Download - Inclusion and education in European countriesedz.bib.uni-mannheim.de/daten/edz-b/gdbk/09/Inclusion_education... · Inclusion and education in European countries ... 6 INCLUSIVE EDUCATION

InclusionandeducationinEuropeancountries

INTMEASReportforcontract–2007‐2094/001TRA‐TRSPO

Final report: 14. Experts and PLA

George Muskens Lepelstraat August 2009

This is an independent report commissioned by the European Commission's Directorate-General for Education and Culture. The views expressed are those of the author(s) and do not necessarily represent the official position of the European Commission. Drafts of this report benefited from comments and advice from the consortium’s reference group members and from other experts in this field. Reproduction is authorised provided the source is acknowledged. The electronic version of this report is available at: http://www.docabureaus.nl/INTMEAS.html Available INTMEAS-reports: 1. Summary/sommaire/Zusamenfassung 2. Comparative conclusions 3. Discussion and recommendations 4. France 5. Germany 6. Hungary 7. Italy 8. The Netherlands 9. Poland 10. Slovenia 11. Spain 12. Sweden 13. UK 14. Experts and PLA INTMEAS Reference Group George Muskens, project leader Jaap Dronkers, expert adviser José Ramón Flecha, expert adviser Jill Bourne, expert adviser Danielle Zay, leader French research team Ingrid Gogolin, leader German research team Pál Tamás, leader Hungarian research team Francesca Gobbo, leader Italian research team Michał Federowicz, leader Polish research team Albina Neçak Lük, Sonja Novak Lukanovic, leaders Slovenian research team Mariano Fernándes Enguita, leader Spanish research team Elena Dingu Kyrklund, leader Swedish research team Rae Condie, leader UK research team

Inclusion measures in ‘further’ European countries and educational

regions

INTMEAS Report for contract –2007-2094/001 TRA-TRSPO

Report of the expert survey and national examples as presented at Peer Learning Activities

George Muskens

Lepelstraat, May 2009

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TABLEOFCONTENTS

1 AIMS .............................................................................................................................................12 RESPONSETOTHEEXPERTSURVEY .................................................................................23 REPORTSOFTHEPEERLEARNINGACTIVITIESPLAS .................................................34 MEASURESFORKEEPINGEARLYSCHOOLLEAVERSABOARD..................................45 PRIORITYMEASURES .............................................................................................................66 INCLUSIVEEDUCATIONMEASURES ...................................................................................87 SAFEEDUCATIONMEASURES,MEASURESAGAINSTBULLYINGANDHARASSMENT ................................................................................................................................ 108 CONCLUSIONS,SUMMARY.................................................................................................. 118.1 MEASURESTOREDUCEEARLYSCHOOLLEAVING:......................................................................... 128.2 PRIORITYMEASURES .......................................................................................................................... 128.3 INCLUSIVEEDUCATIONMEASURES .................................................................................................. 138.4 SAFEEDUCATIONMEASURES ............................................................................................................ 14

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1 Aims

IntheEU‐MemberStatesthatwerenotcoveredbyourtennationalresearchteamswehavecarriedoutanexpertsurveyoninclusionmeasuresineducation,andwehaveaddedexamplesaspresentedatPeerLearningActivities.Therefore,thematerialsinthepresentreportareadditionaltothemaincomparativeassessmentofinclusionmeasuresintenMemberStates.Additionalinformationwaswelcomefortwomajorreasons,being:

Mostreliableknowledgeoninclusionmeasuresregardsqualitativeknowledge,certainlyasfarasimplementation,effectsandwiderapplicabilityisconcerned.Nothingoronlyafewthingsarereallysureandevidencebasedpoliciesandpractice.Inthisrespect,thewiderandricherourknowledgebasewouldbethebetter.Itwouldmean:morecasesandenrichedassessment.Therefore,wewantedtoextendthescopeoftheprojectbyexpertreportsoncasesandcountriesthatwerenotrepresentedamongthetencountries.

ThetencountriesshouldnotbeseenasarepresentativesampleofallEU‐MemberStates.Theyareacollectionoftencountries,withdifferenteducationalarrangementsandpolicies.ForthewiderinterpretationoftheoutcomesadditionalinformationfromtheotherMemberStateswouldbewelcomeandneeded.

Afterthefirstphaseoftheprojectwehaveconcludedthatalltermsofreferenceoftheprojectweretobefocussedonsixmajorframesofinclusionmeasuresinmainstreameducation.Theseframeswere:

Howtokeepearlyschoolleaversaboardorhowtoreintegratethemafterleavingtheschooltooearly?

Whatprioritymeasuresaresetoutandappliedinschoolsfortargetgroupsofpupilsatrisk?

Whatinclusivemeasuresaresetoutandappliedforpupilswithhandicaps,disabilitiesandspecialneeds?

Whatmeasuresshouldensuresafeeducationforallpupils,andparticularlyforpupilsatriskofbullyingandharassment?

Whatmeasuresshouldsupportschoolsandstaff?FortheexpertsurveyandPLA‐analysisthelastfocuswasdropped,asitmightcoveratoowiderangeofpossiblemeasuresorregardtheimpliciteffectsofmeasuresthatarenotdirectlyaimingattheinclusionofpupilsatriskinmainstreameducation.Therefore,wehaveaskedtheexpertsandcheckedthePLA‐reportsformeasuresasundertaken,ontheimportanceofthemeasuresandonevaluationresearchasavailableconcerningfourissues,namely:

Measurestoreduceearlyschoolleaving. Measurestoimprovethechancesofdisadvantagedpupils, Measurestoincludepupilswithahandicap,withrestrictionsand/orspecialneedsinmainstreameducation,

Measuresagainstbullyingandharassment.Thequestionswereformulatedasopenquestionsinafour‐questionquestionnaire.Furthertothequestionsshortexplanationshavebeenincludedinthequestionnaire,namely:

