Managing Multiple Systems: Policy and Practice
Managing Multiple Systems: Policy and Practice
XingLin Zhao
Thompson Rivers University
5520_01 - Managing Multiple Systems: Policy and Practice
Instructor: Frederic Fovet
Preamble
In the intricate tapestry of educational discourse, our journey navigates the realms of human rights, social theories, legal landmarks, and cultural nuances, converging on the critical theme of inclusive education. As we embark on this exploration, guided by the principles that education is a fundamental human right and that inclusion necessitates the transformation of cultures, politics, and practices, we delve into the diverse facets that shape the educational landscape (Vogelfanger, 2021, pp. 13–27).
From the tenets of social capital theory, which unravels the intricate web of relationships and evolutionary influences shaping educational outcomes, to the theoretical foundations such as the medical and social models, our inquiry traverses the philosophies that underpin educational methodologies worldwide. Legal precedents, like the landmark Moore v British Columbia case, echo the resounding call for proactive accommodations to ensure meaningful access to education for all, setting a precedent with far-reaching implications.
Venturing into the heart of China's evolving special education landscape, we witness the nation's strides in accessibility and quality, tempered by the persistent challenges of uneven development. The juxtaposition of global theories with localized efforts highlights the dynamic interplay between universal principles and regional nuances in fostering inclusive educational environments.
Our journey unfolds against the backdrop of critical pedagogy, with a nod to the visionary Paulo Freire, urging educators to transcend mere exposition and embrace the complexities inherent in educational systems. The lens then widens to the global concern of education funding, particularly the enduring urban-rural divide in China, epitomized by the poignant narrative of "left-behind children."
As we navigate the intricacies of Individualized Education Programs (IEPs) and the nuanced challenges faced by students and educators, the role of music emerges as a unifying force, fostering collaboration and support. The canvas broadens further to encompass discussions on rights and freedoms, the politics of desperation, and the visionary concept of Universal Design for Learning (UDL), challenging us to view education as a holistic and evolving framework.
Our narrative, rich with insights, transcends theoretical discourse to explore real-world scenarios depicted in the film "The Teachers' Lounge." Here, racial issues, privacy concerns, and the impact of effective policies on school environments come to the fore, illuminating the complex interplay between societal dynamics and educational institutions.
Finally, our exploration culminates in an examination of the role of culture in education, from the integration of traditional Chinese culture to the nuanced discourse surrounding LGBTQ inclusivity. The revelations underscore the symbiotic relationship between workplace culture and teacher competencies, advocating for a positive and supportive environment to foster academic engagement.
As we embark on this intellectual odyssey, our purpose is not just to dissect educational paradigms but to provoke thoughtful reflection, initiate meaningful conversations, and inspire collective action towards a more inclusive and equitable future in education.
Course Review
Human Rights approach to educational inclusion
“The right to inclusive education includes the transformation of culture, politics, and practice in all formal and non-formal educational environments in order to adapt to the different requirements and identities of individual students, together with the determination to remove barriers that impede this possibility. This also includes the strengthening of the capacity of the educational system in order to reach all students.” (Inclusion Is a Fundamental Human Right, n.d.)
What is Inclusion?
Social capital theory
Social capital theory suggests that social relationships are valuable resources, and evolutionary factors have shaped preferences for certain types of relationships. Gender differences arise from the division of labor. For women, close personal relationships are important, while men benefit from larger networks providing resources and status. This theory also applies to crime, as threats to these relationships can deter deviant behavior, with women deterred by harm to close relationships and men by the loss of social capital linked to resources and status (De Camargo Fiorini et al., 2018).
Ambitious
Vorhaus elucidates the concept of functional explanation, which involves explaining a phenomenon by pinpointing its function or purpose. In the realm of social capital theory, functional explanation is employed to clarify how social resources enhance educational outcomes by identifying the specific roles these resources play. For instance, social networks might function as conduits for students to access information, resources, and opportunities otherwise unavailable to them. This approach enables social capital theorists to elucidate how social resources contribute to educational achievements. Nevertheless, Vorhaus highlights the substantial challenges faced by theoreticians and empirical researchers when employing functional explanation, and underscores that significant questions remain regarding the effectiveness of more ambitious explanatory variations when applied to educational outcomes (Vorhaus, 2013).
