Transcript Title

Young Views on
Inclusive Education
Brussels 7 November 2011
Group 1
Vocational Education I
Audrey MESUREUR - Belgium (FR)
Stefanos MELAS - Cyprus
Dagur JÓHANNSSON - Iceland
Chiara BRIZZOLARI - Italy
Claudia BURATTINI - Italy
Yohana Angelica DEL PINTO - Italy
Artūras LAURYNAS - Lithuania
Melania GROTTI - Switzerland
Carlo ANDERHALDEN - Switzerland
In your opinion, what is inclusive education?
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Dagur:
Inclusive education is about ending segregation
and promoting participation in mainstream
classrooms. It is about being together with our
friends and belonging to the same community.
Claudia:
It is our right to get quality education that gives
us better job opportunities and improves our life
chances.
Can you describe how inclusion is achieved at a
practical level in your school? For example, how the
class is organised, what programmes are in place,
what type of support is in place etc.
Stefanos:
Inclusive Education can be realised by
changing the schools to ensure that general
education integrates all students.
Dagur:
Inclusive education can be more effective and
efficient if we meet the requirements of
individual students in the mainstream
classroom. It is about participation in society,
from kindergarten to adulthood.
In your opinion, what are the main benefits and
challenges that inclusion brings or could bring to
your education?
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Claudia:
One benefit of Inclusive Education is creating a
better society, starting from school. It allows us
to get a better job and have wider opportunities
in life.
It allows us to make more friends, to be part of
the community and to feel like everybody else.
Stefanos:
The challenge is how to make schools and
societies inclusive. We need to fight against
prejudice and change culture. We need to train
teachers and make them capable of meeting
the requirements of all students in the
classroom.
Do you have any other comments?
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Dagur:
We are all different colours and together we can
make a rainbow and make the world brighter.
Group 2
Vocational Education II
Arvydas ZAGARAS - Lithuania
Ingre IMALA - Estonia
Zsófia FAZEKAS - Hungary
Jonas NENORTAS - Lithuania
Rolands CINIS - Latvia
João FONSECA - Portugal
James MARTIN - UK Northern Ireland
Leanne Alice COLE - UK Wales
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Joao:
Students, teachers and all people involved
in inclusive education need to understand
and accept students with special needs.
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Leanne:
Students with special needs should have
the freedom to make their own choices
within school (such as subjects and
exams) and outside of school (social
activities, job, professional life). It is unfair
that not everyone in Europe has the same
level of physical accessibility (elevators
and ramps) and support in their schools.
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Jonas:
Special electronic gadgets such as
laptops, special hardware and programs
are important for the learning of students
with special needs.
James:
In inclusive education we also get support
from other students who help us learn. But
sometimes students can also be mean, so
we need to have self-confidence.
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Ingre:
There is often not enough staff to help and
support us to learn. Sometimes teachers
do not understand our lives and what we
need.
Zsófia:
For students with disabilities it is
important not to be isolated. It is about
going out and meeting people as a choice
you have as a person with disabilities.
Group 3
Secondary Education I
Fé LINDEN - Luxembourg
Michalis NICOLAOU - Cyprus
Andreani HADJISTERKOTI Cyprus
Jere Nicholas MAHLAKAARTO Finland
Aure AFLALO - Luxembourg
Josette GRAÇA SILVA Portugal
Diogo JESUS NETO - Portugal
Fabian CAMARA ALCAIDE Spain
Pedro ROMERO JIMÉNEZ Spain
Samantha DRYDEN-SILLARS UK England
Charlotte DARBY - UK England
Elmo PESIN - Germany
Kanivar GÜLER - Germany
Maria BARANDUN - Switzerland
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Pedro:
All pupils should be in the same school and the
same classes.
Jere:
In some cases, for some lessons, pupils could
have the option to be in small groups with
others with the same type of disabilities.
Diogo:
Inclusive education will help inclusion in society.
Aure:
Inclusion helps to open and change minds and
reduce discrimination.
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Charlotte:
Schools without barriers. More support is
needed. More care assistants.
Sam:
Teachers and parents need to know how to use
the technology in order to support the pupil at
school and at home.
Andreani:
Pupils should be involved in general decisionmaking concerning them.
Elmo:
Everyone benefits from inclusion.
Group 4
Secondary Education II
Kamilla SØLYST BJØLSETH Norway
Domen KAISER - Slovenia
Nika LUŠNIC - Slovenia
Méryem BELGHAZI Belgium (FR)
Þórdur JÓNSSON - Iceland
Zineb SAOUI - Belgium (FR)
Rebeca LÓPEZ RUANO Spain
Orlando KROHN - Germany
Laima LIEPINA - Latvia
Edgars ŠENINŠ - Latvia
Wacław DZIĘCIOŁ - Poland
Jakub JARMUŁA - Poland
Tuomas Kimmo Johannes
MANNI - Finland
Sofie MONGGAARD
CHRISTENSEN - Denmark
Rebeca:
Give support without the need to fight for it
Sofie:
In a class with a SEN student the teacher
should have SEN education, not just a
course. There should be a second teacher
with SEN education
Zineb:
Training for co-students to be more
attentive to needs or towards changing
their attitudes
Nika:
Same certificate at the end of education to
have equal chances to get a job
Thordur:
Inclusion is not limited to school (support
beyond the classroom, to have "normal"
friends)
Group 5
Secondary Education III
Lise TØRLEN - Norway
Efstathios BEKYRAS - Greece
Daniel MARTIN UK Northern Ireland
Markos BOTSOS – Greece
John BENNINGTON UK Northern Ireland
Alexandra CHRONOPOULOU Greece
Melanie NIELSEN - Denmark
Nana-Marie DALE REICHEL Norway
Marie LAURITZEN - Denmark
Robert BOYLE - Ireland
Honoré D'ESTIENNE D'ORVES Dean KELLY - Ireland
- France
Pauline BRASSEUR Luxembourg
Emile MAINKA - France
Maria BUGEJA - Malta
In your opinion, what is inclusive education?
