University of Athens DEPARTMENT OF EDUCATION POSTGRADUATE STUDIES IN SPECIAL EDUCATION Cross-cultural Perspectives of Educational Exclusion and Inclusion Inclusive Education in Greek Education System. Challenges and prospects Professor: Roger Slee Student: Tsikolatas Alexandros Athens 2014 1
Table of Contents Introduction... 3 Conceptual framework of inclusive education... 4 Inclusive education principles... 5 1st principle... 5 2 nd principle... 5 3 nd principle... 5 4 th principle... 6 Integration Distinction by law... 6 Generally... 6 Diagnostic services... 7 Attendance Structures... 10 Operation of Special Education... 10 Education of teachers working in Special Education... 12 Dimensions of inclusive education and criticism... 12 Historical... 12 Legislative - Institutional... 13 Pedagogics... 13 Politic... 14 Inclusion approach Levels... 14 Conditions and requirements of inclusion education... 15 Teaching Differentiation... 16 Prospects Discussion... 17 Bibliography... 17 2
Introduction Modern societies are distinguished by the diversity and composition of its members. Globalization as a tendency and need has become discernible even in conservative Greece. The mixture of traditional Greek society has changed radically and permanently. Greeks that belongs to low social and economic order, have disabilities, diverse sexual preferences, different ethnic backgrounds, religious beliefs, has been increased. The school, as known, is an extension of society and therefore the dynamics of the ideas and attitudes are transported and operated in an identical manner in the school environment. Occasionally adjustments to state laws are made in order to absorb all pupils, but something seems to go wrong and this integration is not achieved. As we said, the inclusive education concerns everyone, regardless of social class, economic opportunity, race, sex, religion, nationality, disability. For the purposes of this assessment we will focus on inclusive education of persons with disabilities in Greek education. We will study the way that approximates the Greek society, the state and the educational system. We will try to criticize this approach and analyze the reasons why it fails. As teachers in special and typical education in the last four years, I worked with children who are diagnosed by medical state agencies with autism, mental retardation and various syndromes, in social education (independent living, money management, etc.), technological education (computers, electronic and electrical appliances, etc.) and economic general education courses. This year I work in typical education, at high school, where I practice the task of teaching accounting and other economic subjects to students with autism, mental retardation, learning difficulties, Rom and other ethnic groups. This mixture in classrooms is the field of personal observation and research, and an attempt to determine whether there exist inclusion and if it applied. 3
Conceptual framework of inclusive education The definition will be given to the integration has to do with how disability is defined by those who shape the policy of the state with the content and interpretation of laws, teachers, professionals, academics and researchers. The definition even up to the concept of disability determines the framework to build the inclusive education. In India and Palestine, for example, the term disability is different from that in Greece because the citizens of these countries are all potentially disabled because of everyday martial ceasefire. For example, in Syria able-bodied children will play with the handicapped children and the tools of them, because where they focus there is the child and not at the problem, in Sweden all the work would fall into the hands of assistants, while in Greece we neglect. The educational system must be adapted to the socio-political reality. Thus, the pedagogy of inclusion or inclusive education is not just a theory or a technique but is the set of organized actions. Responsibility for the implementation of inclusive education has all entities (such as state, society, family) but the burden falls more to teachers who are spearheading our education system. Merser (1973) demonstrated that the declared number of persons in the population with mental retardation is more function of age rather than any mental status, because the vast majority of people diagnosed as mentally retarded are not recognized before entering school and later disappear when that group reaches adulthood and in the labor market (Bogdan, 1986). This means that the school with this way of operation, reinforces the construction of disability and puts obstacles in an equitable education for all. In what ways does this? At first, good school considered that which students have high academic achievement; school is competitive and is made only for the gifted. On the other hand, programs that have purely knowledge-based philosophy leave out a large percentage of abilities and skills of children. Student assessment is one-sided and focuses on performance without assessing the qualities of personality and other parameters. Obstacles seems to be removed through to the implementation of inclusive education. But where it is based? 4
Inclusive education principles 1st principle The inclusive education is not re-naming and repositioning the traditional special education. It becomes obvious that integration does not mean placing or moving a child from one context to another or abandonment of children in an environment without prior scheduling. Here should be mentioned that the term integration means that students will not lose its special identity as does the term integration. In the last Law of special education (3699/08), there is a separation in the program that offered for inclusive education and specifically calls it "integration classes". 2 nd principle The inclusive education concerns all students (poor, foreigners, from another language or religion, with learning difficulties or other disabilities) not only physically disabled. The Law of 2008 in Article 3 does not include all students, it just naming those with disabilities. Also it contains which disabilities are excluded. We see thus a distinction in the distinction. 3 nd principle The inclusive education puts the relationship between expert professionals and disabled on a new basis. It promotes cooperation and focuses on the individual, not at the disability. This contrasts with specific parts of the Law 2008 content where expert opinion (KEDDY) is stronger than parent or teacher. Furthermore the role of the parent in the child's education is limited or sidelined. Role of the family should be equally strong and decision must be taken from all together (parents - experts disabled) on the objectives which will be made each time. 5
