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O  =/,bFEECERA 2007 PRAGUE$C;Legislative Background(DThe Education (Additional Support for Learning) (Scotland) Act, 2004 Eh EH@Legislative Background(The Education (Disability Strategies and Pupils Educational Records) (Scotland) Act, 2002[h [IABackground to the Study(Quality Indicators (HMI, 2007)h JBThe Research (Phase One)( KC(Findings  Phase One(+Quantitative and Qualitative data from the survey. 12 schools responded (111 questionnaires) Responses from: headteachers, depute headteachers, principal teachers, class teachers, learning support teachers, nursery teachers, classroom assistants, nursery nurses, support assistants and auxiliaries. ~+%% <LD*Factors which promote successful inclusion++(The same 3 schools staff identified many of the factors already identified by: Lipsky & Gartner, (1996); Giangrero, (1997) and Visser, Cole & Daniels, (2003). These factors relate to the three dimensions that, according to Booth & Ainscow, (2002) promote inclusion. 0%}%ME%Responses: Understanding of Inclusion&&$ E=-The Suggestions: Materials (Realistic Domain)..(qVideos showing good practice Guidelines on legal requirements How to work collaboratively Examples of documentation re. support (Multi-Agency Support Plans) Explanation of Inclusion Simplified programmes of study/differentiation Cross-referencing of resources Contact numbers e.g. agencies, voluntary organisations Practical advice. Feasible and to be considered XM Z%!ZF>The Suggestions: Wish List(Resources: Material Resources: Extra staff Continuing Professional Development: Courses Laptops More Special Schools Reduce Class Sizes<C Z!Z0 Z cSpecialised Equipment Time Experts Better School Building Permanent Contracts for all Support Staffd ZdG?The Research (Phase Two)(Good practice identified  Observations Filming in good practice schools Interviews Classroom/school routines and practices Responses Hardcopy material to support video (case studies including early years ) Links to key initiatives and documents Audit Curriculum framework West Lothian s Continuum of (3-18) Support Ensuring quality responses to individual needs within the culture of supportive, inclusive classrooms and schools, whose staff have a shared understanding and vision of inclusion. Staff development and evaluation to be key factors in the desired changes.I P=Pp P|!PI=$"* nfH Case StudiesAutism / ASD early years P1 Verbal Dyspraxia Able Pupils Cerebral Palsy English as an Additional Language early years P1 Dyslexia Down s Syndrome early years P3 ( Representing Levels 1- 4 on the Continuum of Support)  Z!Z Z:ZZ N  8f' gISchools 4 Mainstream schools 2 Special schools Outreach Support to Mainstream Pupils on split placementsB' ffhJRange of Filmed PracticeClassroom Social Settings Support Settings Collaborative Planning Meetings Planning for Transition Multi- Agency Collaboration Partnership with Parents Cluster Resource Group Meeting Outdoor Activities Systems/Strategies/Resources at School/Classroom and Individual levels. ( ZZoP InterviewsHead teachers and other management personnel A range of school staff ( LST, CT, SA etc.) Educational Psychologists Speech and Language Therapists Outreach Support Teachers Visiting Teachers ( EAL etc.) Parents School Counsellor $ZZkLPLeon s School : Quality Indicator Themes))(Key Performance Outcomes Impact on Learners Impact on Staff Impact on the Community Delivery of Education Policy Development and Planning Management and Support of Staff Partnerships and Resources Leadership  PlM-General findings Across Good Practice Schools..(Strong leadership : Leading by example Teamwork Commitment of staff / willingness to give a bit extra Partnership with parents / range of agencies Good communication / liaison between staff and across agencies Supportive ethos Positive attitudes Celebrating diversity Acknowledging achievement Shared vision of inclusion Evidence of  A Curriculum for Excellence  : Embracing policy and guidance Early identification / early intervention Targeting resources / support Whole school approaches / systems / strategies Awareness of the importance of the pastoral role in education Preparation for transition ( nursery - primary, class - class ) All qualities listed in the quality indicators (HMIe, 2007 ) Jh PB!PP>f mN The PackagePDVD and hard copy case studies / pupil profiles Examples of MASPs and pupils work Audit tool based on HMIe (2007) Matching each school in the study to the audit tool based on observations made Continuum of Support and how it has been