Earlyschoolleaving–thisregardsthefullorpartialdropoutofpupils,notbeingintheinterestofthepupilsthemselvesnorinthatofsociety.FortheEuropeansocieties,thepupilsshouldatleastreachadecentlabourmarketqualificationatthe

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levelofISCED3C,i.e.alevelthatincludessomeuppersecondaryeducation.Pupilsmaynotbeinterestedinreachingthatlevelbecauseoflostmotivationandamultitudeoftroubles,orbecausetheyobviouslyareunabletopasstestsandexaminationsatthelevelofISCED3C,orbecausetheyfindtheirwayonthelabourmarketandinsocietywithoutpassingISCEDlevel3C.AccordingtotheLisbonDeclarationthenumberofearlyschoolleaversistoohighinallormostmemberStatesoftheEU;in2010thenumbershouldbehalvedcomparedtothenumbersin2001.

Improvedchancesfordisadvantagedminorities–mostEuropeancountrieshavesetoutprioritypoliciesandmeasurestoimprovethechancesofpupilsbelongingtodisadvantagedminorities.Itregardsdisadvantagesthatfollowfrominequitiesinsocietyandthatareindependentoftheindividualcapacitiesofthepupils.Asaresult,thepupilsareatriskofexclusionfromeducationandsociety,whereastalentsmaygetlost.Sourcesofsuchinequitiesmaybegender,ethnicity–immigrantand/orindigenous,class,andhandicaps.Asfarasmeasuresareundertakeninyourcountry:forwhichdisadvantagedgroups?

Inclusiveeducationforpupilswithhandicaps,specialneeds,etc.–invaryingdegreestheEuropeancountrieshaveimplementedinclusivepoliciesandmeasuresinmainstreameducationforpupilswithhandicaps,specialneeds,etc.Inthiswaytheexclusionanddiscriminationofchildrenandyoungpeoplewithhandicapsandspecialneedsistobecounter‐acted,whileatthesametimehighesteffortistobemadetoassure‘appropriateandtailor‐madeeducation’inrelationtothehandicaps,specialneeds,etc.Invaryingdegrees,thelatterissuehasbeenanargumentinfavouroragainsteducationinspecialschoolsandinstitutions.Pleaserevealthepositionofyourcountryinthisrespect.

Bullyingandharassment–inpracticebulliedandharassedpupilsareatriskofmarginalisationandexclusionfromschoolsandclasses,whilebulliesandpupilsorstaffthathasharassedpupilsareatriskofseveredisciplinarymeasures,includingforcedexpulsionfromschoolandeducation.Inawiderframe,safeeducationalconditionsforallpupilsweretobesafeguarded.Weshouldassessthemeasuresthatenhancesuchconditionsandthatshoulddiminishbullyingandharassmentineducation.Wewouldbehelpedbyyourinformationconcerningmeasuresinyourcountry.

2 Responsetotheexpertsurvey

Withinthetightconditionsoftimeandbudgetwehaveapproached27selectedexpertsintheseventeencountries.Throughtheongoingsnowball‐method5furtherexpertswereaddedtoourgroup,onrecommendationoftheircolleagues.AllexpertsrepresentthefullEU‐level1orlevel2expertiseinthefiledofprimaryandsecondaryeducation,and/orrelatedfieldssuchaseducationalpoliciesoryouthatriskofexclusionandearlyschoolleaving.

Notallwereeffectivelycontactedorwereabletorespondtothequestionnaire.Wehavereceivedvaluableresponsefrom:

Belgium(FlemishCommunity),Dr.PetervanPuyenbroeck,Antwerp, Belgium(FrenchCommunity),Dr.DraganaAvramow,CSPCBrussels, Bulgaria,Prof.KrassimiraDaskalova,St. Kliment Ohridski University Sofia CzechRepublic,Prof.JanJirak,CharlesUniversityPrague;Prof.MilanPol,MasarykUniversityBrno,

Cyprus,Dr.ChristosPanayotopoulos,IntercollegeNicosia, Denmark,Prof.NielsEgelund,UniversityofÅrhus, Finland,Prof.MaritaMäkinen,UniversityofTampere,

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Greece,Dr.RomanGerodimos,UniversityofBournemouth Latvia,Prof.BrigittaZepa,BalticInstituteofSocialSciencesRiga Malta,Dr.MaryAnneLauri,UniversityofMalta Portugal,Prof.CandidaFerreira,TechnicalUniversityofLisbon;Prof.OlgaPombo,UniversityofLisbon,Prof.CristinaMariaCoimbraVieira,UniversityofCoimbra,LuisaMarroni,UniversityofCoimbra

SlovakRepublic,Dr.GabrielBianchi,SlovakAcademyofSciencesBratislava

Thepresentreportisbasedupontheirresponsetothequestionnaire.

3 ReportsofthePeerLearningActivitiesPLAs

EUeducationandtrainingpolicyhasbeengivenaddedimpetussincetheadoptionoftheLisbonStrategyin2000,theEU'soverarchingprogrammefocusingongrowthandjobs(PresidencyoftheEuropeanCouncil,2000March).EUMemberStatesandtheEuropeanCommissionhaveinrecentyearsstrengthenedtheirpoliticalcooperationthroughtheEducationandTraining2010workprogram(EuropeanCommission,2008).Therearethreeoverallobjectives:

Improvingthequalityandeffectivenessofeducationandtrainingsystems; Facilitatingaccesstoeducationandtrainingsystems;and OpeningupEUeducationandtrainingsystemstothewiderworld.