4 th principle The inclusive education negotiates the dominant architecture of education enrollment (curriculum, pedagogy, assessment). It is appropriate to mention that Detailed Curriculum of special education does not exist and shall not be adopted that of general education. Integration Distinction by law Generally As mentioned in the recent specials education Law (2008), students with disabilities and special educational needs are considered students who, for all or a certain period of their school life show significant school learning difficulties due to physical, mental, cognitive deficiencies and / or mental disorders according to the multidisciplinary evaluation affect the learning process. Students with disabilities and special educational needs are those with mental disability, sensory vision deficiencies (blind, partially sighted with low vision), sensory hearing impairment (deaf, hard of hearing), physical disabilities, chronic incurable diseases, speech-language disorders, special learning difficulties (eg dyslexia, attention deficit with or without hyperactivity), pervasive developmental disorders (autism spectrum), mental disorders and multiple disabilities. Pupils with special educational needs are the students with special mental abilities and talents. As students with special mental abilities and talents, considers those who have one or more abilities developed to a degree that goes far beyond the expected for their age group. Those student who statistically rise about 5% of the student population, form a heterogeneous group with a wide range of different skills and talents. Therefore, diagnose of special educational needs is complex and multilayered. The Minister of Education creates and assigns evaluation models and special educational programs for students with special abilities and talents at universities that have expressed interest upon invitation. 6
Not included in the category of students with disabilities and special educational needs pupils with poor school performance that is causally linked to external factors (eg language or cultural differences). Diagnostic services At Educational services of special education are included diagnosis, differential diagnosis, assessment and mapping of special educational needs, systematic pedagogical intervention from specialists, educational tools and programs that are implemented by public health and educational services and the Centers of Differential diagnosis and Support of Special Educational Needs (KEDDY). Includes schools of special education with appropriate building infrastructure, inclusive programs, teaching home programs and the necessary diagnostic, evaluative and supportive services. The special educational needs of students with disabilities are investigated and recorded by KEDDY, Special Diagnostic Evaluation Committee and certified by the Ministry of Education and other Ministries. The Special Diagnostic Evaluation Committee works in special schools for monitoring and evaluating the progress of pupils who attend them. The Committee composed, as specified by the Director of School Unit, following the opinion of the association of school staff, and includes a psychologist, a special education teacher and a social worker. The group can be enlarged by adding persons of other specialties, according to the assessment cases, by decision of its members. The special education teacher receives the grant of special education teaching, Article 8, Law 3205/2003. Pupils who require individualized education program, this program is designed by the KEDDY, taking into account the above evaluation, and - if parents agree - provided by KEDDY Individualized Education Program at least once a week at the student and according to the existing problem. The KEDDY assess students up to 22 years old. The evaluation is carried out by a five interdisciplinary team, composed of a special education teacher (preschool or primary or secondary), a child psychiatrist or pediatric neurologist, a social worker, a psychologist and a speech therapist or occupational therapist. We must mention that graduates older than 18 years old who have not been evaluated as people with 7
disabilities and special educational needs, are not in the responsibility of KEDDY. These cases are assessed on adult diagnostic services, operating in mental health centers and hospitals. KEDDY have the following responsibilities: a) detection and confirmation of the type and degree of difficulties of people with special educational needs in all school and preschool children. Within their competences, KEDDY cooperate with regional Health Services and Welfare of the Regions. b) proposal for recording, classifying and studying in the appropriate school unit or other educational setting or program of special education, and the monitoring and assessment of educational progress of students, in collaboration with school counselors, competent as appropriate school counselors preschool education, primary and secondary general education, the special educational Personnel consultants of schools directors, school staff responsible for implementing the program and the special education staff employed by special schools. c) To suggest to compile custom personalized or group psycho-educational programs and learning support and creative activities, in cooperation with class teachers and the Teaching Staff and implementing other scientific social and other supportive measures for people with disabilities and special educational needs, in schools, at the headquarters of KEDDY or at home. For all of the above meets the interdisciplinary team three times at least a month. d) Provide ongoing counseling and information to teachers and others involved in the educational process and vocational training throughout the training and organizing information and training programs for the students and their parents exercising parental authority, at least one once a year in their area of competence, in the form of information sessions, organized under the responsibility of KEDDY concerned. e) In determining the type of teaching aids and technical instruments that facilitate access to the site and in the learning process needs child in school or at home and that do not require medical opinion and prescription and proposals for improve access and retention of students in education. As for devices or instruments that 8