accessed in each case Authority /School / classroom and individual support strategies, systems and resources Highlighting the steps in the journey towards successful inclusion in each case Weaving in and cross-referencing national policy, authority policy, the continuum of support & a Curriculum for Excellence. >'h Zi ZZ),='nO What Now?A staff development pack to support staff who in turn will support pupils (scaffolding for both) Staff development to introduce staff to the materials Evaluation within clusters to find out its impact in other schools Sharing Good Practice within an authority that is operating a model of  responsible inclusion ( Vaughn & Schumm, 1995 ) H Z!ZZGfR /UVWXYZ[] ^ _ d p qrstuvw! ` 3L:̪3fܗ` =XL=xt=x̙` 3fL3[[E)̙` ff` 3F433` f3ϫ̙` ff̙f` @K=3NLGwt` geff>?" dd@,?" dd@   " @ `"  n?" dd@   @@``PT    @ ` `6p>>L0 & `(  `Z  `# "2 `  BCDEF"d@ @`s"*    ` c BCDEF"v @ @`" * `  BtCDEF"d@ tttt@`s"*  i` Z P `# "P ` c B CDEF @))<  _ wv J c /JVJBeW<_JW R"R"F(.6 JJJQ^tkK-,&k < < TX@`"x\  P ` " P  ` BCDE<FF|urBAwK-Id<|u $@`"lP  ` BCaDE@FJ$6B*r0a6T~~xZB<$$"$@`"u / [  ` BzCDE,F6  (<y6"zL^Z6@`" 5P D  ` BCBDE4F> rN<`*B~rr @`",d  ` B*CHDE4F> $  $**0 H$$ @`"  d ` c TBCDEF @88 1$s[6C6&fH~fM~ vpjd^ L@. $*<HW090HH<< HC<=<1HNZxNrt@`"Z  `# "^ ` BmCDEdFn<BlU1mg~Or+ZH6$k_H B 6*48@`"F ` BCDEXFb`$ <hZg gnm\=.0@`"F ` BGC<DEXFb 5;A*G6G<;6/*$* 000$.0@`"&m,& ` BCDEHFR0Hr `6`<fHlTx`r`f6&(@`"W ` B;C<DE4F> ;))$/*565</6#0$;; @`"Kf ` (BCDEhFr$*TM/TYB;$  /MSYe } $$68@`" ` 6 " ``  T Click to edit Master title style! !$ ` 0 " `  RClick to edit Master text styles Second level Third level Fourth level Fifth level!     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S  6 P   X*   6    Z* H  0޽h ? 3380___PPT10.:@% P8(    0$ P0   >*   0l  0  @*   6- P   >*   6<    @* H  0޽h ? 3380___PPT10..H+  L0  #hW(  hr h S 4` `    h A `&media_25863_enuni logo educationw   h 6 lInclusion in Early Years Childhood Education: A rich tapestry of diversity clouded by considerable challenge(m48Pmf  h 0 ' ( 2  h 0趟    Kathleen Clark Frances Ross-Watt Senior Lecturer Lecturer University of Strathclyde University of Strathclyde J 2+FQ? "h PA)prague_1" H h 0޽h ? 3F433___PPT10i.ԕA+D=' = @B +   L0  @ (  r  S T6`<   r  S 7`<<  ^B  6DԔM  0P:I D0 2    0+  l Broadened the range of pupils who require additional support for their learning. SEN sits within the range No longer  special but individual needs (Corbett, 2002) 0 2  0(D  "The 1980 Education (Scotland) Act 8"} 24 2# RR^B  6DԔ     02 f  IChoice of schools0 2    0KS"`?V p  The Children Scotland Act, 1995 6 } 20 2! RR^B   6DԔf    0|W'f j2Rights/Duties of education authorities and parents30 23H  0޽h ? f3f3___PPT10i.{1+D=' = @B +R  L0 Q I  (  x  c $r`<   x  c $r`<\   ^B  6DԔ  0t v>Education authorities must have Accessibility Strategies Plans?0 2?  0y ~FScottish schools in compliance with the Disability Discrimination Act G0 2G  0  'The Race Relations Amendment Act, 2000 4'} 24 2( RR&   0}p  fThe Standards in Scotland s Schools etc. Act, 2000 23} 20 24 RR   0c 9]  d,Presumption of mainstream for all children.-0 2-^B   6DԔ^B  6DԔ    0DF w  jCollectively these bands of legislation provide a robust framework for 21st Century education in Scotland.2k0 2I    0   ? Keystones 0 2 XB @ 0DԔ ^B @ 6;DԔ  A ^B @ 62DԔM  p  08d ? Inclusion 0 2   0  M Entitlement/Rights0 2  0h  MEquality of opportunity0 2  0 #  d(Thomas& Vaughn, 2004)20 2H  0޽h ? f3f3___PPT10i.{1+D=' = @B +  L0  7(  x  c $º`<   x  c $ú`?     0ͺ/fI .Challenge of Inclusion (Hamill & Clark, 2005) 6.} 2| 2/ RR  0׺m ~Changing curriculum framework 2} 20 2 RR   0ۺ   wFour capacities for learning: confident individuals; effective contributors; responsible citizens; successful learnersx0 2x^B   6DԔ**  0޺c }  .A continuum of Support (West Lothian Council) 2.} 0 2/ ^B  6DԔs ** F  0X   Policy and guidance + practical support  responsible inclusion (Vaughn & Schumm, 1995)X0 2XH  0޽h ? f3f3___PPT10i.{1+D=' = @B +   L0    (  x  c $`<   ^B  6DԔ}    0'- MSurvey Approach"0 2XB   0DԔJ  0'<=6 e-staff understanding of and views on inclusion.0 2.^B  6DԔ=  0D 'j linsights about schools support systems and strategies70 27^B  6DԔO  0'j e-perceived needs in terms of project materials.0 2.  0'` Z Ogood inclusive practice0 2  0L', Sample 17 schools  geographical spread: large/small; (primary and nursery) urban/rural; varying socio-economic factors. All staff  promoted staff, class teachers, support assistants, nursery nurses etc. Ownership:- Awareness of Research across the authority. j0 20(2D  0L!'9 * Additional good inclusive practice identified via Educational Psychologists and Cluster Heads based on knowledge of good practice for pupils requiring additional support.0(2  0&'Wg \ Bottom  up model as discussed by Lunt (2002) /0(2/H  0޽h ? f3f3___PPT10i.