Roger Slee

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Papers by Roger Slee

Meeting Some Challenges of Inclusive Education in an Age of Exclusion

Asian Journal of Inclusive Education

Exclusion is ingrained into the global social fabric in general and education in particular. This... more Exclusion is ingrained into the global social fabric in general and education in particular. This paper takes up the challenge of international agreements and conventions affirming Education For All. Increasingly education jurisdictions are submitting to lean testing regimes and publishing results to drive local, national and international competition to drive up standards. While there are grave concerns about the poverty of such policy imperatives and the narrow definition of assessment therein, evidence is mounting to demonstrate the perverse and deleterious impacts on disadvantaged communities and vulnerable individuals. The rhetoric of inclusion is strong but conceptions and practices of inclusive education are inconsistent and disconnected from other aspects of social and education policy that drive exclusion in stark and subtle manifestations.

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Εκπαίδευση και τύφλωση: Σύγχρονες τάσεις και προοπτικές

Οι δραστηριότητες του έργου οργανώνονται γύρω από δύο Βασικούς άξονες: ΔΙΕΘΝΕΣ ΣΥΝΕΔΡΙΟ Εκπαίδευσ... more Οι δραστηριότητες του έργου οργανώνονται γύρω από δύο Βασικούς άξονες: ΔΙΕΘΝΕΣ ΣΥΝΕΔΡΙΟ Εκπαίδευση και Τύφλωση: Σύγχρονες Τάσεις και Προοπτικές Εισηγητές Οι εισηγητές/τριες προέρχονται από τον ελλαδικό και το διεθνή χώρο και ασχολούνται με την ειδική και ενταξιακή εκπαίδευση των παιδιών με προβλήματα όρασης. Στην επιμόρφωση συμμετέχουν επίσης εκπρόσωποι αναπήρων, με στόχο την κατάθεση των εμπειριών και των απόψεων τους για το ζήτημα της εκπαιδευτικής ένταξης των τυφλών παι διών στο σχολείο. Παραγωγή εκπαιδευτικού υλικού Από τις δύο παραπάνω κατευθύνσεις (της εξειδίκευσης και της επιμόρφωσης) θα παραχθεί: • Εκπαιδευτικό υλικό για την εκπαίδευση παιδιών με προβλήματα όρασης. • Επιστημονικό ερευνητικό υλικό, απαραίτητο σε ερευνητές και εκπαιδευτικούς. • Οπτικοακουστικό εκπαιδευτικό υλικό, που θα αποτελεί επιστημονικό και αξιολογικό εργα λείο σε μελλοντικές εξει δι κεύσει ς/επι μορφώσει ς. ΠΑΡΑΣΚΕΥΗ 6 ΦΕΒΡΟΥΑΡΙΟΥ 2004 Έναρξη Συνεδρίου | Προσέλευση και εγγραφές συνέδρων | Έναρξη. Χαιρετισμός από την Τζέλα ΒαρνάΒα-Σκούρα, Καθηγήτρια και Πρόεδρο του Τμήματος Εκπαίδευσης και Αγωγής στην Προσχολική Ηλικία (Τ.