Roma

not only for the weak students

studies show inclusive education can be beneficial to all

Photo Unsplash
Mar 28th 2017
<p>IRRITATINGLY to the advocates of inclusion, Milos Zeman, the Czech president, refused that the students with disabilities should learn together with ordinary pupils. He suggested they slow down the brightest students like the first car in convoy holds back those behind.<span class="foot-note">AKTUÁLNĚ.cz (2016) Přehledně: Co řekl prezident Zeman o inkluzi handicapovaných. 16.1. Viz <a href="https://zpravy.aktualne.cz/domaci/prehledne-co-rekl-prezident-zeman-o-inkluzi-handicapovanych/r~c7abbd569d6311e4833a0025900fea04/" target="_blank">zde</a>.</span> Many Czech teachers and parents, too, worry that inclusion of slower students will hamper others‘ improvement.<span class="foot-note">STRAKOVÁ et. al. (2014) Profesní přesvědčení učitelů základních škol a studentů fakult připravujících budoucí učitele. Pedagogika 64 (1).</span></p><p>But an array of studies shows that children learn in a way quite different to the one in which a queue of cars accelerates. It seems that not just the students with special needs but also the others can improve faster if they are taught in inclusive classrooms.<span class="foot-note">See e.g. RUIJS, N. – PEETSMA, T. (2009) Effects of inclusion on students with and without special educational needs reviewed. Educational Research Review 4 (2); KALAMBOUKA et el. (2007). The impact of placing pupils with special educational needs in mainstream schools on the achievement of their peers. Educational Research 49 (4); LINDSAY (2007) Annual review: Educational psychology and the effectiveness of inclusive education/mainstreaming. British Journal of Educational Psychology 77 (1); PELTIER, G. (1997). The effect of inclusion on non-disabled children: A review of the research. Contemporary Education 68 (4)</span> The counterintuitive finding that brighter students improve faster if they learn in a class together with slower students researchers usually explain by the change in teaching methods that commonly accompanies the admission of students with disabilities.<span class="foot-note">DYSON, A. et al. (2004). Inclusion and pupil achievement. London: Department for Education and Skills.</span></p><p>Beneficial can also be the inclusion of the Roma, whom some teachers and psychologists in Central Europe lump together with the students with disabilities (<a href="https://datalyrics.org/en/too-strong-conviction" target="_blank">see article</a>). A study by two economists from Central European University looked at 60 Hungarian primary schools between 2005 and 2008. At the beginning of the studied period, half of the schools chose to adopt an inclusive approach, and a half did not. Ultimately, the schools that favoured inclusion produced graduates who were more likely to be accepted to secondary schools in high demand (grammar schools and vocational schools offering A Level).</p><p><img src="/img/articles/images/RIg8xfjVJrNQplj9THDUOG3RZRnhtxxMSgO19dzj.png" width="500" style="display: block; margin: auto;"></p><p>Prior to their choice, 30 schools that opted for inclusion were producing graduates with similar results like the 30 which did not. The size of the class and the size of the students‘ town were similar for all the compared schools. The Roma children benefited most from the measures, but some benefit was recorded among everyone (see graph). Soft skills such as conflict resolution and self-confidence were also better developed among the students who attended inclusive schools.<span class="foot-note">KÉZDI, G. – SURÁNYI, É. (2008) A Successful School Integration Program - An Evaluation of the Hungarian National Government’s School Integration Program. Roma Education Fund.</span></p><p>Contrary to suggestions of Mr Zeman, neither must the pupils with disabilities be despised or bullied if they learn together with others. Cooperative learning, a teaching method which eases the practice of inclusion, has in fact been shown to reduce bullying.<span class="foot-note">See e.g. CHOI, J. – JOHNSON, D. – JOHNSON, R. (2011) Relationships Among Cooperative Learning Experiences, Social Interdependence, Children's Aggression, Victimization, and Prosocial Behaviors. Journal of Applied Social Psychology, April.</span></p><p>Enthusiasts should not expect the benefits of the Czech tinkering with inclusion to be immediate, nor uniform (<a href="https://datalyrics.org/en/bad-communication" target="_blank">see article</a>). But the existing research suggests that inclusion is, generally, a step in the right direction. Inclusive education has been practised in the West since 1980s. That is too long for it to be called an “experiment”. In Finland, 99.2% children are being educated in common schools and the Finnish youth has the best PISA results in the world.<span class="foot-note">OECD (2011) Lessons from PISA for the United States. Paris. See <a href="http://www.oecd-ilibrary.org/content/book/9789264096660-en." target="_blank">here</a>; KARTOUS, B. (2016) Skandinávské zkušenosti s inkluzivním vzděláváním. EduIn. Viz <a href="http://www.eduin.cz/clanky/bob-kartous-skandinavske-zkusenosti-s-inkluzivnim-vzdelavanim/" target="_blank">zde</a>; See also BENO, C. – GYÖNGZVÉR, M. LÁSZLÓ, K. (2009) A magyar iskolarendszer szelektivitása a nemzetközi összehasonlító vizsgálatok eredményeinek tükrében. Iskolakultúra 3 (4). [Selectivity of the Hungarian school system in light of the international comparative studies]</span> Czech teachers and parents would do well to take it into account.</p>