enhance sensory functions and mobility, those are defined by medical reports which identify the problem and which are necessary to provide devices from their insurance carrier. For devices that require medical opinion need not suggest the KEDDY. f) The proposal to replace the written tests for pupils with special educational needs in oral or other tests on promotion and graduation exams of primary and secondary education and for entry to higher education. Contributions to replace the written tests with other forms of primary and secondary education examinations concern other than students attending special schools, and students attending schools of general education. Especially for students with learning difficulties (eg dyslexia, dyscalculia, etc.), advocates teaching and assessment method for testing and certification of student's knowledge in the subjects examined, according to curriculum. g) To suggest to the competent services for the creation, abolition, promotion, demotion, conversion or merger of special schools and integration departments, adding sectors and segments specializations, their staffing and the increase or reduction of posts. h) Annual activity report, which is submitted to the Directorate of special education of Ministry of Education. i) Reporting or proposals for any Building and / or logistical assistance to be made in special education competence area of each KEDDY, so they can accommodate and support students with disabilities in their learning environment and program. Proposals submitted to the Agency of School Buildings, which has the responsibility for their implementation with the cooperation of local governments concerned. j) Drafting customized reports - proposals for all pupils within each KEDDY, showing all educational aids, innovative advanced technology products or services or the modern educational approaches that can support the functionality and the participation of each student with disability separately, in the process of inclusive education with students of general educational framework. k) The proposal for the implementation of early educational intervention programs as required. 9
As can be seen, many of these do not occur or where they performed, it is a standardized routine. For example, in order to detect a student's difficulty there isn t a multidisciplinary team assembled to examine the student's potential for improvement but a mixture of experts that study that examines medical the students to identify and record the weaknesses against the majority defined as normal. Also monitoring the school environment is not taking place, the responsibility passes to the teachers, who they are influenced by the findings and they have low expectations in the provision of learning and other student benefits. By extension, there isn t substantial cooperation between teachers, so the students problem either remains or intensifies. Also many times, even teachers who have different educational philosophy, do not have the tools or support to pursue their work. Attendance Structures Students with disabilities and special educational needs can be attended in the usual classroom, in the case of students with mild learning disabilities, supported by the class teacher, who works with KEDDY and with school counselors and special education and Special Education Staff consultants. In a specially organized and appropriately staffed integration classes operating within the general schools in the form of two different types of programs: Common and specialized program, established on the proposal of KEDDY relevant for students with milder forms of special educational needs, which each student will not exceed 10 hours per week and Specialized extended hours program, established on the proposal KEDDY relevant for students with more severe special educational needs that are not covered by corresponding to the type and degree of independent schools. The specialized program can be independent of the public, consistent with the needs of students. In these cases the co-teaching is taking place in accordance with the proposals of diagnostic services. Operation of Special Education Special education, like general education is compulsory, as written in Law of 2008, operates as an integral part of the single public and free education and provided by the state in public primary and secondary education. Exclusive provider of special 10
education is the Ministry of Education. The type and degree of special educational needs determine the form, type and category of special schools. In Special School Units and in inclusive programs, special education programs are taking place, according to the disabilities and special educational needs of students, as long as it is necessary, or for the entire duration of their school life. On special schools also applied systematic intervention programs, such as assessment, pedagogical and psychological support, physiotherapy, occupational therapy, speech therapy and any other service that supports the equal treatment of students, which are mainly provided through special schools and alternatively from the KEDDY. Aims of special education Students with disabilities and special educational needs, as stated in the Law of 2008, special education is provided, in primary, secondary, tertiary, non-formal and lifelong education and it aims to develop pupils personality and make them more autonomous in life. Particularly, special education aims: a) The all-round and harmonious development of personality of students with disabilities and special educational needs. b) The improvement and development of their capacities and skills to enable the integration or reintegration in the mainstream school, where and when possible. c) On corresponding to their potential inclusion in the educational system, in social life and professional activity. d) The mutual acceptance and harmonious coexistence with society and equitable social development. These objectives are achieved by: a) The early medical diagnosis. b) The early diagnosis and evaluation of their special educational needs in public child guidance centers and KEDDY c) Systematic intervention performed by the preschool age at special schools by creating early intervention sections. The implementation of specific educational programs and rehabilitation programs, adapting educational and teaching materials, 11