Ε.Α.Π.Η.) Χαιρετισμοί φορέων ΕΝΑΡΚΤΗΡΙΑ ΣΥΝΕΔΡΙΑ: Ενταξιακή εκπαίδευση HfSI Ι Τζέλα ΒαρνάΒα-Σκούρα (Καθηγήτρια και Πρόεδρος του Τ.Ε.Α.Π.Η.) | Εκπαιδευτική ένταξη στην Ελλάδα: μια πορεία είκοσι ετών Αθηνά Ζώνιου-Σιδέρη (Αναπληρώτρια καθηγήτρια του Τ.Ε.Α.Π.Η., επιστημονική υπεύθυνη του έργου) | Ενταξιακή Εκπαίδευση και Εκπαιδευτική Μεταρρύθμιση στη Νέα Εποχή Roger Slee (Καθηγητής και Πρόεδρος του Παιδαγωγικού Τμήματος, Πανεπιστήμιο McGill, Μόντρεαλ, Καναδάς) | Ένταξη, Συμμετοχή και Δημοκρατία Derrick Armstrong (Καθηγητής του Παιδαγωγικού Τμήματος, Πανεπιστήμιο του Σέφιλντ, Ηνωμένο Βασίλειο) Ι Συζήτηση Ι Δεξίωση 2 • ΔΙΕΘΝΕΣ ΣΥΝΕΔΡΙΟ • Εκπαίδευση και Τύφλωση: Σύγχρονες Τάσεις και Προοπτικές Εκπαίδευση και Τύφλωση: Σύγχρονες Τάσεις και Προοπτικές 16.50-17.30 Η εμπλοκή της Κίνησης για την Ευημερία των Τυφλών στην εφαρμογή της θεσμοθετημένης εκπαιδευτικής πολιτικής για τους τυφλούς στην Κύπρο Χριστάκης Νικολαϊδης (Γενικός Γραμματέας της Παγκύπριας Οργάνωσης Τυφλών, Κύπρος) 17.30-18.10 0 ρόλος ενός Κέντρου Υποστήριξης 0ystein Forsbak (Διευθυντής του Εθνικού Κέντρου Υποστήριξης Tambartun, Τρόντχαϊμ, Νορβηγία) 18.10-18.30 Συζήτηση 18.30-19.00 Καφές ΤΕΤΑΡΤΗ ΣΥΝΕΔΡΙΑ: Ζητήματα χώρου και Τύφλωση Προεδρεύει Μαρία Μαλικιώση-Λοΐζου (Καθηγήτρια του Τ.Ε.Α.Π.Η.) 19.00-19.40 Κινητικότητα και Προσανατολισμός: ένα βασικό στοιχείο της ενταξιακής εκπαίδευσης για τυφλούς μαθητές Diane L. Fazzi, PhD (Καθηγήτρια και Συντονίστρια του Προγράμματος Εξειδίκευσης στην Κινητικότητα και τον Προσανατολισμό, Πανεπιστήμιο της Πολιτείας της Καλιφόρνιας, Λος Αντζελες, Η.Π.Α.) 19.40-20.20 Σχεδιάζοντας κτίρια και αστικές περιοχές για όλους, με ιδιαίτερη φροντίδα για τα άτομα με ειδικές ανάγκες Σοφία Παπασωτηρίου (Επίκουρη Καθηγήτρια του Τομέα Αρχιτεκτονικού Σχεδιασμού και Εικαστικών Τεχνών, Τμήμα Αρχιτεκτόνων, Αριστοτέλειο Πανεπιστήμιο θεσσαλονίκης) 20.20-20.40 Συζήτηση 20.40-21.15 Επισκόπηση εργασιών της ημέρας ΚΥΡΙΑΚΗ 8 ΦΕΒΡΟΥΑΡΙΟΥ 2004 ΠΡΩΤΗ ΣΥΝΕΔΡΙΑ: Αναλυτικό πρόγραμμα και διαφοροποίηση Προεδρεύει Κώστας Χρυσαφίδης (Αναπληρωτής καθηγητής του Τ.Ε.Α.Π.