iecp_secondary_en(1).pdf

Inclusive Education and

Classroom Practice in

Secondary Education

Summary Report

2005

European Agency for Development in Special Needs Education

This report has been produced and published by the European

Agency for Development in Special Needs Education.

Extracts from the document are permitted provided a clear reference

to the source is given.

All original reports from the countries participating in the study, the

literature reviews together with reports of all exchanges are available

from the Inclusive education and Classroom Practice area of

www.european-agency.org

This report is available in fully manipulable electronic formats and 16

other languages in order to better support access to the information

from www.european-agency.org

This summary report has been prepared on the basis of contributions

from nominated Country Experts and European Agency National Co-

ordinators who took part in the Inclusive Education and Classroom

Practice in Secondary Schools project. All of their contact details can

be found on the Inclusive Education and Classroom Practice web

area: www.european-agency.org

Editor: Cor J.W. Meijer

ISBN : 87-91500-19-2

2005

European Agency for Development in Special Needs Education

Secretariat:

Østre Stationsvej 33

DK-5000 Odense C

Denmark

Tel: +45 64 41 00 20

Fax: +45 64 41 23 03

secretariat@european-

agency.org

Brussels Office:

3, Avenue Palmerston

BE-1000 Brussels

Belgium

Tel: +32 2 280 33 59

Fax: +32 2 280 17 88

brussels.office@european-agency.org

Web: www.european-agency.org

CONTENTS

SUMMARY................................................................................5

1 INTRODUCTION................................................................8

2 FRAMEWORK, GOALS AND METHODOLOGY ............12

Framework ............................................................................ 12

Goals ..................................................................................... 13

Methodology ......................................................................... 14

3 EFFECTIVE CLASSROOM PRACTICE ..........................16

(i) Co-operative Teaching ..................................................... 16

(ii) Co-operative Learning..................................................... 18

(iii) Collaborative Problem Solving...................................... 19

(iv) Heterogeneous Grouping .............................................. 21

(v) Effective Teaching........................................................... 22

(vi) Home Area System ......................................................... 23

(vii) Alternative Learning Strategies .................................... 25

4 CONDITIONS FOR INCLUSION......................................28

Teachers................................................................................ 28

School ................................................................................... 29

External Conditions .............................................................. 31

REFERENCES ........................................................................35

SUMMARY

This project Inclusive Education and Classroom Practice in

Secondary Education is an extension of the work that has

already been completed in relation to primary education. It

makes use of the same study framework, goals and

methodology. Based on an international literature review, case

studies in 14 European countries, expert visits in five countries

as well as various discussions involving experts and the

European Agency National Co-ordinators, a number of features

regarding the development of inclusive classrooms within

secondary schools have been identified. These findings could

be regarded as possible strategies for improving inclusion

within secondary schools. In addition, the country case study

reports and the reports of the exchange site visits provide

expansion upon some of the strategies identified.

In line with the conclusions of the primary school phase study, it

can be argued that within the secondary school phase what is

good for students with special educational needs (SEN) is

good for all students .

Case study, UK : In particular the school was

identified as being particularly successful in that it:

achieves high standards in GCSE examinations

[national, public 16+ examinations], provides good

teaching in all areas of the curriculum (…) provides

well for students who are physically disabled or who

have significant learning difficulties (...) It reinforces

other evidence that inclusive schools are generally

effective on a range of measures and address the

needs of all students.

This study was confined to the secondary school phase, i.e. the

age group of 11–14 year olds. The earlier study that was

focussed on the primary school phase looked at the 7-11 year

old age group.

The findings regarding classroom practice suggest seven

groups of factors that are thought to be effective for inclusive

education:

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