Teachers Training on Inclusive Education by hmy17617

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									             Implementation of
           Inclusive Education
         Policies in Latin America:
          Progress and Pending
                Challenges
         18 - 20 November 2009
            Santiago de Chile.



Session 5: Towards the development of
 inclusive education policies: training
          inclusive teachers
              Implementation of
            Inclusive Education
          Policies in Latin America:
           Progress and Pending
                 Challenges
          18 - 20 November 2009
             Santiago de Chile.



What is Flagship as part of EFA?
Please visit: www.inclusionflagship.net
And take the brochure of the Flagship !
             Global challenges to be
             addressed in moving
             towards more inclusive
             education:
•    Attitudes and policies
•    Early childhood care and education
•    Curricula
•    Teacher education
•    Resources and legislation

    ”Presence, participation and learning of ALL
    children” (Mel Ainscow) -> And all should
    mean truly ALL children
      How the world’s best-
    perfoming school systems
        come out on top?
           (McKinsey & co 2007)

• Analysis of OECD/PISA top ten countries:
• Australia, Belgia, Canada (Alberta & Ontario),
  Finland, Hongkong, Japan, Netherlands, New
  Zealand, Singapore, South Korea
• And what answers were found?
             Finding #1
• The quality of an education system
  cannot exceed the quality of its
  teachers
  – Culture, policy and status of teaching
  – Mechanisms for selecting students for
    teacher training
  – Good starting compensation
  – The importance of teacher status
                  Finding #2
• The only way to improve outcomes is
  to improve instruction
  – Building practical skills during initial training
  – Placing coaches in classrooms to support
    teachers
  – Selecting and developing effective
    instructional leaders, and getting the right
    teachers to become principals and
    developing instructional leadership skills
  – Enabling teachers to learn from each other
             Finding #3

• High performance requires every
  child to succeed
  – Setting high expectations for what
    students should achieve
  – Monitoring and intervening at the school
    level
  – Monitoring and intervening at the
    student’s level
• Key questions and parameters in
  system development
          Challenges to promote
          inclusive education in
          teacher training:
1. Values and Attitudes behind teacher training
    curricula
  –   Schools and teachers should commit to accept all
      learners being included (see Policy Guidelines for
      Inclusion in Education by Unesco)
2. Methods in teacher training programmes should
    offer tools for coming teachers to meet the diverse
    needs of children
Changes in the Attitudes in 1998 and 2004

       30




       20




       10
                                                                                      AIKA

                                                                                          1998 (N=126)

        0                                                                                 2004 (N=172)
         20        30        40        50        60        70        80        90
              25        35        45        55        65        75        85        100

            Integraatioasenne
         Challenges to promote
         inclusive education in
         teacher training:
3. Teachers’ co-operation and working together
    is crucial to share the responsibility of
    responding to diverse needs
  – The co-operation of regular and special
    education teachers
  – The cooperation of teachers and other
    professionals in schools
         Challenges to promote
         inclusive education in
         teacher training:
4. A strong emphasis on the learning and
  behavior challenges of children
  – The knowledge in special education needs
  – The system should fit for the children and not vice
    versa
        Challenges to promote
        inclusive education in
        teacher training:

All the previous principles (1 – 4) should
  penetrate teacher training curricula AND they
  should be met in theory and in practice during
  the initial training.
Educational leadership should support and
  promote all children’s participation in quality
  education

								
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