Inclusive Education

May 7 11, 2012 Washington, D.C.

Raising the Bar on Making Schools Inclusive Experience from Portugal

filomena.pereira@dge.m ec.pt

Outline
How far have we come? What progress have we made? Where we are now? Where do we go?

How far have we come?

90s 70 s
Special schools build up by parents associations Law 1991 Extended compulsory education to children with disabilities.

2000s 80s
Turning point: Fundamental Law on Education: Ministry of Education responsible for policy coordination and development of special education. Law on Accessibility (build environment) (2006) Law on Inclusive Education (2008) Law on ECI (2009) National Strategy for Disability (2011-2013)

60s
Charity Institutions under the responsibility Ministry of the Social Security.

The United Nations Convention on the Rights of Persons with Disabilities

Signed: 30 March 2007 Ratified the Convention: 30 July 2009 Ratified Additional Protocol: 30 July 2009
Article 24 CRDP: Signatory nations to assure opportunities for appropriate and inclusive education for students with disabilities. One more factor in complex mix: law policy practice

European an International Conventions, Resolutions and Statements

United Nations UNESCO Policy Guidelines European Commission European Council European Parliament European Agency for Development in Special Needs Education OECD WHO

Philosophical and conceptual framework

The United Nations Convention on the Rights of Persons with Disabilities (UNCRPD, 2006) was the most influential in relation to Portuguese new legislations on early childhood intervention, on inclusive education and on eligibility procedure for special services.

Actual Legal Framework

2008 Law on Inclusive education 2009 Law on Early Childhood Intervention 2010 Council of Ministers Resolution: National strategy for disability 2011-13

2009 legal framework : Early Childhood Intervention National System

Key-points:
Availability Diversity of services Proximity Interdisciplinary working Affordability

2009 Law on Early Childhood Intervention

ECI is defined as a composite of services/provision for children from zero to 6 years old and their families, provided at their request at a certain time in a childs life, covering any action undertaken when a child needs special support to: ensure and enhance her/his personal development, strengthen the familys own competences, and promote the social inclusion of the family and the child. These actions are to be provided in the childs natural setting, preferably at a local level, with a family-oriented approach. Individualized Intervention Plan

National System of Early Childhood Intervention

Focus of Intervention: Family involvement Comprehensive and interdisciplinary approach inter-sectors collaboration among social security, health and education sectors Teamwork and Case Coordinator Individualized Intervention Plan Home and Natural Contexts

2008 Law on Inclusive Education

Insuring children rights; Addressing barriers to education; Understanding disability and special needs; Organizing professional cooperative planning and decision making; Organizing processes to establish eligibility for special support or additional resources in educational system.

Acknowledge rights and needs = provide opportunities

Goals and Contents of Education

Services, Schools and Professionals

Children, Youth and their Families

Need for / Right to Instruction and Support
(Hollenweger, J.)

2008 Law on Inclusive Education

Key points:
Disability Paradigm Shift Early Identification and early intervention Working with parents Increasing inclusion Working together Financing inclusion not segregation.

2008 Law: Learner centered approaches

Individual Education Plan (IEP) Individual Transition Plan (ITP) Curricula adaptation Teaching methods and materials Bilingual curricula for deaf pupils/students Assistive technologies Accommodations for instruction and for examinations; Changing the layout of the classroom Classroom size Additional support from specialist teacher, Classroom assistant Therapy services

Participation and 2008 Law on Inclusive Education

Pupils/students with SEN should not only receive their education in a mainstream school, but also fully join their peers in the curriculum and in the school life; Children with SEN should generally take part in the mainstream class rather than be isolated in separate units; Separate provision can occasionally be necessary for specific purposes; Schools should review and adapt their approaches in order to achieve greater inclusion.

How does the 2008 law insure the childrens rights to education?
To insure that children with disabilities realize their right to education the school/professionals should: identify the barriers - documenting deprivation of their rights to environments; understand their functioning limitations and abilities document unmet needs; develop an individualized plan that matches educational their needs to environmental supports.

