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The Inclusion and Learning Opportunity Project
The Inclusion and Learning Opportunity Project (ILOP) A brief review and a research project* Maurizio Gentile Iprase del Trentino *Based on a proceedings presented at the 16° International Scientific Meeting Of VCFSEF, 3-5 July 2009 Rome - http://www.vcfsef.org/ VCFSEF - International Scientific Meeting, 3-5 July 2009 Rome The Inclusion and Learning Opportunity Project 2 Summary 1. Overview: integration versus inclusion 2. ILOP: research methods and teaching components 3. Educating students with SEN: achievements and critical points of the Italian approach VCFSEF - International Scientific Meeting, 3-5 July 2009 Rome The Inclusion and Learning Opportunity Project 1 Overview Integration versus Inclusion VCFSEF - International Scientific Meeting, 3-5 July 2009 Rome The Inclusion and Learning Opportunity Project 4 Inclusive education We propose to explain inclusive education as «a process of transformation of education systems and cultures which allows all students to participate fully and equitably in the process of learning in regular schools» (D’Alessio, 2008, p. 9) VCFSEF - International Scientific Meeting, 3-5 July 2009 Rome The Inclusion and Learning Opportunity Project 5 Integration versus Inclusion Integrative practices 1. Integration of children with special needs in the mainstream school Inclusion practices 1. Living and learning together (all children at the mainstream school) The two notions are very often used interchangeably: 2. Inclusive system for everybody a CLARIFICATION becomes necessary 2. Differentiating system depending on the type of disability 3. Two-group-theory (disabled – not disabled; with or without special needs) 3. Theory of heterogeneous group (different minorities and majorities) 4. Reception of disabled children 4. Changing of the schooling idea 5. Theoretical approach centered onStatement the individual Since the Salamanca 6. 5. Consideration all levels (emotional, social,has educational) (UNESCO, 1994) the ofterm “INCLUSION” taken more and more space in the vocabulary of6.the international discussion about children Resources for labeled children Resources for the entire school with special educational needs 7. Special support to disabled children 7. Common and individual learning 8. One individualized curriculum for one child with SEN 8. One individualized curriculum for every child 9. Individual projects forInclusion disabled children contains 9. Engagement reflection and planning of all participants a very RADICAL IDEAintoOF DIVERSITY Using the term inclusion implies changes 10. in the educational system, leaving the idea 10. Special teacher supporting children with special needs Special teacher supporting teachers, classes and schools of homogeneity as an illusion behind. 11. Special education influencing mainstream school methods 11. Changing all educational practices (mainstream and special practices) 12. Controlled by experts (Hinz, 2002) 12. Teamwork (Hinz, 2002) VCFSEF - International Scientific Meeting, 3-5 July 2009 Rome The Inclusion and Learning Opportunity Project 2 ILOP Research methods and teaching components of a classroom environment intentionally oriented to inclusion VCFSEF - International Scientific Meeting, 3-5 July 2009 Rome The Inclusion and Learning Opportunity Project 7 Structure of research Place Autonomous Province of Trento (North-East Italy) Period March 2009 – June 2011 Number of enrolled schools 3 Number of enrolled classroom 19 (Primary = 10 Middle = 9) Number of enrolled students 354 Number of enrolled teacher • 19 regular teachers • 4 special teachers Staff • • VCFSEF - International Scientific Meeting, 3-5 July 2009 Rome 2 psychologists (researchers) 3 teachers (consultants) The Inclusion and Learning Opportunity Project 8 Research methods Year Unit of analysis 2009 Learning activities Data collection Focus of evaluation Check-list based on 15 categories • Teachers’ behaviour • Classroom management skills • Check-list based on 15 categories • Learning activities 2010 • Quasi• Students experimental designs VCFSEF - International Scientific Meeting, 3-5 July 2009 Rome • Learning outcomes • Perceived classroom climate • (Other indicators to be shared with teachers) The Inclusion and Learning Opportunity Project 9 Supporting the teachers 1 Workshop (6 hours per meeting) 2 Assisted instructional design (4 hours per meeting) 3 Classroom Implementation + Observations of learning activity 4 Debriefing: discussions based on evidence and improvements VCFSEF - International Scientific Meeting, 3-5 July 2009 Rome The Inclusion and Learning Opportunity Project 10 Teaching strategies 1. 