Inclusion through learning: what do we mean by inclusive pedagogies?

This key note presentation argues that inclusion is founded upon a shared responsibility for learning through a balanced curriculum. This curriculum recognises both the individuality of the learners and the necessity for addressing social as well as academic development. This proposal is enhanced through consideration of a case study of a student with complex learning needs

Improving group dynamics to support learning and social inclusion: developing and enhancing CPD tutor capacity (Growing Talent for Inclusion, GTI) : Improving group dynamics to support learning and social inclusion developing and enhancing CPD tutor capacity

This project is based on the premise that students’ motivation to learn and achieve in school can be affected by difficult interpersonal relationships in class. This situation can produce high levels of unacceptable behaviour and possibly lead to students becoming socially excluded. The aim of this project, which we have called Growing Talent for Inclusion (GTI), is to promote more effective interpersonal relationships by identifying what is already working in the class rather than focusing on the difficulties and problems. The GTI process is based on Appreciative Inquiry, Solution Focused Thinking and collaborative consultation. The researchers involved in this project had already used this approach in a number of classes in Key Stages 2 and 3 across a range of primary, middle and secondary schools in Northamptonshire. During 2008-9, they worked with a focus group of Educational Psychologists , SENCO’s and Inclusion Managers to produce , pilot and evaluate a set of resources to enable Educational Psychologists, tutors working in ITT and CPD and teachers to use this approach, in schools and other learning contexts

Supporting inclusive classrooms: can Western approaches to teaching be applied within an Indian context?

As there has been an increase in Western Higher Education Institutions delivering their degree programmes in the emerging economies of Asia so have concerns been expressed that these initiatives may become a form of ‘colonialism’ seen as offering ‘superior’ understanding of how universal educational challenges should be addressed. This concern quite rightly demands that future partnerships for the development of professional development courses needs should be built upon secure and established principles of equity and collaboration. Demands for a more inclusive education system, endorsed through such international agreements as the Salamanca Statement (1994), and more recently through the Millennium Development Goals have led to an increase in training programmes aimed at equipping teachers with the skills to address the needs of a diverse school population. However, in many instances this has resulted in attempts to transport a westernised approach to education to cultural contexts which differ greatly from those in which inclusive schooling has been advanced. The potential for cultural dislocation is clearly in evidence and may prove to be an inhibiting factor rather than a means of promoting the inclusion agenda. This paper is based on a small scale research project which examines the tensions and challenges in transferring skills, knowledge and research findings within a UK accredited University master’s degree programme in inclusive education delivered in India. Course participants were asked to report on the application of ideas and strategies presented on the course and to identify issues related to cultural interpretation and transfer. A survey instrument enabled the researchers to gain data related to teacher expectations, application of learning and cultural transfer and was followed by interviews to elaborate on data acquired at the survey level. Initial findings indicate the importance of course planning and delivery being undertaken in partnership with local educators and the early recognition of cultural factors that may influence assumptions made about learning. Examples of student interpretation of definitions and ideas around inclusion and approaches to teaching illustrate the value of such collaborative initiatives. Aspects of the programme funding, delivery and assessment of outcomes will be shared based on qualitative data accrued from participating staff and students. This will include the presentation of practical learning outcomes demonstrating a synthesis between theory and practice and the implementation of teaching approaches in Indian classrooms which foster increased inclusion of children with learning difficulties. The authors will suggest a successful outcome based upon a well-established learning partnership whilst highlighting points of sensitivity and potential challenge between differing perceptions of inclusive education especially in relation to special educational needs an identification of universal ‘truths’ which transcend cultures and creeds will be offered

Building relationships for learning: the role of professionals and paraprofessionals in supporting pupils’ learning and social inclusion

