Session Information
04 SES 06 A, Effective Provision: Models
Paper Session
Contribution
This paper presents the exemplification of a training process and institutional improvement carried out during the 2009-10 school year in a rural Infant and Primary school: CEIP O Foxo (A Estrada, Pontevedra, Spain) related to Educational Support.
This research is a part of a broader national research programme on Inclusive Education in three Autonomous Communities[1]. Participant schools in the different Communities are engaged in an improvement process that seeks to develop un a more inclusive education, based on participative methodology, and managed locally and institutionally (Parrilla, 2008), initiating processes of institutional improvement based on the very internal dynamics of the centres(Hopkins, Ainscow, West 1994, Ballard y MacDonald, 1998; Darling- Hammond, 2001).
In this paper we describe how a school, centred on the work group formed by professionals of the school and researchers from the Universities of Vigo and Santiago de Compostela, has started a process of progressive change (Fullan and Hargreaves 1997), founded on the identification of needs. The group decided to work in turn with the educational support that it was carrying out, trying out new alternatives to those which were usually performed in the centre itself.
The design and setting in motion by the teachers participating in the project of alternative forms of support (collaborative support, co-teaching and support networks between equals) , has contributed to the use of more inclusive practices, and has also created a process of opening up support to the school community, as well as the possibility of offering support to all students.
Thus, in this research Project factors present have included not only proposals that concern the development of projects and processes of improvement run institutionally (in which on-going training plays an important role), but also previous works and experiences related to the different models and styles of support for the school, with special emphasis on the contributions that effect the support among teachers (Parrilla, 1996; Parrilla y Daniels, 1998 y Gallego, 2010).
In order to develop this work we start from the need to take into account the circumstances of each school and that these create their own models so that the changes proposed are effective (Ainscow, Hopkins, Southworth y West, 1994, Parrilla, 2008). The reference framework has been some substantive ideas from Participative Research , (Hall y Kassam, 1988) and research on schools that carry out inclusive practices (Alderson, 1999, Lipsky y Gartner 1996, Porter, 1997; Ainscow, y Booth, 2000).
[1] Project co-ordinated by Dra. Ángeles Parrilla (Universidad de Vigo). Analysis of the processes of educational exclusion/inclusion. Development of local projects for change and improvement in school Ministry of Science and Innovation. Call 2008-2011. Reference. EDU2008-06511-C02-01.
Method
Expected Outcomes
References
Alderson, P. (1999). Learning and inclusion. The Cleves School Experience. London: David. Fulton Publishers. Ainscow, M. y Booth, T. (Eds.) (2000). Index for inclusion. Bristol: Centre for Studies on Inclusive Education. Ainscow, M.; Hopkins, D.; Southworth, G. y West, M. (1994). Crating the conditions for school improvement. Londres: David Fulton. Ballard, K. y Macdonald, T. (1998). New Zealand: Inclusive school, inclusive philosophy? En T. Booth y M. Ainscow (eds.). The from to us. London: Routledge, pp. 68-94. Creese, A., Daniels, H. y Norwich,B. (1997) Teacher Support Teams in Primary and Secondary Schools. London: David Fulton Publ. Darling-Hammond, L. (2001). El derecho de aprender. Crear buenas escuelas para todos. Barcelona: Ariel. Fullan, M. y A. Hargreaves, A. (1997). ¿Hay algo por los que merezca la pena luchar en la escuela?. Sevilla: Publicaciones M.C.E.P.,pp.63-91 Hall, B. L. y Kassam,Y. (1988). Participatory research. En J. P.Keeves (ed.), Educational Research, methodology, and measurement. An international handbook (pp. 150-155). Pergamon: Nueva York. Hopkins, D., Ainscow, M. y West, M. (1994). School improvement in an era of change. London: Cassell. Gallego, C. (2010). El apoyo inclusivo desde la perspectiva comunitaria. Ponencia presentada al Congreso Internacional La Educación Inclusiva hoy: escenarios y protagonistas. Santander, abril de 2010. Lipsky, D.K. y Gartner, A. (1996). Inclusion, school restructuring, and the remaking of American society, Harvard Educational Review, 66:4, pp. 762-795. Parrilla Latas, A. y Daniels, H. (1998) Creación y desarrollo de grupos de apoyo entre profesores. Bilbao: Mensajero. Parrilla, A. (2008) El desarrollo local e institucional de proyectos educativos inclusivos. Perspectiva CEP, 14, 17-31. Porter, G. (1997). Critical Elements for Inclusive Schools. En S.J. Pijl, Meijer, C.J. y Hegarty, S. (Eds.) Inclusive Education, a Global Agenda. London : Routledge, pp. 68-81
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