Η.) 09.00-09.40 Η διδασκαλία γραφής και ανάγνωσης με τη χρήση της μεθόδου Braille σε ενταξιακά πλαίσια Joao Roe, PhD (Επικεφαλής Ομάδας Συνεργασίας της Υπηρεσίας Αισθητηριακής Υποστήριξης του Μπρίστολ, Ομάδα Υποστήριξης τηςΌρασης, Ηνωμένο Βασίλειο) 09.40-10.20 Η σημασία και ο ρόλος του αναλυτικού προγράμματος στην ενταξιακή εκπαίδευση των τυφλών παιδιών στην Ελλάδα Αθηνά Ζώνιου-Σιδέρη, Παναγιώτα Καραγιάννη, Ευδοξία Ντεροπούλου-Ντέρου, Γεωργία Παπασταυρινίδου, Ηλέκτρα Σπανδάγου (Μέλη της ομάδας εργασίας για το Αναλυτικό Πρόγραμ μα του Κέντρου Έρευνας και Τεκμηρίωσης Ενταξιακών Εκπαιδευτικών Προγραμμάτων, Τ.Ε.Α.Π.Η.) 10.20-11.00 Το πρόγραμμα διδασκαλίας των μαθηματικών και η εφαρμογή του σε μαθητές με σοβαρά προβλήματα όρασης στη γενική εκπαίδευση Emmy Csocsan (Καθηγήτρια του Τμήματος Επιστημών Αποκατάστασης, Πανεπιστήμιο του Ντόρτμουντ, Γερμανία) του Ντόρτμουντ, Γερμανία) •I ΔΙΕΘΝΕΣ ΣΥΝΕΔΡΙΟ Η Εκπαίδευση και Τύφλωση: Σύγχρονες Τάσεις και Προοπτικές Εκπαίδευση και Τύφλωση: Σύγχρονες Τάσεις και Προοπτικές 11.00-11.30 Συζήτηση 11.30-12.00 Καφές ΔΕΥΤΕΡΗ ΣΥΝΕΔΡΙΑ: Τεχνολογικές εξελίξεις Προεδρεύει Βασίλης Τσελφές (Αναπληρωτής καθηγητής του Τ.Ε.Α.Π.Η.) 12.00-12.40 Οι Τεχνολογίες Πληροφορικής στην ενταξιακή εκπαίδευση των τυφλών μαθητών Γιώργος θ. Κουρουπέτρογλου (Καθηγητής του Τμήματος Πληροφορικής και Τηλεπικοινω νιών, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών) 12.40-13.20 Υποστηρικτική τεχνολογία για την παραγωγή επιστημονικών εγγράφων για τυφλούς χρήστες Mag. Mario Batusic (Μέλος της επιστημονικής/ερευνητικής ομάδας του Ινστιτούτου Ενταξιακών Μελετών του Πανεπιστημίου Johannes Kepler, Λιντς, Αυστρία) 13.20-14.00 Βιβλιοθήκες προσιτές σε όλους Μωυσής Κουρουζίδης (Σεισμολόγος, Διευθυντής της Ευωνύμου Οικολογικής Βιβλιοθήκης) 14.00-14.30 Συζήτηση 14.30-16.00 Γεύμα ΤΡΙΤΗ ΣΥΝΕΔΡΙΑ: Από την εκπαιδευτική στην κοινωνική ένταξη Προεδρεύει Καλλιρρόη Παπαδοπούλου (Λέκτορας του Τ.Ε.Α.Π.Η.) 16.00-16.40 Κοινωνική και επαγγελματική ένταξη των τυφλών στην Ελλάδα Ηλίας Μαργιόλας (Πρόεδρος του Πανελληνίου Συνδέσμου Τυφλών) 16.40-17.20 Η εμπειρία ενός τυφλού: ως φοιτητή και ως δασκάλου Νεκτάριος Παϊσιος (Φοιτητής του Τμήματος Επιστημών της Αγωγής, Πανεπιστήμιο της Κύπρου) 17.20-18.00 Η σχολική ένταξη των τυφλών στην Ελλάδα. Πρόγραμμα ένταξης στο 35ο Δημοτικό Σχολείο Πειραιά Αλέξης Γκλίνος (Ειδικός δάσκαλος τυφλών) 18.00-18.30 Συζήτηση 18.30-19.00 Καφές ΤΕΛΙΚΗ ΣΥΝΕΔΡΙΑ Προεδρεύει Αθηνά Ζώνιου-Σιδέρη (Αναπληρώτρια καθηγήτρια του Τ.Ε.Α.Π.Η., επιστημονική υπεύθυνη του έργου) 19.00-20.00

