Inclusion

The limits of inclusion

With the growing government emphasis on inclusion, the role of special schools has become marginalised in education policy. Yet for many children, inclusion in the mainstream is a route to failure.

With the growing government emphasis on inclusion, the role of special schools has become marginalised in education policy. Yet for many children, inclusion in the mainstream is a route to failure. Howard Sharron met a head teacher of a special school, who has asked to remain anonymous, to discuss three children who failed to make it in the mainstream.

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      string(2950) "whether the screwdriver was involved at this point.)Roger was permanently excluded. Because of his reputation as a stabber, he was not admitted anywhere else. The council was being sued for not providing his education.I went to see him and admitted him to my school. He was disturbed by the incident. It took us a long time to regain his trust. As is often the case with these kids, I find, the mainstream school had excluded the victim and exonerated the tormentors. Fortunately for Roger, this was recognised by staff at the local authority – otherwise the outcome could have been a lot worse.Roger attends the autistic unit at our school and travels to school in the same car as his friend the ‘gangsta’. He is due to leave at 16 – but this is a big worry to us. There is no way he is mature enough to survive in FE without special needs provision. Fortunately, there is a special school down the road that can take children until they are 19. But they will only take Roger if he improves his social skills. We are working hard to get him ready.The time Roger spent in mainstream school was wasted. He was persistently bullied and was very unhappy. His social skills didn’t develop at all as a result. Mainstreaming Roger was always nonsense. The staff didn’t have the skills or the specialist knowledge to understand or help him.Special schools are more valued in my authority than in most. There is no national special school strategy and very little leadership on special education. We are constantly left off circulation lists for primary and secondary curriculum training days. Likewise, mainstream schools make very little use of our expertise.The overwhelming ideological drive for inclusion is lessening now, thankfully. But it has already been damaging to both special children and mainstream pupils. I have been offered money by the authority in the past to push the mainstream agenda. But frankly, I am not interested in government targets. I am only interested in inclusion if it is in the child’s best interests. For us, the key thing is inclusion into society, not inclusion into mainstream school for its own sake.At the moment, I would say we are not working in tandem with mainstream schools. We are picking up their messes and failures. I would also say that special schools are now applying personalised learning and the Every Child Matters agenda much more effectively than mainstream schools. They are concentrated on curriculum outcomes, and we are concentrated on individual children – it’s a very different approach.Special schools are beginning to resume the leadership they had in the 1970s. Mainstream schools now have a lot to learn from them.Howard Sharron is the editor of School Leadership Today. If you have a story about an inclusion strategy that has worked – or failed – we would love to hear from you. Please email howard@imaginativeminds.co.uk"
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Leadership

The limits of inclusion

17 Dec 2009

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      string(3132) "seniormember of staff attended the incident. He sent the twobullies away and condemned Roger as the instigator publicly.So the child hit him. There is some conflict over whether thescrewdriver was involved at this point.Roger was permanently excluded. Because of hisreputation as a stabber, he was not admitted anywhere else.The council was being sued for not providing his education.I went to see him and admitted him to my school. Hewas disturbed by the incident. It took us a long time toregain his trust. As is often the case with these kids, themainstream school had excluded the victim and exoneratedthe tormentors. Fortunately for Roger, this was recognised bystaff at the LEA – otherwise the outcome could have been alot worse.Roger attends the autistic unit at our school and travelsto school in the same car as his friend ‘the gangsta’. He isdue to leave at sixteen – but this is a big worry to us. There isno way he is mature enough to survive in FE without specialneeds provision.Fortunately, there is a special school down the road thatcan take children until they are 19. But they will only takeRoger if he improves his social skills. We are working hard toget him ready.The time Roger spent in mainstream school was wasted.He was persistently bullied and was very unhappy. His socialskills didn’t develop at all as a result.Mainstreaming Roger was always nonsense. Thestaff didn’t have the skills or the specialist knowledge tounderstand or help himThe futureSpecial schools are more valued in my authority than inmost. There is no national special school strategy and verylittle leadership on special education. We are constantly leftoff circulation lists for primary and secondary curriculumtraining days. Likewise, mainstream schools make very littleuse of our expertise.The overwhelming ideological drive for inclusion islessening now, thankfully. But it has already been damagingto both special children and mainstream pupils. I havebeen offered money by the authority in the past to pushthe mainstream agenda. But frankly, I am not interested ingovernment targets. I am only interested in inclusion if it is inthe child’s best interests. For us, the key thing is inclusion intosociety, not inclusion into mainstream school for it’s own sake.At the moment, I would say we are not working intandem with mainstream schools. We are picking up theirmesses and failures. I would also say that special schools arenow applying ‘personalised education’ and the ‘Every ChildMatters’ agenda much more effectively than mainstreamschools. They are concentrated on the curriculum outcomes,and we are concentrated on individual children – it’s a verydifferent approach.Mainstream now has a lot to learn from special schools.Special schools are beginning to resume the leadership theyhad in the seventies.Reported by Howard Sharron, the editor of Every ChildJournal.If you have a story about an inclusion strategy that hasworked – or failed – we would love to hear from you.Please contact the editor, Howard Sharron, at howard@imaginativemings.co.uk."
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Special Needs