ThephilosophyisthatMemberStatescanlearnalotfromeachother.TheCommissionorganisespeerlearningactivitiesbetweenmemberstatesinterestedinjointlydevelopingnationalpoliciesandsystemsinspecificfields.TheirmainworkingmethodistheidentificationandplanningofPeerLearningActivities(PLAs).ThePLAsareaprocessofcooperationatEuropeanlevelwherebypolicymakersandpractitionersfromonecountrylearnfromtheexperiencesoftheircounterpartselsewhereinEuropeinimplementingreformsinareasofsharedinterestandconcern.ThefollowingrelevantPLAshavetakenplacesince2007:

HowcanTeacherEducationandTrainingpoliciesprepareteacherstoteacheffectivelyinculturallydiversesettings?Olso,20‐05‐2007,

Validationofnon‐formalandinformallearningforteachersandtrainersinvocationaleducationandtraining,Lisbon,14‐01‐2008,

Fightagainstfailureatschoolandinequalityineducation,Paris,12‐11‐2007, (De)segregationineducation,Budapest,25‐04‐2007, Preventativeandcompensatorymeasurestoreduceearlyschoolleaving,Dublin,31‐01‐2007,

Schoolintegrationofimmigrantchildren,positivediscriminationmeasures,supporttoschooldrop‐outs,Brussels,09‐10‐2006.

ThereportsofthePLAshavebeenpublishedonaspecialwebsite,beingtheknowledgesystemforlifelonglearning,http://kslll.net.

ExamplesofinclusionmeasuresfromMemberStatesthatwerenotcoveredbyourtenresearchteamsandtheresponsetotheexpertsurveyhavebeenaddedtotheresponseandthereportoftheexpertsurvey,asfurthernationalexamples.Theseregardsexamplesin:

Ireland,

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Turkey.

Theseexampleshavebeenincludedinthepresentreport.

4 Measuresforkeepingearlyschoolleaversaboard

Country TopdownmeasuresastobeappliedTopdownmeasuresaseffectivelyapplied Bottomupmeasures

Belgium,FlemishCommunity

Thetransitionfrominsertionclassestomainstreameducationistobeimproved,astoavoidcomparativelyhighnumbersofearlyschoolleavingamongside‐instreamers.

Mostschoolsarecontrollingfortruancyeffectively.

Time‐outprojects.Since2006budgetsareavailableforlocaltime‐outproject,short‐stayaswellaslong‐stay.Mostschoolsarecontrollingfortruancyeffectively.Specialpositioniscreatedtosupportfrequentabsentees,i.e.theJoJo.JoJosareyoungstartersonthelabourmarket,whoareworkingasmentorsoftheabsentees,whileinthemeantimefinishingtheiruppersecondaryeducation.Absenteesareapparentlyratherfrequentlyforeignpupils,whohavefollowedinsertionclassesbefore.Earlyschoolleaversmaybefoundandguidedbyyouthcoaches,asinAntwerp.

Belgium,FrenchCommunity

Allmeasuresareactuallybottom‐upmeasuresinthesensethattheyfollowfromactiveplanningandactiononbehalfoftheschools.However,theyareunderpinnedbytargetedlegislation,e.g.onSAS,which means a space of transition. SAS offers a sort of sabbatical period so as to allow pupils to explore other fields of activities.

Theeffectsofthemeasureshavenotbeenevaluatedsystematically.Withregardtodualcourses(schoolincombinationwithtrainingonthejob),thatshouldkeepearlyschoolleaversfromuppervocationaltrainingaboard,theoutcomemightbecontradictoryinthesensethatonlyaminorityappearedtodojobsinthesectoroftraining.Itiscommonsenseknowledgethatfundinghasbeentoolimited.

Intheframeofthreelinestheschoolsareencouragedtotakeactionagainstearlyschoolleaving.Theseare:• Priority education, e.g. additional

funding in relation to apparentdeficiencies and disadvantages ofpupils,

• Special services against school failure,i.e. re‐insertion classes and reboundarrangementsfordropoutsandpupilsatriskofdroppingout,

• Encouragement of dual courses in thestreamsand tracksofuppervocationtraining, where the pupils at risk ofdroppingoutareconcentrated.

Bulgaria InBulgariameasuresarementionedthatshouldsupportthegroupsofpupilsathighestriskofexclusionfromeducation,immediatelyorinalaterphase.TheRomachildrenarementionedasthegroupathighestrisk.Themeasuresareappliedinthegrades1‐4ofcompulsoryeducation.Thenationalprogramincludesmeasuressuchasfreetextbooksandmaterials,freetransportation,freegoodbreakfast.

Themeasuresaresupposedtobeaneffectivefirststeptowardstheinclusionoftargetgroupsatrisk.

Cyprus Ratherlowpriority,asnumbersofearlyschoolleaversaremoderateApprenticeschemefordropoutsfromlowersecondaryeducation–dualcoursesEveningandover‐nightschools,with800dropoutsfromprimaryandlowersecondaryeducation

CzechRepublic

Numbersofearlyschoolleaversarelow,apartfromtargetgroupsasrisk,particularlyRomachildren.Compulsoryeducationuptotheageof15,sanctioned.Curriculumreform.

Romateachingassistants.Noevaluationresearchbutexperienceshowedrelativelygoodresults.

Schoolcounsellorsandotherspecialisedstaff.

Denmark Numbersaremoderate.Municipalpsychologicalservices.RegionalYouthandCareerCounsellingServices

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Irelandsource:(Cluster"AccessandSocialInclusioninLifelongLearning")

DEIS–Recentpolicyplanagainsteducationaldisadvantages:• Home School Community Liaison,

aimed at establishing collaborationbetweenparentsandteachers.

• School Completion Programme, apositive discrimination measure,targeting those in danger of drippingout. Clusters of school receive extrafunding.

• YouthReach, second chance educationforunemployedearlyschoolleavers.

• Area Partnerships, since the 90’s;specificfocusoneducation.

