1. Balancing the core curriculum and the additional curriculum: views of different stakeholders in England and Turkey Graeme Douglas, Rachel Hewett, Önder İşlek, and Mike McLinden VICTAR, DISN School of Education, University of Birmingham, UK ICEVI, Orlando August 2016

2. Context Our ongoing research on educational outcomes, and post-school transitions – Attainment, Happiness, and Independence (e.g. Douglas et al, 2016). Conceptualised in VI education as ‘core’ and ‘additional’ curriculum – ECC, Curriculum+, M&I, etc. Leads to philosophical and practical debates about curriculum balance.

3. Aim Draw upon research in England and Turkey investigating curriculum balance Use an ecological framework to draw out some key findings Make some comparisons. [In the VI education we rarely make country comparisons]

4. Methods England* – Longitudinal Transitions Project. – Tracked a cohort of 80 young people with VI – 2010 (aged 14-16 years) onwards (now 19-22) – Over 60 still actively involved – Variety if visual impairments; all could ‘independently complete a questionnaire’ – Interviewed approx. twice a year + case studies Turkey – PhD study (Önder İşlek) “An investigation into the balance of the school curriculum content for pupils with a visual impairment in Turkey”, including: – In-depth interviews with 12 young adults with a VI regarding their educational experiences and independence – In-depth interviews with 13 teachers+ about their perspectives on curriculum balance for pupils with a VI * Note: the countries of the UK differ in terms of educational policies

5. Analysis framework (drawing upon Bronfenbrenner, 2005) Environmental Enablers / Barriers Policy and legislation Enablers / Barriers Mutual accommodation Individual Resources

6. Analysis framework (drawing upon Bronfenbrenner, 2005) Individual Mutual accommodation

7. Policy and legislation International – International league table (e.g. PISA) – International policies, e.g. membership of EU England and Turkey – Concepts of national curriculum / “broad and balanced curriculum” (England) – Educational policies – Educational systems, placement – Professional training – Employment and equality policies – Culture and religion

8. Environment – Educational systems and placement: support – Classroom organisation – Professionals – specialist teachers, allied professionals (habilitation, mobility), teaching assistants – School / teacher remit; curriculum focus – Culture: Family, gender differences

9. Individual – outcomes and perspectives Levels of ‘independence’ Reflections Personal empowerment and joy associated with independence Preparation for post-school, and eventual outcomes

10. Reflections on ‘curriculum balance’ Providing ‘Access to Learning’ Teaching ‘Learning to Access’

11. Reflections on ‘curriculum balance’ Additional curriculum can be hard to pin down because different countries may have differing definitions and cultural views of what constitutes a common educational curriculum and desirable educational outcomes. But universal? – A broad and balanced curriculum – Independence – ‘Disability-specific’ skills and the concept of an additional curriculum – Challenge of curriculum balance Differences in views within and between stakeholders – Listen to the views of visually impaired people (in England and Turkey they have strong passionate views) – BUT be cautious that people “don’t know what they don’t know”.

12. Reflections on ‘curriculum balance’ Legislative, situational and economic differences mean implementation must differ. National policies in relation to resource allocation (e.g. support for curriculum access vs teaching of independence skills) and accountability (e.g. schools being judged upon pupil performance in narrow academic curriculum subjects) can mean the teaching the additional curriculum is not prioritised Analysis must look at education processes, outcomes, and beyond:

13. Progressive mutual accommodation Individual School Individual University Individual Further Education Individual Work Individual Housing

14. Reflections on the analytic frame Analysis of resources that are available to young people – Individually-based resources include independence skills and educational outcomes – socially-based resources include support mechanisms, services, inclusive practice by services and employers, and also policies and legislation. Analysis of transition highlights that balance and combination of resources change: – change with time and place – tensions and challenges associated with this change. Progressive mutual accommodation (Bronfenbrenner, 2005) helpfully captures changing relationships between the individual and the environment, the resources available, and the associated expectations of stakeholders.