{1+D=' = @B +T   L0 SK(  x  c $`<     c $8'`/    (A^B  6DԔ}   0lC', FSelf-selecting sample views expressed both pro-and anti-inclusionG0(2G^B  6DԔC-C  0H'  &Understanding  matched to Armstrong s (1999) definition  a system of education which recognises the rights of all children and young people to share a common educational environment in which all are valued equally, regardless of differences in perceived ability, gender, class, ethnicity or learning styles (page 76).t9} 2 4(2 ,  W  0 J'  Outcome - 3 of the 12 schools overall appeared to have staff with a collective, clear understanding of inclusion based on the definition above.,4(2hhH  0޽h ? f3f3___PPT10i.{1+D=' = @B +\  L0 [S (  ~  s *h`'`.  '   c $n'`q '  (A   0$q'% q? ;The other schools Mixed responses: SEN model of integration Varying understandings of inclusion: no unified staff understanding or vision. Support Staff: more narrow view than teachers but not exclusively.>0 2} 2 VH  0޽h ? f3f3___PPT10i.{1+D=' = @B +  L0 (  x  c $'`M  ' |  0'  p Inclusion of special needs pupils in mainstream education regardless of how disruptive this may be for the teacher and other pupils . (early years class teacher A)  All children, irrespective of needs to be included in mainstream schools although it is not necessarily the best situation for them or the other children . (early years class teacher B)  Children with learning and/or physical disabilities coming into mainstream schools . (early years support assistant).  Including children with various disabilities in mainstream school and nursery . (nursery nurse).~9}( 2 U"M V  0<' =  NTeacher comments"0 2XB  0DԔ - ^B   6DԔ7 4'    0'z   `( dissatisfaction based on experience?)0 2)   0' z   f. concern for pupils with no identification?/0 2/XB   0DԔ - F   0T'   e- principle sound, practice problematic?.0 2.^B  6DԔ GG   6Ȱ'Ԕ   OQuality of experience0 2  0Ĵ'  TSupport staff comments"0 2XB  0DԔ0   0'  C integration 0 2 ^B  6DԔvGGY  6X'ԔY k UNo shared vision of process0 2H  0޽h ? f3f3___PPT10i.{1+D=' = @B +a  L0 `X`(  x  c $84` `A   r  S `q  XB  0DZZ^B  6DԔ H  0޽h ? f3f3___PPT10i.{0{I<+D=' = @B +  L0 p \(  x  c $H'` ``  '    <'Ԕ `S"   ' x  c $'`p (  ' f   08's   It s not material we need it s staff! (support teacher)  I suggest the authority produces more special schools and teachers (early years class teacher C) These sentiments express strength of feeling about the changes demanded of staff. As stated by Hamill and Clark (2005)  The financing of inclusion cannot be underestimated . 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O  =/,bFEECERA 2007 PRAGUE$C;Legislative Background(DThe Education (Additional Support for Learning) (Scotland) Act, 2004 Eh EH@Legislative Background(The Education (Disability Strategies and Pupils Educational Records) (Scotland) Act, 2002[h [IABackground to the Study(Quality Indicators (HMI, 2007)h JBThe Research (Phase One)( KC(Findings  Phase One(+Quantitative and Qualitative data from the survey. 12 schools responded (111 questionnaires) Responses from: headteachers, depute headteachers, principal teachers, class teachers, learning support teachers, nursery teachers, classroom assistants, nursery nurses, support assistants and auxiliaries. ~+%% <LD*Factors which promote successful inclusion++(The same 3 schools staff identified many of the factors already identified by: Lipsky & Gartner, (1996); Giangrero, (1997) and Visser, Cole & Daniels, (2003). These factors relate to the three dimensions that, according to Booth & Ainscow, (2002) promote inclusion. 0%}%ME%Responses: Understanding of Inclusion&&$ E=-The Suggestions: Materials (Realistic Domain)..(qVideos showing good practice Guidelines on legal requirements How to work collaboratively Examples of documentation re. support (Multi-Agency Support Plans) Explanation of Inclusion Simplified programmes of study/differentiation Cross-referencing of resources Contact numbers e.g. agencies, voluntary organisations Practical advice. Feasible and to be considered XM Z%!ZF>The Suggestions: Wish List(Resources: Material Resources: Extra staff Continuing Professional Development: Courses Laptops More Special Schools Reduce Class Sizes<C Z!Z0 Z cSpecialised Equipment Time Experts Better School Building Permanent Contracts for all Support Staffd ZdG?The Research (Phase Two)(Good practice identified  Observations