Designing and Implementing an In-Service Training Course for School Teams on Inclusive Education: Reflections from Participants
Abstract
:1. Introduction
1.1. Whole School Approach to School Improvement
1.2. Estonian Context
1.3. Description of the Training Course
- Understand the approach and application of IE;
- can analyze the key components of IE and their combined effect;
- know main models of collaborative networks and know his/her role in the implementation of inclusive practice;
- are committed to professional development in the implementation of inclusive school culture and practice;
- have readiness and know-how for designing an inclusive school.
The Aim of the Study and Research Questions
- What was valued by the participants in the in-service training for the school teams on IE?
- What suggestions were made by the participants for the further development of in-service training for school teams?
2. Methods
2.1. Sample
2.2. Collecting Data and Analysis
3. Results
3.1. Issues Valued by the Participants in the In-Service Training for the School Teams
- Content and volume of the training course; and
- organization of the training course.
3.1.1. Content and Volume of the Training Course
Necessity of Topics
Our curriculum is now coming in a whole new way, much more child-friendly and understandable. We have thought about this thanks to this training and we will start practicing from the new academic year (X2, deputy principal).
Comprehensive Approach to the Topics
What came out of it was thought-provoking. Get to know our team, our institution, in terms of how much we take this inclusive education into account, and what opportunities, resources, and areas for development are important (X4, principal).
Volume
3.1.2. Organizational Side of the Training
Balanced and Various Teaching Methods
Such a very well-thought-out group work management and the setting of these questions or tasks were, in fact, very, very forward-looking for everyone. That it was, yes, super (X2, teacher).
These four schools were a good group size. It adds a lot when other bystanders comment or see differently. Otherwise you’re in your own bubble, it’s still good to hear the experiences of other schools. Working with other schools is good and should be continued (X1, teacher).
Practical Approach
Homework in the subject of inclusive education has been analytical and practical. They have been very, very useful to me in building this whole SEN system. Because, in fact, we analyze all this homework based on the situation of our school—what are the pros, what are the cons, how to move forward, they have really been very useful to me (X4, support specialist).
Participation with Own School Team
I also like discussions, I also like discussions with other school groups, but discussions at my school are really very useful in the sense that we bring these issues to school and there we deal with them in-depth (X3, teacher).
It is as if teachers alone do not seem to have all this information. Additionally, that is what we needed the background information for (X4, teacher).
Participation with Teams from Other Schools
It was a very enriching experience! Each time again, there were so many fresh new ideas to see how they do and see how they have addressed and what the most important concerns for them are or values. I think it’s just nice that if perhaps this training had been done in such a way that all the schools were separate, there would not have been this effect (X2, deputy principal).
3.2. Suggestions Made by the Participants for the Further Development of An Inservice Training Course for School Teams
- Content and volume of the training course; and
- organization of the training course.
3.2.1. Content and Volume of the Training Course
We did a lot of work with the school curriculum, but it seemed that some parts still remained too general. It would be good to get expert opinions on how to make it more meaningful and concrete in the context of inclusive education (X4, support specialist).
At the younger grades we are able to make our support system work effectively, but at the third school level we would need resources and knowledge on how to improve cooperation between teachers and support professionals (X3, teacher).
The experience of the Nordic countries has been cited as an example in Estonia. It would be interesting to know how the implementation of inclusive education actually works there (X4, principal).
In this training, we talk about how collaboration should work, but in real life, child protection staff and the school team may not work towards a common goal. Aid is often scarce (X4, principal).
We have set targets, but at the same time we want to continue working with the assessment tools shared in certain training courses, and the strategic development plan still needs to be improved. We will continue to work on it (X2, support specialist).
3.2.2. Organizational Side of Training
I really missed not having the opportunity to visit the schools with whom we shared our experiences during the training (X3, support specialist).