Finland Comprehensiveandcompulsoryeducationuntiltheageof18.ThenumbersthathavenotreachedtheISCED3C‐levelthenisverylow:0,3%(EUROSTAT7,9%in2007).Ratherhighnumbersareout‐placedinspecialeducation(almost8%)

Earlysupportmeasuresandindividualtracksforthe55thatmaynotreachtherequestedlevelatage18.

Greece Nothighestpriority:numbersaremoderateanddeclining(underEU‐average),while82%hascompleteduppersecondaryeducation;lowersecondaryeducationiscompulsoryandsanctioned.Newmeasures:interculturaleducation,additionalteachingsupport,TransitionObservatory.

Earlyschoolleavingconcentratedinmalegroupsatrisk.Repressiveapproachappearsnottobeeffective.Specialassessmentandprogressionprovisionsforpupilsfromforeigncountries.Observedgapbetweennationalpolicymakingandthepromotionofnewmeasuresatthegrassrootslevelofthelocalcommunities.

Latvia Earlyschoolleavingisincreasing,by1000pupilsinsixyears.Romachildrenarethemostimportantgroupatrisk.Report:Youthandinter‐Ethnicschools(DAPHNEProject)

Possiblemeasures:Involvementofschoolsocialworkers.Furthersupportpersonnelfortheschoolsandtheteachers(notenoughbudget).AdaptedcurriculaforpupilsatriskandinneedPedagogicalcorrectionandre‐insertionorreboundclasses,uptothreeyears..

Malta Sanctionsofobviousabsenteeism. Theissuewouldbelessurgentthan(European)statisticsappeartosuggest.Inefficientcourtproceedingswithregardtosanctionsandfines.

Improvedregistrationofabsenteeism.Incase,interventionbyaSocialWorker.

Portugal Compulsoryeducationuptograde9;sanctionsandfines.Sanctionsforemployers,whoemployyoungpeopleintheircompulsoryeducationage.Grantsandfurthersupportfordisadvantagedpupilsandfamilies.Increased school autonomy that should improve the pupils´ learning processes The Integrated Program of Education and Training intents to prevent children/adolescent from risk situation of child labour Reinforcement and training of teachers in some areas considered as “key areas”

Goodresultsinthe1990s,butnofurtherimprovementthereafter.

Furtherjobtrainingopportunitiesfordropouts.The school is responsible for the implementation for taking measures, with a permanent evaluation of them and of the results. Alternative School Trajectories, if needed Courses of Education and Training for pupils older then 15 years old Territories for priority measures and intervention Individualized teaching or domestic teaching Mobile education for children of itinerant professionals Flexible curriculum management Full‐timeschools The schools have been indicating a decrease in the number of dropouts

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Slovakia Stronginter‐relationshipbetweenearlyschoolleavinganddisadvantages,particularlyincaseofRomachildren–formeasures;seeunder.

Turkey(PLAmeeting,seefootnote)

InTurkey,theMinistryofSocialandtheMinistryofEducationhavelaunchedaprogramonReducingSocialRisk.Theaimistodevelopasocialaidwebinordertosupportpoorchildrentoaccessbasiceducationservices.Afinancialaidisgiventounderprivilegedfamiliesatconditionthattheybringtheirchildrentoschoolandtohealthservices.Additionalsupportisgiventogirls.

(),returningtoschoolhasbeenprovidedtothe10‐14agedchildrenthatareoutoftheeducationsystemintheframeof“CompensationEducation”.Thestudentswhobecomesuccessfulinthiseducationsystemhavethechanceofcontinuingtotheireducationbysettlingthemtotheclassesaccordingtotheirages.640.000studentshavetakenadvantageofthiseducationtilltheendof2006.

5 Prioritymeasures



Extensionofcompulsoryeducationforall2,5‐4yearisconsideredastoguaranteefullparticipationinpres‐schooleducation.

TheFlemishauthoritieshaveissuedlegislationwithregardtoGOK,beingpriorityeducationfordisadvantagedpupils,e.g.inrelationtohomelanguageuse,lowculturalcapitalfromhomeorpoverty,othersocio‐economicdisadvantages,ormoderateindividualdisorder.InthisframeaGOK‐budgetisavailablefortheschoolswithhighnumbersofdisadvantagedpupils.

SchoolsmayusetheGOK‐budgetthatisallocatedtothemformeasures,suchas:• Remedialteaching,• Additionalclassesandhours,• Language education in Dutch as second

language(afterlanguagetests),• Interculturaleducation,• Orientationclassesforfurthereducation,• Socio‐emotionaldevelopmenttraining,• Participationofpupilsandparent.


DecreeonPositiveDiscriminationBridgeclassesfornewcomers(French,civiceducation,mathandscience)

Bridgeclasseshaveproventobeeffective;theytakeoneweekuptooneyear.Tutoringhasalsoproventobeuseful.Somelackofco‐operationfromsometeachers,whomaybereticenttowardsstudentsenteringtheschool.

Tutoringuniversityandcollegestudents,helpingdisadvantagedpupilsinthetransitionphasefromsecondarytotertiaryeducation.

Bulgaria Anti‐discriminationprogramme2006‐2015,fortheintegrationofRomachildrenandotherdiscriminatedgroupswithoutsegregation.Remaining gender discrimination, especially concerning the content of the textbooks. They continue to perpetuate the old gender stereotypes. Lack of gender sensitivity is a common feature for the whole educational system.

5500pupilsand300teachersuntil2010

Cyprus ZonesofEducationalPriority,since2003onapilotbasis,forzoneswithhighconcentrationsofethnicminorities(TurkishCypriots),immigrants,asylumseekers,amongothers.Literacyprogrammetotacklefunctionalilliteracyattheendofcompulsoryeducation,Specialneedseducationandindividualisedprogrammes

Ongoingevaluationresearch.Permanentworkinggroupforthepromotionofliteracyandschool.Nationwideindividualassessmentoffunctionalilliteracy.

