Module 5PRESENTATION

Factory to School

�How did our society move from

children working in factories from

a young age to one where all

children have a right to an

education?

History of Inclusion

� The Universal Declaration of Human Rights (1948)

� Report of the Commission of Inquiry on Mental Handicap 1965

� Warnock Report (1978) UK

� Special Education Review Committee Report (1993) Ireland

� White Paper on Education 1980- Ireland

� Salamanca Statement 1994

� White Paper on Education 1995

� The Education Act 1998

� Revised National Curriculum 1999

� Report of the Task Force on Autism 2001

� Education for Persons with Special Educational Needs 2004

� Literacy and Numeracy Strategy 2011

The Universal Declaration of Human Rights (1948)

Article 26 states:

� Everyone has a right to education. Education shall be free, at least at elementary and fundamental stages.

� Education shall be directed to the full development of human personality and to the strengthening of respect for human rights and fundamental freedom …

� Parents have a prior right to choose the kind of education that shall be given their children.

Report of the Commission of Inquiry on Mental Handicap 1965

� whatever may be the merits of the arguments advanced for and against the segregation of handicapped pupils we are convinced … it is essential in this country to provide education for mildly handicapped pupils mainly in special schools

Warnock Report (1978)

� education, as we conceive it, is a good, and a specifically human good, to which all human beings are entitled

� “full-time education in an ordinary classroom should be the aim for many children with special educational needs”

� those working with children with special educational needs should regard themselves as having a crucial and developing role in a society which is committed, not merely to tending and caring for its handicapped members, as a matter of charity, but to educating them, as a matter of right and to developing their potential to the full

� this framework is intended to establish once and for all the idea of special educational provision, wherever it is made, as additional or supplementary rather than, as in the past, separate or alternative provision

The Salamanca Statement 1994

� Schools have to find ways of successfully educating all children, including those who have serious disadvantages and disabilities. There is an emerging consensus that children and youth with special educational needs should be included in the educational arrangements made for the majority of children. This has led to the concept of inclusive schools. The challenge confronting the inclusive school is that of developing a child-centred pedagogy capable of successfully educating all children … a child-centred pedagogy is beneficial to all students [and] can help to avoid the waste of resources and the shattering of hopes that is all too frequently a consequence of poor quality instruction and a ‘one size fits all’ mentality towards education.

The Education Act 1998

provision will be made “in the interests of the common good for the education of every person in the state including any person with a disability or who has other special educational needs …” (Ireland,

1998:5)

The Education for Person with Special

Educational Needs (EPSEN) Act 2004

� A child with special educational needs shall be educated in an inclusive environment with children who do not have such needs unless the nature or degree of those needs of the child is such that to do so would be inconsistent with –

� (a) the best interests of the child as determined in accordance with any assessment carried out under the Act, or

� (b) the effective provision of education for children with whom the child is to be educated.

Literacy and Numeracy Strategy 2011

� Literacy includes the ability to use and understand spoken language, print, writing and digital media

� Numeracy is the ability to use mathematics to solve problems and meet the demands of day-today living

Inclusion/Integration Definition

� Integration: Placing of children with special educational needs in the mainstream where they are expected to change in order to fit into a fundamentally unaltered system.

On the other hand

� Inclusion: A fundamental reorganisation of the educational system to promote participation by pupils with SEN.

Factors affecting inclusion in Irish Schools

� Schools interpretation of inclusion

� Educational philosophy

� Knowledge and understanding of ASD

�Collaboration

�Collective responsibility

� Schools goals and visions for the inclusion of pupils with ASD

Organisations within Irish Education System

� National Council for Special Education (NCSE)

� Special Education Needs Organiser (SENO)

� National Educational Psychological Service (NEPS)

� State Examinations Commission (SEC)

� Special Education Support Service (SESS)

� National Council for Curriculum and Assessment (NCCA)

� Inclusion Support Service (ISS)

NCSE

� Section 20 of EPSEN (2004)

� Plan and co-ordinate the provision of education and support services to children with special educational needs

� Disseminate information on best practice concerning the education of children with special educational needs

� Provide information to parents in relation to the entitlements of children with special educational needs

SENO

� Appointed by the NCSE

� Liaise with school and parents

� Determine resources needed for the child with additional needs

NEPS

� Established by the Department of Education and Skills in 1999

� Provides educational psychological services to schools

� Assess children's educational needs

� Provide advice for teachers and parents

� Promoting mental health in schools

SEC

� State Examinations Commission

� Development

� Assessment

� Accreditation

� certification

SESS

� Special Educational Support Service

� To enhance and improve the quality of learning and teaching in relation to the education of pupils with Additional Needs

ISS

� Inclusion support service

� The Minister for Education and Skills announced the establishment of the Inclusion Support Service in 2015

� The ISS will incorporate the existing organisations:

� Special Education Support Service (SESS)

� National Behaviour Support Service (NBSS)

� Visiting Teachers Service for the deaf and blind (VTSVHI)

Current good practice

When including pupils with ASD:

� Use of ASD specific assessment

� Use differentiation

� Focus on social skills development

� Plan for transitions

� Encourage independence

� Part-time inclusion in mainstream (when pupil is in ASD class)

� A whole-school ASD approach – reflect on provision as part of SSE process

� Staff training strategy

� Close links with parents as educators