Petra Engelbrecht Stellenbosch University South Africa Health-promoting schools and inclusive education: the development of collaborative partnerships Paper presented at Health Promoting Schools Conference: UWC September 2006 Petra Engelbrecht Stellenbosch University South Africa

Overview of presentation Introduction What are inclusive health promoting schools? What is the role of collaboration in the development of health promoting inclusive schools? Framework for the development of collaborative partnerships Conclusion

Introduction The development of effective inclusive schools can make a significant contribution to increasing the quality of life of learners, teachers, parents and wider school community. Achieving this objective has, however, proved more difficult to achieve than anticipated.

Introduction (contd.) The process of promoting reform , including building a commitment to change, planning for change and providing support that promotes and maintains change needs a comprehensive and on-going whole-school development approach

Introduction (contd.) It has become increasingly clear that this process requires time and that opportunities must be created for the development of a supportive and nurturing environment that promotes equal educational opportunities

Inclusive education and health-promoting schools In general inclusive education in the SA context should be seen as consistent with the democratic principles underlying the Constitution and Dedicated to ensuring that all learners become competent and contributing citizens in an inclusive, changing and diverse society.

Inclusive education and health-promoting schools Health promoting schools offer opportunities for, and require commitment to the provision of a safe and health-enhancing social and physical environment.

Inclusive education and health-promoting schools these concepts should be integrated in a coherent whole (inclusive health-promoting schools) in order to advance the development of the school community as a whole.

What are inclusive health promoting schools? Inclusive health promoting schools where everyone feels welcome, have the following critical elements: School culture that supports the wellbeing and active meaningful participation by all in mainstream classrooms. A sense of belonging in classrooms and school communities where all learners are seen as important. Creating supportive teaching/learning strategies plays an important role. Strengthening of community participation and shared ownership and responsibility among teachers, administrators, parents and children.

Role of collaboration in development of inclusive health-promoting schools Development of inclusive health-promoting schools requires a shift from exclusion, individualism and isolation to an emphasis on belongingness, alliances and mutual support, which also form the basis of collaboration.

Role of collaboration in development of inclusive health-promoting schools Collaboration and meaningful collaborator relationships are therefore a critical element in the development of effective inclusive schools.

Barriers to collaboration in development of inclusive health-promoting schools Creating collaborative cultures and creating and sustaining effective collaborative team approaches have been problematic.

Barriers to collaboration include: A historically divided and separated system which is essentially incompatible with the notion of shared responsibilities as educators and professionals are used to working in an isolated manner. Territorial interests therefore play a role

Barriers to collaboration Professionals have been trained to believe their knowledge gives them power with the result that notions of power have caused barriers, whether between different groups of support professionals or between professionals, learners teachers and parents.

Barriers to collaboration Key managerial concerns tend to focus on intra-group dynamics by coordinating the efforts of a group around the stated purpose without taking interpersonal dynamics into consideration, and lack of understanding of the components of interpersonal relationships therefore impedes ability to develop meaningful collaborative relationships.

Framework for the development of collaborative partnerships Legislation and policy stress role of support professionals, parents, teachers, learners as collaborators in inclusive education. Collaboration is an essential feature of successful inclusive health-promoting schools.

Effective collaboration involves Collaborative partnerships in inclusive schools (Engelbrecht, in press) Effective collaboration involves - direct interaction between co-equal - role players - who participate voluntarily - share in decision-making and set common outcomes - mutual respect is the norm

Collaborative partnerships (contd.) Partnerships signify attainment of greater equality in collaborative professional parent-teacher-learner teams. Collaborative partnerships should be characterized by Trust Respect Effective communication Shared vision Cultural sensitivity

Collaborative partnerships (contd.) Suggested approach for collaborative partnerships lies on 3 levels and is characterized by an ethic of collaboration:

Collaborative partnerships (contd.) ON INTRA-GROUP LEVEL: Partners perform their related tasks interactively Individual group members bring their different expertise to the group Share their expertise and ideas and support one another

Collaborative partnerships (contd.) ON PERSONAL/INTERPERSONAL LEVEL: An infrastructure that transcends task objectives and power struggles are established and characterized by : Effective communication Commitment Equality Skills and competence Trust Cultural sensitivity

Collaborative partnerships (contd.) LARGER ORGANISATIONAL CONTEXT/ LEVEL collaborative efforts are characterized by: Coherent intent of all involved to establish collaborative partnerships. Coherent intent provides internalisable, understandable and personally valid vision that focuses energy. It should be congruent with the ethic of collaboration within inclusive education.

Conclusion Benefits of collaborative partnerships in inclusive health promoting schools include the enhanced psychological and physical wellbeing of learners, their parents and the wider school community, as well as the increased professional skills of teachers and support professionals.