Conference Agenda

The lack of time when working with preschoolers is a massive problem that not only places a burden on educational professionals, but also has a significant negative impact on the quality of the educational process in preschool work (Sheridan, 2007; Ugaste & Niikko, 2015) and on parental work, which is important for children's development (Ma et al., 2016). And that’s an international issue.

International evidence shows that individual support for children's educational processes in inclusive settings plays a key role in determining their long-term school success and the course of their educational biography (Petriwskyj et al., 2014; Siraj-Blatchford et al., 2008). At the same time, studies show that educational professionals do not always succeed to the necessary extent in responding to each individual child, in grasping his or her individual learning situation in the various domains, in picking up on his or her educational aspirations and in even being able to perceive as such educational opportunities that are important for the individual child (Hasselhorn & Kuger, 2014; Smidt, 2012). This is in clear contradiction to the inclusive understanding of education as well as to the rights of the child to the development of their personal potential and the promotion of their individual education as enshrined in the UN Convention on the Rights of the Child and the UN Convention on the Rights of Persons with Disabilities. In the course of the educational disadvantages of children, which have once again drastically increased due to the COVID-19 pandemic (Kuger et al., 2022; Quenzer-Alfred et al., 2022), and the massive challenges in educational work with children with refugee experiences, this is an unacceptable current state.

So far, various causes for the insufficient individual support of children in preschool have been identified: These include, on the one hand, low domain-specific knowledge, inadequate support attitudes and a lack of diagnostic skills (Kluczniok et al., 2011; Vaz et al., 2015). Only recently has the lack of time and staff been discussed in this context, which, according to the latest findings, leads to a de-professionalisation of the field as well as to a negative influence on the pedagogical process quality. Recent studies show that a lack of time leads to a massive restriction of the ability to act, a chronic overload and thus to a successive limitation of the options for action (Rosenkranz, Schütz & Klusemann, 2023). In this respect, there is a desideratum with regard to the theoretical modelling and empirical testing of a competence model for the activation of domain-specific professional and methodological competences of inclusive educational support in settings where time is scarce.

Two research questions will be answered:

1) What influence does the lack of time have on the competent use of observation and documentation procedures in inclusive educational work in preschool to record the learning situation and the concrete support of the individual child derived from this by educational professionals (Study A)?

2) What requirements for competence development and professionalisation in dealing with time constraints can be derived from best practice as well as worst case examples of inclusive educational work in the use of observation and documentation procedures and the support of children (Study B)?

From the findings of the empirical examination of both research questions, the components of the competence model for the activation of domain-specific subject and methodological competences of inclusive education work are derived and their interdependencies are described.

In England, the DfE White Paper (2022a, p. 16), proposes that by 2030 ‘every child will be taught by an excellent teacher trained in the best-evidenced teaching method to help (each) child reach their full potential’. This document also identifies a commitment to training on behaviour management, adaptive teaching, and curriculum design, with the intention of helping every teacher and leader to support all pupils to succeed, including those identified with SEN/D. This is situated in a context where reviewing and evaluating the progress of pupils with SEN/D has been found to be the least developed aspect of schools’ SEN/D support (DfE, 2021), where staff do not always know pupils well enough to take an informed pupil-centred approach when identifying needs and planning provision (Dobson & Douglas, 2020), where schools may be teaching a curriculum to pupils that is not properly sequenced or well matched to their needs, and where questions exist about what ‘success’ looks in terms of supporting children with SEN/D in mainstream school (Ofsted, 2021).

Within this context, consultation around the SEND Review: Right Support, Right Place, Right Time (DfE, 2022b), identifies the need for schools to change their cultures and practices to be more inclusive and better at identifying and supporting needs, and to improve workforce training (NASEN, 2022). However, a significant barrier to implementing the reforms is professional development of the workforce. Whilst training for SENCos in non-statutory school-age settings is being extended, the SEND review (DfE, 2022b) proposes to change mandatory SENCo training from a master’s level post graduate certificate (PGCert) to a National Professional Qualification (NPQ), where project work can be signed off by a school principal. This is relevant to the European context, since broader trends, including SENCo training and retention (Hammerness et al, 2005; Dobson & Douglas, 2020), and leadership in inclusion (Lindqvist & Nilholm, 2014; Fitzgerald & Radford, 2022) apply beyond the UK.