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An Australian Curriculum that includes diverse learners: the case of students with disability

Curriculum Perspectives, 2021

A curriculum for all, equitable, accessible, and providing consistency for learners across Austra... more A curriculum for all, equitable, accessible, and providing consistency for learners across Australia, the Australian Curriculum potentially offered to be a world first for students with disabilities. This paper presents the story of Australia's first official national curriculum particularly focusing on the inclusion of students with disabilities, learning difficulties and the gifted and talented. The paper begins by examining the development and process, decisions and critical documentation of history in relation to the inclusion of students with disabilities within the Australian Curriculum. The paper then turns to look critically at what has been produced, identifying issues, strengths and weaknesses before looking forward and posing some recommendations. If the Australian Curriculum is to be a curriculum for all, documenting the story of inclusive education for students with disabilities is significant in fulfilling the aim of inclusive education and maximizing achievement and quality of life for all young people.

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Educational engagement through the middle years of schooling: Report for the In2Commuinity Applied Learning Project

The researchers acknowledge the important contribution of the school leadership team, teachers, a... more The researchers acknowledge the important contribution of the school leadership team, teachers, administrators and student support personnel to this research project. In particular, David Smiley and Meredith Clencie who worked closely with the researchers to ensure that they understood the school operating structures and protocols, and its diverse community and ongoing achievements. We acknowledge the support In2Community received from the Regional Development Authority and Victoria University. The Honourable Lynne Koskey provided background briefings for the researchers and continues to be a source of inspiration for educators involved in this project. The team is also indebted to the students and teachers who participated in the research. About The Victoria Institute The Victoria Institute was established in 2011 under the leadership of Professor Roger Slee. It is a research-intensive unit focused on impact and influence, particularly in the areas of educational reform and inclusive practices. Well placed within Victoria University, The Victoria Institute has social justice as a key focus. Our researchers work collaboratively with a range of government departments, policy makers, philanthropic organisations and community groups. The Victoria Institute operates with the explicit intention of improving educational experiences and outcomes for all. Our targeted research program aims to build better learning and greater participation and success for students from diverse and disadvantaged backgrounds as well as those who are disengaged or excluded. The Victoria Institute is connected with the College of Education and works in association with The Mitchell Institute and the Centre for International Research on Education Systems..

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Private interest Vs public good: shifting expectations in the policy and politics of education

This paper explores the conference theme by questioning what the public interest is in the refina... more This paper explores the conference theme by questioning what the public interest is in the refinancing of education by the private sector, and by demonstrating how definitions of ‘public’, ‘private’ and ‘the state’ are shifting and intermingling in this context. We argue that a new language of description is emerging that is largely unquestioned, couched as it is in a rhetoric of community improvement and benefit. We see this discourse generating a new construct of ‘the common good’ and the ‘common wealth’ that is shrewd and expedient, but potentially breaking the high levels of trust between state and citizens that has been a hallmark of education in Australia, the USA and England. This redefinition of public interest is one in which the state is extending its intervention under the umbrella of an inclusive rhetoric. What we see emerging is a new (though essentially Deweyan) epistemology of policy and politics in which there is dysfunction between falsely competing expectations dri...

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Professional development program to embed inclusive and explicit teaching practices in higher education first year units.pdf

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Doing Inclusive Education Research

This series addresses the many different forms of exclusion that occur in schooling across a rang... more This series addresses the many different forms of exclusion that occur in schooling across a range of international contexts and considers strategies for increasing the inclusion and success of all students. In many school jurisdictions the most reliable predictors of schools have not been pressed to deal with exclusion and failure. Failing and difficult to manage students were blamed for their lack of attainment and were either placed in segregated educational settings or encouraged to leave and enter the unskilled labour market. for the inclusion of their children in their neighborhood school has made visible the failure of schools to include all children. Drawing from a range of researchers and educators from around the world, Studies in Inclusive Education will demonstrate the ways in which schools contribute to the failure of different student identities on the basis of gender, race, language, sexuality, disability, socioeconomic status and geographic isolation. This series differs from existing work in inclusive education by expanding the focus from a narrow consideration of what has been traditionally referred to as special educational needs to understand school failure and exclusion in all its forms. Moreover, the series will consider exclusion and inclusion across all sectors of education: early years, elementary and secondary schooling, and higher education.