Filming in good practice schools Interviews Classroom/school routines and practices Responses Hardcopy material to support video (case studies including early years ) Links to key initiatives and documents Audit Curriculum framework West Lothian s Continuum of (3-18) Support Ensuring quality responses to individual needs within the culture of supportive, inclusive classrooms and schools, whose staff have a shared understanding and vision of inclusion. Staff development and evaluation to be key factors in the desired changes.I P=Pp P|!PI=$"* nfH Case StudiesAutism / ASD early years P1 Verbal Dyspraxia Able Pupils Cerebral Palsy English as an Additional Language early years P1 Dyslexia Down s Syndrome earl  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklnopqrstuvwxyz{|}~@Root EntrydO)fPicturesCurrent User&SummaryInformation( U      !"#$%&'()*,-./0123456789:i?ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcd+g~jklmnopqrstuvwxyz{|}PowerPoint Document(m-DocumentSummaryInformation8.  @n?" dd@  @@``  *          tvw x yz{|} ~>>$     `b$Ћ | $$2$9^kULnɆ.@2$ki'ԧ;\Ơ*EY$$R$RK rw wuT <AA ff@8` a?O ʚ;no8ʚ;g4FdFd$0pppp@ <4ddddPh085 <4BdBdP̨0A9___PPT10 pp6?  O  =/,bFEECERA 2007 PRAGUE$C;Legislative Background(DThe Education (Additional Support for Learning) (Scotland) Act, 2004 Eh EH@Legislative Background(The Education (Disability Strategies and Pupils Educational Records) (Scotland) Act, 2002[h [IABackground to the Study(Quality Indicators (HMI, 2007)h JBThe Research (Phase One)( KC(Findings  Phase One(+Quantitative and Qualitative data from the survey. 12 schools responded (111 questionnaires) Responses from: headteachers, depute headteachers, principal teachers, class teachers, learning support teachers, nursery teachers, classroom assistants, nursery nurses, support assistants and auxiliaries. ~+%% <LD*Factors which promote successful inclusion++(The same 3 schools staff identified many of the factors already identified by: Lipsky & Gartner, (1996); Giangrero, (1997) and Visser, Cole & Daniels, (2003). These factors relate to the three dimensions that, according to Booth & Ainscow, (2002) promote inclusion. 0%}%ME%Responses: Understanding of Inclusion&&$ E=-The Suggestions: Materials (Realistic Domain)..(qVideos showing good practice Guidelines on legal requirements How to work collaboratively Examples of documentation re. support (Multi-Agency Support Plans) Explanation of Inclusion Simplified programmes of study/differentiation Cross-referencing of resources Contact numbers e.g. agencies, voluntary organisations Practical advice. Feasible and to be considered XM Z%!ZF>The Suggestions: Wish List(Resources: Material Resources: Extra staff Continuing Professional Development: Courses Laptops More Special Schools Reduce Class Sizes<C Z!Z0 Z cSpecialised Equipment Time Experts Better School Building Permanent Contracts for all Support Staffd ZdG?The Research (Phase Two)(Good practice identified  Observations Filming in good practice schools Interviews Classroom/school routines and practices Responses Hardcopy material to support video (case studies including early years ) Links to key initiatives and documents Audit Curriculum framework West Lothian s Continuum of (3-18) Support Ensuring quality responses to individual needs within the culture of supportive, inclusive classrooms and schools, whose staff have a shared understanding and vision of inclusion. Staff development and evaluation to be key factors in the desired changes.I P=Pp P|!PI=$"* nfH Case StudiesAutism / ASD early years P1 Verbal Dyspraxia Able Pupils Cerebral Palsy English as an Additional Language early years P1 Dyslexia Down s Syndrome early years P3 ( Representing Levels 1- 4 on the Continuum of Support)  Z!Z Z:ZZ N  8f' gISchools 4 Mainstream schools 2 Special schools Outreach Support to Mainstream Pupils on split placementsB' ffhJRange of Filmed PracticeClassroom Social Settings Support Settings Collaborative Planning Meetings Planning for Transition Multi- Agency Collaboration Partnership with Parents Cluster Resource Group Meeting Outdoor Activities Systems/Strategies/Resources at School/Classroom and Individual levels. ( ZZoP InterviewsHead teachers and other management personnel A range of school staff ( LST, CT, SA etc.) Educational Psychologists Speech and Language Therapists Outreach Support Teachers Visiting Teachers ( EAL etc.) Parents School Counsellor $ZZkLPLeon s School : Quality Indicator Themes))(Key Performance Outcomes Impact on Learners Impact on Staff Impact on the Community Delivery of Education Policy Development and Planning Management and Support of Staff Partnerships and Resources Leadership  PlM-General findings Across Good Practice Schools..