the use of special equipment and provide all kinds of facilities and ergonomic arrangements of special schools and KEDDY. Practice are far away from theory. Sometimes the law itself is not inclusive, in many places it wants to present itself as such. Education of teachers working in Special Education As stated in Law of 2008, scientific training of teachers is compulsory and continuous in all sectors serving in special education. This is achieved by teaching special education and training courses in all university departments that produce teachers, as well as establishing graduate programs in these schools, the annual seminars of at least 400 hours, on the Special Education. Dimensions of inclusive education and criticism Historical In Greece in 1953 we have the formal integration of women in compulsory education. Between the 50s and 70s implemented the free compulsory education and in 70s - 80s we have the democratization of higher education where in universities can now be imported also the workers' children. Special education is transferred from the private and charitable work to the Ministry of Education, an effort that lasted six years (1975-1981) and resulted in Law 1143/1981 which largely is translated from English Law of 1963. With the Law 2817 / 2000 established the compulsory education for the disabled. In 1978 we have the Commission Warnock, from the "architect" of inclusive education Baroness Mary Warnock in England responsible for the education and integration. In 1981 in England, the Education Act is the start of inclusive education (integration). In 1992, in Italy has been achieved the abolition of public schools and classes. So we see that the approach to disability and inclusive education comes more slowly in Greece than in other European countries and there is a tendency to adopt the practices without any special adaptation to Greek reality and necessity. 12
Legislative - Institutional In Greece we have four laws for special education. Law 1143 / 1981 defines people as "mentally retarded." Law 1566/1985 which mentions "those who have mental retardation." Law 2817 / 2000 states "those who have cognitive impairment or immaturity." Law 3699 / 2008 is standing with the medical term "mental disability". As perceived, Greek legislation examine disability from the medical standpoint, it starts by defining people with intellectual disabilities deprived mind, putting them unable for training or learning living. Greece appears to be 20 years back after translating and adopts English law of '63 to define disability and the educational context. Also the laws that follow seem to consider disability in the light of medical analysis, the normality of the individual abilities. Separate the education of the disabled by creating separate educational structures as designated in advance the criteria and fields of diagnosis, evaluation and input on these structures. Student is going to reference or forcing the referral to a specialist or medical center in order to be labeled. Pedagogics Through the political and social conditions and perceptions, teachers do not seem to form inclusive tactics. Also, the low expectations of teachers do not help in the pedagogical integration. What seems to help is the differentiated teaching. In the process of differentiated teaching, teachers can differentiate the content of the activity, the process of the activity and the final result of the activity. In order for them to became true, readiness of the student must be taken under consideration (to the point of entry of a student in a particular concept or skill), interest and learning profile (eg some students better understand a concept in the process of discussion, others if they work individually, others need more visual, audio-visual material, etc.) (Nteropoulou. E 2014). It must take account of the evolutionary rating, for example, that the student was able to go from ten degree to fourteen and not categorized as a student of fourteen, that it means a bad student. This evaluation focuses on the recording of 13
achieving the goals of individuals, exclusively in terms of their own progress, without any link with their peers. All this of course often seem to fail or not made practice due to the degree of difficulty they have, of insufficient resources, lack of educational adequacy of school infrastructure. Politic The integration began in the US for immigrants and then for the disabled (see Movement Education For All), which was intended to change existing educational practices to ensure equal opportunities for all pupils, while in Greece, by the disabled, is heading for the minorities. In Cyprus there is the term United Education occurring in inclusive education. It is fact that the political design is a result of the economic objectives that set each time the State and thus forms the national education policy and the framework of the educational process. According to Giroux, (2003) schools are considered as mere branches of the labor market, and imposed assessment models at competitive framework that reproduce the wider social inequalities. So nowdays, attempting integration of mentally retarded children in this competitive environment and intensified educational framework of general education is doomed to fail. Inclusion approach Levels In order to be able to speak of effective implementation of integration, it must be studied and approached at all three levels. In micro-level, the attitude to be taken by the family to accept the child's disability, maintain a positive attitude toward the possibilities and ways of training, work with stakeholders. We must also take into account the family composition. On his part, the school must consider the role and attitude towards all students. In middle-level, the educational system has to consider the structure and the content of the detailed curriculum. Also the current education policy must consider 14