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Editorial: the Salamanca Statement: 25 years on

International Journal of Inclusive Education, 2019

June 2019 saw the 25th anniversary of the World Conference on Special Needs Education, which was ... more June 2019 saw the 25th anniversary of the World Conference on Special Needs Education, which was co-organized by UNESCO and the Ministry of Education and Science of Spain, and held in the city of Salamanca. It led to the Salamanca Statement and Framework for Action on Special Needs Education, arguably the most significant international document that has ever appeared in the field of special education. In so doing, it endorsed the idea of inclusive education, which was to become a major influence in subsequent years. The articles in this special issue illustrate the ways in which the Salamanca Statement has and still is influencing the development of policies and practices across the world. In this editorial, we provide readers with some relevant background to these developments.

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Disability Studies in Education – Building Platforms to Reclaim Disability and Recognise Disablement

Journal of Disability Studies in Education, 2019

This paper provides the historical and theoretical foundations for the emergent field of Disabili... more This paper provides the historical and theoretical foundations for the emergent field of Disability Studies in Education. Disability Studies in Education proceeds from the trans-disciplinary work we find in the continuing development of Disability Studies. It applies the principles and conceptual threads of Disability Studies to critique the ableist traditions, structures and cultures of education and to suggest how education might be otherwise. The paper makes clear the distinction between special education and disability studies in education. Special education has proven its resilience and willingness to appropriate the discourse of inclusive education in order to adapt and sustain its core assumptions about children with disabilities and their education. Accordingly, it is critical that this journal make explicit the distinctions between the conceptual foundations and practical applications of special education and Disability Studies in Education. This first paper is an attempt a...

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Policy Transfer and Educational Change

Policy Transfer and Educational Change touches upon a critical issue in the field of comparative ... more Policy Transfer and Educational Change touches upon a critical issue in the field of comparative and international education: the travel of educational ideas across jurisdictions. This book examines the reasons for India's failure to achieve school improvement through introducing foreign education reforms. The authors aim to develop and articulate a methodology, which they called a policy-learning model, to help future researchers, educators, and policy makers understand how policy ideas travel and influence educational practices within classrooms. The book is composed of seven chapters. Chapter one provides a theoretical background of the study, with a focus on the notions of policy implementation, education reform, and policy learning. To begin with, the authors indicate that institutional incapacity, in particular administration inertia, is a key problem, which has been ignored by the majority of literature discussing the effectiveness of policy implementation. By administration inertia, the authors refer to administrations' resistance to change. They argue that the primary function of educational administration in most developing countries, for example India in the case of this book, "is not to develop and/or implement educational policies, but to position leaders and groups using appropriate mechanisms to do so" (p. 4). Under this context, reforms or policy changes challenge existing institutional behaviours. Therefore, Scott, Terano, Slee, Husbands, and Wilkins propose the importance of understanding the existing education system and curricula, along with the policy discourses, contexts, and actors that have made policy-making "a 'messy', complex and contested enterprise" (p. 5). Adopting a historical perspective, the authors in chapter two explore the development of the education system in India. A shift has been observed from the traditional Hindu education focusing on the elitists to the successive governments' education policies emphasizing inclusiveness and the success of all students. In addition, the authors elaborate on the relationship between the central government and the states in India. The central government and state governments share responsibilities for education. The central government is responsible for policy-making, promoting innovation, and framework development. The state governments are actually running the education system. In the last section of this chapter, Scott et al. examine two major education reforms in India. Sarva Shiksha Abhiyan (SSA), introduced in 2000, is a program aimed to achieve universal access to elementary education. This reform focuses on the notion of equity by emphasizing equal opportunities and meeting the needs of disadvantaged students. It is suggested that even this reform has led to greater access and enrollment rates at the primary stage of education, the drop-out rate of students from disadvantaged groups still remains high in India. The Right of Education (RTE) is another reform introduced in 2009. It adopts discourses such as "compulsory education", and specifies varies stakeholders' responsibilities in providing free and compulsory education for all children in India. However, the RTE is found difficult to implement due to local contexts especially in rural schools. Large pupil-teacher ratios, and lack of drinking water and usable toilet facilities are suggested as obstacles to achieve the goals listed in the RTE. Chapter three answers the questions about how and why certain education policy ideas travel well globally. The authors use Teach for All and the Programme for International Student Assessment (PISA) as examples to support their assertion that these widely adopted ideas share significant similarities such as