The limits of inclusion - Voices

9 Oct 2009

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      string(5131) "No natural limits! ■■■■■96No natural limits! –Enhancing languagedevelopment in childrenwith Down SyndromeSari Alony and Alex Kozulin explain that the potential of children with Down’s Syndrome is beingseverely underestimated. They describe their research in using Feuerstein’s Mediated LearningExperience (MLE) and how this led to significant progress in the children’s language development.They reflect on what this can mean particularly in the context of mainstream classrooms and onthe implications for professional development.■■■ Introduction – missed learningopportunitiesChildren with Down syndrome (DS) face seriouschallenges in cognitive, behavioral and language areas.Their performance with standard IQ tests places themajority of DS children and young adults into the mildto moderate range of intellectual disabilities. At the sametime it has been shown by Feuerstein and his colleaguesthat the learning potential of DS children is oftenmuch stronger than their manifest level of functioning(Feuerstein, Rand, & Rynders, 1988). This suggeststhat the often-reported flat developmental profile ofDS children reflects the missed learning opportunitiesrather than the “natural” limits of DS children. Thisissue becomes particularly important in the contextof on-going discussion regarding the inclusion ofchildren with DS and other intellectual disabilitiesinto regular classrooms. In this article we report aboutthe development of language in children with DS whoreceive “extra” support, i.e. children integrated intoSpecial Issue97……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………the mainstream classrooms who in addition receiveintensive cognitive after-school intervention. Thearticle concludes with a reflection on the professionaldevelopment implications for practitioners wishing tolearn from this approach and to apply it in their workwith children, particularly in the context of mainstreamclassrooms.■■■ Speech and language in children withDSThe problems of speech and language development inchildren with DS are often closely intertwined withtheir anatomical and medical problems. Anatomicalfeatures of the mouth and tongue, frequent nose, ear andthroat infection, a weak muscle tonus and poor motorcontrol all contribute to considerable problems of speechdevelopment. Because the above features impact first ofall on articulation and communication, the predominantinterest in DS language studies was on expressive ratherthan receptive language skills. It was demonstrated thatwhile receptive language development of DS children,more or less corresponds to their non-verbal intellectualdevelopment, expressive language is falling behind(Chapman, 2003). The meta-analytic study of Naesset al (2011) demonstrated that receptive vocabularyis actually less impaired of all language functions ofchildren and young adults with DS.One of the questions that particularly interestedresearchers is the developmental trajectory of languagedevelopment in DS children. In other words whatcharacterises their learning journey? Fowler (1990)argued that while non-DS children show a linearpattern of language development, the DS childrendemonstrate a period of relatively fast developmentat the age 3-4 followed by the long plateau. Miller(1995) claimed that the vocabulary learning rate of DSchildren is significantly slower than that of non-DSpeers matched by the mental age. At the same timethis phenomenon is far from being uniform. Thirtyfive percent of children involved in the Miller’s researchdemonstrated vocabulary growth consistent with theirmental age expectations.The problem is that these “mental age expectations”are not only lower than in typically developing children,but the intellectual gaps appear to grow with age with age(Patterson, Rapsey, & Glue, 2013). In other words thedevelopmental trajectory of children with DS “flatter”than that of non-DS children. One may argue, however,that the observed flat developmental profile reflects onlythe independent performance of children with DS buttells us nothing about their learning potential.Dynamic assessment of receptive language in childrenwith DS (Alony & Kozulin, 2007) showed that whenonly a static measure of receptive language (PPVT-R)is taken into account the language development curveis indeed rather flat. However, the developmentalcurve generated by the data of dynamic languageassessment is much closer to that of children withtypical development. This finding may indicate thatthe gap between language learning potential of childrenwith DS and their actual language performance isparticularly wide.Integration of children and adolescents with DSin mainstream classrooms appears to be an importantfactor in the enhancement"
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Professional Development

No natural limits! - Enhancing language development in children with Down Syndrome

