of information is accessible to everyone and everywhere.  Therefore, the focus should be on four motives: diversity, inclusion, talent management and good employership.

Hi Verity,

I am not sure to what extent colleagues at EADSNE are focusing attention beyond Europe on this issue. Along with colleagues from the University of Northampton and others in Bangalore, we have been producing case studies related to the impact of training on attitudes and practices in inclusive education in India. These are based largely upon the provision of an MA programme in Bangalore that has been operating for the past five years, but also on work I have been undertaking with colleagues in India since 2000. If these are likely to be of any interest let me know. Best wishes to all friends at EADSNE.

Richard

The work of Poonam Batra from the University of Delhi is excellent. Follow her from 2005, 2009 and recently in 2014.

Caroline

I work in a school with a diverse population of students to serve in order for special education inclusion to work you really have to have people in supporting at a granular level and the professional development opportunities have to be a systemic part of how thing are done in the school--most regular education teachers aren't prepared to make the pedagogical changes required to engaged that population of students or  it is limited and that is primarily dependent upon what the disabilities are...professional development have to be on-going in order to work.  I typically employ people with those skills to work with those regular education teachers on a regular basis. 

 Verity - my colleagues and I on USAID's Malawi Early Grade Reading Activity are working to ensure that learners with special needs (especially low vision and/or hearing impairment) are appropriately served by both mainstream and SNE teachers who are participating in our reading intervention. If you'd like to discuss our experiences further, look me up at [first initial][last name][at]rti.org.

Nice Dear Vondra Glass

The inclusive education is in a way for me to stay in the community where it lives. I concentrate my studies on teaching together. I give sign language education to teachers. We accept if we learn together my observation. I'm one of the researchers working on UNICEF and the Ministry of Education of Turkey give an example I would like to work.

https://www.unicef.org/turkey/en/quality-inclusive-education

https://oygm.meb.gov.tr/www/kapsayici-egitim-projesi-inclusive-education/icerik/679

Please following this link:

Article Developing teachers as agents of inclusion and social justice

this link is useful too:

https://ncse.ie/wp-content/uploads/2018/09/NCSE-Teacher-Education-Inclusion-Phase1-2-RR26-for-webupload.pdf

Thank you Nilay Kayhan and Abdelkader Mohamed Elsayed for your suggestions. This work is now complete but there is an opportunity to contribute case studies to the Inclusive Education in Action website - for more information see https://www.inclusive-education-in-action.org/inclusive-education-action-open-call-case-studies

Thank you Verity Jane Donnelly,

As a teacher working in inclusive educational environments, I can say the following. Process evaluation skills should be developed and the importance of data logging should be explained.

Follow

https://www.tandfonline.com/doi/abs/10.1080/03055698.2019.1670139?journalCode=ceds20

There are training materials too http://www.inclusive-education.org/sites/default/files/uploads/ToT_Module%201.pdf. And https://education.gov.scot/improvement/self-evaluation/inc84-inclusive-education

During one of my articles, i intensively talked about a preparational seminar and its effectiveness to prepare all German secondary school teachers ready to implment inclusive teaching in their English classroom. The seminar would be of interest for your request:)

Here is a link for my article:

https://www.herausforderung-lehrerinnenbildung.de/index.php/hlz/article/view/2474/3244

Hope it helps.

Run

I have nothing to say so, but I do agree and support Nilay Kayhan in her/his statements.