Human rights are human only if they refer to everyone (Grunewald, 2003).

Actions undertaken under the 2008 Law

1. Allocation of human resources to school staff. 2. Implementation of a national ICT Network Resource Centres, set up in schools, to raise levels of activity and participation of pupils. 3. Provision of all pupils/students with the assistive technology they needed 4. Reform of the current SNE financing model 5. Agreement with ONG to reorient special schools into resources centres for inclusion, (2008-2013) 6. Training course on the new legal framework addressed to principals, teachers and others. 7. Two years follow-up evaluation on the implementation of the new 2008 law

A new role for special schools Special Schools operating as Resource Centers for Inclusion (RCI)

Special Schools

142 Special schools

A new role for special schools: Agreement with NGO

Special schools reoriented to Resource Centers for Inclusion (RCI) work closely with mainstream schools to support classroom teachers and pupils/students in inclusive regular schools: inclusive assessment and IEP. 80% of the existing specials schools are now working as RCI, supporting regular schools in their geographic area. This reorganization is being led in cooperation with NGOs and is expected to be completed in 2013.

Advantages of the RCI Model

Easy to implement due to high number of segregated provision; High acceptance from NGO Predictable and constant cost Lead to a continuum of provisions where financial decisions play a positive role; Decreasing number of pupils in segregated provision

Financing inclusion, not segregation Percentage of budget reoriented from Special Schools to Resource Centres for Inclusion

32% 55% 100% 68% 45% 100% CRI RCI SC EEE

2005

2009

2011

2013

Results of the RCI Model

This model led to: an increasing capacity of the system to improve early identification and early intervention; a more confident schools and teachers in accommodating pupils and students with very complex needs; a delivered services in inclusive settings; a cost-effective education.

Number of pupils and students (0-18 years) with SEN

62800 49708

35776 29753

2008/09

2009/10

2010/11

2011/12

Special needs education Number of pupils and students 2011

Number of compulsory school aged pupils (K-12) (including those with SEN) Number of compulsory school aged pupils who have SEN (in all educational settings) Pupils with SEN in inclusive settings Pupils with SEN in segregated special classes in mainstream schools Pupils with SEN in segregated special schools 2.014.831

62.800 (3,11%) 59.769 (2,96%) 1.975 (0,09%) 1.056 (0,05%)

National Action Plan What have we done to implement the new law?

Phase 1: Before the Publication of the 2008 Law Action Plan 2005-2008 Phase 2 Immediately after the Publication of the 2008 Law Action Plan 2008-2011

Phase 1: Before the Publication of the law 2008 Action Plan 2005-2008
Step 1: Preparing tools for practice
Construction of documentation and communication tools, by schools and social and health care services, working together, using ICF-CY as a common language for the description of the functioning of the child e for defining special services: action research methodology

Project partners: SNE Department Ministry of Education Regular schools (teachers and psychologists) Social care services (social affairs technician) Health care services (doctors) Total: 60 professionals involved

Phase 1: Before the Publication of the law 2008 Action Plan 2005-2008
Step 2: Professional Development
Implementation of a training course for trainers to give them the adequate skills to develop a national network on using the documentation and communication tools. Establishment of a pool of multipliers: 180 trainers: special education teachers, SNE coordinators, psychologists.

Phase 1: Before the Publication of the 2008 Law Action Plan 2005-2008
Step 3: Raising awareness: Debating Challenges
International Conference organized by the Ministry of Education

Key Speakers: Rune Simeonsson, Gorden Porter, Judith Hollenweger, Cor Meijer, Jorgen Greve, Gianni De Polo, Portuguese students with disabilities: Daniel, Eliana, Jos.

2000 professionals from different sectors, education, social and health care services, teacher education, families, students, policy makers, parliament politicians, NGO, attended the Conference.