2. 3. 4. 5. 6. Cooperative learning as primary strategy to organize the cognitive tasks and social relationship among pupils Teach-ware based on verbal problem-solving activity Interactive white board Teacher’s skills of classroom management Scaffolding, direct teaching of learning strategies Visual images as primary stimulus for conceptualization and access to knowledge (Gentile, 2008; 2009) VCFSEF - International Scientific Meeting, 3-5 July 2009 Rome The Inclusion and Learning Opportunity Project 11 Teach ware based on verbal problemsolving and interactive white board Writing Telling Analysing Studying VCFSEF - International Scientific Meeting, 3-5 July 2009 Rome The Inclusion and Learning Opportunity Project 12 Teach-ware based on verbal problemsolving and interactive white board VCFSEF - International Scientific Meeting, 3-5 July 2009 Rome The Inclusion and Learning Opportunity Project 13 Direct teaching of learning strategies VCFSEF - International Scientific Meeting, 3-5 July 2009 Rome The Inclusion and Learning Opportunity Project 14 Well-strutctured material 1 4 2 3 VCFSEF - International Scientific Meeting, 3-5 July 2009 Rome The Inclusion and Learning Opportunity Project 15 Cooperative learning and classroom management skills Autonomous work Writer Monitored work Reader VCFSEF - International Scientific Meeting, 3-5 July 2009 Rome The Inclusion and Learning Opportunity Project 16 Organisation of classroom environment Special teacher Thematic corner Smart Tables Board Teacher’s desk VCFSEF - International Scientific Meeting, 3-5 July 2009 Rome The Inclusion and Learning Opportunity Project 17 Reasonable expectation of positive effects regard to students with … 1. 2. 3. 4. Learning disabilities (writing, reading, math) Emotional and behavioral disorders Under-achievements students Middle retarded with mental handicap (2 years less than the chronological age) 5. Student at-risk 6. Sensorial impairments (e.g. deafness) 7. Foreign students with social disadvantages VCFSEF - International Scientific Meeting, 3-5 July 2009 Rome The Inclusion and Learning Opportunity Project 3 Educating students with SEN Achievements and critical points of the Italian approach Adapted from: Ianes, D. (2005). The Italian model for inclusion of children with special needs: some issues. Available on: http://www.darioianes.it/slide/Prague.pdf. VCFSEF - International Scientific Meeting, 3-5 July 2009 Rome The Inclusion and Learning Opportunity Project 19 Law on integrazione scolastica (Legge 517 del 1997) • In 1977, Italy passed an anti-discriminatory legislation known as integrazione scolastica (Ianes & Demo, 2008) • All students are admitted into regular schools for all academic levels (primary, middle and secondary) regardless of socioeconomic background, physical and intellectual impairments, or of any other selective criterion designed to segregate and exclude VCFSEF - International Scientific Meeting, 3-5 July 2009 Rome The Inclusion and Learning Opportunity Project 20 Two major guide lines 1 Knowledge and assessment of pupils with special needs through functional diagnosis Public healthcare service primarily responsible of this diagnostic task 2 Educational strategies for inclusion School service primarily responsible of this line VCFSEF - International Scientific Meeting, 3-5 July 2009 Rome The Inclusion and Learning Opportunity Project 21 1 Functional Diagnosis Critical points Different perspective forwarded by health professionals and school