Contributions from: S. Polychronopoulou, St. Pavlaki, A. Papadopoulos, and A. Stamboltzis
Abstract
Learning in museums has been found to be promising for all children including children with special educational needs (SEN). However, the impact of museum education on the cognitive and social development of children with SEN is a neglected area in Greece despite the rich cultural heritage of the country. The study sets out to examine the current state of museum education in Greece regarding SEN, and raise awareness of the positive relationship that can be formed between the special school and society through museums and galleries. The sample consists of 50 special schools, for pupils between 5 to 14 years of age, situated in urban areas of Greece. A structured questionnaire was given to the school-staff to investigate (i) the extent to which special schools collaborate with museums, (ii) the aims and the nature of this collaboration and (iii) the problems that the schools face regarding the initiation of such activities. Preliminary findings indicate that participation of children with SEN in museum education is limited and hindered by factors such as lack of support and resources as well as restricted information and awareness on the issue. The study highlights the importance of an education for children with SEN that engages into practices that go beyond the restrictive environment of the school and, reflecting on the findings, considers possible ways of enhancing its development and impact.
INTRODUCTION
In recent decades, the special education field has been developed considerably worldwide. Earlier attempts focused on securing children's rights for specialized education while nowadays emphasis is given in improving special needs provision and strengthening inclusion practices.
In Greece, such steps are slower than in other developed countries. Although there is an increased public awareness as well as professional and state interest for special needs issues, there is still a long way from achieving comprehensive, up-to-date special provision. Among the long-standing needs are the expansion of special provision - especially in nursery and secondary schools -, the development of support services and the initiation of genuine inclusion policies.
Despite the critique that has been expressed worldwide against segregated schooling, special schools continue to play an important role in Greece catering for the 28% of special needs children and employing the 55% of special teachers and almost all available support service personnel. Besides, there has not been any move towards reducing the numbers of special schools given the ill-developed special school system (just 200 schools with 3850 pupils) and the scepticism regarding the integration of pupils with moderate and severe learning difficulties. Nonetheless, this model is not static but is progressing due to better teacher training, initiation of innovative programmes and improved facilities.
A balanced programme of special or general education should take account of pupils' individual needs, use a variety of teaching methods and aim not only in imparting knowledge and values but also in preparing pupils for working and living in society. A means to achieve these goals is to provide, through out-of-class activities, opportunities for curriculum enrichment; more engaging school knowledge; hands-on experiences; skill practice; creative expression; cultural development; recreation and sports; social contacts; exploration of the natural and technological environment, the workplace and the community.
Throughout this paper, terms such as out-of-class activities or out-of-school learning are used interchangeably to describe the part of school curriculum and the learning process that take place outside the school premises.
Out-of-school activities provide alternative ways of learning and into areas not fully nurtured by within-school programmes. Such activities can enrich the curriculum, maximize children's understanding of concepts, motivate and increase school enjoyment as well as provide opportunities of success and improve the self-esteem and behaviour of special children that often connect schooling with failure and disappointment (Farnham & Mutrie, 1997; Lappin, 1984; Richmond, 1997; Vergides & Molinou, 1998).
Out-of-class activities are also beneficial for special needs children because they provide them with experiences and skills that they don't always acquire naturally or spontaneously in or out of school. Especially for pupils of special schools, such activities aid them in overcoming isolation and provide opportunities for real-life experiences and interactions in the community.
As special needs are often associated with socioeconomic and cultural deprivation (Polychronopoulou, 1997), out-of-class learning could play in part a compensatory role by involving pupils in interesting and enriching activities.
It has also been claimed that for SEN pupils such experiences are as important as academic or practical school-based knowledge because it is necessary to practice social and life skills under natural conditions and learn to use their leisure time effectively (Lloyd, 1984; Snell, 1993).
The Greek state recognizes the value of planned out-of-school learning (e.g. Ministry of Education, 1992 & 1998) but puts certain restrictions on such activities; for primary schools this usually means up to nine day outings per year and on an optional basis two hours per week for extra-curricula or off-site activities. Although primary schools are increasingly engaged in environmental, cultural and other projects, little documented data exist concerning the nature and extent of these activities.
