1. Colloque International Suresnes 1er et 2 Octobre 2004
School reforms and the reconstruction of the (Special) teacher Education in Iceland in the 20th century
Colloque International Suresnes
1er et 2 Octobre 2004
Dr. philos Dóra S. Bjarnason

2. Dr. philos Dóra S. Bjarnason
Background
Home education system:
1790 Law on teaching all children to read
1880 Law on teaching all cildren wrighting and arithmatic
1892 One year teacher education
1907 The first public compulsory school law
1908 The Teachers College
1971 The Iceland University of Education
2004 three majour teacher education institutions in Iceland
Dr. philos Dóra S. Bjarnason

3. The beginning of special education
Deaf education (in Denmark)
1867 Beginning of deaf education in Iceland
1908 A school for the deaf
Dr. philos Dóra S. Bjarnason

4. Dr. philos Dóra S. Bjarnason
Three Periods of the Icelandic Educational (and Special Educational) System:
The first steps towards catering for learners with special needs
The formative years of a modern education system and of special education practices
(Special) educators trained for integrative and then inclusive schools
Dr. philos Dóra S. Bjarnason

5. Dr. philos Dóra S. Bjarnason
The first steps towards catering for learners with special needs
1931 The first (Rudolf Steiner) institution for orphans and idiots – “Sólheimar”
1932 First law on the protection of children
1933 School for the blind
1936 First law on idiot sanctuaries
Dr. philos Dóra S. Bjarnason

6. Dr. philos Dóra S. Bjarnason
The formative years of a modern education system and of special education practices
Iceland a modern, democratic, wealthy, welfare state
New profesions emerged (ed.pshychologists, therapists, and special educators)
1950’s and 60’s First research into children’s school maturity – IQ tests used to place children in ability grouped classes.
Special support classes for slow learners emerged
1961 – School for students with mild intellectual impairment (IQ 70-85)
1968 – One year special education courses for teachers
Dr. philos Dóra S. Bjarnason

7. Dr. philos Dóra S. Bjarnason
(Special) educators trained for integrative and then inclusive schools
In the 1970’s and 1980s: Growing socio - economic diversity, and ethnic and national diversity.
1974-School Act.
Emphasis on equality of access and opportunities, and increases special education.
Modenisation and reconstruction of the educational system at all school levels.
In the 1980’s expansion of the upper-secondary education schools
Dr. philos Dóra S. Bjarnason

8. Dr. philos Dóra S. Bjarnason
(Special) educators trained for integrative and then inclusive schools
Socio - economic diversity. Ethnic and national diversity. In the 1990’s neo-liberalism, the emphasis on the individual and individual achiefment, national and international tests, and economic and outcome efficiency.
1995 School Act
By 2001 SEN’s students and disabled students mostly in regular schools (0,8% of all compuslory school students in general education schools)
By 2001 three special schools remain in the country.
By the Reykjavík School Manifesto (the abollition of special schools and special classes in favour of inclusive education)
Dr. philos Dóra S. Bjarnason

9. Dr. philos Dóra S. Bjarnason
(Special) educators trained for integrative and then inclusive schools
B.A program in special education at Iceland University of Education (75 units).
Since 1985:
521 students have graduated as special educators from the diploma program (30 units post grad. ) and 34 have completed their MEd.
2004 – the program is up for revision. Is it changing into the training of leaders for inclusive schooling?
Dr. philos Dóra S. Bjarnason

10. Dr. philos Dóra S. Bjarnason
Discussion
There are new demands on teachers and on special teachers impacted by structural change, by new theoretical perspectives, and by new research into the teaching and learning of all students in the inclusive schools.
Dr. philos Dóra S. Bjarnason

11. New demands on teachers Teachers learning needs
Strong theoretical/knowledge base in the subject they teach (e.g. in maths)
Ability to support the learning of a divers, heterogeneous group of students, in obtaining individualised learning and other goales in concert with the law, the National Curriculum, and the Reykjavík School Board manifesto.
Ability and sensitivity in adapting the learning of individual students to a multi-cultural society.
Teaching and learning that is effective for adults.
They reflect on themselves, their own teaching and learning in their studies.
The ballancing of general pedagogy / educational theory and that of the subject they teach.
That teacher education is based in and grounded in their work and in schools.
Dr. philos Dóra S. Bjarnason

12. New demands on special teachers. Special teachers learning needs
Strengthen their theoretical and practical knowledge and ability e.g in disability studies, sociology and multicultural education – and in general and subject bound educational theory
They become facilitators in inclusive schools; able to problem solve with a diverse group of teachers, students specialists, school workers, parents and administrators, both inside school and outside.
They are teachers first, experts second, and work flexibly at seaking solutions in cooperation with others.
Enable them to specialise in different areas, but in such a way that they do not change into “bosses” within the bureaucracy.
They learn to work within a flexible schools and use their learning to support that.
They learn to work with adults as well as with children and youth.
They learn to use their “specialisation” within the frame of the flexible school – as teachers first, specialists second.….it should not maatter who you are but what you can contribute.
They must learn to contribute their speciality in such a way that everybody can understand.
Dr. philos Dóra S. Bjarnason

13. Dr. philos Dóra S. Bjarnason
There are conflicts
Conflicts within the educational legislation.
Conflicts between theoretical approaches. – e.g. between the medical model and the social model of disabilities.
Conflicts between policy and practice in schools.
Conflicts within the practice.
Conflicts within the training of special educators
Dr. philos Dóra S. Bjarnason

14. The Inclusive school for all – a vison for the future.
School is a learning community, where a diverse
group of teachers and other experts work
together at providing a heterogeneous group
of students the best possible learning environment –
Where each and every learner is a fully active,
participating learning member.
Dr. philos Dóra S. Bjarnason

15. Dr. philos Dóra S. Bjarnason