40 Chinese teachers have come to Barcelona (1-9th October) to complement their training in inclusive education. The objective of the visit has been to know the different inclusive schools of Barcelona and to be able to obtain strategies and methodologies to be able to apply in the training of teachers. Also they have been able to know the faculty of the UAB, the Institute Confucius of Barcelona and to tend to a talk of the inclusive model applied in Catalonia realized by the department of education of the Generalitat de Catalunya.
A training course on Inclusive Education for University Teachers in China has started. At the moment they have given the modules valuing learner diversities (17th, 18th and 19th june) and support for all students (7th, 8th and 9th july). At the moment it’s imparting the training course called “Personal and Professional Training”. You can see some photos of the training course.
ICIEE2017 Conference Background
The term inclusive education has come to be most associated with students with disabilities and special educational needs. However, the INCLUTE project is drawing upon a broader definition fuelled by academics, international organisations and governments. This sees inclusive education as involving educational systems that offer education that complies with Human rights treaties since the 1960s which have prohibited ‘exclusion from or limitation to educational opportunities based on socially ascribed or perceived differences, such as sex, ethnic origin, language, religion, nationality, social origin, economic condition, ability, etc.’ (UNESCO, 2017). Whilst different nations have varied in their success in enabling all to access and participate in education, no country in the world has yet achieved a totally inclusive education system. Hence, for each nation it is important to identify the specific barriers and obstacles learners encounter in attempting to access and participate in good quality education. This research is needed to generate plans, policies and practices that facilitate all children’s participation and success in basic education.
Whilst strategies must be tailored to different national contexts, there is potential for effective policy borrowing and shared practice. This conference aims to facilitate collaboration across regional and national boundaries and will explore the key role for universities globally in this project. The INCLUTE project is a collaborative project between Southwest University (China, Lead), Guangxi Normal University (China), Sichuan Normal University (China) Tibetan University for Nationalities (China), Autonomous University Barcelona (Spain, European Lead), Lisbon Polytechnic Institute (Portugal), Trinity College Dublin (Ireland) and University of Bath (United Kingdom). The project is working to support the further development of inclusive education in four Chinese regions by developing training for primary school teachers via a new master’s programme led by Southwest University and based across the four Chinese partner institutions.
Within this region ethnic diversity is a particularly significant barrier to educational equality. There are students from 56 different nationalities\ethnic groups to be catered for. There are also a wide range of disabilities and significant socio-economic inequalities https://pharmaciegenerique.fr/cialis-generique/. The conference will share findings and practices based on this developing project and asks colleges to attend and build an international network with us around inclusive education. This conference is a forum for national and international academic colleagues and stakeholders to share challenges related to exclusion, and to explore practices and strategies that foster successful inclusion in basic education.
Issues of inclusion and exclusion can occur at different levels of society and in the various phases of education: this conference focuses on basic level education from primary through to secondary. However, we are interested in papers that address issues and propose solutions at different levels of society. At the macro-level systemic differences such as the policies of national governments, economic structures, media representations and larger regional policies and practices make a difference to who has access to good education. At the meso-level, local government, local communities and schools’ policies and practices, including curricula and pedagogical choices and framings, can help or hinder inclusion. At the micro-level individual teaching practices, family support, individual psychological, physical and emotional factors play important roles.
In this conference the INCLUTE team will disseminate some of the practices and findings of the project and there will be keynote speakers from China and Europe.
List of Topics 主题
We are interested in proposals in English or Chinese for papers that are based upon research and practice in any national context and that cover the following themes:
Defining and Enacting Inclusive Education: (in)equality, (un)fairness and social (in)justice 全纳教育的定义:平等、公平与社会正义
How inclusive education is enacted depends upon how it is defined. There are issues relating to what groups are included in definitions of inclusion and the foci of policies. In addition, any notion of inclusion is usually based upon notions of equality of access, fairness and what constitutes just or unjust practice. For example, there are different conceptions of equal access that relate to students being given an opportunity to gain entry (access) or being able to achieve outcomes that are not affected by aspects of inequality. We welcome papers that tackle issues that arise in defining or and enacting inclusion in different national contexts.
Inclusive Education Policy, Systems and National Approaches 全纳教育政策、系统及国家战略
Inclusive education depends on there being appropriate national policy and systems in place to facilitate their development. There is much national level policy borrowing in relation to inclusive education but there are significant problems associated with taking policies from one country and applying them in another. Often educational systems are very different and borrowed practices and policies are embedded in nations with different economic, political and social formations which affect the possibilities and effectiveness. For example, national borrowed policies don’t straightforwardly translate into local practices and effective systems that integrate the macro, meso and micro practices are needed to assure this. We are interested in papers which explore the challenges and give examples of successful ways of developing systems that can facilitate inclusive education.
Inclusive Schools and Inclusive Communities 全纳学校与全纳社区
Inclusive schools are not possible without inclusive communities. For example, if students with disabilities are embedded in communities that do not understand their value the possibilities for their lives other students will have attitudes and practices which will hinder inclusive practices and experiences for these students. Or, if communities are prejudiced towards different ethnic groups inclusive schools are hard to build as students, parents and even teachers and head-teachers attitudes can prevent effective inclusive education. We welcome papers which explore how to generate inclusive schools and for schools to play a role in generating inclusive communities. We also welcome papers that explore the role of other groups (such as NGOs and Charities) working in the community in generating inclusive communities, inclusive schools and inclusive education.
Inequalities, Inclusive and Exclusive Education 不公平、全纳与教育排斥
We welcome papers exploring any dimension of inequality in basic education and their intersections including: disability and special educational needs; ethnicity; gender; socio-economic status; sexuality and intersectionality. Each of these categories has specific challenges associated with them in relation to understanding and facilitating inclusion and a host of specific concepts and theorisations. For example, in many countries the effect of ethnicity on educational participation and achievement depends upon ethnic group and whether students are first, second or later generation migrants. Education systems are set in countries and regions which have different migration patterns, levels and histories and policies that are based variously around concepts of multiculturalism, integration, segregation and so forth. Similarly, experiences of specific disabilities and needs are affected by how impairments have historically been conceptualised, situated and described: this affects the possibilities for inclusion. Educations systems are orientated towards differing social and medical models of disability and there can be more segregated or inclusive schooling regimes.
Pedagogy, Curriculum and Inequality 教育、课程与不公平
There have been many debates about the ways in which students are included and excluded through the use of different pedagogies and through specific curriculum policies and practices. In this theme we welcome discussion and debate of practices, policies and theorisations of inclusive and exclusive pedagogies, curriculum and classroom practices. We particularly welcome papers which consider the role of technology in addressing or perpetuating inequalities.
Inclusive Education in Multicultural and Multilingual Contexts 多元文化与多元环境中的全纳教育
Globally and in China developing multicultural and multilingual education systems is a particular challenge. Students and whole schools and districts can be excluded in education systems that are divided by language, cultural values and norms, tensions between different ethnic groups and teaching systems that don’t fit some or even the majority of its pupils. We have singled out this theme as it is one that needs considerable work in China and globally and would particularly welcome papers that explain, theorise, analyse and importantly tackle the problems associated with multicultural education.