This presentation will report on a small-scale project that captured the experiences, explanations and impacts of students completing the mandatory National Award for Special Education Needs Co-ordination (NASENCo) course at a West Midlands university. The purpose of the research was to identify the impact the NASENCo had on student’s knowledge, skills, confidence and practice, as well as student perceptions of the current course and proposed changes, so as to inform future development and evolvement of courses, be they a more work-based NPQ or Level 7 (L7). The research questions created to drive the study were:

RQ1: What main impacts do NASENCo students identify L7 study has had on their professional practice as SENCos?

RQ2: What are NASENCo students’ experiences of studying at L7 as part of their SENCo training?

RQ3: What are the perceptions of NASENCo students of the possible links between L7 study and outcomes for SEN/D pupils?

The research adopts a post-structuralist approach. Post-structuralism argues that ‘true’ meanings, as derived from the universal systems behind them, including dominant discourses do not exist since language and culture themselves are constructed by humans, meaning they are subject to influence and modification, often based on experience or the impact and interaction of multiple factors present in the settings SENCos work within. This contrasts with structuralism which proposes that rules and approaches are applicable regardless of context and that they are thus ahistorical and non-ideological. Utilising Foucault, educating SENCos is viewed by the researchers as a political and ethical task, conceptualised as ‘a care of the world, the “true life” calling for the advent of an “other world”’ (Gros in Foucault, 2012, p. 355).

The principle of inclusive education is central in Norwegian policy documents and equity, equality, diversity and inclusion are terms and standards of Norwegian educational policy (Norwegian Education Act 1998; The Norwegian National Curriculum 2017). Norway has a public school system which follows the social democratic model of a “School for All”. Due to increasing diversity in schools there is an ongoing need to discuss inclusion and equal opportunities in education. Adapted education is a strong educational principle, rooted in the Norwegian Education Act (Norwegian Education Act 1998) and still a great challenge for teachers to fulfill (Backmann & Haug, 2006). Giving all pupils the right to take part in ordinary learning activities according to their learning capabilities, where diversity is to be understood as enrichment, seems to challenge teachers the most. Pupils who do not benefit from the ordinary education are referred to The Norwegian Educational Psychological service (EPS) and their needs of special needs education (SNE) are assessed. EPS`mandate is embedded in the Norwegian Education Act (1998) and their tasks require both individual and systemic approach towards pupils' learning outcomes. In 2019 the Norwegian Ministry of Education announced the intention to introduce a number of measures to enhance pupils with special needs chances to be taught by professionals with the relevant competence (Ministry of Education 2019). This follows cooperation between universities and municipalities to examine which competence is needed for municipalities to be able to accommodate education for all through inclusive practices.

The present study is part of a development project between Østfold University college and one Norwegian municipality. In this study we investigate how internal systems in schools can be developed by improving organizational structures in the municipalities. Further we look into how the Norwegian Educational Psychological service (EPS), an independent expert authority, and schools as an organization can be seen as fellow participants in professional learning communities. To better understand how municipalities in Norway can approach more inclusive education and inclusive practices, we seek to understand how professional learning communities can contribute to school leaders, teachers and professionals within the EPS, to work together, share and question their practice in critical ways (De Neve et. al 2015). This has led us to the following research question:

How can professional learning communities be a contributor to strengthening internal systems in schools aiming to develop inclusive practices?

The theoretical framework is based on social cognitive theory proposed by Bandura (1997). This theory emphasizes the psychological perspective on human functioning that highlights the critical role played by the social environment on motivation, learning, and self-regulation (Shunk & DeBenedetto, 2020). A premise of Bandura’s theory (1997) is that individuals strive for a sense of agency, or the belief that they can exert a considerable degree of influence over important events in their lives. In this context, the concept of efficacy beliefs is central. Defined as a future oriented judgment about capabilities to organize and execute the courses of action required to produce given attainments in specific situations or contexts (Bandura, 1997). In recent years research has added an organizational dimension to inquiry about efficacy beliefs, referred to as perceived collective efficacy (Goddard, Hoy & Woolfolk Hoy, 2004; Goddard & Goddard, 2001; Voelkel & Chrispeels, 2017). Within an organization, perceived collective efficacy represents the beliefs of group members regarding "the performance capability of a social system as a whole" (Bandura, 1997, p. 469). Research (Voelkel & Chrispeels, 2017) has also shown that high collective efficacy beliefs can advance better professional learning communities (PLC).