Phase 1: Before the Publication of the law 2008 Action Plan 2005-2008
Step 3: Raising awareness, Debating Challenges
Local Seminars organized by local authorities, schools, NGO and other agencies, addressed to the SNE coordinators, SNE teachers, teachers, principals, professionals from social and health sectors, and families raising awareness on rights, inclusion, participation and eligibility for special services.

Phase 2 Immediately after the Publication of the 2008 Law Action Plan 2008-2011

Phase 2: Immediately After the Publication 2008 Law Action Plan 2008-2011

Step 1: Publication of the Handbook

Assessment procedure and eligibility process
Tools to support the assessment procedure with criteria consistent with ICF-CY

Assessment procedure principles Referral Planning assessment Joint assessment meeting ICF-CY items Statement of Needs Individual Education Plan

Phase 2: Immediately After the Publication 2008 Law Action Plan 2008-2011

Step 2: Large scale training course

Protocol with 24 Portuguese universities for the implementation of a inservice training course addressed to teachers, psychologists, therapists and others on the understanding and implementation of the new law, the new tools and the ICF-CY based eligibility procedure.

Course program and financing under the responsibility of the Ministry of Education.

4000 professionals involved

Phase 2: Immediately After the Publication 2008 Law Action Plan 2008-2011

Step 3: Large scale training course

Training course addressed to teachers assistants on the understanding and implementing the new law, and the new instruments and the ICF-CY on special education.

Course program and financing under the responsibility of the Ministry of Education.

700 professionals involved across country.

Phase 2: Immediately After the Publication 2008 Law Action Plan 2008-2011
Step 4: Publication of a Handbook for Principals
Monitoring school procedures and school practices

Inclusive Education and Special Needs Educatores

Key-indicators for the school development

A guide for principals

Evaluating the implementation of the 2008 Law: A two years External Follow-up Evaluation
2008-2010

Monitoring school organization and outcomes General Education Inspection Evaluation 2011 onwards

Two years External Follow-up Evaluation Implementation in practice of the 2008 Law
Evaluation Team
Project design and consultancy:

Rune J. Simeonsson: North Caroline University

National Team (Teacher Education Institution, University):

Manuela Sanches Ferreira Sara Trinta Pinheiro Ana Tavares Mnica Maia Slvia Gonalves

Project Advisory Group

Follow-up evaluation questions

Promoting inclusive Scholl Partnership and Chap. I Collaboration

Does the 2008 law contributes to the development of a more inclusive school?

Assessment Does ICF-CY contributes for a more holistic view of - How the use of the ICF-CY is supporting the eligibility criteria the child?

Chap. II

decision-making?
Chap. III e

How school monitor the efficacy of the available Education Chap. V resources and services? services - What information sources are used in the assessment

- Does the use of ICF-CY promotes a holistic view of IV needs? Special pupils/students? process and this iskind consistent with ICF-CY criteria? does the Chap. VI What of collaboration and partnership
school have with the local services and agencies?

What are the services available to meet the childs

consistent with ICF-CY

Multidisciplinary team and instruments

Follow-up Evaluation Method

1. Case Studies Quantitative analysis based on(i) documental review of child/students 252 eligibilitie process assessment and eligibility processes (ii) type of information sources and 477 documents (ii) decisions taken by schools.

2. Focus Groups 35 Focus Groups 229 participants

Qualitative approach used to describe experiences, perceptions and attitudes of key stakeholders (e.g. regular teachers, special education teachers, parents) regarding implementation process, at practical level, of the 2008 law.

3. Surveys (81+14 itens; 2 open questions) 577 respondents

Questioner Based on the two previous studies results, in order to extend and validateb the information and perceptions regarding the implementation, in the schools, of the 2008 law.

External Follow-up Evaluation

Outcomes
Report: Evaluation project design Methodology Data collected Findings Recommendations for schools, professionals, Ministry of Education, teacher training institutions.