professionals School expecting diagnoses which would miraculously enlighten teachers in their daily practice Many teachers use diagnosis as an excuse to avoid engaging and spending effort Difficulty of making an adequate assessment Staff shortages Improvements International Classification of Functioning, Disability and Health (2002) – Describes the whole functioning of pupils with SEN (cognition and learning, social interaction, autonomy, sensory, movement, communication) – Makes diagnosis more useful to school educational processes – Implies a comprehensive bio-psychosocial conceptualization of health and functioning Family are not involved in the evaluation process VCFSEF - International Scientific Meeting, 3-5 July 2009 Rome The Inclusion and Learning Opportunity Project 22 2 School strategies for inclusion Critical points Five guide lines 1. Reduced resources allocated to school for special educational needs 1. Link between individualization and the class curriculum 2. Special educational teacher as the most important resource for inclusion, but often ineffective 2. Peer involvement – Lack of appropriate training – Unfit management by school and local authorities – Difficulties in cooperation with curriculum-teacher 3. Introducing specific strategies into the regular learning activities (special strategies become normal) 4. Direct teaching of cognitive and metacognitive learning strategies 5. ICT VCFSEF - International Scientific Meeting, 3-5 July 2009 Rome The Inclusion and Learning Opportunity Project 23 References Borgnolo, G. et al. (2009). ICF e Convenzione ONU sui diritti delle persone con disabilità. Trento: Erickson. D’Alessio, S. (2008). A critical analysis of the policy of integrazione scolastica from an inclusive education perspective. An ethnographic study of disability, discourse and policy making in two lower secondary schools in Italy. Ph.D. Thesis Dissertation. London: University of London. Gentile, M. (2008). Nuove tecnologie e apprendimento cooperativo. Scuola e Formazione, 11(1-2), pp. 21-25. Available from: http://www.iprase.tn.it/attivit%C3%A0/studio_e_ricerca/red5_08/index.asp. Gentile, M. (2009). Ambienti di apprendimento inclusivi e tecnologie digitali. Available from:http://www.iprase.tn.it/attivit%C3%A0/studio_e_ricerca/red5_08/index.asp. Ianes, D. (2005). The Italian model for inclusion of children with special needs: some issues. Available from: http://www.darioianes.it/slide/Prague.pdf. Ianes, D. e Demo, H. (2008). L’integrazione scolastica dal 1997 al 2007: i primi risultati di una ricerca attraverso lo sguardo delle persone con disabilità e delle loro famiglie. Difficoltà di Apprendimento, 14(2), pp.176-196. Hinz, A. (2002). Von der Integration zur Inklusion - terminologisches Spiel oder konzeptionelle Weiterentwicklung? Zeitschrift für Heilpädagogik, 53(9), 354-361. Pigliapoco, E. e Sciapeconi, I (2007-2008). Lavagna interattiva e apprendimento cooperativo. L’educatore, 6, pp. 35-36. Schneider, C. (2009). Equal is not Enough. Current Issues in Inclusive Education in the Eyes of Children, International Journal of Education, 1(1), pp. 1-14. Available from: http://www.macrothink.org/journal/index.php/ije/article/viewFile/101/47. Sitta, E. (2008). Rinnovare la didattica con le LIM. Scuola e Didattica, 54 (6), pp. 73-76 UNESCO (1994). The Salamanca statement and framework for action on special needs education. Available from: http://www.unesco.org/education/pdf/SALAMA_E.PDF. VCFSEF - International Scientific Meeting, 3-5 July 2009 Rome The Inclusion and Learning Opportunity Project 24 Acknowledgements • Arduino Salatin Director of IPRASE, Trento (Italy) • Simona D’Alessio European Agency for Development in Special Needs Education, Brussels (Belgium) • Eva Pigliapoco e Ivan Sciapeconi Primary School “La Cittadella”, Modena (Italy) • Enrico Sitta Middle School “G. Marconi”, Modena (Italy) • Francesco Pisanu Iprase, Trento (Italy) VCFSEF - International Scientific Meeting, 3-5 July 2009 Rome • Maurizio Gentile Senior researcher Iprase, Trento – Italy [email protected] The Inclusion and Learning Opportunity Project