(Strong leadership : Leading by example Teamwork Commitment of staff / willingness to give a bit extra Partnership with parents / range of agencies Good communication / liaison between staff and across agencies Supportive ethos Positive attitudes Celebrating diversity Acknowledging achievement Shared vision of inclusion Evidence of  A Curriculum for Excellence  : Embracing policy and guidance Early identification / early intervention Targeting resources / support Whole school approaches / systems / strategies Awareness of the importance of the pastoral role in education Preparation for transition ( nursery - primary, class - class ) All qualities listed in the quality indicators (HMIe, 2007 ) Jh PB!PP>f mN The PackagePDVD and hard copy case studies / pupil profiles Examples of MASPs and pupils work Audit tool based on HMIe (2007) Matching each school in the study to the audit tool based on observations made Continuum of Support and how it has been accessed in each case Authority /School / classroom and individual support strategies, systems and resources Highlighting the steps in the journey towards successful inclusion in each case Weaving in and cross-referencing national policy, authority policy, the continuum of support & a Curriculum for Excellence. >'h Zi ZZ),='nO What Now?A staff development pack to support staff who in turn will support pupils (scaffolding for both) Staff development to introduce staff to the materials Evaluation within clusters to find out its impact in other schools Sharing Good Practice within an authority that is operating a model of  responsible inclusion ( Vaughn & Schumm, 1995 ) H Z!ZZGfR /UVWXYZ[] ^ _ d p qrstuvw  L0 (  x  c $y'`M  ' |  0z'  p Inclusion of special needs pupils in mainstream education regardless of how disruptive this may be for the teacher and other pupils . (early years class teacher A)  All children, irrespective of needs to be included in mainstream schools although it is not necessarily the best situation for them or the other children . (early years class teacher B)  Children with learning and/or physical disabilities coming into mainstream schools . (early years support assistant).  Including children with various disabilities in mainstream school and nursery . (nursery nurse).~9}( 2 U"M V  0<|' =  NTeacher comments"0 2XB  0DԔc -z ^B   6DԔ /     0' z   `( dissatisfaction based on experience?)0 2)   0'   e- concern for pupils with no identification?.0 2.XB   0DԔ -M   0T'F @  e- principle sound, practice problematic?.0 2.^B  6DԔ GG   6Ƞ'Ԕ   OQuality of experience0 2  0Ĥ'  TSupport staff comments"0 2XB  0DԔ0   0'  C integration 0 2 ^B  6DԔvGGY  6X'ԔY k UNo shared vision of process0 2H  0޽h ? f3f3___PPT10i.{1+D=' = @B +r$M^E$nw9( Q/ 0DArialNew `5 v0 0DWingdings`5 v0 0 DTimes New Roman՜.+,0    ~On-screen Show- Arial WingdingsTimes New Roman Mountain TopEECERA 2007 PRAGUELegislative BackgroundLegislative BackgroundBackground to the StudyThe Research (Phase One)Findings Phase One+Factors which promote successful inclusion&Responses: Understanding of Inclusion.The Suggestions: Materials (Realistic Domain)The Suggestions: Wish ListThe Research (Phase Two) Case Studies Schools Range of Filmed Practice Interviews)Leons School : Quality Indicator Themes.General findings Across Good Practice Schools The Package What Now?  Fonts UsedDesign Template Slide T y years P3 ( Representing Levels 1- 4 on the Continuum of Support)  Z!Z Z:ZZ N  8f' gISchools 4 Mainstream schools 2 Special schools Outreach Support to Mainstream Pupils on split placementsB' ffhJRange of Filmed PracticeClassroom Social Settings Support Settings Collaborative Planning Meetings Planning for Transition Multi- Agency Collaboration Partnership with Parents Cluster Resource Group Meeting Outdoor Activities Systems/Strategies/Resources at School/Classroom and Individual levels. ( ZZoP InterviewsHead teachers and other management personnel A range of school staff ( LST, CT, SA etc.) Educational Psychologists Speech and Language Therapists Outreach Support Teachers Visiting Teachers ( EAL etc.) Parents School Counsellor $ZZkLPLeon s School : Quality Indicator Themes))(Key Performance Outcomes Impact on Learners Impact on Staff Impact on the Community Delivery of Education Policy Development and Planning Management and Support of Staff Partnerships and Resources Leadership  PlM-General findings Across Good Practice Schools..