Inclusive Education and Classroom Practice in Secondary ...

Inclusive Education and Classroom Practice in Secondary Education

Summary Report

2005 European Agency for Development in Special Needs Education

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This report has been produced and published by the European Agency for Development in Special Needs Education.

Extracts from the document are permitted provided a clear reference to the source is given.

All original reports from the countries participating in the study, the literature reviews together with reports of all exchanges are available from the Inclusive education and Classroom Practice area of european-

This report is available in fully manipulable electronic formats and 16 other languages in order to better support access to the information from european-

This summary report has been prepared on the basis of contributions from nominated Country Experts and European Agency National Coordinators who took part in the Inclusive Education and Classroom Practice in Secondary Schools project. All of their contact details can be found on the Inclusive Education and Classroom Practice web area: european-

Editor: Cor J.W. Meijer

ISBN: 87-91500-19-2

2005

European Agency for Development in Special Needs Education

Secretariat: ?stre Stationsvej 33 DK-5000 Odense C

Denmark Tel: +45 64 41 00 20 Fax: +45 64 41 23 03 secretariat@european-



Brussels Office: 3, Avenue Palmerston

BE-1000 Brussels Belgium

Tel: +32 2 280 33 59 Fax: +32 2 280 17 88 brussels.office@european-

Web: european-

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CONTENTS SUMMARY ................................................................................ 5 1 INTRODUCTION................................................................8 2 FRAMEWORK, GOALS AND METHODOLOGY ............12

Framework ............................................................................ 12 Goals ..................................................................................... 13 Methodology ......................................................................... 14

3 EFFECTIVE CLASSROOM PRACTICE ..........................16

(i) Co-operative Teaching ..................................................... 16 (ii) Co-operative Learning..................................................... 18 (iii) Collaborative Problem Solving ...................................... 19 (iv) Heterogeneous Grouping .............................................. 21 (v) Effective Teaching........................................................... 22 (vi) Home Area System ......................................................... 23 (vii) Alternative Learning Strategies .................................... 25

4 CONDITIONS FOR INCLUSION......................................28

Teachers................................................................................ 28 School ................................................................................... 29 External Conditions .............................................................. 31

REFERENCES ........................................................................35

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SUMMARY

This project Inclusive Education and Classroom Practice in Secondary Education is an extension of the work that has already been completed in relation to primary education. It makes use of the same study framework, goals and methodology. Based on an international literature review, case studies in 14 European countries, expert visits in five countries as well as various discussions involving experts and the European Agency National Co-ordinators, a number of features regarding the development of inclusive classrooms within secondary schools have been identified. These findings could be regarded as possible strategies for improving inclusion within secondary schools. In addition, the country case study reports and the reports of the exchange site visits provide expansion upon some of the strategies identified.

In line with the conclusions of the primary school phase study, it can be argued that within the secondary school phase what is good for students with special educational needs (SEN) is good for all students.

Case study, UK: In particular the school was identified as being particularly successful in that it: achieves high standards in GCSE examinations [national, public 16+ examinations], provides good teaching in all areas of the curriculum (...) provides well for students who are physically disabled or who have significant learning difficulties (...) It reinforces other evidence that inclusive schools are generally effective on a range of measures and address the needs of all students.

This study was confined to the secondary school phase, i.e. the age group of 11?14 year olds. The earlier study that was focussed on the primary school phase looked at the 7-11 year old age group.

The findings regarding classroom practice suggest seven groups of factors that are thought to be effective for inclusive education:

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