1500 Closing Remarks
Dean of Charles University Radka Wildova confirms that there will be another EMSENIC in Prague in September 2011. Discusses the friendships and work that took place as due to the EMSEN programme. “We do hope that we are a Erasmus Mundus family and like our own families this lasts forever.” Perhaps this is the true legacy of EM and internationalisation; the emotional links and no definition of Internationalisation covers that. Rob Boerman from Fontys says that there is much that can be learnt and a real sense of diversity. He quotes a student from Papua New Guinea who asked why a country as wealthy as the Netherlands cannot manage inclusion and he feels it is down to political will. He says though Fontys’ involvement has ended, he looks to other co-operation with the new EM SEN programme. He ends with a message of hope that inclusive education can be implement. Talking is fine but we mustn’t forget to act.
A variety of “thank yous” and then a video showing where the students are going to be in a few months: the graduation video which I helped sort at the second cohort’s graduation. How very funny: one of the first things I did with the programme is one of the last that I see. EMSEN: it has certainly inspired me.
1430-1500 Panel Discussion with Prof Tony Booth, Ingrid Korner, Prof Jan Siska and Dr. Jacqueline van Swet
Discussion of a variety of issues to do with inclusion and the tensions. Does collaboration work as a way of moving towards inclusion? Partnerships are a very steep learning curve and needs to be working together. The stories are universal and at times the Czech Republic feels the colonised rather than the colonising. Should look less at the difficulties and more the barriers.
1417- Feedback from all of the sessions by the EM Students
Summary of the key themes:
- First theme was to do with Collaboration: "Collaborative research is inarguably beneficial for giving stronger voice to inclusive education: one person cannot do it all."
- A lot of discussion of voices. "Higher Education Erasmus Mundus voices of students not catered for (personal experience, student experience, networking and cooperation)
- Thirdly, classroom strategies/tools from around the world.
- Tensions also came out as a theme, for example, "Resolving tensions between stakeholders and various perception., Tensions between the philosophy and practice in eduction. [...] Legacy of colonialisation predominates n the discourse of education."
- The programme also looked a current trends, teacher training and services.
- Discussion on diversity and how it similar (or not) with inclusion.
Chairing a little hairy but managed to get some discussion going which is a relief. Lunch then wrap-up session then sunshine!
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1242 Chairing Session on Leadership in SEN in Schools
Well that was interesting, I have to admit!! One of the speakers was initially not present and so we started with the second (student speaker) and a small audience at which point I opened it to group discussion. Just as we were drawing to a close and about to move to other sessions, the first speaker appeared and gave a very interesting paper at which point there was some further questioning. It was not hard to ask questions which was a relief but it was a shame that there were more in the audience to share the questions and have a more special and inclusive aspect to the questions.
Anyway time for lunch now followed by the posters and the wrap-up session. All good fun though I do note that it is getting cloudier as the time for me to go outside approaches!
1245 -1225 Nick Mitchell of Leeds Metropolitan University “ ‘The Magic Sponge’ perceptions of newly appointed Special Educational Needs Co-ordinators (SENCOs) in England about their role.”
A very interesting paper on the role of SENCO. There seems to be a lack of confidence in what they do and in certain aspects of the roll (particularly the more technical). The paper was engaging in that staff were either felt put upon or it was clear that this was part of the natural skill-set they hold. It did seem to say that the best SENCOs were also the best teachers and ended with a recommendation for better SENCO training at the Initial Teacher Education stage.
1220-1245 Anteneh Tadesse Asmamaw “The Role of the Headteacher In Inclusive Schooling.”
Spoke of the role of the headteacher and the conflict between the activity they undertake as Head and the activity as SEN Co-ordinator. There seems to be a problem in that they are meant to be undertaking certain activities and these get lost in the raft of other things. Also, there was a feeling from the survey that the head was communicating the vision or the reality of inclusive education very well.
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Off to chair session on inclusive leadership. Should be interesting. Crossed fingers for an audience & some good questions to help me.
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1052 Off to chair session this morning on Leadership for SEN in schools. Prepared some notes and got the watch ready to time. Not done this before and I hope there are some people there to ask some questions. There are fewer people here today so the sessions may be thinner.
1000-1050 Keynote Talk 3 Ingrid Korner of Inclusion Europe “A Personal Experience.”
Notes in normal text: comments and reflections in italics and underlined.
First came across Inclusion International when Diane Richler, their international chair, became a scholar on the EM SEN programme and also presented at the first EMSENIC. The organisation has subsequently been involved in externally evaluating some of the programmes the EM SEN alumni have been involved in. This key note is being presented by the European chair and I am looking forward to a similar, practical and real-life presentation to some of the more academic ones we have heard.
Ingrid discussed the idea of a ‘society of all’ that people are appreciated. No separation in space, structure or theory. The individuals ask: “Don’t special me”. Integration or inclusion – the very meaning of the word is difficult in Germanyand France. ‘Inclusion’ in French has aspects of being closed in, imprisoned. Integration does not actually mean involving people, having them their but not an actual part.
Four definitions:
Exclusion: People outside of mainstream and no (or limited, individual) access to services.
Segregation: Access to services but outside mainstream norm.
Integration: Access to mainstream services but set-apart within the majority service structure.
Inclusion: No differentiation, access to services in the same way.
No single method of inclusion or single method; rather it is a mentality, a process and it will look different in each location.
A variety of fears for special institutions as making people seen ‘as leftovers’ or for teachers as being detrimental to their careers.
Tells story of her daughter with Downs-Syndrome in finding an inclusive school and then employment and accommodation as an adult. But need the information in order to take these decisions and to facilitate this.
Everyone learns in his or her own way (not in his or her own time).
Ends by saying that there are so many story’s like her daughters which highlights common issues and drivers.
A very personal session with a woman that clearly has great personal drive. Sadly, most parents are not this powerful and eloquent and this in itself is a barrier to inclusion. Her story of a fight is so common for those parents of children with SEN but a very powerful, optimistic narrative.
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On way to @RoehamptonUni for Day 2 of EMSENIC. Weather great & interesting sessions. Blogging again at: http://bit.ly/cYYcsT
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0830 Good morning and welcome to Day 2 of the Erasmus Mundus SEN International Conference Blog. Highlights coming up include a key note from Inclusion International, me chairing a session on Leadership of SEN in schools and seeing what the summary throws up - and how the rapporteurs condence my session. And, of course, the weather is cracking so will be a good day all round.
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