How did we get here?

The story of inclusion and why it matters

Lani Florian

Overview

How did we get here: some reflections

From ‘additional needs’to ‘everybody’: why it matters

An agenda for the future

From special to inclusive education

◦Origins of special needs education

◦Critique: Apart or A part?

◦Disability rights movement – changing concepts of (dis) ability

◦Inclusive education ???

Inclusive education Inclusive education

“process of increasing participation and decreasing exclusion from culture curricula and community of mainstream schools”

Booth and Ainscow, 2002

Difficult work

◦ Debates about provision

◦ Debates about the role of specialist teachers

◦ Assessment and identification procedures

◦ Dilemmas of difference

Education

Practice

Pedagogy

Inclusive practice Inclusive practice

“‘Inclusive practice’ is concerned with actions and activities, the things staff in schools do that give meaning to the concept of inclusion.”

Florian, 2009

Dilemma of difference

A-T-I approaches

Teachers’ practice

Categories

Bell curve

The problem of The problem of ‘‘Additional Additional NeedsNeeds’’approaches approaches

‘‘Bell-curve thinkingBell-curve thinking’’ in in educationeducation

A change of focus is needed

An alternative perspective is possible

Inclusive pedagogy

An Agenda for the futureAn Agenda for the future

Inclusive pedagogy Inclusive pedagogy

focuses on extending what is generally available to all rather than providing something different or additional to some

Teachers’ craft knowledgeTeachers’ craft knowledge

‘The tacit, schematic, intuitive thinking on which classroom teaching depends.’ (McIntyre, 2005)

‘The knowledge that teachers develop through the processes of reflection and practical problem-solving that they engage in to carry out the demands of their jobs. As such this knowledge is informed by each teacher’s individual way of thinking and knowing.’ (Cooper and McIntyre, 1996)

Hallmarks of practiceHallmarks of practice idea of EVERYBODY, (not most and some)

Rejection of deterministic beliefs about ability and the idea that the presence of some will hold back the progress of others

Ways of working that respect the dignity of learners as full members of the community of the classroom

Commitment to continuing professional development

Developing practiceDeveloping practice

‘All’ = Everybody, not most and some

Think about difficulties in learning as dilemmas for teaching

Work creatively to support participation in learning activities

Requirements of Inclusive Requirements of Inclusive PedagogyPedagogy

Focus on what is to be learned

Avoid stigma of making some as different

Differences are expected

Barriers to InclusionBarriers to Inclusion

‘Bell-curve’ thinking Specialist knowledge Existing forms of provision

Lani Florian Inaugural Lecture on YouTube

https://www.youtube.com/watch?v=LeeDwzZwTj8

For more detailed information…