Session Information
20 SES 03 B, Inclusion in Practice
Paper Session
Contribution
Drawing upon some of our data and discussions in a number of European projects on inclusion and intercultural education and on empirical studies on the development of innovative co-operation working towards inclusion in recent years this paper will discuss some of the conditions especially for the evaluation of effects or perhaps better ‘indicators of enhanced pupil participation in inclusive intercultural communities’ as a result of the teachers’ promotion of an inclusive practise developing innovative inclusive and intercultural educational learning environments in preschool, schools afterschool institutions. There is a special focus upon the pre school/afterschool and school teachers working in a local inclusive development project in Copenhagen, where 300 teachers and preschool/afterschool teachers are working in cooperation with the DNCIP to promote their inclusive practise in two districts of the city. The paper will explore the possible innovative inclusive and intercultural developments introducing models of how to evaluate the effects of special needs education in inclusive settings. The project is financed by the Danish Ministry of Education and the Copenhagen Municipality. A major conceptual framework of the local project in Copenhagen has been introduced as a model of analyzing one’s own practise inspired by parts of the concepts of Wenger and others, focusing on inclusion and exclusion from the perspective of practise communities and on the relations between the individual and the communities within preschool and school practise. The teachers have been introduced to a number of concepts and tools focusing on a narrative approach as close to their concrete professional practise as possible. The aim of the project on ‘Indicators of promoting pupil participation’ which is the working title, is to develop tools at the group/class-room, the school, the district and the municipal level. The study includes empirical studies from all the perspectives from a survey as well as a narrative approach. Attention is given to the aspects of professional innovative development of competences and professional change towards inclusion, which will be discussed further at the presentation using the concept of ‘innovative professional focus on pupil participation in communities of practise’ as a way of interpreting and evaluating the effects of the teachers’ and other professionals’ practise development and it’s effects on the pupils’ participation in social and cultural communities and as a possible framework for understanding how future support to the teachers and preschool teachers may be developed in and around the pre-school, school, and after school activities with perspectives to the European context.
Method
Expected Outcomes
References
Manuel Castells: The power of identity, Blackwell publishers 1997. Anthony Giddens: The consequences of Modernity, Polity Press 1991 Luhmann, Niklas : Das Erziehungssystem der Gesellschaft, Suhrkamp Verlag, Frankfurt a. M. 2002 Jan D. Reinhardt: Niklas Luhmanns Systemtheorie interkulturell gelesen. Verlag Traugott Bautz, Nordhausen 2005 John Quicke: Curriculum for life, Schools for a democratic learning society, Open University Press 1999. Yvonne Csányi and John Willumsen et al.: Curriculum and Manual on Inclusion for Teacher Education in Hungary, Ministry of Children Ministry of social affairs, Hungary, Budapest 2009 John Willumsen: Innovative inclusive intercultural Education - some Danish reflexions "beyond inclusion". Paper, presented at ECER in Lisbon September 2002 John Willumsen: Innovative inclusive and intercultural Education and the implementation within Teacher Education? paper, presented at the ECER, Dublin 2005 John Willumsen: Innovative inclusive and intercultural Education and the development of competences within Teacher Education? Paper 2006. Christian Quvang &John Willumsen: Challenges for the inclusive teacher?, report DCIP 2007. Christian Quvang &John Willumsen: Innovative co-operation between teachers and experts promoting inclusion, (Magleblikundersøgelsen) , report DCIP 2009. John Willumsen: Dilemmas for the teacher towards inclusion, Paper ECER Gothenburg 2008. John Willumsen: Co-operation between teachers and other professionals towards inclusion, Paper ECER Vienna 2009.
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