Inclusive Education: Ending Exclusion and ... - social-europe

Zürcher Fachhochschule 

Inclusive Education: 

Ending Exclusion and 

Segregation in the 

Educational System 

Workshop 1 

Sandra De Nardo & Sandra Pilok

School system CH 

• Preschool 

• Primary school 


What is the present situation in the 

Swiss school system 

• Secondary School (Sek I) 

• High school, specialized middle 

school, professional school (Sek II) 

• Orthopedagogy 

• University, Paeagogy highsschool, 

college of higher education, 

higher professional school 

• further education


Example: where do children with a 

physical handicap receive their 

education? 

Special educational concepts for canton BL 

and BS 

Students with disabilities are 

entitled to receive assistants 

adapted to their needs in 

education and vocational 

training. 

The placement criterias for 

students with disabilities are 

adapted to their needs, 

taking into account welfare 

and development 

opportunities, as well as 

school environment and 

administration. 

The special educational program promotes tailored 

education, personality development and school 

integration for students with special needs. As well 

as promoting independent living with a disability. 

(Kantonales Bildungsgesetz, § 4, 5a und § 47)


Which strategies, policies and 

regulations exist in the EU regarding 

inclusive education 

•The tagline (motto) of the schools in Finland is: "No 

one should remain behind at school". Including 

disabled children, they attend the same school with 

others. The Finnish school system is a success: Already 

three times, Finland ended up in the PISA study in the 

first place. 

•The general question is, which school system is the 

best?


Is this strategy implemented anywhere 

else in the EU? Example in Germany 

Integrative Kindertagesstätte, St. Franziskus 

• In the kindergarten, 22 children with disabilities and 55 children without 

disabilities made up the group and the following areas where promoted: 

Integrative three groups, a special education group, an open group. 

• There is therapeutic support at the same place where the lessons take 

part 

• Occupational therapy, physiotherapy, speech therapy 

• Team and treatment (s) 

• Special educated teachers, occupational therapist, curative in, child 

care taker, educator / social worker and group management (training?). 

• The team is completed in the day care center by a practicing 

physical and speech therapist.


Tolerance rather than exclusion in St. 

Franziskus 

Tolerance rather than exclusion 

In addition to the targeted individual support the goal was to pursue an 

integrated approach for children with various conditions to know each 

other unconditionally and jointly through experiences. The cooperation 

is quickly perceived as "normal". 

The children learned on their own, their strengths, as well as the 

strengths and respecting the limits of other children. 

The children formed a community through common experiences, 

learning from each other and learning to respect each other. 

Acquiring social skills is the first step away from discriminating and be 

discriminated against due to disadvantages; resulting in equal 

participation in society.


Definition 

•Inclusion in education is an approach to educating students with special 

educational needs. Under the inclusion model, students with special needs 

spend most or all of their time with non-disabled students. Implementation 

of these practices varies. Schools most frequently use them for selected 

students with mild to severe special needs. [1] 

•Inclusive education differs from previously held notions of ‘integration’ and 

‘mainstreaming’, which tended to be concerned principally with disability 

and ‘special educational needs’ and implied learners changing or becoming 

‘ready for’ or deserving of accommodation by the mainstream. By contrast, 

inclusion is about the child’s right to participate and the school’s duty to 

accept the child. Inclusion rejects the use of special schools or classrooms 

to separate students with disabilities from students without disabilities. A 

premium is placed upon full participation by students with disabilities and 

upon respect for their social, civil, and educational rights.


Inclusive Education: Positive effects 

•positive effects for children with disabilities in areas 

such as reading individualized education program 

(IEP) goal, improving communication and social skills, 

increasing positive peer interactions, many 

educational outcomes, and post school adjustments. 

Positive effects on children without disabilities 

include the development of positive attitudes and 

perceptions of persons with disabilities and the 

enhancement of social status with nondisabled peers


Which methods/instruments have 

proven to be successful in Switzerland? 

Integrative Education (IF) 

• Pupils at primary schools in need of temporary special education may, 

under § 28 of the basic school rules will receive integrated advertising 

campaigns by special education teachers. 

Integrated advertising campaigns are a form of special education, the 

nature of these incentives is their involvement (integration) in the teaching 

of elementary school. 

Special education 

• Remedial teachers work as integrative teaching force at all levels of 

mainstream education and special education in schools. They cover the 

needs and strengths of children. As support, they develop support plans 

and implement them. They support the children so that they acquire the 

necessary knowledge and skills to achieve individual learning goals and to 

make everyday life as independently as possible.


Critics of inclusion 

•Critics of full and partial inclusion include both educators, 

administrators and parents. Full and partial inclusion 

approaches neglect to acknowledge the fact most students 

with significant special needs require individualized 

instruction or highly controlled environments. Thus, general 

education classroom teachers often are teaching a curriculum 

while the special education teacher is remediating instruction 

at the same time. Similarly, a child with serious inattention 

problems may be unable to focus in a classroom that contains 

twenty or more active children. Although with the increase of 

incidence of disabilities in the student population, this is a 

circumstance all teachers must contend with, and is not a 

direct result of inclusion as a concept


Myths and Reality 

• Separate is better 

• Segregation doesn't work. Whether children are separated based on race, 

ability, or any other characteristic, a separate education is not an equal 

education. Research shows that typical children and children with disabilities 

learn as much or more in inclusive classes. 

• Children must be "ready" to be included 

• All children have the right to be with other children with their own age. A 

child with disabilities does not have to perform at a certain grade level or act 

exactly like the other children in the class to benefit from being a full-time 

member in general education. 

• Parents do not support inclusive education 

• Parents have been and continue to be the driving force for inclusive 

education. The best outcomes occur when parents of children with disabilities 

and professionals work together. Effective partnerships happen when there is 

collaboration, communication and, most of all, TRUST between parents and 

professionals.


The End 

•Thank you for your attention

Inclusive Education: Ending Exclusion and ... - social-europe

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