(Strong leadership : Leading by example Teamwork Commitment of staff / willingness to give a bit extra Partnership with parents / range of agencies Good communication / liaison between staff and across agencies Supportive ethos Positive attitudes Celebrating diversity Acknowledging achievement Shared vision of inclusion Evidence of  A Curriculum for Excellence  : Embracing policy and guidance Early identification / early intervention Targeting resources / support Whole school approaches / systems / strategies Awareness of the importance of the pastoral role in education Preparation for transition ( nursery - primary, class - class ) All qualities listed in the quality indicators (HMIe, 2007 ) Jh PB!PP>f mN The PackagePDVD and hard copy case studies / pupil profiles Examples of MASPs and pupils work Audit tool based on HMIe (2007) Matching each school in the study to the audit tool based on observations made Continuum of Support and how it has been accessed in each case Authority /School / classroom and individual support strategies, systems and resources Highlighting the steps in the journey towards successful inclusion in each case Weaving in and cross-referencing national policy, authority policy, the continuum of support & a Curriculum for Excellence. >'h Zi ZZ),='nO What Now?A staff development pack to support staff who in turn will support pupils (scaffolding for both) Staff development to introduce staff to the materials Evaluation within clusters to find out its impact in other schools Sharing Good Practice within an authority that is operating a model of  responsible inclusion ( Vaughn & Schumm, 1995 ) H Z!ZZGfR /UVWXYZ[] ^ _ d p qrstuvw  L0 (  x  c $y'`M  ' |  0z'  p Inclusion of special needs pupils in mainstream education regardless of how disruptive this may be for the teacher and other pupils . (early years class teacher A)  All children, irrespective of needs to be included in mainstream schools although it is not necessarily the best situation for them or the other children . (early years class teacher B)  Children with learning and/or physical disabilities coming into mainstream schools . (early years support assistant).  Including children with various disabilities in mainstream school and nursery . (nursery nurse).~9}( 2 U"M V  0<|' =  NTeacher comments"0 2XB  0DԔc -z ^B   6DԔ &     0' z   `( dissatisfaction based on experience?)0 2)   0'   e- concern for pupils with no identification?.0 2.XB   0DԔ -z   0T'F @  e- principle sound, practice problematic?.0 2.^B  6DԔ GG   6Ƞ'Ԕ   OQuality of experience0 2  0Ĥ'  TSupport staff comments"0 2XB  0DԔ0   0'  C integration 0 2 ^B  6DԔvGGY  6X'ԔY k UNo shared vision of process0 2H  0޽h ? f3f3___PPT10i.{1+D=' = @B +rnMEnw9( Q/ 0DArialNew `5 v0 0DWingdings`5 v0itles_l-PCPCtorAdministratorWatt 0 DTimes New Roman v0 0@ .  @n?" dd@  @@``  *          tvw x yz{|} ~>>$     `b$Ћ | $$2$9^kULnɆ.@2$ki'ԧ;\Ơ*EY$$R$RK rw wuT <AA ff@8` a?O ʚ;no8ʚ;g4FdFd$0pppp@ <4ddddPh085 <4BdBdP̨0A9___PPT10 pp6?  O  =/,bFEECERA 2007 PRAGUE$C;Legislative Background(DThe Education (Additional Support for Learning) (Scotland) Act, 2004 Eh EH@Legislative Background(The Education (Disability Strategies and Pupils Educational Records) (Scotland) Act, 2002[h [IABackground to the Study(Quality Indicators (HMI, 2007)h JBThe Research (Phase One)( KC(Findings  Phase One(+Quantitative and Qualitative data from the survey. 12 schools responded (111 questionnaires) Responses from: headteachers, depute headteachers, principal teachers, class teachers, learning support teachers, nursery teachers, classroom assistants, nursery nurses, support assistants and auxiliaries. ~+%% <LD*Factors which promote successful inclusion++(The same 3 schools staff identified many of the factors already identified by: Lipsky & Gartner, (1996); Giangrero, (1997) and Visser, Cole & Daniels, (2003). These factors relate to the three dimensions that, according to Booth & Ainscow, (2002) promote inclusion. 0%}%ME%Responses: Understanding of Inclusion&&$ E=-The Suggestions: Materials (Realistic Domain)..