The Medical Model
Theoretical models guide the development of educational methods in special education by providing fundamental concepts and principles. Access to education for students with special needs varies globally and is influenced by local context, values, and beliefs. The medical model, the most widespread approach, focuses on diagnosing physical and biological disorders before educational intervention (Massoumeh & Jamshidi, 2012).
Moore v British Columbia
The appellant, Jeffrey Moore, exhibited dyslexia—a learning disability impinging upon his reading capabilities. The central inquiry pertained to whether the educational system in British Columbia fell short in furnishing him a substantive educational experience, as it failed to offer adequate support for his learning disability. In its adjudication, the Supreme Court of Canada introduced a novel legal criterion for appraising a school board's fulfillment of its obligation to accommodate students with disabilities. The Court ruled that school boards are obligated to proactively address the unique needs of students with disabilities, ensuring they receive meaningful access to education. This landmark verdict held profound implications for the rights of students with disabilities throughout Canada .
The Social Model
The social model of disability offers substantial support for individuals with disabilities. Subsequent to the advent of the novel coronavirus pandemic in 2019, the global economy has experienced significant ramifications. It is prudent to contemplate the enduring efficacy of the social model in assisting individuals with disabilities during periods of economic distress, wherein their entitlements and essential services may undergo substantial reduction or complete eradication.
Oliver delves into the critical discourse surrounding the social model of disability. He underscores that detractors of this model primarily emanated from prominent disability charities and professional bodies who perceived their influence over the lives of disabled individuals as being jeopardized. Concurrently, select disabled individuals and academics, affiliated with the nascent discipline of disability studies, began to scrutinize the applicability and significance of the social model. The crux of these criticisms can be distilled into two principal domains of concern. Firstly, a contention arises that the social model seemingly obviates the incorporation of impairment in its construct. Secondly, it is posited that the model inadequately accommodates the diversity among disabled individuals, portraying them as a homogeneous entity, while in reality, factors such as race, gender, sexuality, and age render their needs and experiences significantly more intricate. Oliver laments the unfortunate repercussions of these critiques, as they have had profoundly adverse effects on the disabled community. Notably, in 2008, government policy began to draw upon these criticisms of the social model, reintegrating impairment and diversity into their economic and social policy while overlooking the persisting barriers confronting disabled individuals. This policy shift subsequently resulted in reductions in benefits and services for the disabled population, exacerbating the challenges they face in their daily lives (Oliver, 2013).
In China
In China, despite the implementation of two phases of Special Education Enhancement Plans by the state since the 18th Party Congress, the levels of special education accessibility, supportive infrastructure, and educational quality have notably improved. However, issues of uneven and insufficient development persist, rendering it a weak link within the field of education (The State Council of the People’s Republic of China ).
To promote inclusive education that facilitates the co-development of children with disabilities and typically developing children, an exploration of inclusive education models is underway. This involves fostering partnerships, support, and collaborative construction between special education schools and mainstream schools. The objective is to establish an inclusive educational environment, thereby facilitating the integration of children with disabilities alongside their typically developing peers. By 2023, it is anticipated that the compulsory education curricula for various subjects in special education schools will be developed, and once approved, these materials will be included in the educational resources directory for primary and secondary schools (The State Council of the People’s Republic of China ).
China's special education school serves students with disabilities
It is worth noting that in China's "Fourteenth Five-Year Plan for Special Education Development Enhancement" released by the government in 2021, it was stipulated that counties (cities, districts, and banners) with a population of over 200,000 should establish at least one standard special education school. For counties (cities, districts, and banners) with a higher number of disabled children and insufficient existing special education school capacity, a rational layout should be planned according to needs to meet the enrollment requirements of disabled children. This underscores that the construction of special education schools in China is still subject to budgetary constraints, and the local population base serves as a relatively significant criterion for the allocation of education financial subsidies by the central government to local regions (The State Council of the People’s Republic of China ).
Humanistic
In the year 2022, the comprehensive landscape of special education in China encompassed 2,314 specialized educational institutions, marking a modest increment of 26 schools, equivalent to a marginal growth rate of 1.14% when contrasted with the preceding year. Concurrently, the enrolled student population in diverse special education programs exhibited a slight decrement, with 146,300 students recorded, signifying a reduction of 2,805 students relative to the antecedent year. Furthermore, the total enrollment in these institutions comprised 918,500 students, reflecting a marginal decrease of 1,265 students, or 0.14%, in comparison to the preceding year's figures. These specialized educational establishments were facilitated by a corps of 72,700 full-time special education educators dedicated to this sector (MOE, 2022).