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CzechRepublic

Applicablelawswithregardtospecialneedschildren,including“sociallydisadvantaged”children

Obviouslynoteffective,particularlyamong/forRomachildrenchildren.Thesearelabelledasbeing“unadaptable”.LinkingtheRomafamiliesandtheschoolsarepotentiallyverypromising.Thelocalcentresfortheintegrationofminoritiesareviewedasbeingeffective.

RomaschoolassistantsPreparatoryandinsertionclasses.LinkingtheRomafamiliesandtheschools.Localcentresfortheintegrationofminorities.

Denmark EnforcedlanguagescreeningforproficiencyinDanish,attheageof3and6.Incaseofneed,supplementarylanguagestimulationwilltakeplace(from2009onwards).1975‐2002mothertongueeducationforbilingualchildren.

Finland Debateon(new)immigrationandeducationisgoingon.Offeredispreparatoryeducation(insertionclasses)fornewcomers.

TeachingforLappishchildrenatLappishlanguageschools.TheowncultureoftheRomaniepeopleistakenintoaccount.

Greece Implementationofprogrammesandcurriculaforinterculturaleducation(Roma,Muslims).

Quiteeffectiveminimumframeworkoverthelasttenyears(SupportCentres,InterculturalEducation).However:reaminglowschoolparticipationinsecondaryeducationofRomachildren.Howevertoo:latentdiscriminationandstigmatisationinthenationalcurriculum(e.g.predominanceoftheGreek‐OrthodoxChristianreligion).

Supportprogrammesfordisadvantagedpupils,particularlypupilswithahandicap–developedbynationalexpertcentres.Relianceonthenationalombudsman(Children’sAdvocate)incaseofdiscrimination

Latvia BilingualclassesfortheRussianetc.minorities,astoensurethelearningofLatvian.

TheLatvianknowledgehasincreasedamongminoritychildren.AttitudestowardsLatviaandLatvianremainednegative,andreformwasevaluatedcontroversially.

Malta None Trainingofstaffinmulticulturalknowledgeandskills.Ownschoolprojectsandinitiatives.

Portugal Entitlementforsocialinsertionrevenues(verymoderate).Expertcentresfortherelevanthandicaps,tosupportinclusiveeducation

Nodecreaseofthepoorpopulation.ImmigrantsfromLatinAmerica(Brazil)andAfrica(formercolonies).Strongrhetoricaldiscourseonmulticulturalsociety.Mother‐tongueeducationifappropriate

SocialhousingprogramsGoodwillandscarcemeasuresinsomeschoolsSchoolforchildrenoftravellingpeopleMobileSchoolFull‐timeschoolsIndividualized/domesticteachingSpecialisedprofessionals

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Slovakia TheSchoolActof2008hasformalisedtherightsofthechildandstudentsandhasbannedallformsofdiscriminationandsegregationineducation.Governmentaldefinitionofasociallydisadvantagedenvironment,withfinancialbenefitsforsociallydisadvantagedchildren:smallerclasses,special‘zero’‐classes(preparatoryclasses)GovernmentresolutionsontheeducationofRomachildren,since2003.Obligatorypre‐schooleducation,fromage4onwards.ConsultationwithAmnestyInternationalandtheMinorityCounciloftheGovernmentonspecialRomaschool,andRomainspecialeducation.NationalprioritywithregardtotheinclusionofRoma.

RomaeducationalexpertcentreinPresov.Severalproposedmeasuresremainedunused,suchas‘individualeducation’–reasons:missingtrainingandskillsofteachers,missingmaterialsandequipment,missingstandards.Manyfurtherobstaclesinpractice.Controlmechanismsinhandsofregionaleducationalauthorities,andtheStateSchoolInspectorate.

Assistantteachers.Improvedcurricula.NationalpilotprojectinthePresovregion.Co‐operationwithparents.Publicrelationsandpublicawarenesscampaigns.PHARE‐supportedprojectsfortheintegrationofRomachildren.OpportunitiesforRomalanguageeducation.NationalGuidanceandDecreeonSpecialSchoolEnrolmentProcedures.

6 Inclusiveeducationmeasures



NationalbudgetsareavailableforspecificGON‐support,i.e.supportofpupilswithanindicationintheautismspectre.Further‘difficult’pupilsaretobemanagedintheframeofpriorityeducation,ifapplicable.

ThemodelofinclusiveeducationwasintroducedratherlatelyintheFlemishCommunity.

SupportbyGON‐guides,oftenbeingspecialistpedagogues.Specialprogrammes:TEACCH(TreatmentandEducationofAutisticandrelatedCommunicationhandicappedChildren),STICORDI(stimulating,compensating,remedialteaching,dispensating).Inclusiveeducationusuallyregardsthefollowingsuccessivesteps:• Individualplan,• Empowering learning environment as

createdbytheteachersthemselves,• Additional care as offered by GOK‐ or

GIN‐teachers,incaseofneed,• Furtherindividualmeasures,ifneeded.


CentresforPsychological,MedicalandSocialServicesgivesupporttothemainstreamschoolsinrelationtopupilswithspecialneeds.

50%ofthechildrenwithspecialneedsanddisabilitiesarereceivingeducationinmainstreamschools.Nocomprehensiveevaluation

Bulgaria Thenumberofincludedpupilsinmainstreameducationhasrisenfrom700toaround5500inthreeyearstime.

90projectsforimprovedarchitecturalaccessof55schools,withstatefunding

Cyprus Inclusiveeducation,since1999,inmainstreamclassesorinspecialclassesofmainstreamschools.Onlypupilswithseveredifficultiesareeducatedinspecialschools.

Programmesforspecialeducation.550specialisedsupportstaff.In‐servicetraining.N.B.Notenough,withproblemsrelatedtostepsfromprimarytosecondaryeducation.