(qVideos showing good practice Guidelines on legal requirements How to work collaboratively Examples of documentation re. support (Multi-Agency Support Plans) Explanation of Inclusion Simplified programmes of study/differentiation Cross-referencing of resources Contact numbers e.g. agencies, voluntary organisations Practical advice. Feasible and to be considered XM Z%!ZF>The Suggestions: Wish List(Resources: Material Resources: Extra staff Continuing Professional Development: Courses Laptops More Special Schools Reduce Class Sizes<C Z!Z0 Z cSpecialised Equipment Time Experts Better School Building Permanent Contracts for all Support Staffd ZdG?The Research (Phase Two)(Good practice identified  Observations Filming in good practice schools Interviews Classroom/school routines and practices Responses Hardcopy material to support video (case studies including early years ) Links to key initiatives and documents Audit Curriculum framework West Lothian s Continuum of (3-18) Support Ensuring quality responses to individual needs within the culture of supportive, inclusive classrooms and schools, whose staff have a shared understanding and vision of inclusion. Staff development and evaluation to be key factors in the desired changes.I P=Pp P|!PI=$"* nfH Case StudiesAutism / ASD early years P1 Verbal Dyspraxia Able Pupils Cerebral Palsy English as an Additional Language early years P1 Dyslexia Down s Syndrome early years P3 ( Representing Levels 1- 4 on the Continuum of Support)  Z!Z Z:ZZ N  8f' gISchools 4 Mainstream schools 2 Special schools Outreach Support to Mainstream Pupils on split placementsB' ffhJRange of Filmed PracticeClassroom Social Settings Support Settings Collaborative Planning Meetings Planning for Transition Multi- Agency Collaboration Partnership with Parents Cluster Resource Group Meeting Outdoor Activities Systems/Strategies/Resources at School/Classroom and Individual levels. ( ZZoP InterviewsHead teachers and other management personnel A range of school staff ( LST, CT, SA etc.) Educational Psychologists Speech and Language Therapists Outreach Support Teachers Visiting Teachers ( EAL etc.) Parents School Counsellor $ZZkLPLeon s School : Quality Indicator Themes))(Key Performance Outcomes Impact on Learners Impact on Staff Impact on the Community Delivery of Education Policy Development and Planning Management and Support of Staff Partnerships and Resources Leadership  PlM-General findings Across Good Practice Schools..(Strong leadership : Leading by example Teamwork Commitment of staff / willingness to give a bit extra Partnership with parents / range of agencies Good communication / liaison between staff and across agencies Supportive ethos Positive attitudes Celebrating diversity Acknowledging achievement Shared vision of inclusion Evidence of  A Curriculum for Excellence  : Embracing policy and guidance Early identification / early intervention Targeting resources / support Whole school approaches / systems / strategies Awareness of the importance of the pastoral role in education Preparation for transition ( nursery - primary, class - class ) All qualities listed in the quality indicators (HMIe, 2007 ) Jh PB!PP>f mN The PackagePDVD and hard copy case studies / pupil profiles Examples of MASPs and pupils work Audit tool based on HMIe (2007) Matching each school in the study to the audit tool based on observations made Continuum of Support and how it has been accessed in each case Authority /School / classroom and individual support strategies, systems and resources Highlighting the steps in the journey towards successful inclusion in each case Weaving in and cross-referencing national policy, authority policy, the continuum of support & a Curriculum for Excellence. >'h Zi ZZ),='nO What Now?A staff development pack to support staff who in turn will support pupils (scaffolding for both) Staff development to introduce staff to the materials Evaluation within clusters to find out its impact in other schools Sharing Good Practice within an authority that is operating a model of  responsible inclusion ( Vaughn & Schumm, 1995 ) H Z!ZZGfR /UVWXYZ[] ^ _ d p qrstuvwr"E%w9( Q/ 0DArialNew `5 v0 0DWingdings`5 v0 0 DTimes New Roman v0 0@ .  @n?" dd@  @@``  *          tvw x yz{|} ~>>$     `b$Ћ | $$2$9^kULnɆ.@2$ki'ԧ;\Ơ*EY$$R$RK rw wuT <AA ff@8` a?O ʚ;no8ʚ;g4FdFd$0pppp@ <4ddddPh085 <4BdBdP̨0A9___PPT10 pp6?  O  =/,bFEECERA 2007 PRAGUE$C;Legislative Background(DThe Education (Additional Support for Learning) (Scotland) Act, 2004 Eh EH@Legislative Background(The Education (Disability Strategies and Pupils Educational Records) (Scotland) Act, 2002[h [IABackground to the Study(Quality Indicators (HMI, 2007)h JBThe Research (Phase One)( KC(Findings  Phase One(+Quantitative and Qualitative data from the survey. 