John:
- Inclusive education is the bringing together of
people with and without disabilities in a school
setting where adaptations are in place to allow
them to be fully included.
- Key principles of inclusive education:
● Equal access to education and possibility to
choose.
● Flexibility of responses to individual needs.
● Solidarity in terms of helping and supporting
each other’s needs.
Maria:
- Inclusive education makes us feel more
‘normal’.
- It is important for the teacher to encourage the
student to take part with the rest of the class.
- Development of social skills, awareness of
acceptance of all differences and respect.
- Inclusive education facilitates the achievement
of qualifications for work transition and for future
employment .
Can you describe how inclusion is achieved at a
practical level in your school?
Nana-Marie:
Three options:
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Mainstream classes with additional support
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Inclusion units
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Special classes
Fundamental features of inclusive education:
Architectural accessibility, setting arrangements,
support teachers, technical aids and IT, adaptation of
curriculum, individual educational programs, after
school activities, extra time for exams, breaks for
exams, social activities, awareness and knowledge
about disability, support of classmates…
In your opinion, what are the main benefits and
challenges that inclusion brings or could bring to
your education?
Marie:
Benefits for students with and without
disabilities: improvement of communication,
better interaction, exchange of knowledge and
experiences, feeling of inclusion, respect for
each other, elimination of stereotypes,
acquisition of knowledge about disability,
flexibility in learning, effective management of
diversity, gaining expertise in IT, improving
social skills
Robert:
Challenges:
- It is a long process until you get what you need.
- Teachers need to be open to understanding what the
students need and how to support them.
- Changing the attitude of teachers and students
- It is important that teachers believe in students with
disabilities.
- Politicians need to invest in inclusive education.
- Finding the balance between supporting the disabled
and non-disabled members of the class
- Funding for resources should be allocated on an
individual basis.
- It is difficult to eliminate bullying.
Do you have any other comments?
Alexandra:
Inclusive education is the right to be accepted
and integrated without discrimination.
Group 6
Secondary Education IV
Mathias MACHIELSEN Belgium (FL)
Francesco SCICLUNA - Malta
Barbara GEHER - Austria
Wessel BROEKHUIS The Netherlands
Tomáš ČERNÝ Czech Republic
Mirjam WOLFF The Netherlands
Lucie HRDINOVÁ Czech Republic
Joži KUMPREJ - Slovenia
Robert LÄTT - Estonia
Gemma MACKINTOSH UK Scotland
Triin PUUSEPP - Estonia
Bethany STALEY - UK Wales
Jens CAMILLERI - Malta
Sophie Bethan HANNAWAY UK Wales
Bethany:
Inclusive education is about our rights.
Sophie:
These rights include
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Equality
Partnership and friendship
Acceptance, trust and respect
Gemma:
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Good personal contacts
Diversity and understanding
To work to the same standards as others
The correct support and guidance
Lucie:
“Inclusive education is a good idea...
A new world is opened.”
Wessel:
Everyone has the right to a good education
regardless of who they are. The starting point is
teacher awareness and teacher education.
Mirjam:
Teachers, students and parents should work
together. Students should not be discouraged
by anyone in any way. Some people need more
support than others. Everyone's rights should
be met.
Challenges
Barbara:
The biggest challenges in inclusive education
are people’s attitudes and people’s knowledge
... Negative attitudes are a barrier.
It is a challenge to make people see inclusive
education as a wide approach. It is not only
about good grades but also about good social
relationships.
Benefits
Francesco:
The benefits of inclusive education are good
social relationships and possibilities to get at
job. It gives you the possibility to study and not
have the feeling “I am different”.
Triin:
You are part of a bigger picture.”
Robert:
“Inclusive education is an investment … It
makes you stronger.”
Jens:
EVERYONE IS EQUAL …
LEARN FROM EACH OTHER.
Group 7
Secondary Education V
Klara Linnea Astrid ELFSTEN Sweden
Thomas KROYER - Austria
Simon MCDOUGALL - Ireland
Elin Johanna BRANDT KORALL
- Sweden
Philipp STEINBERGER - Austria Keenan ALEXANDER UK Scotland
Mei LAN NG - Belgium (FL)
Katrina THOMSON François LE BEL - France
UK Scotland
Sára GERGELY - Hungary
Daniel Alexander SCHOUTEN The Netherlands
Áron ÓCSVARI - Hungary
Asgerdur HEIMISDÓTTIR Iceland
Łukasz ŚMIETANA - Poland
Key statements by Working group Secondary
Education V:
Keenan:
1. Financing additional school provision should
not be the main consideration, inclusive
education is an investment: if everyone is
involved, it is good for the whole society.
Inclusion is important for everyone, it is not only
about disabilities.
Key statements by Working group Secondary
Education V:
Asgerdur:
2. All schools should be accessible and provide
accessible tools and offer personalised
education. They should be problem-solving
communities.
Key statements by Working group Secondary
Education V:
Áron:
3. We need opportunities for personal
development and independence for example
through out-of-school activities.
Key statements by Working group Secondary
Education V:
Katrina:
4. Diversity awareness should be part of the
curriculum in all schools as well as in teacher
education, to increase understanding and
reduce bullying.
Key statements by Working group Secondary
Education V:
Elin:
5. Good communication is essential!
Professionals must communicate effectively,
people with disabilities should be supported to
communicate about their own needs.
Young Views on
Inclusive Education
Brussels 7 November 2011