04. Inclusive Education
Paper
Developing Educational Agency for Young People with Complex Needs
Maggie Macaskill
University of Strathclyde, United Kingdom
Presenting Author: Macaskill, Maggie
Seminal global summaries of inclusive practice have highlighted the need for both improvement and consistency of approach towards educational equity for young people with disabilities (Antoninis et al., 2020). Students with Complex Additional Support Needs (CASN) are an exceptional group with multiple, overlapping and significant (dis)abilities. The heterogeneous nature of their presentation means that the question of labelling and definition is ambiguous (Anastasiou & Kauffman, 2012) and their educational experiences often contingent on the attitudes of education staff. Students with CASN have been historically marginalised in many ways including omission from policy, lack of participation in research and denial of access to certain educational subjects, as a result of such agentic restriction, both in the UK (Imray & Colley, 2018; Slee, 2018) and internationally (Male, 2015).
This research aimed to illuminate the experiences of pupils with complex needs, and the factors that impacted on their educational experiences, within a Scottish ASN school. Using subject choice as a lens, consideration was given to the relationship between staff attitudes and pupil agency in decision making. The research questions were as follows:
1. What are the experiences of students with CASN in relation to subject choices across the curriculum?
2. What are the views of teachers of students with CASN in relation to pupil choices across curricular subjects?
3. Do teachers’ views on educating students with CASN affect the agency of those students when making curriculum choices?
Attitudes of others are influential in restriction of agency because there has been a historical focus on remediating perceived deficits for this group (Adams, 1998), with adults often making decisions on behalf of pupils. Using pupil and staff interviews, my research aimed to uncover influences upon the educational experiences of pupils with CASN and illuminate ways forward to reduce marginalisation. Furthermore, wider attitudes were sought through an online teacher questionnaire. Data was analysed thematically.
I found that there were many additional factors that influenced pupils’ experiences and impacted on their agency to make choices across the curriculum. These will be presented in a multiple cause diagram but include school ethos, policy at local and national level, teacher training and teacher commitment to inclusive pedagogy.
In the school studied, both pupil and teacher interview data highlighted that pupils could make choices, and a sense of agency was evident. However, this was based on pupil experiences in that particular setting hence, this research comes from a relativist position. This research was undertaken in the Scottish context, however, the findings are applicable globally.
The fact remains that there can be variability across settings, staff, time, and country. A charter of 'educational rights' for young people with CASN, as well as standardised training for all staff, is proposed. This huge, unaddressed population of exceptional young people with CASN will go on to become exceptional adults whose lives could be improved through increased recognition of their capacity and ability to make decisions. This research gives students a voice and proposes how exclusion and restriction of agency can begin to be rectified.
Methodology, Methods, Research Instruments or Sources Used
Six pupils from a large ASN school in Scotland took part in a semi-structured interview on their experiences. The exceptional nature of the young people meant that significant accommodations were made to the approaches and tools used. As an ASN teacher with 23 years of experience, I am well versed in communication supports.
Adapted tools included symbolised consent forms, symbols familiar to the young people to assist with answering using eye point, gesture or vocalisation. A 'stop' symbol for withdrawal was available throughout. Careful observation of body language, gesture and vocalisation was also used and annotated. This was vital to the study due to the diversity of communication used by the young people participating. Using inclusive communication approaches such as symbols, eye-gaze technology and sign, meant that exceptional young people were able to have a voice in educational research.
Significant consideration was given to ethical aspects of the study, as well as adapting the communication supports which were used. For example, a relationship with pupils was built upon in order to further gauge any potential discomfort and young people were interviewed in a familiar setting.
Ten teachers from the CASN department of the same school also took part in a semi-structured interview to uncover their views on the education of pupils with CASN.
In addition to the interviews, 124 teachers with CASN experience from across the UK, took part in an online questionnaire about their views and experiences. The questionnaire also generated narrative data.
Interview data was transcribed verbatim and analysed from a qualitative perspective, using thematic analysis. Thematic analysis allows data to be more manageable, with separate sections or ideas being examined in more detail to give richness and depth to the research. Thematic analysis is purely a way of organising data and does not make any theoretical assumptions, this makes it flexible in order to suit the needs of the study. This approach was chosen because I sought to understand the lived experiences of both the young people and the teachers involved in their education, from their perspectives.
Conclusions, Expected Outcomes or Findings
The key findings from the study were that pupils’ experiences are influenced by a variety of factors, including the attitudes of others. The ways that teachers think about education for pupils with CASN is influential. This research found that most teachers had views that tallied with Social and Capability models of education. In addition, teachers’ experience of and commitment to inclusive pedagogy (where the learning is tailored to each pupil as an individual), was clear.
Lack of experienced staff in the field of CASN was an issue that teachers felt very strongly about. Newer staff benefitted from the expertise of more experienced staff, and little was available in terms of more formal training to meet the needs of this diverse group. Teachers indicated that awareness raising around CASN and of the issues and challenges within the field must be carried out in order to improve pupils’ experiences.
