Promoting inclusive education in secondary school in Norway: a national programme for teacher development

Tangen, R.

doi:10.1080/0885625042000319089

Cited by 8 publications

(9 citation statements)

References 16 publications

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“…While specialist knowledge of disabilities, policy, legislation and inclusive pedagogies related to SEN is essential to the role, findings suggest the skills and knowledge required to develop collaborative approaches to teaching and learning, ability to develop change competence (Tangen, 2005), and lead professional development initiatives in schools are equally important to lead a universal approach to SEN. In the UK, all SENCOs are required to undertake School improvement is linked to a school's collective capacity to respond to change (Senge, 1990).…”

Section: Discussionmentioning

confidence: 99%

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The SENCO role in post-primary schools in Ireland: victims or agents of change?

Fitzgerald¹,

Radford

2017

European Journal of Special Needs Education

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This paper aims to consider the role of the Special Educational Needs Coordinator (SENCO) in mainstream post-primary schools (12-18 years) in Ireland. Little is known of the role in the Irish context and it is hoped that this research will inform policy. The Irish educational landscape has witnessed seismic change since the early 1990's with further transformation on the horizon. The SENCO role is a recent phenomenon in Irish schools and while much is known of the role internationally, Irish SENCOs tend to operate in a policy vacuum. This paper draws on research with a purposive sample of twenty-seven SENCOs in Ireland. A lengthy postal questionnaire served as the method of data collection, where both quantitative and qualitative data were collected. Findings reveal the complexity of the role in an evolving and dynamic education system. SENCOs continue to fulfil largely operational roles and are limited in their capacity to effect change in inclusive practice from a whole-school perspective. Lack of formal recognition of the SENCO role has led to its ad-hoc development in a policy landscape devoid of any recognition of the magnitude of the role. This research makes the case for the formalisation of the role at policy level and recognition of the need to develop the SENCO as strategic leader, firmly situated within the management structure in schools. Otherwise, Irish SENCOs risk being victims rather than agents of change.

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Section: Discussionmentioning

confidence: 99%

“…So what is then? SENCOs need to develop what Tangen (2005) calls a change competence. His study concluded that while a philosophy of inclusion and disability-specific knowledge is necessary, it is not enough.…”

Section: Sencos As Leaders Of Changementioning

confidence: 99%

The SENCO role in post-primary schools in Ireland: victims or agents of change?

Fitzgerald¹,

Radford

2017

European Journal of Special Needs Education

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“…As we shall see, it is questionable whether inclusive education has produced the intended results in students' learning. One aspect of this is lack of relevant teacher competence (Tangen 2005), to which I will return later.…”

Section: A Gap Between Ideals and Realitiesmentioning

confidence: 99%

Understanding inclusive education: ideals and reality

Haug

2016

Scandinavian Journal of Disability Research

385

216

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“…The role of teachers in the organization of inclusive education of primary school pupils has been proven in a number of scientific experimental studies. An analysis of the scientific literature, starting from 2000 to 2020, confirms the importance of the following key factors that determine the organization of inclusive education and depend on teachers, namely: 1) persuasion, positive attitude, constructionist approach and perception of inclusion by teachers, which can be formed through training, completion of qualification programs, while gaining inclusion experience (Avissar, Reiter & Leyser, 2003;Avramidis & Norwich, 2002;Corbett, 1999;Zambelli & Bonni, 2004); 2) "communication competences of teachers" (Lancaster, 2014); 3) the ability to use a partnership approach (Lancaster, 2014); 4) self-efficacy of teachers (Kiel, Braun, Muckenthaler, Heimlich & Weiss, 2019); 5) competence of educators (Tangen, 2005).…”

Section: Literature Reviewmentioning

confidence: 99%

“…"Teachers' positive attitude to inclusion corresponds to more active implementation of inclusion curricula" (Avramidis & Kalyva, 2007). "The prerequisite for positive persuasion of teachers is long-term teachers' training" (Arthur-Kelly, Sutherland, Lyons, Macfarlane & Foreman, 2013) and "evaluation of their attitude to inclusion before its implementation" (Tangen, 2005). "The dominant belief about the teacher's role in teaching pupils with developmental difficulties appeared to be self-centered orientation" (Domović, Vlast & Bouillet, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

The Role of Teachers in the Organization of Inclusive Education of Primary School Pupils

Shevchenko¹,

Dubiaha²,

Melash³

et al. 2020

IJHE

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The article highlights the models of inclusive education of Italy, Germany, Sweden, Norway, and Great Britain. Inclusion models can be classified into three basic ones, according to the ratio of the number of primary school-aged children at general and specialized schools, namely: full inclusion, partial inclusion with a predominance of pupils at general schools, partial inclusion with a predominance of pupils at specialized schools. Full inclusion is present in Italy and Norway, partial inclusion with a predominance of students at specialized schools is observed in Sweden (88.40%), partial inclusion with a predominance of students at general schools is present in Germany and the UK.Models of inclusion differ on the following aspects: legal regulation, funding and amounts of financing for teachers’ trainings, initial and ongoing teachers’ training, an approach to the organization of inclusive education (partnership, peer-to-peer approach, centralized, decentralized), the practice of exchanging experiences of inclusion’s organization within the country, the ratio of the number of primary school-aged children at general and specialized schools. The factors specified determine the role of teachers in the organization of inclusive education of primary school pupils. In countries, support and assistance of teachers is provided at different institutional levels: in Germany – through the center for psychological and pedagogical support, inclusion support services; in Great Britain – by assistants; in Italy – by consultants, healthcare service professionals; in Sweden – through resource centers; in Norway – through state centers. Support of teachers’ professional development throughout life and teachers’ financial motivation have been introduced in the countries; thus, these measures have a positive effect on the integration of primary school pupils in the society.

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Promoting inclusive education in secondary school in Norway: a national programme for teacher development

Cited by 8 publications

References 16 publications

The SENCO role in post-primary schools in Ireland: victims or agents of change?

The SENCO role in post-primary schools in Ireland: victims or agents of change?

Understanding inclusive education: ideals and reality

The Role of Teachers in the Organization of Inclusive Education of Primary School Pupils

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