1. Dr.Alan Bruce, Universal Learning Systems
LINQ Conference: Rome, Italy (17 May 2013)
LINQ Conference Rome: May 2013, Dr Alan Bruce ULS/FIESTA Network
2. Historic pattern of low expectations
Institutionalization and ‘special’ needs
Embedded imagery of dependence
Family, support and care
Medicalization of discourse
Recognition of achievements
Teaching – and learning – around difference
LINQ Conference Rome: May 2013, Dr Alan Bruce ULS/FIESTA Network
3. Families
Communities
Culture and beliefs
Schooling, learning and research
Media and portrayal – the charity factor
Transition and technologies
Work, employment and a full life
Permanent dependence or rights?
LINQ Conference Rome: May 2013, Dr Alan Bruce ULS/FIESTA Network
4. Coordination
Multidisciplinary linkage
Shared perspectives
Meaningful progression
Family engagement
Flexibility
Satisfaction and engagement
LINQ Conference Rome: May 2013, Dr Alan Bruce ULS/FIESTA Network
5. • Lack of consensus – goals, strategies, aims
• Turf issues – professional confusion
• Mixed messages
• Attitudes – the negative mindset
• Misinterpretations
• Built environment
• Unthinking exclusion
• Fragmented planning
• Disempowered families
LINQ Conference Rome: May 2013, Dr Alan Bruce ULS/FIESTA Network
6. Increased numbers in schools
The university revolution
Impact of legislation and policy
European dimensions
Technological revolution
From psychology to engineering – the altered
environment
Shaping the mind – struggles with attitudes
LINQ Conference Rome: May 2013, Dr Alan Bruce ULS/FIESTA Network
7. Adaptive/assistive
technologies
Vocational
evaluation
Assessment
Counselling
Materials design
Environmental
design
Software design
Medical supports
Legislation
Innovative
pedagogy.
LINQ Conference Rome: May 2013, Dr Alan Bruce ULS/FIESTA Network
8. Models of schooling under critical review
The re-positioning of purpose – Ivan Illich
From industrial model to emancipatory
discourse
Hierarchy, control and managed behavior
Appropriating competence in a multipolar world
From teaching to guidance and learning support
Integration and inclusion – the shifting paradigm
LINQ Conference Rome: May 2013, Dr Alan Bruce ULS/FIESTA Network
9. Lisbon Declaration
Inclusive education as principle
Significant national variations
Separation between health, social services
and education functions and responsibilities
Poor multidisciplinary developement
Family exclusion
Focus on educational, health and social needs
LINQ Conference Rome: May 2013, Dr Alan Bruce ULS/FIESTA Network
10. 1994: UNESCO Salamanca Statement and Framework for
Action in Special Needs Education
2003: Promoting the Employment and Social Integration
of People with Disabilities (EU Council)
2003: Equal Opportunities for Pupils and Students with
Disabilities in Education andTraining
2006: United Nations Convention on Rights of People with
Disabilities
Pupils with disabilities continue to experience inequality in the education
system. This has resulted in lower levels of educational qualifications and
workforce participation among people with disabilities (relative to those
without disabilities), which results in social isolation and economic adversity.
LINQ Conference Rome: May 2013, Dr Alan Bruce ULS/FIESTA Network
11. The FIESTA (Facilitating Inclusive Education and Supporting the Transition
Agenda) network focuses on achieving effective transition through
collaborative working for children with special educational needs.
FIESTA is a three-year (2011-2014) network funded by the Education,
Audiovisual, Cultural and Executive Agency (EACEA), under the Comenius
program of the European Union’s Life Long Learning Program.
LINQ Conference Rome: May 2013, Dr Alan Bruce ULS/FIESTA Network
12. Ireland (Enable Ireland; Universal Learning Systems)
Bulgaria (Center for Inclusive Education)
Romania (EuroEd)
Greece (Platon School)
Netherlands (CMO; CSG)
Scotland (University of Edinburgh)
Cyprus (University of Nicosia)
Finland (Context Learning)
Spain – Catalonia (Pi del Burgar)
LINQ Conference Rome: May 2013, Dr Alan Bruce ULS/FIESTA Network
13. The network facilitates children with special
needs - and families - during the following
periods of transition:
Transition of children with special needs from
pre-school to primary school and primary
school to secondary school.
Transition of children with special needs to
mainstream environments
LINQ Conference Rome: May 2013, Dr Alan Bruce ULS/FIESTA Network
14. Transition periods for pupils with special needs is
considerably more difficult than for non-disabled peers.
Transition from early years settings to primary and primary
to post primary is difficult for professionals due to lack of
communication and curriculum differences.
Amount and level of quality information exchanged is not on
a continual basis or considered the norm.
Teachers are not privy to pupils’ needs prior to start of the
school term.
The process of transition is completed in an ad hoc or
informal manner with no formal procedure in place.
LINQ Conference Rome: May 2013, Dr Alan Bruce ULS/FIESTA Network
15. Importance of various professional frameworks and
how each professional discipline impacts on student
learning and development.
A model to provide a holistic approach to child
development.
Therapeutic goals seen as part of overall child
educational development, not as a separate goal.
Practical tools to reassess existing transition
programs.
Cultivating an inclusive and collaborative learning
environment, including a self-assessment process.
LINQ Conference Rome: May 2013, Dr Alan Bruce ULS/FIESTA Network
16. Focus of motivation
Problem solving focus
From curriculum to competence
Content to meaningful action
From formal teaching to creation of bonds and links
Mentoring
Models of best practice
LINQ Conference Rome: May 2013, Dr Alan Bruce ULS/FIESTA Network
17. Attitudes of parents, teachers and pupils
Over-emphasis on attainment and accreditation
Lack of diversity - flexibility to meet children’s needs
Professional fears/prejudice, scarcity of teaching
methods and strategies
Preoccupation with disability classifications
Inability of national policy to shape local practices
Inaccessible buildings
Lack of training or professional development for
teachers.
LINQ Conference Rome: May 2013, Dr Alan Bruce ULS/FIESTA Network
18. Access to a flexible curriculum
Programmes for staff exchanges and training
Regular reviews
Dialogue and communication with all stakeholders
e.g. pupils, parents, school, voluntary organisations.
Facilitation of a collaborative/partnership approach
Active pupil participation
Peer mentoring.
LINQ Conference Rome: May 2013, Dr Alan Bruce ULS/FIESTA Network
19. To examine best practice examples for SEN children
who transitioned into first year mainstream primary
school from either specialized or mainstream
environments
To identify examples of best practice SEN children
who transitioned from mainstream primary to
secondary schools.
Identification of best practice undertaken through a
mixed methods approach where children, families
and a wide range of professionals participate in the
research.
LINQ Conference Rome: May 2013, Dr Alan Bruce ULS/FIESTA Network
20. Defining needs
Defining required supports
Developing teams: communication
Avoiding traps – the standardized label
Critical and reflective thinking and practice
Empathy
Sensitivity and clarity – goal setting
Evaluative review
LINQ Conference Rome: May 2013, Dr Alan Bruce ULS/FIESTA Network
21. Modeling
Empathic analysis in transition support
Social analytics for multidisciplinary work
Roles and responsibility
Advanced digital competence/assistive
technologies
Universal Design
Comparative research methods
Independent living/rights based models
LINQ Conference Rome: May 2013, Dr Alan Bruce ULS/FIESTA Network