Critical Pedagogy
"Have critical educators been reduced to circuit preachers bullwhipped by their congregations who have stubbornly refused any message that stipulates that they sacrifice the comforts of this world?" (McLaren, 2019, page 1243).
welfare model
IEP
Music as a way
The researchers observed that collaboration took place when music therapists and paraeducators joined forces to assist students. This collaboration also occurred when music therapists led the experience while paraeducators provided support to the students or the experience (West et al., 2021).
Rights and Freedom
The Politics of Desperation
Universal Design for Learning
Ten propositions for new directions for UDL in the second decade (Edyburn, 2010):
1. UDL is a framework, not a recipe.
2. UDL is not just for students with disabilities.
3. UDL is not just for special education.
4. UDL is not just for K-12 education.
5. UDL is not just for online learning.
6. UDL is not just for technology.
7. UDL is not just for individual teachers.
8. UDL is not just for individual students.
9. UDL is not just for the classroom.
10. UDL is much more complex than we originally thought.
What are the optimal strategies for the successful implementation of UDL?
1. Establishing a Consensual Comprehension of Universal Design for Learning (UDL): Ensuring that all relevant stakeholders possess a lucid comprehension of UDL and its potential advantages for students necessitates endeavors such as professional development, collaborative efforts, and continuous communication.
2. Employing UDL Frameworks for Instructional Design: UDL guidelines serve as a structured framework for crafting inclusive and engaging instructional materials. Educators can effectively employ these guidelines in the formulation of lesson plans, assessments, and other pedagogical resources.
3. Harnessing the Potential of Educational Technology: Technological tools can wield significant influence in the seamless execution of UDL principles. Teachers can leverage digital resources to offer diverse modes of representation, expression, and engagement.
4. Fostering a Culture of Inclusivity: UDL transcends the boundaries of individual classrooms and educators; it necessitates a holistic, systemic approach to education. Educational institutions and policymakers can cultivate an atmosphere of inclusivity by actively advocating UDL principles and practices throughout the organizational fabric.
5. Assessing the Efficacy of UDL: The measurement of UDL's impact on student learning outcomes is a paramount concern. This process encompasses data collection on student performance, the undertaking of empirical research, and the utilization of feedback from both students and educators to refine UDL implementation (Edyburn, 2010).
UDL Support for Students with Disabilities
The utilization of Universal Design for Learning (UDL) guidelines enhances the adaptability of the overarching curriculum and facilitates proactive preparation for supplementary assistance tailored to the distinct requirements of individual learners or cohorts, encompassing those with Intellectual Disabilities (ID). Instructors are encouraged to integrate evidence-based methodologies including systematic instruction, visual aids, positive reinforcement, accommodation of individual preferences, strategies promoting self-determination, and other approaches substantiated by research as efficacious for individuals with ID (Rao et al., 2017).
A Universal Design for Learning Approach to Lesson Planning for Special Education
A Massive Open Online Course (MOOC) is an internet-based course designed to accommodate a large number of participants, enabling access to course materials, interaction with instructors and peers, and completion of assignments and assessments through an online platform. MOOCs have surged in popularity due to their flexibility, affordability, and wide accessibility, offering diverse subjects often provided by prestigious universities and institutions. In the context of Universal Design for Learning (UDL), MOOCs hold promise as a potential future platform. By integrating UDL principles and guidelines, MOOCs can be crafted to be more accessible and inclusive for learners with diverse needs and preferences. This approach enhances engagement, promotes improved learning outcomes, and expands opportunities for lifelong learning (Iniesto et al., 2022).
Final Chapter
Many of the educational concepts covered in this course are entirely new to me, and thus, in the previous chapter, I shared what seemed most significant to me. Despite the seemingly extensive content, it has been a source of great inspiration, providing me with profound insights as I reflect on real cases encountered in China. Finally, I would like to initiate a discussion on educational policy topics using a movie as a starting point.