the legislation for the existence of inclusive structures and to press when they attacked. In macro-level, there must be a connection of the labor market and peoples with disability and their lifelong education. Moreover, the society needs to change in the structure what concerning values, attitudes, perceptions and opinions for the strengths, weaknesses, threats and risks faced by people with disabilities. Conditions and requirements of inclusion education The implementation of inclusive education requires creation of cultural context where the school community is welcome and support each other with respect to diversity, where those involved in the educational process will work for social advancement and integration of all. Where this is not the case, there should be interventions and other inclusive practices. The inclusive values should be established in the mind and the philosophy of all and most, teacher should be alerted and cooperative. It aims to mobilize them to collide with entrenched truths and prejudices in order to learn, reflect and change. This is very difficult to implement. If we want to bring a social change in the perception of disability should primarily come a change in perceptions about disability and utopia or not the actual accession education. To achieve inclusion, teaching organization and structure interaction among students is important. Teachers good is possessed by high expectations for all students, to seek the lifting of all restrictions encountered by students and to promote equality between all members. Moreover, within the school unit must seek to exercise integration policy, either it has to do with building infrastructure, or the workforce. Preparation of classroom and / or school is needed to accept all people who perhaps needs of one come in a conflict with the needs of another. Certainly there is no list of specific changes to be made, since this depends on the individual needs of each student and the circumstances. Inclusive practices take account of pupils' participation degree in learning, collaborative teaching, differentiated teaching and collaboration of teachers in teaching organization. 15
Finally, the required educational evaluation should be equal for all students and not be suspicious towards mentally retarded children who have or not, a medical diagnosis. Moreover, if there is a diagnosis, should be written what can be made by the child, what are his potential, where can be trained and not what are their weaknesses, what cannot be done or till where they can reach. The first places the base of the educational process for inclusive education, the second sets of social and educational barriers. Moreover, after the educational process, labels (as learning disabilities, mental retardation) can, many times, disappear and this is because in professional life there aren t. Teaching Differentiation Differentiation of teaching is recommended on three main structures: module content, activity process, result of activity. It is essential to take into account the student's zone of proximal development (Vygotsky), the special interests and inclinations, his learning profile, ie the way in which they learn best. The differentiated teaching proposed as the basis for the planning of the curriculum or the annual school programming and is based on the student's interests and inclinations with respect to personality and learning profile. The evaluation within the differentiated teaching is continuous and presents the evolutionary progress of the student. Finally leverages multiple and alternative forms of work over a period adapted to the student. Furthermore the individual educational plan must be interdisciplinary, involving all stakeholders, not just the teacher. Includes a comprehensive description, forms of educational intervention (cognitive, language, social development of the child). For the zone of proximal development that is drawn up at the first student's entry month to school, there is collaboration and agreement through all. If there are obstacles in this context, must be made remodeling and are set short-term goals, which are a priority for teachers and long-term goals. 16
Prospects Discussion By Law 3699/2008 we see a decline of inclusive education while strengthening the separation since no mention is made for higher education for people with disabilities or lifelong learning processes. It takes into account the findings and diagnoses of students while is purely medically oriented. Also it s not checked at all by the social perspective of the social model of disability approach. The inclusive education is a system of values that can be studied and implemented at multiple levels: Micro-level: teachers must critically examine their current practice Medium-level: educational institutions to take a differentiated approach Macro-level: government policies to examine the cases of individuals who have been sidelined School reproduce the social construction of disability, so we must be radical changes in the approach of disability. It is the responsibility of everyone, disabled, non-disabled people, family, society, state, information rich education. Bibliography 1. Bogdan, R. (1986). The sociology of Special Education. Special Education: Research and Trends. In Morris, R., Blatt, B.,Pergamon general psychology series 17
2. Giroux, H. (2003). Public pedagogy and the politics of resistance: Notes on a critical theory of educational struggle. Educational Philosophy and Theory, Vol.35, no 1, pp5-16 3. Marks, D. (1999). The Social Construction of Disadility, Disability: Controversial debates and Rsychosocial Perspectives, London. New York: Routledge 4. Mercer, J. R. (1973). Labeling the mentally retarded. Berkeley: University of California Press. 5. Thomas G., & Walker, D., & Webb, J., (2001). Inclusive Education. The ideas and the practice. The Making Of The Inclusive School. London & N.Y: Routledge 6. Watson, N. (1997). Defending the Social Model. Disability & Society 7. Law 3699/2008 for Special Education 8. Nteropoulou Ε., (2014). Class notes «Mental Dissoreder». UOA, Athens 9. Sideri Zoniou, Α. (2013). Class notes «Educational and social inclusiveness of disabled people». UOA, Athens 18