12 schools responded (111 questionnaires) Responses from: headteachers, depute headteachers, principal teachers, class teachers, learning support teachers, nursery teachers, classroom assistants, nursery nurses, support assistants and auxiliaries. ~+%% <LD*Factors which promote successful inclusion++(The same 3 schools staff identified many of the factors already identified by: Lipsky & Gartner, (1996); Giangrero, (1997) and Visser, Cole & Daniels, (2003). These factors relate to the three dimensions that, according to Booth & Ainscow, (2002) promote inclusion. 0%}%ME%Responses: Understanding of Inclusion&&$ E=-The Suggestions: Materials (Realistic Domain)..(qVideos showing good practice Guidelines on legal requirements How to work collaboratively Examples of documentation re. support (Multi-Agency Support Plans) Explanation of Inclusion Simplified programmes of study/differentiation Cross-referencing of resources Contact numbers e.g. agencies, voluntary organisations Practical advice. Feasible and to be considered XM Z%!ZF>The Suggestions: Wish List(Resources: Material Resources: Extra staff Continuing Professional Development: Courses Laptops More Special Schools Reduce Class Sizes<C Z!Z0 Z cSpecialised Equipment Time Experts Better School Building Permanent Contracts for all Support Staffd ZdG?The Research (Phase Two)(Good practice identified  Observations Filming in good practice schools Interviews Classroom/school routines and practices Responses Hardcopy material to support video (case studies including early years ) Links to key initiatives and documents Audit Curriculum framework West Lothian s Continuum of (3-18) Support Ensuring quality responses to individual needs within the culture of supportive, inclusive classrooms and schools, whose staff have a shared understanding and vision of inclusion. Staff development and evaluation to be key factors in the desired changes.I P=Pp P|!PI=$"* nfH Case StudiesAutism / ASD early years P1 Verbal Dyspraxia Able Pupils Cerebral Palsy English as an Additional Language early years P1 Dyslexia Down s Syndrome early years P3 ( Representing Levels 1- 4 on the Continuum of Support)  Z!Z Z:ZZ N  8f' gISchools 4 Mainstream schools 2 Special schools Outreach Support to Mainstream Pupils on split placementsB' ffhJRange of Filmed PracticeClassroom Social Settings Support Settings Collaborative Planning Meetings Planning for Transition Multi- Agency Collaboration Partnership with Parents Cluster Resource Group Meeting Outdoor Activities Systems/Strategies/Resources at School/Classroom and Individual levels. ( ZZoP InterviewsHead teachers and other management personnel A range of school staff ( LST, CT, SA etc.) Educational Psychologists Speech and Language Therapists Outreach Support Teachers Visiting Teachers ( EAL etc.) Parents School Counsellor $ZZkLPLeon s School : Quality Indicator Themes))(Key Performance Outcomes Impact on Learners Impact on Staff Impact on the Community Delivery of Education Policy Development and Planning Management and Support of Staff Partnerships and Resources Leadership  PlM-General findings Across Good Practice Schools..(Strong leadership : Leading by example Teamwork Commitment of staff / willingness to give a bit extra Partnership with parents / range of agencies Good communication / liaison between staff and across agencies Supportive ethos Positive attitudes Celebrating diversity Acknowledging achievement Shared vision of inclusion Evidence of  A Curriculum for Excellence  : Embracing policy and guidance Early identification / early intervention Targeting resources / support Whole school approaches / systems / strategies Awareness of the importance of the pastoral role in education Preparation for transition ( nursery - primary, class - class ) All qualities listed in the quality indicators (HMIe, 2007 ) Jh PB!PP>f mN The PackagePDVD and hard copy case studies / pupil profiles Examples of MASPs and pupils work Audit tool based on HMIe (2007) Matching each school in the study to the audit tool based on observations made Continuum of Support and how it has been accessed in each case Authority /School / classroom and individual support strategies, systems and resources Highlighting the steps in the journey towards successful inclusion in each case Weaving in and cross-referencing national policy, authority policy, the continuum of support & a Curriculum for Excellence. >'h Zi ZZ),='nO What Now?A staff development pack to support staff who in turn will support pupils (scaffolding for both) Staff development to introduce staff to the materials Evaluation within clusters to find out its impact in other schools Sharing Good Practice within an authority that is operating a model of  responsible inclusion ( Vaughn & Schumm, 1995 ) H Z!ZZGfR /UVWXYZ[] ^ _ d p qrstuvwrYE5\-w