The focus of this thesis is a series of seven papers published in peer-reviewed journals over the last eleven years. The thesis takes the form of a critical appraisal of published work linking the data collected and conclusions drawn under an overarching critical framework: ‘Building relationships for learning: the role of professionals and paraprofessionals in supporting pupils’ learning and social inclusion.’ In this thesis I argue that the development of positive relationships is at the heart of learning, teaching and social inclusion and I identify two strands in my research which have investigated this issue. Strand One consists of three publications which explored the use of Appreciative Inquiry (Cooperrider & Whitney, 1999) to investigate and improve working relationships in the classroom. Doveston 2007- Paper 3, reported on my first classroom based action research project implemented in 2003 which identified key themes which were subsequently developed in research carried out in 2004 reported in Doveston and Keenaghan 2006- Papers 1 and 2: solution rather than problem focused exploration of capacity for change and growth, collaborative consultation, and skill development. Paper 1 applied the principles of Appreciative Inquiry to propose a theoretical framework for exploring and developing working relationships in the classroom whilst Paper 2 discussed the findings and implications from classroom projects that had utilised the approach. In the second strand, four publications investigated the development of professional and paraprofessional roles to support learning and social inclusion using semi-structured interviews and surveys. Traditionally relationships in the classroom were forged between pupil and pupil, or pupil and teacher. The evolution of the paraprofessional roles of Teaching Assistant, Higher Level Teaching Assistant (HLTA), Learning Mentor and the professional role of the Special Educational Needs Co-ordinator (SENCo), have positioned the pupil within what can sometimes be a complex web of relationships. The research uncovered a shared commonality of experiences related to the status and recognition, deployment, and preparedness for the role of the SENCo and paraprofessionals explored in Rose and Doveston 2008- Paper 4, Jones, Doveston and Rose 2009- Paper 5, Devecchi et al., 2012- Paper 6, and Brown and Doveston 2014-Paper 7, which affect their ability to support pupils and teachers. The research was located within a qualitative paradigm and three distinct research methodologies are discernible within the seven papers submitted for PhD by published works: Appreciative Inquiry, Narrative Research and Mixed Methods. The principles of Social Constructionism (Gergen, 1973) underpinned the use of Appreciative Inquiry reported in Strand 1 and Narrative Research (Elliott, 2005) in three papers from Strand 2: Rose and Doveston 2008-Paper 4, Jones, Doveston and Rose 2009-Paper 5, and Devecchi et al., 2012- Paper 6. These research methodologies enabled the gathering of rich qualitative data from pupils and the adults who supported them to illuminate and generate new insights into the complex interplay of factors impacting on learning and social inclusion in school and classroom environments. Two further papers (Devecchi et al., 2012-Paper 6 and Brown and Doveston 2014Paper 7) employed a mixed methods approach although Devecchi et al., also employed semi-structured interviews in Phase 2 of the research project. The generation of both qualitative and quantitative data was pertinent in these two studies. Devecchi et al., 2012- Paper 6 was commissioned research and the funding body required quantitative data to help inform their understanding of how HLTAs were currently employed and deployed. Brown and Doveston 2014-Paper 7, used a survey as a starting point for an evaluation of a training programme whose first cohort contained 97 participants. It was the free text responses, however, which proved the most useful in highlighting issues relating to role and status that impacted on the capacity of SENCos and HLTAs to support learning and social inclusion

Pupils talking about their learning mentors: what can we learn?

The use of learning mentors to provide additional support to pupils who experience barriers to learning has become a feature of many schools in recent years. Mentoring places learning within a social context and recognises the necessity to ensure that students feel both comfortable with and in control of the learning process. This paper describes research which sought the views of young people who, having been identified as having social difficulties, had been supported by learning mentors. Their personal interpretation of mentoring and its impact on their lives is discussed and illustrated through use of their own words. Students interviewed demonstrated an ability to rationalise their own situations and behaviors and provide an indication of the important role that learning mentors have played in their live

Short sprint or an endurance test: the perceived impact of the National Award for Special Educational Needs Coordination

This paper evaluates the perceived impact of the National Award (NA) for Special Educational Needs (SEN) Coordination in English mainstream schools. The Award was introduced in 2009 and has been mandatory for all new Special Educational Needs Coordinators (SENCos) since its inception. The framework used for the evaluation is based on the learning outcomes of the NA, which were formulated by the Training and Development Agency and focus on areas related to the pedagogical, managerial and leadership aspects of the SENCo role. Findings suggest that the NA has impacted most significantly on participants’ pedagogy and strategies for removing barriers to learning. Participants’ preparedness for training at post-graduate level is also investigated and consideration is given towards further training and study beyond the completion of the NA. Additionally, the paper investigates areas that are perceived as challenges (e.g. lack of time and leadership status) to the successful implementation of their coordination role and any impact the NA has had in this respect