The Teachers` Lounge
The camera zooms in on the relationships among teachers, students, and parents, revealing an atmosphere rife with suspicion and sharp opposition. Simultaneously, underlying racial issues come to the forefront, depicting a drama of conflict between human nature and educational policies, as well as the resistance and compromises within the school system. The dramatic conflicts within the movie cast it as a sort of "horror film" within the realm of education (Personal Movie Afterthoughts).
Racial Issue
The significance of supportive leadership in fostering educational discussions on race and delivering training to educators is paramount. Establishing a secure and inclusive atmosphere within schools, conducive to conversations about race, is contingent upon supportive leadership. Such leadership is instrumental in instilling confidence and competence in teachers to address racial matters adeptly, thereby enabling them to engage students effectively in discussions pertaining to race, racism, and racial bias. Leadership assumes a critical role in furnishing teachers with the requisite training and guidance, equipping them with the essential knowledge and skills needed to navigate conversations about race within the classroom setting (Yared et al., 2020).
Discrimination within schools can extend to teachers based on their race, with colorism exerting influence in the classroom. This phenomenon manifests as African American teachers may hold distinct perceptions of their students concerning intelligence, behavior, and attractiveness, influenced by skin tone. Biased expectations rooted in the educators' own skin tone experiences may affect the academic potential and overall success outlook for their African American students. The prevalence of colorism among African American teachers contributes to intra-racial discrimination within the classroom, fostering the perpetuation of stereotypes and uneven treatment based on varying skin tones (Moore, 2017).
Campus Ecological Environment
The film unfolds with conflicts surfacing not just among teachers but also between teachers and students. The cinematic depiction accentuates these tensions, and a notable incident exemplifying this discord is the occurrence of theft. It is noteworthy that, in reality, some of these incidents could potentially escalate to more serious consequences. For example, R. v. Jarvis, 2019.
The Supreme Court of Canada adjudicated a case addressing privacy concerns and the utilization of technology within the framework of criminal law. The matter involved Ryan Jarvis, a high school teacher charged with voyeurism. Jarvis employed a pen camera to covertly record videos of female students at the school, an act undertaken without their knowledge or consent. The pivotal legal query centered on whether, given the circumstances, the students retained a reasonable expectation of privacy and if Jarvis's actions amounted to the offense of voyeurism. In a unanimous decision, the Supreme Court of Canada determined that the students did indeed possess a reasonable expectation of privacy within the school environment. Consequently, Jarvis's actions were deemed to constitute voyeurism under the pertinent criminal law provisions. The court underscored the imperative of safeguarding privacy in educational settings, acknowledging that technological progress necessitates an evolving comprehension of what constitutes a reasonable expectation of privacy https://www.canlii.org/en/ca/scc/doc/2019/2019scc10/2019scc10.html.
Effective policies contribute to a positive school environment by establishing high expectations for student performance, endorsing healthy social-emotional learning, and implementing positive behavior support programs. Strategies like the three-tiered prevention approach, such as PBIS, focus on preventing behavior issues and fostering a collaborative atmosphere. Emphasizing the use of research-based programs and procedures related to discipline, structure, and teacher behavior further bolsters a positive school climate. Policies that promote positive behavior, social-emotional learning, a favorable school atmosphere, and elevated expectations for student performance are linked to improved learning outcomes and positive behavioral development (Sheras & Bradshaw, 2016, pp. 129–135).
Establishing effective interpersonal communication with students is pivotal for bolstering their mental health. Engaging in empirical, responsive, and inclusive communication provides the necessary support, understanding, and guidance to address a spectrum of mental health challenges such as academic anxiety, depression, stress, feelings of isolation, low self-esteem, and emotional issues. Positive emotional connections between teachers and students foster a safe, supportive environment conducive to mental well-being. Encouraging collaborative communication through active participation and open discussions not only helps students feel included in the learning process but also builds confidence and attends to their emotional needs. Educational institutions play a vital role by offering proper training and support to enhance teachers' interpersonal communication skills and deepen their understanding of students' mental health. Establishing a supportive and stigma-free environment is paramount, enabling students to feel at ease discussing their mental health concerns openly (Sabrifha & Darmawati, 2022).
