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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. How did we get here?. From special to inclusive education

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

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  1. How did we get here?The story of inclusion and why it mattersLani Florian

  2. Overview • How did we get here: some reflections • From ‘additional needs’to ‘everybody’: why it matters • An agenda for the future

  3. How did we get here? 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 ???

  4. Inclusive education “process of increasing participation and decreasing exclusion from culture curricula and community of mainstream schools” Booth and Ainscow, 2002

  5. Why it matters…. • Difficult work • Debates about provision • Debates about the role of specialist teachers • Assessment and identification procedures • Dilemmas of difference

  6. The concept of Inclusion… • Education • Practice • Pedagogy

  7. 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

  8. The problem of ‘Additional Needs’approaches • Dilemma of difference • A-T-I approaches • Teachers’ practice • Categories • Bell curve

  9. ‘Bell-curve thinking’ in education

  10. An Agenda for the future • A change of focus is needed • An alternative perspective is possible • Inclusive pedagogy

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

  12. Teachers’ 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)

  13. Hallmarks 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

  14. Developing practice • ‘All’ = Everybody, not most and some • Think about difficulties in learning as dilemmas for teaching • Work creatively to support participation in learning activities

  15. Requirements of Inclusive Pedagogy Focus on what is to be learned Avoid stigma of making some as different Differences are expected

  16. Barriers to Inclusion ‘Bell-curve’ thinking Specialist knowledge Existing forms of provision

  17. For more detailed information… Lani Florian Inaugural Lecture on YouTube https://www.youtube.com/watch?v=LeeDwzZwTj8

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