<p>IRRITATINGLY to the advocates of inclusion, Milos Zeman, the Czech president, refused that the students with disabilities should learn together with ordinary pupils. He suggested they slow down the brightest students like the first car in convoy holds back those behind.<span class="foot-note">AKTUÁLNĚ.cz (2016) Přehledně: Co řekl prezident Zeman o inkluzi handicapovaných. 16.1. Viz <a href="https://zpravy.aktualne.cz/domaci/prehledne-co-rekl-prezident-zeman-o-inkluzi-handicapovanych/r~c7abbd569d6311e4833a0025900fea04/" target="_blank">zde</a>.</span> Many Czech teachers and parents, too, worry that inclusion of slower students will hamper others‘ improvement.<span class="foot-note">STRAKOVÁ et. al. (2014) Profesní přesvědčení učitelů základních škol a studentů fakult připravujících budoucí učitele. Pedagogika 64 (1).</span></p><p>But an array of studies shows that children learn in a way quite different to the one in which a queue of cars accelerates. It seems that not just the students with special needs but also the others can improve faster if they are taught in inclusive classrooms.<span class="foot-note">See e.g. RUIJS, N. – PEETSMA, T. (2009) Effects of inclusion on students with and without special educational needs reviewed. Educational Research Review 4 (2); KALAMBOUKA et el. (2007). The impact of placing pupils with special educational needs in mainstream schools on the achievement of their peers. Educational Research 49 (4); LINDSAY (2007) Annual review: Educational psychology and the effectiveness of inclusive education/mainstreaming. British Journal of Educational Psychology 77 (1); PELTIER, G. (1997). The effect of inclusion on non-disabled children: A review of the research. Contemporary Education 68 (4)</span> The counterintuitive finding that brighter students improve faster if they learn in a class together with slower students researchers usually explain by the change in teaching methods that commonly accompanies the admission of students with disabilities.<span class="foot-note">DYSON, A. et al. (2004). Inclusion and pupil achievement. London: Department for Education and Skills.</span></p><p>Beneficial can also be the inclusion of the Roma, whom some teachers and psychologists in Central Europe lump together with the students with disabilities (<a href="https://datalyrics.org/en/too-strong-conviction" target="_blank">see article</a>). A study by two economists from Central European University looked at 60 Hungarian primary schools between 2005 and 2008. At the beginning of the studied period, half of the schools chose to adopt an inclusive approach, and a half did not. Ultimately, the schools that favoured inclusion produced graduates who were more likely to be accepted to secondary schools in high demand (grammar schools and vocational schools offering A Level).</p><p><img src="/img/articles/images/RIg8xfjVJrNQplj9THDUOG3RZRnhtxxMSgO19dzj.png" width="500" style="display: block; margin: auto;"></p><p>Prior to their choice, 30 schools that opted for inclusion were producing graduates with similar results like the 30 which did not. The size of the class and the size of the students‘ town were similar for all the compared schools. The Roma children benefited most from the measures, but some benefit was recorded among everyone (see graph). Soft skills such as conflict resolution and self-confidence were also better developed among the students who attended inclusive schools.<span class="foot-note">KÉZDI, G. – SURÁNYI, É. (2008) A Successful School Integration Program - An Evaluation of the Hungarian National Government’s School Integration Program. Roma Education Fund.</span></p><p>Contrary to suggestions of Mr Zeman, neither must the pupils with disabilities be despised or bullied if they learn together with others. Cooperative learning, a teaching method which eases the practice of inclusion, has in fact been shown to reduce bullying.<span class="foot-note">See e.g. CHOI, J. – JOHNSON, D. – JOHNSON, R. (2011) Relationships Among Cooperative Learning Experiences, Social Interdependence, Children's Aggression, Victimization, and Prosocial Behaviors. Journal of Applied Social Psychology, April.</span></p><p>Enthusiasts should not expect the benefits of the Czech tinkering with inclusion to be immediate, nor uniform (<a href="https://datalyrics.org/en/bad-communication" target="_blank">see article</a>). But the existing research suggests that inclusion is, generally, a step in the right direction. Inclusive education has been practised in the West since 1980s. That is too long for it to be called an “experiment”. In Finland, 99.2% children are being educated in common schools and the Finnish youth has the best PISA results in the world.<span class="foot-note">OECD (2011) Lessons from PISA for the United States. Paris. See <a href="http://www.oecd-ilibrary.org/content/book/9789264096660-en." target="_blank">here</a>; KARTOUS, B. (2016) Skandinávské zkušenosti s inkluzivním vzděláváním. EduIn. Viz <a href="http://www.eduin.cz/clanky/bob-kartous-skandinavske-zkusenosti-s-inkluzivnim-vzdelavanim/" target="_blank">zde</a>; See also BENO, C. – GYÖNGZVÉR, M. LÁSZLÓ, K. (2009) A magyar iskolarendszer szelektivitása a nemzetközi összehasonlító vizsgálatok eredményeinek tükrében. Iskolakultúra 3 (4). [Selectivity of the Hungarian school system in light of the international comparative studies]</span> Czech teachers and parents would do well to take it into account.</p>
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