The Culture
In the film, the native culture of Germany subtly permeates the school environment, exerting its influence not through explicit laws but rather through ingrained customs. The impact of culture on education, even when not codified, remains a significant and undeniable force that shapes the dynamics within the educational setting. The term "culture" refers to the shared practices and accomplishments of a community, embodying a specific manifestation of collective intellectual advancement (Culture | Etymology of Culture by Etymonline, n.d.). This implies that culture inherently carries a sense of boundaries, delineating the distinctive characteristics and expressions that define a particular group's identity and intellectual development.
In contemporary times, traditional Chinese culture has gained heightened value and recognition, prompting a need for its comprehensive integration into Chinese education to enhance students' understanding. Strengthening the education of traditional Chinese culture has emerged as a pivotal objective in China's educational development, with the teaching of ancient Chinese poetry in senior high school proving to be an effective means of infiltrating and fostering this cultural heritage. The incorporation of traditional Chinese culture not only enriches the content of ancient poetry education but also sparks students' interest in learning, contributing to the cultivation and enhancement of their overall proficiency in Chinese. Teachers play a pivotal role in this integration, undertaking the crucial task of exploring effective strategies and methods to ensure active student engagement in understanding, studying, and learning traditional culture (He, 2023).
In China, homosexuality, for instance, is commonly acknowledged, and prevailing sentiment suggests a lack of deep understanding, leaving interpretations to individual perspectives. Traditional cultural beliefs, rooted in concepts such as yin and yang, provide an explanation for this phenomenon. The historical backdrop has been relatively tranquil, at least before Western influences emerged. The nuanced understanding is that many issues, including the government's policymaking for specific minority groups, are not easily categorized as simply good or bad, reflecting the complexities inherent in such considerations.
Chinese schools, for the most part, lacked inclusivity for LGBTQ students, as reported by students who observed a scarcity of LGBTQ-specific school policies, teacher training, and inclusive curriculum. Despite this, a notable majority of LGBTQ youth expressed a sense of safety within their school environments. While these students generally felt comfortable with their sexual orientation and had disclosed it to someone, a significant portion remained in the closet regarding their LGBTQ identity with their siblings, parents, or teachers. This dual dynamic reflects a complex scenario where despite some positive aspects, challenges persist in achieving full inclusivity and openness for LGBTQ students within the Chinese educational context (Wei & Liu, 2019).
China asserts that it has no intention of eradicating minorities, a stance deemed incongruent with its cultural values. The country's disapproval, however, is primarily directed at Western definitions and policies pertaining to LGBTQ matters, reflecting a divergence in cultural perspectives on these issues. Research findings highlight a spectrum of experiences among students in university settings concerning attitudes towards LGBTQ groups. Some students reported encountering biased attitudes, while others experienced more supportive environments. The establishment of clear systems to support LGBTQ activities and promote tolerance was identified as having a positive influence on students' academic performance and their inclination to disclose their sexual orientation. These findings underscore the importance of fostering inclusive environments within universities to enhance both the well-being and academic engagement of LGBTQ students (Qu, 2022).
Teacher competencies are intricately influenced by the prevailing work culture and environment, both of which play a pivotal role in enhancing overall teacher performance. Factors contributing to a positive work culture encompass various aspects, including favorable physical conditions such as awards, welfare, infrastructure, and facilities. Equally significant are supportive working conditions, which involve effective task support, communication, and interactions with peers, students, parents, principals, and the wider public. The acknowledgment in the movie emphasizes the critical importance of creating a conducive work environment and fostering a positive work culture as essential components for teachers to operate optimally and continually enhance their competencies (Lutfah et al., 2019, pp. 859–863).
The correlation between workplace culture and teachers' competencies in higher education institutions is notably positive and substantial. Conversely, a weak workplace culture exerts a negative influence on the development of teachers' competencies within these institutions. Such weakness denotes an environment lacking positive and supportive elements, thereby resulting in adverse consequences for employees. To enhance teacher competency and foster a positive workplace culture, institutions should implement requisite changes in their environment, promoting an atmosphere conducive to employees working collaboratively toward both institutional and societal goals (Singh & Singla, 2023).
Culture is a multifaceted and diverse superstructure that subtly shapes policies, and its significance in the field of pedagogy is poised to grow even further in the future. In times of uncertainty, when the path forward may seem unclear, local culture serves as a guiding light, providing direction and insight.
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