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    Onderwijskrant Vlaanderen
    Vernieuwen: ja, maar in continuïteit!
    03-11-2013
    Klik hier om een link te hebben waarmee u dit artikel later terug kunt lezen.Onderwijs: geen LAT-inclusie

     

    Geen LAT-inclusie zoals in BNM-ontwerpdecreet :

    Redefining Inclusion (Tom Bennett)

     

     1. Inclusion doesn’t mean ‘in the class with everyone else.’ This is inclusion at its most witless and barbaric. It is also the default definition in many, many mainstream schools: you’re included if you’re geographically present. You might as well say that the waiters at Buckingham Palace are guests at the garden party.

     2. But all this does is to create pressure-cooker classrooms where the few drain the attention of the one, to the detriment of the many. The teacher is spread thin as marmalade and lessons are carpet bombed. Learning over.

     3. Inclusion like any value, cannot be intrinsically good. It must be balanced with other values, such as the rights of the class, the teacher, and the good of the child.

     4. For some children that can be achieved in the mainstream classroom; modifications that can be done with relative ease: task that differentiate for different abilities; seating plans that accommodate children with hearing issues etc

     5. For some children, inclusion needs to mean special provision. Overwhelmingly, this means smaller groups, separate classrooms and specially trained staff. That way they can get the attention they require without dominating the classroom. When did we forget that mainstream kids have needs too?

     6. Staff trained in a meaningful way. I feel sorry for TAs. Often they are the least trained, the worst paid and the least valued members of staff, and yet the demands on them are Herculean. ‘Work a miracle with this pupil’ they are told, without being told how. Their salaries are shocking. Children with special needs don’t just need a warm body nagging them, or writing out their answers; they need teachers, trained in specific areas: EAL; Autism; reading strategies; extreme spectrum behaviour. And they need subject knowledge too, to teach meaningful content. I know many TAs who do a fantastic job. But there are some TAs who, through little fault of their own, are little more than tall buddies for their charges.

     7. For inclusion to be meaningful, it has to exclude meaningfully. Good internal inclusion units are a joy: a school within a school, a Russian Doll of focus and care. Others are holding pens; three goes on the Rollercoaster and the pupils are dropped back into the circus.  Inclusion, as it stands is worse than useless in many schools. It is actively harmful. It serves no purpose other than to meet its own criteria. We’re bad at identifying special needs, and we’re terrible at meeting those needs. If we crack this, the value and efficiency of what we already do will sky rocket, I guarantee it. But we spend all our cows on magic beans.



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