From the toolbox of theory:Which theoretical tools are uesful for understanding inclusive practices in Icelandic schools? The 8th International Conference on Education. May 25th -28th 2006 Athens, Greece Dr. Philos Dóra S. Bjarnason

The 8th International Conference on Education. May 25th - 28th 2006 Athens, Greece Dr. philos Dóra S. Bjarnason2 What is (social) disability studies? What is inclusive education? The THS study Three theoretical perspectives - I. Social constructionism - II. Bourdieu’s cultural and socia capital - III. Post-structuralism Discussion and Conclusion

The 8th International Conference on Education. May 25th - 28th 2006 Athens, Greece Dr. philos Dóra S. Bjarnason3 The way we understand disability as a social phenomenon is a moral and not a scientific choice (Gallagher 2004). This is one of the most basic assumptions when trying to explore and define “disability studies” and “inclusive education”. Social disability theories are defined broadly to include all theoretical approaches considered useful for the study of the social and educational context of students with intellectual disability. This encompasses perspectives such as social constructionism, post-structuralism, theory of social capital, and activity theory. What is inclusive education?

The 8th International Conference on Education. May 25th - 28th 2006 Athens, Greece Dr. philos Dóra S. Bjarnason4 What is Inclusive Education? “ A process of meshing together general and special education reform initiatives and strategiesin order to achieve a unified system of public education that incorporates all children and youth as active, fully participating members of the school community; that views diversity as the norm; and that maintaines a high quality education for each student by assuring meaningful curricular, effective teaching, and nessesary support.” (Ferguson 2006)

The 8th International Conference on Education. May 25th - 28th 2006 Athens, Greece Dr. philos Dóra S. Bjarnason5 Background on the Icelandic school system Preschool 1-6 (legislation 1994) Compulsory education (legislation 1995) Upper-secondary Education (legislation 1996)

The 8th International Conference on Education. May 25th - 28th 2006 Athens, Greece Dr. philos Dóra S. Bjarnason6 THS – Study Design Findings –Part A – Qualitative –Part B – Quantitative Analysis and interpretation through a qualitative Inquiry paradigma

The 8th International Conference on Education. May 25th - 28th 2006 Athens, Greece Dr. philos Dóra S. Bjarnason7 The THS- Study Examples of findings Exclusionary processes and hindrances to inclusive education: -A belef in specialists and an emphasist on what is “wrong with the child”. -An unclear understanding of key ideas (e.g. what is disability) -Parents do not participate in the school work or community. -The idea that a school is a normal place. Inclusive processes supporting inclusive education : -Lerners with intellectual disabilities are welcome in most schools -Teachers are willing to support the learning and advancement of students - A high teacher/disabled students ratio -The schoolculture is generally based on care and support for its learners. Dilemmas and problems

The 8th International Conference on Education. May 25th - 28th 2006 Athens, Greece Dr. philos Dóra S. Bjarnason8 Social constructionism we take a critical stance towards our taken for granted ways of understanding the world, including ourselves. the ways in which we understand the world, the categories and the concepts we use, are historically and culturally specific. people construct knowledge of their world between them, through daily interactions and in the course of the processes of our every day life. “language derives its significance in human affairs from the way in which it functions within patterns of relationships”. Particular forms of knowledge in any culture are thus seen to be social artefacts. This implies ways of understanding that are historically and culturally relative, specific to time and space, and products of culture. Thus socially constructed categories such as education, disability, childhood, self-identity and so forth can be seen to be amenable to change.

The 8th International Conference on Education. May 25th - 28th 2006 Athens, Greece Dr. philos Dóra S. Bjarnason9

The 8th International Conference on Education. May 25th - 28th 2006 Athens, Greece Dr. philos Dóra S. Bjarnason10 Discussion Disability studies locate the challenge of disability within our construction of the system of teaching and learning and the organisational frame and the culture of the school. This poses challenge to teachers. Disability studies can provide teachers and schools with a useful perspective with which to view its most vulnerable students, by shifting the focus away from students’ deficits, to that of fully human children and youth with abilities, talent and needs. The emancipatory perspective of disability studies can sharpen the will to include all learners and provide insights for that purpose. Social constructionism views education as the result of negotiated meanings - and gives voice to those not generally heard or respected. Poststructuralism is about the deconstruction and exposes the workings of power. Poststructuralist theorists propose that language - understood as discourse - functions to produce difference.

The 8th International Conference on Education. May 25th - 28th 2006 Athens, Greece Dr. philos Dóra S. Bjarnason11 Implications for teacher education: The “norm” does not exist neither regarding students learning nor their social situation General and special education should not be taught separately, and all general teachers should be trained to work with heterogeneous groups of students who are seen to have a variety of abilities, needs and interests. Each student has the right to be valued as an active learning member of his school and school community. Disability studies help forge such vision and practice regarding all students All student teachers should be enabled to pool their expertise, collaborate in planning, teaching and evaluation, so that a team of mixed ability group of teachers is able to work with all students. The training of traditional special educators should be replaced by the training of “inclusion experts”. Such training should include training in working with adults. The inclusion expert should learn to focus both on the individual learner, his or her abilities, interests, deficits and needs, and on the school organization and the learners’ community context. The “inclusion expert” should learn how to deal with practical matters regarding students’ learning and their social participation, as individuals and in groups. This implies a greater emphasis upon pedagogy and training and the importance of valorization in social context (the social model of disability), less on psychology and medicine (the individual, medical model).

The 8th International Conference on Education. May 25th - 28th 2006 Athens, Greece Dr. philos Dóra S. Bjarnason12 Conclusion: Social constructionism is a perspective that permeates our analysis of data on the education of students with intellectual disabilities in the same way as it is the backbone in the Nordic model of inclusive education. Poststructuralism offers a critical approach for the analysis of our data. This applies equally well to the application of the model of inclusive education, which is in itself critical.