Inclusive education in Norway,  how to create a good, inclusive learning environment Nina Grini and Janne Støen Lillegården Resource Center

Inclusive education Inclusive education is based on the right of all learners to a quality education that meets basic learning needs and enriches lives. Focusing particularly on vulnerable and marginalized groups, it seeks to develop the full potential of every individual. The ultimate goal of inclusive quality education is to end all forms of discrimination and foster social cohesion.   UNESCO JAS © 2010

The Salamanca statement (UNESCO 1994) "...schools for all - institutions which include everybody, celebrate differences, support learning, and respond to individual needs... “ "This should include educational disabled and gifted children, street and working children, children from remote or nomadic populations, children from linguistic, ethnic or cultural minorities and children from other disadvantaged or marginalized groups"   JAS © 2010

Important factors Whole school approach The work focuses on: Class management Relations Adapted education/teaching strategies (Dansk Clearinghouse 2008, John Hattie 2009) JAS © 2010

Approach all teachers Develop teacher’s knowledge on inclusive education strategies for all pupils in ordinary schools. Training the entire school staff in using an analytic approach for understanding and managing learning and behavioral problems. The school culture. JAS © 2010

Class management Structure Planning Awareness of differences Positive feedback to all children, also those who challenge you JAS © 2010

Education for all recognizing the necessity and urgency of providing education for children, youth and adults with special educational needs within the regular education system JAS © 2010

Two perspectives in special education Focus on the individual and explain learning or behaviour problems with disabilities or difficulties the child has Individual problems is strongly connected to factors in the surroundings, such as relations or structure in the classroom JAS © 2010

Adapted curriculum Must take each pupils abilities into account Shall not be dependent on sex, social and cultural background, home environment etc It involves both school subjects and social learning Focus on adaptation within the group The practice of ‘mainstreaming’ children with disabilities should be an integral part of national plans for achieving education for all. JAS © 2010

Adapted curriculum or special education. What’s the difference? Adapted curriculum is a way of meeting all pupil’s needs , by the use of varied strategies and activities within the group Special education is related to a pupils special needs e.g. a child with some kind of handicap or learing difficulty. The focus is on the individual, rather than the system JAS © 2010

Journey towards ‘Inclusion’ Draw on all existing resources Welcome all learners Enable schools to include diverse learners Celebrate Differences!

ADAPTED EDUCATION Square child Square pegs for square holes Special teachers Special Schools SPECIAL EDUCATION Normal child Round pegs for round holes Normal teachers Normal Schools ‘NORMAL’ EDUCATION

Integrated Education System stays the same Child must adapt or fail Therapy Rehabilitation Change the child to fit the system Make the square peg round System stays the same Child must adapt or fail

Inclusive Education Children are Different All children can learn Different abilities, ethnic groups, size, age, background, gender Change the system to fit the child FLEXIBLE SYSTEM