Data from the online survey (open nationwide) indicated that teacher attitudes towards pupil curricular agency were variable. For example, some teachers indicated that they felt that life skills were more important than a broad curriculum, whilst others indicated that pupils with CASN should be provided with choice. This indicates that pupil experiences of curricular decision making are not consistent. In some settings, it is reasonable to assume, staff are the gatekeepers of pupils' experiences.
I suggest that awareness raising in the form of a professional learning package for all staff, specific inclusion in policy and a charter of ‘educational rights’ could serve to improve the picture of education in Scotland for pupils with CASN.
Additionally, the cohort of young people who communicate without the use of verbal methods of AAC has been ineffectively captured. I suggest that methods such as Intensive Interaction could be beneficial here and that further research is necessary.
References-Mietola, R., Miettinen, S., & Vehmas, S. (2017). Voiceless subjects? Research ethics and persons with profound intellectual disabilities. International Journal of Social Research Methodology, 20(3), 263–274. https://doi.org/10.1080/13645579.2017.1287872
-Runswick-Cole, K., & Hodge, N. (2009). Needs or rights? A challenge to the discourse of special education. British Journal of Special Education, 36(4), 198–203.
https://doi.org/10.1111/j.1467-8578.2009.00438.x
-Shipton, C. and O'Nions, C. (2019). An exploration of the attitudes that surround and embody those working with children and young people with PMLD. Support for
Learning, 34(3), 277-289. https://doi.org/ 10.1111/1467-9604.12265
-Stewart, C., & Walker‐Gleaves, C. (2020). A narrative exploration of how curricula for children with profound and multiple learning difficulties shape and are shaped by the practices of their teachers. British Journal of Special Education, 47(3), 350-375.
https://doi.org/ 10.1111/1467-8578.12313
04. Inclusive Education
Paper
The Educational and Psychological Counselling Service as a central Inclusion Agent in the Municipality; how?
Marit Mjøs1, Vegard Moen2
1NLA University College, Norway; 2University of Stavanger
Presenting Author: Mjøs, Marit
The long-standing principle of inclusion in Norwegian education policy, dating back to the introduction of unified schooling more than one hundred years ago, was strengthened in legislation from 1975, which provided for adapted education within the framework of the local school for all children, and has been reinforced by the Salamanca Declaration (1994) (Faldet et al., 2022). Despite this, many students lack access to meaningful participation, belonging, and mastery in accordance with the criteria of inclusive practice (Barneombudet, 2017), the completion rate of upper secondary education is cause for concern (Reegård & Rogstad, 2016), and researchers have identified significant challenges related to the support system established to support those who are struggling in school (Nordahl, 2018). To address these issues, PPT (Eductional and psychological counselling service) has been granted a central role by law both as an expert body for decisions on special education and as a support service for competence and organizational development in kindergartens and schools. In response, several strategies have been developed since the turn of the millennium, primarily focusing on the enhancement of PPT and their collaboration with kindergartens and schools, research has focused on the development of ordinary pedagogical practices in order to prevent the need for special education, while also improving the connection between ordinary and special education (Andrews et al., 2018; Hustad & Fylling, 2012). To this end, there has been support provided to various municipal school development initiatives in collaboration with research environments, where PPT has participated to varying degrees. For instance, the SUKIP project (Cooperation on the Development of Competence for Inclusive Practice) is an innovation project funded, in part, by the Research Council of Norway, and is being carried out between 2019-2022 in collaboration with PPT, as well as a kindergarten and school in two different municipalities (Mjøs et al., 2023 - in press). The aim of the SUKIP project is to develop and investigate a new infrastructure for collaboration between the PPT and the kindergarten/school, which is suitable for the desired competence and organizational development.
This project was conducted using a case study approach (Yin, 2014), whereby researchers and practitioners collaborated (Ainscow et al., 2004) and the practice field itself prioritized and designed the innovations; a total of four cases. This process falls in line with the new national strategy for local competence development in the education sector, known as the Competence Boost for special pedagogy and inclusive practice (Utdanningsdirektoratet, 2021).
Based on the White paper titled “Early intervention and inclusive community in kindergarten, school and after-school care”, the strategy has been implemented with the primary focus on the general education offer in kindergarten and school as responsible for a more inclusive practice, requiring cooperation from the "team around the children and pupils". Drawing from the data of the SUKIP project and the educational policy guidelines, this study will explore the research question: how can PPT serve as a central agent to the further development of an inclusive practice in kindergarten and school, and what seems to promote or inhibit such a role?
Methodology, Methods, Research Instruments or Sources UsedOverall, the research methods used in this study are based on a combination of qualitative approaches using different sources. The data collection from the SUKIP project include audio recordings of collaborative meetings, interviews with key actors, documents from the two municipalities. The data analysis consists of inductive coding and organization of the data, followed by a deductive analysis in which the data is compared to theory in order to gain a deeper understanding of the innovation processes and dynamics. Finally, the results will be discussed and compared to existing research to draw conclusions.