AIMS OF THE STUDY
The scarcity of data and information concerning out-of-class learning as well as the importance of such experiences for SEN pupils led the researchers to undertake this study. The basic aims of the study were:
to describe the participation of special primary pupils in Greece on cultural, recreational, physical, social and prevocational activities beyond the school gates,
to provide data on the places visited and the criteria that led schools
to these choices,
to examine teachers' preferences concerning out-of-school visits,
to report on the extent and nature of parental involvement,
to identify school needs and possible difficulties surrounding the issue, and
to collect views regarding the improvement and furthering of such activities.
METHODOLOGY
The study is basically a descriptive one and the data were gathered through a questionnaire survey. The questionnaire was piloted in 10 special primary schools of Athens. The questionnaire, which contained 14 questions of closed and open-ended type, was mailed to the head-teachers or the co-ordinators of out-of-class activities. The data concerned the 1998-1999 school year and were collected in Autumn 1999.
The main independent variables of the survey were: background information on schools and demographic data concerning pupils, teaching and support staff. The main dependent variables were: the type and extent of visits, the choice criteria of places visited, teachers' views and preferences regarding the issue, parental contribution and involvement, the difficulties encountered and staff proposals for improving and enhancing such activities.
SAMPLE
The sample contained almost all special primary schools of Greece; that is 129 schools with complete addresses provided by the Ministry of Education. We received 62 useful replies or 48%, an acceptable response rate for a mailed survey (Sarantakos, 1994).
Post-check of data obtained from the questionnaire with available data concerning all special schools of primary level provided indications for the representativeness of the sample. The spread of responded schools according to area population (large urban versus urban and semi-urban), were very close to that of the survey population (Table 1). Moreover, the mean ratio of teaching staff/pupils at sampled schools (1:5.1) was similar to that of all primary special schools (1:4.8).
Table 1: Sample population and responses across area
| Sample | Responses | |
| Athens-Salonica | 47 (36.4%) | 20 (32.3%) |
| Rest of Greece | 82 (63.6%) | 42 (67.7%) |
| Total | 129 | 62 |
RESULTS
The data collected were numerical, categorical and qualitative and were analyzed using descriptive statistics and non-parametric statistics. The statistical analysis -mainly Chi-square and Fisher's Exact tests-yielded no significant trends between the major variables of the study.
The descriptive findings can be summarized as following:
The surveyed schools were relatively small both in rolls and staff. The 95.2 % of schools had up to 8 teachers, with one in two schools (51.6%) occupied 1-3 teachers. The larger school had 87 pupils while one in two schools (51.6%) enrolled 3-16 children. One in three schools (35.3%) did not employed support staff.
Although the large majority of schools were officially categorized as schools for the mentally handicapped, teachers' responses show that actually there was a large diversity on children's reported difficulties (Figure 1).
Only four schools implemented up to 4 (6.6 %) out-of-school activities during the 1998-99 school year. More than half of schools (54.1%) participated in 5-15 visits while the rest (39.3%) involved in more than 16 activities outside their premises.
The most popular places of visit were: playgrounds and parks, sport centres, places of worship, market shops, public services, museums or art galleries. Less popular were visits to industrial places and workshops (Figure 2).
The most important activities according to teachers were those that primarily focused on recreation and sports rather than those with an organized learning context (Figure 3); views which relate with the actual choices of the schools (Figure 2).
The main criteria that schools took in account when planning out-of-school activities were: recreational value, educational benefits, social skill opportunities and access facilities (Figure 4).
Concerning activities to places of art and culture, schools that served smaller urban areas implemented twice more visits than schools in large urban cities (Table 2). Almost half of the museum visits of schools in large urban areas (7 out of 15) followed a pre-arranged educational programme while only one in four visits of schools from smaller areas (15 out of 56) encompassed such a programme (Table 2). Schools in general expressed satisfaction concerning museum programmes (88.4%).
| School | Visits | Visits with educational programme | |
| Athens - Salonica | 20 (32.3%) | 15 (21.1%) | 7 (31.8%) |
| Rest of Greece | 42 (67.7%) | 56 (78.9%) | 15 (68.2%) |
More than half of the schools reported some kind of parental involvement concerning out-of-school activities (Figure 5). Parents mostly accompanied children during outings while a considerable number of them also contributed financially (Figure 6).