CzechRepublic

Newlegislationunderway,allocatingtrackmoneyfortheinclusiveeducationofhandicappedetc.pupils.

Effectivemeasuresforthefullintegration. Anyprogramsforthefullintegrationofhandicappedpupilsinmainstreameducation.Expertsupportcentresandspecialisedstaff

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Denmark Inclusiveifpossible 3.8%ofallpupilsiseducatedinspecialschools.Increasedsegregationsincetwentyyears,particularlyinthefieldofADHD,autism,Asperger,andsocialoremotionalproblems.

Finland Newlegislationandimplementationof‘appropriateeducation’forspecialneedspupils,basedupontheirindividualtroublesandcapacities.Publicdebateonpupils’welfareandstress.

Greece ImplementationofSpecialEducationActandextensionofspecialschools.

Longstandingexclusion,discriminationandmarginalisationofhandicappedetc.children/pupils.Improvementssincesome10years(e.g.legalframeworkfornon‐discrimination).Investmentsneededinarchitecture,facilitiesandequipment.Needtoincludedisabledstudentsintomainstreameducation.Insufficientteachertraining.

Onlineresourcesandcivilsocietywebsites.Expertsupportanddiagnosticscentres.Needforculturalchange.

Latvia Recentchangesareintroducedinthedirectionofinclusiveeducation.

Soviethistory:institutionalisedtreatmentofhandicappedetc.children/pupils.Stillprevalentmodel.Stillinsufficientteachertraining

Parentalsupportprograms.Europeanfunding(ESF)Individualisededucationandhomeeducation,ifpossibleandwanted.

Malta InclusiveEducationAct2000,InclusiveandSpecialEducationAct2005.

Onlyfewpupilsinspecialschools. Expertsupportcentres(formerspecialschools)Teachertrainingmaterialsandsupportstaff;upgradedqualification.

Portugal Inclusiveeducationispromoted.TheMinistryofEducationhasdevelopedmeasuresrelatedtothetrainingandstabilityofteachersinschools,totheenlargementoftimetable,tothemaintenanceofa“fulltimeschool”,andbydisseminatingthe“goodpractices”TheclassesforSEN‐pupilsareshorter(maximumof20)andtheperclassislimited(maximumof2)Evaluationof‘inclusiveeducation’isinthemaking

Butnoteasytogetthenecessaryadditionalhumanresources.Portugalisnotyetabletoassureatrueappropriateeducativeregimeforhandicappedetc.pupils.

SEN‐pupilshavetherighttoberecognizedintheirspecificityandtobenefitfromtheavailabilityofappropriateeducativeanswersAdaptedmaterialsandequipment.Teachertraining.Parentscomplainthattheypreferspecialeducationfortheirchildren.

Slovakia Specialschoolsforchildrenwithahealthdisadvantage.Inclusiveeducation(orbetter‘integration‐oriented’education)inmainstreamschools,inspecialclassesorinmixedclasses.‘Integration’means:adaptationofthehandicappedetc.pupilstotherequirementsoftheschools,andnotviceversa:schoolsshouldadapttothespecialneedsofthepupils.

AssistantteachersSpecialtextbooksSpecialequipment,Rightofusingsignlanguage,Braillewriting,etc.

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7 Safeeducationmeasures,measuresagainstbullyingandharassment



No‐Blameapproach–child‐orientedapproachofbullies;apparentlyandevidence‐basedsuccessfulasunderlinedatnationalexpertconferencesandattheFlemishConsultationPlatformconcerningBullying.Keyperson:schoolco‐ordinator(oftentheremedialteacher).Sevensteps,i.e.• Meetingwiththevictim,• Bringing all together, who were

involved,• Explanationoftheproblem(s),• Sharedresponsibilities,• Groupsproposalsfroimprovement,• Grouptakesaction,• Meetingwitheachchildindividually.


Violenceisageneralcharacteristicofschoolswithahighconcentrationofchildrenfromlowsocio‐economicbackgroundandimmigrantchildren.Mediatorsshouldbeeffectiveforchildrenwhoareapparentlyunabletocopewiththeirhighemotions.

Mediators,whoaretofacilitatecommunicationMobilemediationteams,interveningattherequestoftheheadofaneducationalestablishment

Bulgaria Nostatemeasures. Permanentmediacoverageonviolenceinschools,etc.

Cyprus EducationalPsychologyServices:preventiveprogrammes.EuropeanDAFNI‐program.Evaluationofthe11pilots.Lackofofficialnumberswithregardtobullyingandharassment.Anecdotalevidence.Smallscalestudies.

PilotsoftheMinistryin11schools.

CzechRepublic

Publicdiscussion.New:attentionforcyber‐bullying.

In‐servicetrainingofteachersandstaff.Protectionofteachers.Measurestakenbytheprincipal.Teacherscanconfiscatemobiletelephones.Defensivereactionsofparentsagainst‘repressive’teachersandschools.

Denmark Researchproject(1millioneuro).Publicattention.Children’sCouncil.CentreforEnvironmentalIssues(aroundtheschool)

Schoolsshoulddealwiththeissue.

Finland Multi‐professionalformsofcollaborationwhichsurpassadministrativeboundarieshavebeendeveloped.Theregulationsconcerningprofessionalconfidentialityarebeingchangedtotheeffectthatanorganiserofeducationwillhavebetteraccesstonecessaryinformationforthebenefitofthechildrenconcerned.

Mostschoolsareinvolvedintheprojectcalled“NiceSchool”,whichintendstofindpracticalwaysofpreventingbullyinginthewholeofFinland.Themostrecentresultsshowthatthisconsistentandlong‐lastingprogrammehashelpedtodecreasebullyingconsiderably.