I really, really, immediately really like it when you come and look from the outside, because the look from the outside is a little different. You have built your system in your bubble there, we all do our work with passion and we like what we do and we are very happy with what we have achieved. But sometimes you get stuck in your business, and then when someone comes from outside and says a little bit about something, for example, you can go to another level and benefit from it (X4, support specialist).
4. Discussion
5. Limitations and Further Research
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
Appendix A
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Themes and Subthemes | Time for Contact Training and Group/Independent Activities | Homework: Practical Input to the School Development Process |
---|---|---|
Vision and school culture
| Session 1 8 academic hours contact training 20 hours’ independent or group activities | School’s current background data and situation are mapped. Shared vision about the definition and meaning of IE and inclusive school culture is defined at the school level. |
Legislative framework and school policy
| Session 2 and 3 16 academic hours contact training 40 hours’ independent or group activities | Schools policy documents are analyzed and revised. Short-term and long-term goals are set based on the results of self-assessment. |
Learning environment and resources
| Session 4 6 academic hours 20 hours’ independent or group activities | The current situation of the learning environment and resources are mapped. Short-term and long-term development goals have been formulated. |
The professionalism of staff
| Session 5 and 6 12 academic hours 40 hours’ independent or group activities | The roles and duties of different school staff members are clarified and defined. Short-term and long-term training needs for raising staff competencies have been mapped. |
Collaboration
| Session 7 6 academic hours 20 hours’ independent or group activities | Improvement areas for collaboration within the school and with partners outside of schools have been mapped. A development plan for improving collaboration is composed. |
Quality assurance
| Session 8 6 academic hours 60 hours’ independent or group activities | Quality assurance indicators are set at the school level. The school strategic development plan is finalized. |
Concluding seminar for sharing composed school developmental plans and reflecting the whole training process | Session 9 6 academic hours contact training | Final outcome: Schools strategic developmental and operational plan for IE is composed. |
The Type of School | The Whole Number of Students in School | The Number of SEN Students in School | Team Members | |||
---|---|---|---|---|---|---|
Teachers | Support Specialists | School Leaders | ||||
School No 1 (X1) | Basic school | 762 | 205 | 5 subject teachers who teach in grades 2 to 9 | 1 support specialist: Social pedagogue | 1 deputy principal |
SchoolNo 2 (X2) | Basic school | 505 | 139 | 4 subject teachers who teach in grades 4 to 9 | 1 support specialist: Social pedagogue | 1 deputy principal |
SchoolNo 3 (X3) | Basic school | 554 | 165 | 4 subject teachers who teach in grades 4 to 9 | 1 support specialist: Special educator | 1 school principal |
SchoolNo 4 (X4) | Basic school and upper secondary school as one institution | 827 | 226 | 6 subject teachers who teach in grades 4 to 12 | 1 support specialist: Social pedagogue | 1 school principal |
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Kivirand, T.; Leijen, Ä.; Lepp, L.; Tammemäe, T. Designing and Implementing an In-Service Training Course for School Teams on Inclusive Education: Reflections from Participants. Educ. Sci. 2021, 11, 166. https://doi.org/10.3390/educsci11040166
Kivirand T, Leijen Ä, Lepp L, Tammemäe T. Designing and Implementing an In-Service Training Course for School Teams on Inclusive Education: Reflections from Participants. Education Sciences. 2021; 11(4):166. https://doi.org/10.3390/educsci11040166
Chicago/Turabian StyleKivirand, Tiina, Äli Leijen, Liina Lepp, and Tiiu Tammemäe. 2021. "Designing and Implementing an In-Service Training Course for School Teams on Inclusive Education: Reflections from Participants" Education Sciences 11, no. 4: 166. https://doi.org/10.3390/educsci11040166
APA StyleKivirand, T., Leijen, Ä., Lepp, L., & Tammemäe, T. (2021). Designing and Implementing an In-Service Training Course for School Teams on Inclusive Education: Reflections from Participants. Education Sciences, 11(4), 166. https://doi.org/10.3390/educsci11040166