Session 5: Towards the development of inclusive education policies: training inclusive teachers

1. Implementation of Inclusive Education Policies in Latin America: Progress and Pending Challenges 18 - 20 November 2009 Santiago de Chile. Session 5: Towards the development of inclusive education policies: training inclusive teachers

2. Implementation of Inclusive Education Policies in Latin America: Progress and Pending Challenges 18 - 20 November 2009 Santiago de Chile. What is Flagship as part of EFA? Please visit: www.inclusionflagship.net And take the brochure of the Flagship !

3. ”Presence, participation and learning of ALL children” (Mel Ainscow) -> And all should mean truly ALL children Global challenges to be addressed in moving towards more inclusive education: • Attitudes and policies • Early childhoodcare and education • Curricula • Teacher education • Resourcesand legislation

4. How the world’s best-perfoming school systems come out on top? (McKinsey & co 2007) • Analysis of OECD/PISA top ten countries: • Australia, Belgia, Canada (Alberta & Ontario), Finland, Hongkong, Japan, Netherlands, New Zealand, Singapore, South Korea • And what answers were found?

5. Finding #1 • The quality of an education system cannot exceed the quality of its teachers • Culture, policy and status of teaching • Mechanisms for selecting students for teacher training • Good starting compensation • The importance of teacher status

6. Finding #2 • The only way to improve outcomes is to improve instruction • Building practical skills during initial training • Placing coaches in classrooms to support teachers • Selecting and developing effective instructional leaders, and getting the right teachers to become principals and developing instructional leadership skills • Enabling teachers to learn from each other

7. Finding #3 • High performance requires every child to succeed • Setting high expectations for what students should achieve • Monitoring and intervening at the school level • Monitoring and intervening at the student’s level • Key questions and parameters in system development

8. Challenges to promote inclusive education in teacher training: 1. Values and Attitudes behind teacher training curricula • Schools and teachers should commit to accept all learners being included (see Policy Guidelines for Inclusion in Education by Unesco) 2. Methods in teacher training programmes should offer tools for coming teachers to meet the diverse needs of children

9. Changes in the Attitudes in 1998 and 2004

10. Challenges to promote inclusive education in teacher training: 3. Teachers’ co-operation and working together is crucial to share the responsibility of responding to diverse needs • The co-operation of regular and special education teachers • The cooperation of teachers and other professionals in schools

11. Challenges to promote inclusive education in teacher training: 4. A strong emphasis on the learning and behavior challenges of children • The knowledge in special education needs • The system should fit for the children and not vice versa

12. Challenges to promote inclusive education in teacher training: All the previous principles (1 – 4) should penetrate teacher training curricula AND they should be met in theory and in practice during the initial training. Educational leadership should support and promote all children’s participation in quality education