Data were also collected on the difficulties that schools have found in implementing out-of-class activities. The most important were: limited educational programmes (69.4%), lack of resources (50%), problems of transportation and access (41.5%), children's inappropriate behaviour in public places (38.7%), lack of helpers/escorts (24.2%), the overloaded school programme (21%) and the limited information concerning opportunities for outings (16.1%) (Figure 7).
Lastly, we refer to teachers' views concerning the development and enhancement of out-of-school activities. The main proposals correlate with the above mentioned obstacles and include the need for: more educational programmes (91.7%); extra resources (65%), better access to buildings and open spaces (57.1%), more information on opportunities for school outings (50%), initiation of mandatory visits (43.3%), more assisting staff (41.7%), better cooperation with authorities (40%) and parents (26.7%).
DISCUSSION
Most special primary schools provided opportunities for a range of out-of-class activities. Greater emphasis was placed on leisure activities, a very important need which however should not monopolize school outings. As pointed by O'Connor (1987) the value of out-of-school activities lies in their relevance to the pupil and to the curriculum. Dereka's recent study in 19 training colleges for students with learning difficulties in Greece reported somehow different outcomes; that is frequent visits to local shops and lesser interest for outings at museums, theaters, cinemas and public buildings (Dereka, 2000).
The tendency , however, towards less organized visits and activities which was identified in the present study was also mentioned by Dereka (ibid.) who found a lack of planning and preparation prior to the outings as well as a passive participation of students in most visits.
On the other hand, the schools in our sample seem to recognize the value of well-planned outings by stressing the need for more pre-arranged educational programmes for their pupils. Perhaps this disagreement between actual practice and proposals represents a realistic view of current situation and the challenges surrounding the implementation of out-of-school activities. It is in fact easier to teach within the classroom rather than plan out-of-school learning with all these extra demands on teachers' skills and energies that requires (Disinger, 1984). Besides there are a number of practical problems that should not be underestimated such as transport, safety and access; issues which have also been raised by Dereka (ibid.) and the Greek Spastic Society (Eteria Prostasias Spastikon, 1994).
Children's difficult behaviour in public places is also a major problem according to teachers. This, however, is a challenge which schools have to tackle as part of their social skills curriculum and should be taught within a proper context which only out-of-class, real-life experiences provide.
Finally, it is worth mentioning that several special schools, despite the various obstacles, offered frequent out-of-class activities to their children. Finding time for school outings was not an easy task. One in five respondents noted the overloaded in-school programme while almost half of them felt that out-of-school activities should become a compulsory rather than an optional part of school curriculum. The latter view mirrors the fact that although the Greek educational system is highly centralized and regulated, there are restrictions concerning only the maximum and not the minimum number of school visits per year.
CONCLUSION
This inquiry attempted to describe the current status of out-of-school activities concerning special primary schools. The overall picture is rather optimistic although more work is needed if out-of-class learning is to become a more regular feature of the school practice.
To assist this process, schools should provide more flexible curricula and timetable arrangements as well as establish contacts with cultural, recreational and vocational agencies. As the quality of out-of-school learning and the children's involvement depends on good planning (DES, 1985), attention is needed on that area. Teacher training is also needed so that schools could develop their own educational programmes tailored to their pupils' needs. Involvement of parents and volunteers is crucial and must be further extended.
The educational authorities must provide more favourable conditions and encourage special schools to open up their doors and enrich their curriculum in new ways. Information on opportunities for school outings must be disseminated to schools and more resources are needed to overcome a number of problems including transportation and access.
Special schools should assist pupils in gaining maximum benefits from education and in furthering social integration. A flexible learning environment that encompasses appropriate out-of-class activities can broaden pupils' learning and provide them with invaluable insights into social realities as well as cultural and leisure interests that cannot be gained only from in-school programmes.
It is hoped that this study has increased knowledge on an issue where information is limited and has raised interest on a low-priority area of current schooling. Nonetheless, the value of out-of-class experiences must not be taken for granted and therefore more research is needed to investigate the benefits of particular activities. Research should also examine pupils' and parents' views on the issue while studies focused on good practice are also needed in order to establish a more solid base for expanding out-of-class provision.
BIBLIOGRAPHY
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