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Literature Review of the Principles and Practices …

Literature Review of the Principles and Practices relating to Inclusive Education for Children with Special Educational NeedsPrepared by Dr Eileen Winter and Mr Paul O Raw ICEP Europe in conjunction with the 2007 2009 NCSE Consultative Forum2010 The National Council for Special Education funded this report. Responsibility for the report (including any errors or omissions) remains with the authors. The views and opinions contained in this report are those of the authors and do not necessarily reflect the views or opinions of the Council. NCSE 2010 The National Council for Special Education was established under the Education for Persons with Special Educational Needs Act 2004 (EPSEN Act 2004) with effect from the 1st October 2005.

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1 Literature Review of the Principles and Practices relating to Inclusive Education for Children with Special Educational NeedsPrepared by Dr Eileen Winter and Mr Paul O Raw ICEP Europe in conjunction with the 2007 2009 NCSE Consultative Forum2010 The National Council for Special Education funded this report. Responsibility for the report (including any errors or omissions) remains with the authors. The views and opinions contained in this report are those of the authors and do not necessarily reflect the views or opinions of the Council. NCSE 2010 The National Council for Special Education was established under the Education for Persons with Special Educational Needs Act 2004 (EPSEN Act 2004) with effect from the 1st October 2005.

2 The Council was set up to improve the delivery of education services to persons with special educational needs with particular emphasis on Council for Special Education1 2 Mill Street Trim Co. MeathAn Chomhairle N isi nta um Oideachas Speisialta1 2 Sr id an Mhuilinn Baile tha Troim Co. na M T: 046 948 6400 F: 046 948 Literature Review of the Principles and Practices relating to Inclusive Education for Children with Special Educational Needs iiiForewordThe National Council for Special Education (NCSE) was formally established in 2005 to improve the delivery of education services to persons with special educational needs, with particular emphasis on children.

3 The NCSE has a statutory role to carry out research in special education to provide an evidence base to support its 2008, the NCSE sought advice from its Consultative Forum on what constitutes an inclusive education as defined within the Education for Persons with Special Educational Needs (EPSEN) Act (2004). The Consultative Forum is a statutory committee established under EPSEN (2004) for the purpose of assisting and advising the Council on matters relating to its Literature Review was commissioned to inform this work. This publication sets out the findings from the Literature Review and incorporates the views of the Forum. The report outlines key concepts relating to the Principles of inclusive education and descriptors of inclusive education in practice.

4 A definition of inclusive education as proposed by the Forum is also included. The NCSE believes that this publication will be of great value to people working in the area of special Consultative Forum subsequently proposed that the NCSE would draw from this Literature Review to develop an inclusive education framework and self-evaluation tool for schools, which they could use on a voluntary basis, to assess and develop inclusive Practices . The proposal was also in keeping with the NCSE s strategic objectives. An advisory group representative of key education and other stakeholders was established to develop the Framework in consultation with the NCSE.

5 It is expected that this very practical resource for schools will be available in Curtin, Chief Executive Officeriv Literature Review of the Principles and Practices relating to Inclusive Education for Children with Special Educational NeedsAcknowledgementThe authors wish to acknowledge the contribution of Dr Deirdre MacIntyre of ICEPE to the team s work in the area of inclusion. The Review draws on materials developed by ICEPE for university modules and professional development courses, and by the Special Education Department, St Patrick s College, Drumcondra and ICEPE in their joint accredited online cert/diploma in special and inclusive education.

6 Literature Review of the Principles and Practices relating to Inclusive Education for Children with Special Educational Needs vTable of Contents Foreword iii Executive Summary 1 Part 1: Inclusive Education in Principle 31 Introduction 32 History and background to inclusion 53 Defining inclusion 114 Evidence for successful inclusion 215 Principles of inclusive education 256 Some keys to success 287 The inclusive school 348 Summary 379 A definition of inclusive education in the Irish education system 3910 References 40 Part 2: Inclusive Education in Practice 471 Reviewing inclusive Practices 472 Exploring the main themes of inclusion 523 Theme 1: Provision of information 534 Theme 2: Physical features 565 Theme 3: Inclusive school policies 606 Theme 4: The Individualised Education Plan (IEP) 647 Theme 5: Student interactions 678 Theme 6: Staffing and personnel 709 Theme 7: External links 7610 Theme 8: Assessment of achievement 8011 Theme 9: Curriculum 8412 Theme 10.

7 Teaching strategies 89 vi Literature Review of the Principles and Practices relating to Inclusive Education for Children with Special Educational NeedsLiterature Review of the Principles and Practices relating to Inclusive Education for Children with Special Educational Needs 1 Executive SummaryIntroductionIn 2008, the NCSE commenced a debate on what constitutes inclusive education with its Consultative Forum in response to one of the actions contained within its Statement of Strategy 2008- 2011. The Consultative Forum is a statutory committee established under the Education for Persons with Special Educational Needs (EPSEN) Act (2004), for the purpose of assisting and advising the Council on matters relating to its functions.

8 The Forum was specifically asked for its views on the definition and Principles of inclusive education for children with special educational needs (SEN) as set out in the EPSEN Forum met on a number of occasions to consider the matter and a Literature Review on the Principles and Practices relating to inclusive education for children with SEN was commissioned to support the Forum s work and set it in a wider international , the Review sought to produce a detailed summary of existing Literature on inclusion, current definitions of inclusion and a collation of the main Principles and Practices involved in inclusive research contextThe growing impetus of inclusive education necessitates a clear definition of what inclusion is and how it is manifested in schools.

9 The inclusive debate, philosophical and practical, must be moved forward in ways that enable schools and education systems to plan, implement, monitor and evaluate their approaches to inclusion. How this is done on a daily basis presents ongoing challenges for individual teachers, pupils, parents, principals, schools and the system as a whole. This debate must be moved forward to consider the characteristics of classroom practice that could address the needs of all, including those identified as having Consultative Forum was of the view that special schools and special classes have a role to play in the education of some children with SEN at particular times on the premises that the placement decision is well justified and regularly reviewed.

10 The Forum also noted the importance linkages with mainstream settings to enhance inclusion. Hence the Forum debate and construction of this report, adopted a holistic model wherein inclusion is viewed as a dynamic system that encompasses mainstream schools, special classes, special schools and the wider community. The end product therefore groups the Practices of inclusion under thematic headings rather than by the setting within which those Practices takes place. This approach offers schools the distinct advantage of providing a framework of inclusive practice that can be applied equally across different settings, viewing each as a component within an overall Literature Review of the Principles and Practices relating to Inclusive Education for Children with Special Educational NeedsExecutive SummaryThe research processThe general approach to completing the Review involved two main strands.


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