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Greece Directrelationwiththeexclusionofdisadvantagedanddiscriminatedpupils.Lowonbullyingandharassmentorlowontransparencyontheissue?Mediaattentionfor‘happyslapping’andotherincidents.Banonmobiletelephonesinschools?

Latvia Nodata,nomeasures

Malta Victimsandperpetratorsarereferredtoschoolcounsellors.

Portugal Localpoliceintervention,ifneeded.Inlastyears,severalstudiesrefertoanincreaseinthenumberofbullyingsituationsinschools,notclarifyingifthisfactisduetoagreaterfacilityofstudentstoexplain/complainabouttheseveralsituationstowhichtheyaresubjectedorifthisfactisduetoarealincreaseofbullyinginschools.

InterventionstrategiescanbedevelopedbyServicesofPsychologyandGuidance,inschoolsorbygroupsofschoolsIndividualizedvictimsupport,suchas:• Amoreprivateroom,• Alaptopwithinternetaccess,• Teacherofsupport,• AspecialistfromtheServicesof

PsychologyandGuidance.Additionalhumanresourcesandspecialists,althoughfinancingtheseisratherdemanding.Schoolsshouldeducate,notpunishthepupils,includingthe‘bullies’.However,teachersarenowendowedwithseverallegalmeans,necessaryforthemaintenanceoftheirscholarauthority.MobileschoolIndividualized/domesticteaching

Slovakia MethodicalguidanceoftheMinistrytopreventbullyingandharassmentinschools.ImplementationofOECD‐Network.

Nationalwebpage.Trainingofpreventioncoordinators.Monitoringftheissueintheschools.Sensitisingparents,etc.

Reluctantresponseoftheschoolsandstaff(schoolpoliciestopreventtobeidentifiedasaschoolwheresuchthingshappen;keepingthebadnewsoutofthemedia).

8 Conclusions,summary

Theresponsetotheexpertsurveyhasenrichedandextendedtheknowledgebaseconcerninginclusionandeducation,andparticularlytheknowledgebaseconcerningstrategies,policiesandmeasuresintheframeof:

Thereductionofearlyschoolleavingandthereintegrationofearlyschoolleavers, Priorityeducation, Inclusiveeducation, Safeeducationingeneralandthereductionofbullyingandharassmentinparticular.

Theresponsereconfirmedtherichvarietyofpossiblestrategies,policiesandmeasuresasundertakeninthecountriesconcerned.ManyorevenmostoftheseappeartobeworthfurtherattentionofEuropean,national,regionalandschool‐relatedactors,offeringinterestingexamplesandideas.TheyweretobeincorporatedinaEuropeanknowledgecentreformeasurestoenhanceinclusionineducation.Mostworthwhilearethebottom‐upmeasuresandpractices,ingeneralandthosethathavebeenevaluated,inparticular,i.e.thepracticesandexamplesthatarelistedincolumn3and4oftheschemesabove.

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8.1 Measurestoreduceearlyschoolleaving:

Truancycontrol(Belgium,FlemishCommunity), Time‐outprojects(Belgium,FlemishCommunity), Mentoringandcoachingforearlyschoolleaversandjobstarters(Belgium,FlemishCommunity),

Re‐insertionclassesandreboundarrangements(Belgium,WalloonCommunity), Prioritymeasuresfordisadvantagedpupilsatriskofearlyschoolleaving(Belgium,WalloonCommunity),

Dualvocationalcourses(Belgium,WalloonCommunity), Schoolcounsellorsandotherspecialisedstaff(CzechRepublic), Comprehensiveandcompulsoryeducationuntiltheageof18(Finland), Earlysupportmeasuresandindividualtracks(Finland), Apparentlyineffectiverepression(Greece), Involvementofschoolsocialworkers(Latvia), Furthersupportpersonnelfortheschoolsandtheteachers(Latvia), Adaptedcurriculaforpupilsatriskandinneed(Latvia), Pedagogicalcorrectionandre‐insertionorreboundclasses,uptothreeyears(Latvia),

Improvedregistrationofabsenteeism(Malta), Incase,interventionbyaSocialWorker(Malta), Furtherjobtrainingopportunitiesfordropouts(Portugal), AlternativeSchoolTrajectories,ifneeded(Portugal), Individualizedteachingordomesticteaching(Portugal), Flexiblecurriculummanagement(Portugal), Full‐timeschools(Portugal), Compensationeducation(Turkey).

8.2 Prioritymeasures

Acentralbudgetforpriorityeducationasavailableforschools,tobeusedfor:• Remedialteaching,• Additionalclassesandhours,• LanguageeducationinDutchassecondlanguage(afterlanguagetests),• Interculturaleducation,• Orientationclassesforfurthereducation,• Socio‐emotionaldevelopmenttraining. Participationofpupilsandparent(Belgium,FlemishCommunity), Tutoringuniversityandcollegestudents(Belgium,WalloonCommunity), Bridgeclasses(Belgium,WalloonCommunity), LinkingRomafamiliesandschools(CzechRepublic), Romaschoolassistants(CzechRepublic), Preparatoryandinsertionclasses(CzechRepublic), Localintegrationcentres(CzechRepublic), Lappishlanguageschools(Finland), Supportcentresforinterculturaleducation(Greece), Supportprogrammesfordisadvantagedpupils,particularlypupilswithahandicap–developedbynationalexpertcentres(Greece),

Relianceonthenationalombudsman(Children’sAdvocate)incaseofdiscrimination(Greece),

Trainingofstaffinmulticulturalknowledgeandskills(Malta), Ownschoolprojectsandinitiatives(Malta), Mother‐tongueeducation(Portugal), Socialhousingprograms(Portugal), Goodwillandscarcemeasuresinsomeschools(Portugal), Schoolforchildrenoftravellingpeople(Portugal),

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MobileSchool(Portugal), Full‐timeschools(Portugal), Individualized/domesticteaching(Portugal), Specialisedprofessionals(Portugal), RomaeducationalexpertcentrePresov(Slovakia), NationalpilotprojectinthePresovregion(Slovakia), PHARE‐supportedprojectsfortheintegrationofRomachildren(Slovakia), OpportunitiesforRomalanguageeducation(Slovakia), Assistantteachers(Slovakia), Improvedcurricula(Slovakia), Co‐operationwithparents(Slovakia), Publicrelationsandpublicawarenesscampaigns(Slovakia), NationalGuidanceandDecreeonSpecialSchoolEnrolmentProcedures(Slovakia).

