How could schools work together to succeed      

Successful schools mentoring those requiring development around inclusive teaching and learning. Lead professionals with specialist knowledge would be identified and there would be a deliberate grouping of schools around this.  Universities should be involved in some form with the consortiums in providing professional development pathways and encouraging practitioner research based approaches to school improvement.

We also need to learn from disabled people who have already successfully transitioned from school into post secondary education and work. Anecdotally there appear to be common themes that lead to this. The MoE needs to include more of these disabled people on committees and projects looking for solutions. Currently parents are often seen as the voice for disabled people.

 

There also needs to be a professional development framework for all staff involved with educating and supporting disabled students in schools. 

 

Journey to Work - Background Information and Questions:

What do teachers need to successfully assist young disabled people?

The MoE Best Evidence Synthesis for Diverse Students (2003)^[i] suggests quality teaching includes: a focus on student achievement; caring, inclusive and cohesive learning communities; responsiveness to student learning processes; links between learning and students’ other cultural contexts, including how a student feels about their disability or impairment; and a focus on student-teacher negotiated goal-orientated assessment.

 

The 2007 New Zealand journal article, ‘Disabled Children Negotiating School Life: Agency, Difference and Teaching Practice’,^[ii] suggests that some teachers need to reflect on how their actions with disabled children support learning, social experiences, and a

sense of belonging in the peer group at school. A misinformed view of a disabled student’s ability to participate in the classroom can lead to poorer educational outcomes for the child. Some teachers have a deficit-oriented framework that views disabled children as incompetent because of their impairment. Some lack knowledge and support and are unsure about their actions in relation to disabled children.

 

 

Of particular note is the lack of any mandatory component on inclusion in current teacher education. Teachers often acknowledge their own lack of experience and insight when teaching disabled students, and may lack confidence to apply strategies that would work for all, including disabled students.^[iii]

 

Colin Gladstone (2009) is also a teacher. He has this to say about teacher training:

‘If we are truly committed to equipping our teachers with the tools, knowledge and skills to respond effectively to a diverse range of learners then initial teacher training requires a far larger allocation of time on not only the theoretical but practical application of the craft. Qualified teachers also require compulsory targeted professional development built into their career development and salary provision.’^[iv]

 

Wylie (2000)  reviewed special education funding and service delivery that moved from Specialist Education Services to Group Special Education (GSE). She recommended: having inclusive education as a core paper in pre-service teacher education; provision of ongoing professional development; increasing funding for professional development of teacher aides; and provision of resources and staff in schools; resource provision for children with moderate needs and a special education coordinator in every school to support inclusion and coordinate education support.

 

 

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