A thematic analysis was conducted that focused on who participates, what is discussed, how the cooperation is conducted, and the connection between the meetings and cooperation outside the meetings. The theoretical framework for the observations was based on both organizational learning and collective competence development (Irgens, 2016; Roald, 2012) and on inclusion with an emphasis on participation (Florian & Black-Hawkins, 2011). The analysis of the data material began by examining each case individually, followed by abstraction to identify the common characteristics of the four cases in relation to the municipal and local context. The findings highlighted various factors that seemed to affect the extent to which the PPT had been provided and had assumed the role of an inclusion agent. This will then be discussed in the light of other research and statistics that provide additional insight into the topic (Fasting & Breilid, 2020; Kolnes & Midthassel, 2021; Moen & Szulevicz, 2022).
Questions related to the justification for the PPT to be a central agent in the work to develop inclusive practices in kindergarten and school primarily concern normative issues and cannot be answered by empirical evidence. This is discussed in light of national education policy guidelines, which are based on international conventions and obligations (UN, 1989, 1993, 2022). Additionally, these questions must be considered within the context of ongoing changes in the Norwegian special education support system, which PPT is part of (Fossestøl & Lyng, 2022; Mjøs & Moen, 2018).
Conclusions, Expected Outcomes or FindingsThe findings from this study suggest that the realization of an effective collaboration between PPT and kindergarten/school with a view to inclusion is complex and requires a multi-level approach. Various factors will influence the collaboration, such as the relationship between the partners, the continuity in the collaboration, the mutual expectations that are created, and the infrastructure that is established. Furthermore, there is a need for coordinated management at both unit and municipal level, as well as an increased focus on PPT when it comes to organizational knowledge and process competence. These findings provide important insights into the complexity of realizing a successful collaboration between PPT and kindergarten/school, and can inform future initiatives to promote the development of inclusive practice.
The data obtained from a case study cannot be used to draw clear conclusions regarding the collaboration between the PPT and kindergarten/school in Norwegian municipalities, as they are diverse. Nevertheless, we can assume that certain contextual qualities will help to foster the desired collaboration. This is linked to the Norwegian PPT's national political objectives and the associated educational policy implications. Therefore, this presentation will conclude by posing questions relating to the fundamental values of the Norwegian education system, and how research can be used to answer them. For instance: why should the Norwegian PPT be a key agent for developing inclusive practice in kindergarten and school, and how can educational policy facilitate this?
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Andrews, T., Lødding, B., Fylling, I. & Hustad, B.-C. (2018). Kompetanseutvikling i et mangfoldig landskap. Om virkninger av Strategi for etter- og videreutdanning i PP-tjenesten. NF-rapport nr. 7. Nordlandsforskning, Nord Universitet, NIFU.
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Faldet, A.-C., Knudsmoen, H. & Nes, K. (2022). Inkluderingsbegrepet under utvikling? En analyse av læreplanverkene L97, LK06 og LK20. Nordisk tidsskrift for pedagogikk og kritikk, (8), 171-188.
Fasting, R. & Breilid, N. (2020). PP-tjenesten som inkluderingsagent: retorikk eller handling? Psykologi i kommunen, (3).
Florian, L. & Black-Hawkins, K. (2011). Exploring inclusive pedagogy. British Educational Research Journal, 17(5), 813-828.
Fossestøl, K. & Lyng, S. T. (2022). Ny infrastruktur for lokal kompetanseutvikling - tre viktige utfordringer. Bedre skole, (1), 63-67.
Hustad, B.-C. & Fylling, I. (2012). Innovasjon gjennom samhandling. Sluttevaluering av Faglig løft for PPT. NF-rapport 16. Nordlandsforskning.
Irgens, E. (2016). Skolen. Organisasjon og ledelse, kunnskap og læring. Fagbokforlaget.
Kolnes, J. & Midthassel, U. V. (2021). Capturing students' needs through collaboration - exploring challenges expreienced by Norwegian educational-psychological advisers. European Journal of Special Needs Education., 1-13.
Mjøs, M., Hillesøy, S., Ohna, S.-E. & Moen, V. (Red.). (2023 - in press). Utvikling av inkluderende praksis. Et innovasjonsprosjekt om samarbeid mellom barnehage/skole og PPT (open access). Cappelen Damm Akademisk.
Mjøs, M. & Moen, V. (2018). Statped og PPT. Det gode didaktiske møtet i spennet mellom individ- og systemarbeid. Spesialpedagogikk, 83(3), 56-70.
Moen, T. & Szulevicz, T. (2022). Norske og danske PP-rådgiveres opplevelse av "utenfrastyring": En kvalitativ studie. Psykologi i kommunen, (4).
Nordahl, T. (2018). Inkluderende fellesskap for barn og unge. Ekspertgruppen for barn og unge med behov for særskilt tilrettelegging. Fagbokforlaget.
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Yin, R. K. (2014). Case Study Research: design and methods. (5. utg.). SAGE.
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