8.3 Inclusiveeducationmeasures

NationalbudgetsareavailableforGON‐supportofpupilswithanindicationintheautismspectre(Belgium,FlemishCommunity),

SupportbyGON‐guides,oftenbeingspecialistpedagogues(Belgium,FlemishCommunity),

Specialprogrammes:TEACCH(TreatmentandEducationofAutisticandrelatedCommunicationhandicappedChildren),STICORDI(stimulating,compensating,remedialteaching,dispensating)(Belgium,FlemishCommunity),

Inclusiveeducationusuallyregardsthefollowingsuccessivesteps(Belgium,FlemishCommunity):• Individualplan,• Empoweringlearningenvironmentascreatedbytheteachersthemselves,• AdditionalcareasofferedbyGOK‐orGIN‐teachers,incaseofneed,

Furtherindividualmeasures,ifneeded.(Belgium,FlemishCommunity), 90projectsforimprovedarchitecturalaccessof55schools,withstatefunding(Bulgaria),

Programsforspecialeducation(Cyprus), 550specialisedsupportstaff(Cyprus), Specialisedin‐servicetraining(Cyprus), Programsforthefullintegrationofhandicappedpupilsinmainstreameducation(CzechRepublic),

Expertsupportcentresandspecialisedstaff(CzechRepublic), Onlineresourcesandcivilsocietywebsites(Greece), Expertsupportanddiagnosticscentres(Greece), Parentalsupportprograms(Latvia), Europeanfunding(ESF)(Latvia), Individualisededucationandhomeeducation,ifpossibleandwanted(Latvia), Expertsupportcentres(formerspecialschools)(Malta), Teachertrainingmaterialsandsupportstaff;upgradedqualification(Malta), SEN‐pupilshavetherighttoberecognizedintheirspecificityandtobenefitfromtheavailabilityofappropriateeducativeanswers(Portugal),

Adaptedmaterialsandequipment(Portugal), Specialisedteachertraining(Portugal), Assistantteachers(Slovakia), Specialtextbooks(Slovakia), Specialequipment(Slovakia), Rightofusingsignlanguage,Braillewriting,etc.(Slovakia).

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8.4 Safeeducationmeasures

No‐Blameapproach–child‐orientedapproachofbullies;apparentlyandevidence‐basedsuccessfulasunderlinedatnationalexpertconferencesandattheFlemishConsultationPlatformconcerningBullying(Belgium,FlemishCommunity),

Keyperson:schoolco‐ordinator(oftentheremedialteacher)(Belgium,FlemishCommunity),

Sevensteps,i.e.• Meetingwiththevictim,• Bringingalltogether,whowereinvolved,• Explanationoftheproblem(s),• Sharedresponsibilities,• Groupsproposalsfroimprovement,• Grouptakesaction,• Meetingwitheachchildindividually(Belgium,FlemishCommunity).

Apparentlyeffectivemediators(Belgium,WalloonCommunity), Mediators,whoaretofacilitatecommunication(Belgium,WalloonCommunity), Mobilemediationteams,interveningattherequestoftheheadofaneducationalestablishment(Belgium,WalloonCommunity),

PilotsoftheMinistryin11schools(Cyprus), In‐servicetrainingofteachersandstaff(CzechRepublic), Protectionofteachers(CzechRepublic), Measurestakenbytheprincipal(CzechRepublic), Teacherscanconfiscatemobiletelephones(CzechRepublic), Defensivereactionsofparentsagainst‘repressive’teachersandschools(CzechRepublic),

Researchproject(1millioneuro)(Denmark), Publicattention(Denmark), Children’sCouncil(Denmark), CentreforEnvironmental(Denmark), Issues(aroundtheschool)(Denmark), Schoolsshoulddealwiththeissue(Denmark), Theproject“NiceSchool”,whichintendstofindpracticalwaysofpreventingbullyinginthewholeofFinland.Themostrecentresultsshowthatthisconsistentandlong‐lastingprogrammehashelpedtodecreasebullyingconsiderably(Finland),

Banonmobiletelephonesinschools?(Greece), Victimsandperpetratorsarereferredtoschoolcounsellors(Malta), InterventionstrategiescanbedevelopedbyServicesofPsychologyandGuidance,inschools,orgroupsofschools(Portugal),

Individualizedvictimsupport,suchas:• Amoreprivateroom,• Alaptopwithinternetaccess,• Teacherofsupport,• AspecialistfromtheServicesofPsychologyandGuidance(Portugal),

Additionalhumanresourcesandspecialists,althoughfinancingtheseisratherdemanding(Portugal),

Schoolsshouldeducate,notpunishthepupils,includingthe‘bullies’(Portugal), Teachersarenowendowedwithseverallegalmeans,necessaryforthemaintenanceoftheirscholarauthority(Portugal),

Mobileschool(Portugal), Individualized/domesticteaching(Portugal), Nationalwebpage(Slovakia), Trainingofpreventioncoordinators(Slovakia), Monitoringftheissueintheschools(Slovakia), Sensitisingparents.(Slovakia). Reluctantresponseoftheschoolsandstaff

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TheresponseisfurtherdiscussedinthefinalINTMEAS‐report“ConclusionsandRecommendations”.Thepresentreportisanattachmenttothatreport.

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