Presented at ISEC 2000

Inclusion within a Caring and Tolerant Society

John Kermode - Assistant Education Officer, Isle of Man Government Department of Education

Abstract

The Isle of Man is a self governing crown dependency with separate and different legislation from the United Kingdom. It now has an education system that includes all students within mainstream education. This has been achieved from a Position where special education was modelled upon that in the UK with separate special schools.

The paper will present evidence from a number of participants and stake holders in special education on the Isle of Man. It will show that it is not only desirable for all children to attend mainstream schools but, it is possible. The paper will illustrate that this can be achieved in whole populations without the cynicism or dissent that might be expected.

The Isle of Man has achieved remarkable levels of inclusion. The views of parents are surveyed and objective and numerical methods of monitoring the performance of all of its schools in identifying and meting the special needs of their pupils have been developed.

The paper will present the models used, some of the data obtained and illustrate key tasks for support services in helping schools accept all pupils.

This document is compiled from a PowerPoint presentation.

This presentation

• Will show that it is not only desirable for all children to attend mainstream schools but, it is possible.
• Will illustrate that this can be achieved in whole populations without the cynicism or dissent that might be expected.

This presentation

• Will present the models used, some of the data obtained and illustrate key tasks for support services in helping schools accept all pupils.

In a caring and tolerant society?

The Isle of Man

• Self Governing crown dependency
• Not part of the UK
• Not in EU
• 70,000 population
• 11,000 in education

Education

• Based on UK system
• 36 primary schools (18-400)
• 5 Secondary schools (800-1200)
• Currently no segregated special education
• Expulsions from school…

Context

• Very dated legislation- 44 Act (Handicapped pupils)
• No Statmenting
• Not signed up to Salamanca
• No real strategic commitment to inclusion
• Sort of forgot to implement categories of handicap
• Policy

Policy

• Since 1984
• That special educational needs should be identified and met in mainstream situations wherever possible.
• There is only one problem with this policy:
• It is always possible

NFER

• Review of Special Education
• “The Isle of Man… has been pursuing a policy of inclusion far more confidently and purposefully than in many other places”
• “We consider this a major achievement”

IoM Numbers in Segregated Special Education

For this audience

• Need to discuss desirability of inclusion?
• It is needed "back at the ranch"

When problems arise

• First response of senior management:
• "This is far too expensive"
• "Why don't we re-open the special school?"

And why not send the kids back to the special school?

• Chairman of special services
• "I would like to be there if the Director decides to tell parents their children are going back to the special school,
• But wouldn't like to be underwriting his life insurance"

The Provision

Special Units

The teams

• Experienced special ed. manager practitioner
• Psychologist
• Unit and support staff

Task

• Help schools identify and meet the special needs of their pupils
• Fairly deploy staff
• Help schools implement one quality standard for the Island

Dealing with the "Ah buts"

• "It would be cheaper if they were all in special schools"
• Get the data
• For ourselves:

Costs

• Difficult to get good quality benchmarking data
• What we have suggests:

Costs Compared

Ah, but

• “Ordinary parents won’t be happy”
• We have had no complaints
• Ofsted survey

Ah, but

• “All you are doing is putting them into ordinary schools they would make better progress in special schools”
• “All of this says nothing about the quality of special provision”

Monitoring performance

• Of all schools in identifying and meeting special needs

PSR

Secondary 'B'

Ah But

• "Staff are not really happy with the policy"
• NFER:
• Unit teachers:
• "Supported policy of inclusion "

SENCOs

• "Supported inclusion but feared it was not operating effectively because of lack of resources or training"

Headteachers

• "Supported inclusion and welcomed units into their schools"

Class Teachers

• "Supportive of inclusion provided adequate support available"

Classroom Assistants

• Supported Inclusion

Ah But

• "Parents don't really like it"
• "We get too many complaints about special education"

NFER: Parents

• "Supported the policy of inclusion and appreciated the opportunity to state their preference for a school"
• Parent survey

And what do parents think about mainstream schools?

• Sufficient equipment
• Making Progress
• Achievements recognised
• Child happy

• Happy with service

Ah but

• The children would be happier in segregated settings

Ah but

• "The Parent survey: Not everyone replied."

Ah but

• We get a lot of complaints about the support teams from schools

Survey: Schools Views

• 1 - 5 scale
  1 very good - 5 very poor

• 2 overall
• Would like more time and staff
• Need to work on quality of advice
• Only two schools give us -ve reports

Ah but

• "That is only your view, what we need is an external evaluation"
• NFER: Weakness
• "Insufficient strategic management from education Directorate"
• "Poor communication in education Department and to schools"

Ah but

• "Why are you spending all this time doing surveys?"

NFER strengths

• Unanimous commitment to inclusion
• Commitment and expertise of support service
• Clarity of vision of support service
• Administrative capacity of support service
• Pre school assessment centre

So how do we do it?

• The work and commitment of teams
• Common agenda
• Shared values
• Strong commitment to inclusion
• Parents
• Pressure to reach agreement
• Staff recruitment

In conclusion

• A traditional analysis would suggest that to produce change you need leadership, legislation and strategic direction.
• Our experience has been that the "servants" can be the leaders and produce significant positive change in education systems

Summary

• This presentation
• Has shown that it is not only desirable for all children to attend mainstream schools but, it is possible.
• Has illustrated that this can be achieved in whole populations without the cynicism or dissent that might be expected.
• Has presented the models used, some of the data obtained and illustrated key tasks for support services in helping schools accept all pupils.

For a copy of this PowerPoint presentation please email j.kermode@doe.gov.im.

Index