Inversión privada de las panaderías en la Ciudad de La Trinidad

Working partners of the European Agency for Development in Special Needs Education have submitted country reports (N = 15) that contain an overview of the existing literature in their languages and descriptions of current problems within the context of inclusive education in their countries.

The countries that participate in the classroom practice project have, albeit in very diverse ways, reported about the ‘state of the art’ concerning the question: which practices have proven to be effective in inclusive education? An international review, mainly identifying American studies, was added to this database in order to get a wider, deeper and more thorough comprehension of effective practices.

In the second phase of this classroom practice project, an attempt will be made to select examples of good practices and to describe these in a systematic way. In the last phase exchanges between different countries will be organized in such a way that transfer of knowledge and practices will be maximized.

In this chapter the synthesis of findings will be presented alongside three topics that are considered as essential for the next phase of the classroom practice project: the selection and analysis of case studies.

In the first place it is important to reflect systematically upon the type of special needs that bring the most challenges in the daily practice of teachers and other professionals. Here the focus is on the characteristics of pupils that are being included (or excluded). In other words: which groups of pupils with SEN cause the most problems within mainstream settings?

Secondly, it is intended to provide an overview of the challenges within education processes itself: what are the main (educational) problems in countries concerning the issue of classroom practice within mainstream classrooms that include pupils with SEN? Countries have reported an extensive overview of the current challenges within education when attempts are made to achieve inclusive education.

Thirdly, and this refers to the main task of the current study, countries have reflected on empirical studies in order to identify an answer to the question related to the educational practices and factors that were found to be effective for inclusive education. When countries more or less agree about the type of educational interventions relevant for inlusion, the next phase of the study (examples or case studies) can be arranged in a more systematic way. This contributes to a more detailed focus on how these interventions and factors are being shaped and dealt with in daily practice.

6.1

Challenging types of special needs

In answering the question concerning the most challenging types of special needs, countries have reported in a – not so astonishingly – unanimous way. Behaviour, social and/or emotional problems are mentioned by almost all countries as being the biggest challenge within the area of inclusion of pupils with specal educational needs. This includes problems relating to unmotivated pupils and problems related to disaffection.

Of course quite a number of countries report difficulties in answering the question that is put in terms of child characteristics. Within most special education policies such an approach

is rejected in favour of a more environment-interactive approach to special educational needs. It is within the educational context where challenges are being met and where the need for interventions is centred, instead of putting child characteristics at the centre of the debate. Although this position is in accordance with other current views on special needs, a view that is shared widely within member states of the European Agency, the Working Partners reported the fact that the biggest challenges relate to pupils with behavioural problems.

Some countries mentioned other – and sometimes very specific – types of special needs that were felt as challenging within the area of inclusive education. Examples of these were ADHD, dyslexia, autism, specific learning and writing difficulties, mental and intellectual disabilities, severe hearing impairments and multiple disabilities. However, these were mentioned by only a few countries, whereas the position of pupils with all sorts of behavioural and emotional difficulties was generally reported as being challenging.

6.2

Educational challenges within the context of inclusion

Partly based on empirical data, but also on existing and widespread views within countries, Working Partners of the European Agency for Development in Special Needs Education, have given very detailed answers to the question of the most challenging educational interventions, consternations and factors when dealing with pupils with special educational needs in the mainstream classroom.

It shows that handling or dealing with differences or diversity in the classroom forms one of the biggest challenges within European classrooms. It is formulated in many different ways but this is the general theme that covers the diverse answers of Working Partners. Inclusion can be organized in several ways and on different levels, but in the end, the teacher has to deal with a larger diversity within his or her class and has to adapt or prepare the curriculum in such a way that the needs of pupils with SEN and their peers are sufficiently met. In other words, handling diversity is the key issue at the classroom level.