17 Dec 2015

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      string(385) "... school and life. Alexandria, VA, ASCD        Baker, D. (2011). The politics of neurodiversity: Why public policy matters. Boulder, CO: Lynne Rienner.        Billington, T. (2017). Educational inclusion and critical neuroscience: friends or foes? International Journal of Inclusive Education 21(8) 866-880.        DANDA. (2006). The make-up of neurodiversity. In Colley ..."
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      string(5614) "resources were not just being used with students identified with SpLDs, but with the whole class. This was not only to avoid ‘singling out’ certain students, but also because staff believed that these approaches and resources were useful for the whole range of learners. The same applied to helping the students develop metacognitive strategies to support their independence as learners. Staff reported increases in their own confidence in their lesson planning and teaching skills. Perhaps most importantly, the adoption of the term ‘neurodiversity’ allowed teachers to ‘look beyond labels’ and consider the individual strengths and needs of each child. Many reported improvements in students’ engagement, confidence and self-esteem, and some early signs of improved student performance were reported at some schools, though the general consensus among staff was that it was too early to measure the full impact upon student outcomes.Conclusions and RecommendationsIt is fair to conclude that, overall, this project has been a notable success, despite the tight time scale within which it was enacted. However, it could be argued that with more time, participation could have been greater, and opportunities to implement training and strategies in schools more extensive.It is clear from responses to both the surveys and the case studies that this initiative has correctly responded to an identified training need in the schools’ and colleges’ teaching workforce for developing core knowledge skills and understanding of learners’ neurodiversity and how to respond to this in the classroom. There remains a challenge in developing secondary schools’ uptake of such training and in response to this, having identified good practice in certain secondary schools, a series of case studies (Griffiths & Kelly 2018) and a set of videos have been developed to exemplify best practice, enabling secondary practitioners to analyse how and why this is effective. These could be accessed by secondary schools as part of their continuing professional development strategies, within a time framework perhaps more convenient to them.Further, with the ongoing development of research knowledge about inclusive teaching and learning, two literature reviews have been completed focussing on the evidence base for dyslexia-friendly classroom teaching (Kelly 2018), and whole school approaches and processes of change for inclusive practice (Griffiths 2018). These provide information about evidence-based practice for dissemination to schools, colleges and training providers.Finally, given the differing levels of expertise in respect of knowledge, skills and understanding in the teaching workforce in inclusive teaching and learning, a large scale survey of teachers’ and TAs’ training needs could be undertaken with a view to developing training packages at different levels. Dr Dominic Griffiths is Senior Lecturer with the Faculty of Education at Manchester Metropolitan University. Liz Horobin is Project Director at the British Dyslexia Association.References        Armstrong, T. (2012). Neurodiversity in the classroom: Strength-based strategies to help students with special needs succeed in school and life. Alexandria, VA, ASCD        Baker, D. (2011). The politics of neurodiversity: Why public policy matters. Boulder, CO: Lynne Rienner.        Billington, T. (2017). Educational inclusion and critical neuroscience: friends or foes? International Journal of Inclusive Education 21(8) 866-880.        DANDA. (2006). The make-up of neurodiversity. In Colley, M. Living with dyspraxia: a guide for adults with developmental dyspraxia. London: Jessica Kingsley Publishers.         Department for Education. (2015). Special educational needs and disability code of practice: 0 to 25 years (6.27). https://www.gov.uk/government/publications/send-code-of-practice-0-to-25.         Gilger, J. & Kaplan, B. (2001). Atypical brain development: A conceptual framework for understanding developmental learning disabilities. Developmental Neuropsychology 20(2) 465-481.        Griffiths, D. (2018). Scoping review of the literature on processes of change for inclusive practice and the evidence for success in enabling achievement. http://www.bdadyslexia.org.uk/educator/additional-resources-for-educators.         Griffiths, D., Kelly, K. & McNicol, S. (2017). The Dyslexia/ Specific Learning Difficulties Support Project, Final Evaluation Report. Manchester: Manchester Metropolitan University.        Griffiths, D. & Kelly, K. (2018). What works in dyslexia / SpLD friendly practice in the secondary school and further education college sectors: Four case studies of effective practice. Available at http://www.bdadyslexia.org.uk/educator/additional-resources-for-educators.         Johnston, A. (2015). A confusion of a weak reductionist: Responses to some criticisms of my materialism. In De Vos, J. and Pluth, R. (Eds) Neuroscience and critique: Exploring the limits of the neurological turn. London: Routledge.        Jones, A. & Kindersley, K. (2013). Dyslexia: Assessing and reporting: The PATOSS guide. London: Hodder Education.        Kelly, K. (2018). Scoping review of the evidence base for dyslexia-friendly classroom teaching and whole school approaches. http://www.bdadyslexia.org.uk/educator/additional-resources-for-educators.         Kirmayer, L. & Gold, I. (2012). Re-socialising psychiatry: Critical neuroscience and the limits of reductionism. In Choudhury, S. & Slaby, J. (Eds.) Critical"
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        ["value"]=>
        string(16) "teacher training"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
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  }
}

Dyslexia

Teaching for Neurodiversity

10 Sep 2018

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