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Education plc. Understanding private sector participation in public sector education

British Journal of Sociology of Education, 2008

... reviewed by Scott Davies. cover Title: Education Plc: Understanding Private Sector Participat... more

Ethics and Inclusive Education

Inclusive Learning and Educational Equity, 2022

This book series reflects on the challenges of inclusive education as a strategy for improving ed... more This book series reflects on the challenges of inclusive education as a strategy for improving educational equity. The series addresses issues of diversity in support of the UN Sustainable Development Goals (SDGs) which set the global education agenda for 2030 in SDG 4: Ensure inclusive and quality education for all and promote lifelong learning. Although considered an important aspect of a global human rights agenda ensuring education for all is a complex endeavour that is subject to the forces of globalization, and the exclusionary pressures associated with migration, mobility, language, ethnicity, disability, and intergenerational poverty. Acknowledgement of the reciprocal links between these markers of diversity and educational underachievement has led to an increasing interest in the development of inclusive education as a strategy for improving educational equity. By addressing these and related diversity issues, this series aims to contribute important advances in knowledge about the enactment of inclusive education. The development of educational processes and pedagogical interventions that respond to the tensions between education policies that promote competition and those designed to promote inclusion at individual, classroom, school, district, national, and international levels are explored by the contributors to this series. This series: • Offers a critical perspective on current practice. • Stimulates and challenges further developments for the field. • Explores global disparities in educational provision and compares developments. • Provides a welcome addition to the literature on inclusive education.

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Transgressions: Cultural Studies and Education

The Destructive Path of Neoliberalism: an International Examination of Education

... Editorial Board Heinz-Hermann Kruger, Halle University, Germany Norman Denzin, University of ... more

Belonging in an age of exclusion

International Journal of Inclusive Education

The struggle to achieve a condition of belonging in education by and for children with disabiliti... more The struggle to achieve a condition of belonging in education by and for children with disabilities exposes the deep structure of social exclusion that is represented in and reproduced by schooling. Seeking inclusive education is undermined by a range of factors including the appropriation of the discourse inclusion by deeply conservative forces committed to sustaining exclusion and the ethic of competitive individualism that is the engine for education policymaking and school level practices. While inclusive education and the establishment of belonging for the diverse range of students who seek enrolment and successful participation in school is a challenging ambition, it is a first order requirement for sustainable futures.

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The datafication of discipline: ClassDojo, surveillance and a performative classroom culture

Learning, Media and Technology

Disability Studies, Inclusive Education & Exclusion

¿Eficacia para quién? : critica de los movimientos de las escuelas eficaces y mejora escolar

How do we make inclusive education happen when exclusion is a political predisposition?

Http Dx Doi Org 10 1080 13603116 2011 602534, Aug 8, 2013

Convening a conference under the banner: Making Inclusion Happen, reminds us that the struggle fo... more Convening a conference under the banner: Making Inclusion Happen, reminds us that the struggle for disabled people's rights to the minimum expectations of citizenship; access to education, work, housing, health care, civic connection remains urgent. Notwithstanding the hard fought for United Nations, human rights charters and national legislation around the world, declaring legal commitment to rid ourselves of discrimination on the grounds of disability, these landmark civil rights achievements will not in and of themselves rid us of exclusion. We can test this proposition simply by considering the caveats, conditions and exemptions in legislation such as Disability Discrimination Acts and international charters such as the recent United Nations Convention on the Rights of Disabled Persons and its Optional Protocol.

Driven to the Margins: Disabled students, inclusive schooling and the politics of possibility

Cambridge Journal of Education, 2001

... inclusive schooling. In fact, this fundamental reduction in educational disablement to locati... more

Inclusion or Assimilation? Sociological Explorations of the Foundations of Theories of Special Education

Educational Foundations, 1997

Roger Slee

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