The results and recommendations were presented by the evaluation team in a National Conference organized by the Ministry of Education addressed to policy makers, principals, teachers, other professionals and families,

Monitoring schools organization and outcomes The Role of Educational General Inspection

Main Goal:
To contribute to development in the inclusive education. the area school of the

Monitoring schools organization and outcomes The Role of Educational General Inspection
Specific Objetives:
1. To monitor special needs education school organization: Assessment process procedures; Planning process; Involvement and collaboration with security and health care services, families, local agencies and stakeholders; Human resources and equipment management. 2. To analyze practices and achievements: Focusing classroom practices. 3. Hearing different voices: Families and pupils/students.

Monitoring schools organization and outcomes The Role of Educational General Inspection
Method
1. Documental analyses School management instruments Pupil/student IEP 2. Panel Interviews School Principal , teachers, SEN coordinators, psychologists, therapists, Portuguese sign language teachers and interpreters, families. 3. Classroom practices Strategies, equipments, assistive technologies, Settings for implementation of Individual Transition Plans Pupil and students views

Monitoring schools organization and outcomes The Role of Educational General Inspection
Monitoring Outcomes
At school level: A written Report with recommendations addressed to schools Hearing schools about the importance of the recommendations for the school development At National Level An annual Report presenting the results of the monitoring annual process with recommendation to: Schools principals Teacher Education Institutions Educational central administration

Key-Recommendations from external evaluators

Defining inclusive teacher profile based on ethical principles and scientific knowledge grounded in inclusive education. Continuing using ICF-CY to help to organize processes to establish eligibility for special support or additional resources. Developing of a set of tools to assess environmental factors. Reinforcing parents involvement to guarantee their participation in the discussion and the designing of IEP and ITP objectives. Developing of a set of quality indicators for special education. Increasing cooperation between schools and local agencies to implement Individual Transition Plans from school to employment. Reinforcing the social inclusion policy through a close articulation with health, employment and social security systems. Encouraging research on participation and on the relationship between school environment and participation for students with needs.

What do we need to make our schools inclusive?

Joo, Maria, Mariana, Teresa, Ana, Antnio, Carolina

What do we need?

Strategies to move ahead: Sound policy Effective practices Funding policies Law consistent with human rights

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A vision of inclusion and diversity

A vision for public education: that embraces inclusion in meaningful and practical ways and that makes it a reality in every community.

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A No-Excuses strategy
educational leaders and policy makers Showing the way; clean our educational system from segregation and discrimination based on a diagnosis or on a clinically based label; exceptions to inclusion justly exceptional; these exceptions need to be restricted to individuals in the local school, not to groups based on clinical labels. a new wave of a school reform based on principles.

51

What kind of reform? Actions that will contribute to accommodating the diversity of our student population; That will have inclusion as a guiding principle; A focus on school improvement on a broad basis for all our students.
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Let me list a few of the critical steps needed to implement this approach

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1.

We need to make a plan for transition and change and accept that this will take at least 3-5 years to be properly done.

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2. School staff must know how to make their schools and classrooms effective for diverse student populations. Then, we need to invest in training for existing teachers and school leaders as well as for new teachers.

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3.

Understanding that teachers need support to accept and meet this challenge - we need to work with them and their associations to develop supports they need.

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4.

We need to start by creating positive models of success classrooms, schools and communities that develop a good work and can share their success and strategies with neighbors'.

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5. We need to identify a pool of leaders and innovators at all levels and assist them in building networks where they can produce and share their knowledge with their communities.

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6. We need to identify and share the best practices, from research and knowledge already available, and that can be enriched and enhanced by local experience.

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7.

We need to understand that innovation and changes that will make a difference will require resources. This means money and people.

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What about the future?

Inclusion as one of the sustaining pillars of public education in the 21st century.

To educate ALL our children, and to do it well, we need to ensure that every school is both effective and inclusive.

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No Excuses!
Lets just do it!

(Hearing voices on inclusive education European Parliament, 2011)

Thank you for your attention filomena.pereira@dge.mec.pt