How did we get here? The story of inclusion and why it matters Lani Florian.
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Transcript of How did we get here? The story of inclusion and why it matters Lani Florian.
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…