In this first section, we reflect on why we should bring student self-determination into the ILP process.
WHY create a resource to support the ILP process?
The 2018 Teaching and Learning International Survey (TALIS) found that fewer than half (38%) of Australian teachers feel prepared to teach students with special needs when they finish pre-service teacher training, despite 74% having received training to teach in mixed-ability settings (OECD, 2018).
WHY is this resource targeted at pre-service teachers? What strengths and needs do pre-service teachers bring to the ILP process?
The key strength, but also an area of need, for pre-service teachers is the diverse preconceptions, understandings, beliefs and values that pre-service teachers hold when they enter the teaching profession. Pre-service teacher education programs understand the importance of interrupting and disrupting these preconceptions, in order to help pre-service teachers develop evidence-based perspectives and approaches (Parks, 2018). Parks (2018) notes that “pre-service teachers’ motivations and aspirations are essential to this process, as they provide the enthusiasm and momentum for reconceptualising perceptions about themselves, the profession, and the lived experience of classroom practitioners” (p. v).
WHY examine my beliefs about inclusive education, ILPs and teaching students with disabilities?
The perceptions that pre-service teachers hold about inclusion and the capacity of students with disability should be examined and if required, challenged. Danneker and Bottge (2009) found that a “teacher’s understanding and beliefs about self-determination can support or undermine the development of self-determination” in a student (p. 231). More generally, Lautenbach and Heyder (2019) found that “a positive attitude towards inclusion has been considered as one of the most influential success factors, or even a prerequisite, for successful inclusive education” (p. 232). As such, cultivating an inclusive attitude or ‘diversity mindset’ (Shaddock et al., 2009) impacts teachers’ teaching behaviour (Yeo et al., 2014). Awareness of inclusive processes affects teacher’s attitudes towards inclusive practice (Lautenbach & Heyder, 2019). Inclusive practices, such as promoting self-determination in the ILP process results in multiple positive outcomes for students with additional needs.
WHY learn about self-determined ILPs as a pre-service teacher?
A “teacher’s understanding and beliefs about self-determination can support or undermine the development of self-determination” (Danneker & Bottge, 2009). Promoting self-determination in the ILP process results in multiple positive outcomes for students with additional needs.
WHY bring student self-determination to the ILP process?
As educators, we are tasked with the responsibility of cultivating students’ self-determination skills. However, our own beliefs about the capabilities of students with disabilities can inhibit our ability to include students in making decisions about their learning (Danneker & Bottge, 2009).
Research has shown that students with disabilities, as young as in primary school, possess some measure of self-determination skills (Danneker & Bottge, 2009). In fact, most research has shown that secondary students with disabilities can participate meaningfully in their ILP meetings, after they have been properly prepared (e.g., Mason et al., 2002; Test et al., 2004; Williams & O’Leary, 2001; Wood et al., 2005). Benefits of student involvement in the development of their own ILP include increased intrinsic motivation, enhanced self-determination, and positive post-school outcomes (Algozzine et al., 2001: Field, 1996; Kohler, 1996; Sands & Doll, 1996). In addition, the benefits of students taking on leadership roles during their ILP meetings extend to adults. Danneker and Bottge (2009) found that adult participants noted increased collaborative problem solving.
WHY prepare students for the ILP meeting?
Some studies suggest that without prior instruction given to students, educational harm can come to students who attend ILP meetings (Martin et al., 2006).
Without prior instruction, students can feel at a loss, they might not know how to behave, do not understand the process or the language, feel that their voice is unheard, and may regard the ILP meeting as a meaningless activity (Lehmann, Bassett, & Sands, 1999; Lovitt, Cushing, & Stump, 1994; Martin et al., 2006; Morningstar, Turnbull, & Turnbull, 1995; Powers, Turner, Matuszewski, Wilson, & Loesch, 1999; Sweeney, 1997; Thoma, Rogan, & Baker, 2001).
Your beliefs about inclusive education, ILPs and teaching students with disabilities influence the outcomes of a successful inclusive education. As you are at the beginning of this journey, let's harness your enthusiasm in order to cultivate beliefs that will create positive outcomes for your future students.
If you need some more convincing, check out the videos below on inclusive education.
The classroom is a complex environment. If not explicitly managed it can quickly turn into a collection of smaller groups that happen to be in the same room rather than an inclusive whole. See how this, sometimes overlooked, aspect can make a profound difference.
Every single person is unique and has different skills, so why are students taught the same way? Jan Wilson explores the possibilities of a universal design for learning, and how every individual can benefit.