When dealing with differences in the classroom teachers need an extra pair of hands or extra support from either colleagues (or special education teachers) or other professionals. At times a pupil with SEN needs specific help or instruction that cannot be given by the teacher during the daily classroom routine. Here other teachers and support personnel come on to the scene and the issue of good planning, co-operation and team teaching forms a challenge. This is not only relevant at the level of the classroom in the case of co-operative teaching, but also on the school level. In some cases professionals from regional support services are needed and this amplifies the need for good planning, co-operation and co-ordination. Inclusive education implies more than just dealing with diversity in classrooms. It leads to the challenges of co- teaching (classroom level), team teaching (and the need for good co-operation between teachers, on the school level) and co-ordination with professionals from other support services.

6.3

Effective practices within the context of inclusive education

Before discussing the factors that have shown to be effective within inclusive education, it needs to be stated that in general (both from country studies as from the international literature review) inclusive education seems to be a realistic phenomenon. Moreover most of

the sources reveal that pupils perform better in an inclusive setting compared to segregated provision. This is in accordance with studies from other organizations (e.g. the OECD, 1995) and sources (see for example the special issue of the European Journal of Special Needs Education 3, October 1993).

The reports of the Working Partners underline the finding that, in general, the development of pupils with SEN is at least equal and sometimes better in mainstream settings compared to placement in separate special provision. It seems important to stress this finding again in this report, since it should not be overlooked when dealing with the issue of inclusive education. It is not only a normative discussion, where positions are taken on the basis of normative, emotional or other views and feelings, but also a clear empirical finding. The reports of some countries clearly emphasize this finding.

The reports of the Working Partners, with their country-based reviews and the findings of the international literature review, point to at least five groups of variables that seem to be effective for inclusive education. These are discussed below.

6.3.1 Co-operative teaching/co-teaching/team teaching

Studies from European countries and studies from other international (mainly American) sources reveal that inclusive education is enhanced by several factors than can be grouped under the heading of co-operative teaching. Teachers need (practical) support from an extra teacher (special education teacher or another colleague) and/or from his or her colleagues, head teacher and other professionals. Both for the development of academic and social skills of pupils with SEN this seems to be an effective way of working. Clearly, additional help and support needs to be well co-ordinated and planned.

6.3.2 Co-operative learning/peer tutoring

Both country reports and other international sources show that peer tutoring or co-operative learning is effective in both cognitive and affective (social-emotional) areas of pupils’ learning and development. Pupils that help each other, especially when they have unequal levels of ability, profit from learning together. Moreover, there are no indications that the more able pupil suffers from this situation, in terms of missing new challenges or opportunities. In addition, the findings point to progress within both the academic and social areas.

6.3.3 Individual planning

Pupils with SEN improve academically from systematic monitoring, assessment, planning and evaluation of the work that has to be done during the school day. In this way instruction can be adapted and geared to the student’s needs and additional support can be introduced adequately.

6.3.4 Collaborative problem solving

Particularly for teachers that need help in including pupils with social/behavioural problems, findings in quite a few countries and in the international review show that a systematic way of

amount and intensity of disturbances during the lessons. Clear class rules and a set of borders, agreed with the pupils (alongside appropriate incentives and disincentives) have proven to be effective.

6.3.5 Heterogeneous grouping/flexible instruction/differentiation

Finally, country reports show that a more differentiated approach in education is necessary and effective when dealing with a diversity of pupils in the classroom. Targeted goals, alternative routes for learning, flexible instruction and the abundance of homogenous ways of grouping enhance inclusive education. This finding is of high importance given the expressed needs of countries within the area of handling diversity within classrooms.

Many more specific factors were mentioned in the country reports, but the above- mentioned factors, grouped in five main categories were predominant.

Several reports mention the importance of contextual factors on effective classroom practices, such as school organization, external support services and local and national policy- making. Also financial conditions and teacher training and attitudes have a clear impact on classroom practice.

Given the goal of the project – revealing, analysing and transferring effective classroom practices – it can be expected that these above mentioned variables will be used in the next phase of the project: the selection of examples of good practice. In that phase of the project not only the classroom practice itself, but also the contextual factors will be taken into account.