St Matthias Primary School – Year One
Literacy, Numeracy, Science, Art, Music and Citizenship
Duration – 7:37
Category: Video
St Matthias Primary School – Year One
Literacy, Numeracy, Science, Art, Music and Citizenship
Duration – 7:37
Category: Video
Richard Rieser was asked by the World Bank to talk on the subject: What will it take to get all children with disabilities enrolled in school? He presented his talk to several World Bank employees on the 26 June 2014 in London.
The powerpoint that he produced for the occasion can be downloaded here: World Bank powerpoint
and a recording of the talk here: World Bank 26th June audio recording
Category: Projects – International
In 2001 with the optimism of a Government supporting Inclusive Education and new legislation supporting this, a new magazine was launched by the Alliance for Inclusive Education (ALLFIE), Disability Equality in Education (DEE) and Parents for Inclusion.
They can be accessed here: http://www.allfie.org.uk/pages/articles/inpdfs.html
See a full list of the articles here.
Category: Articles
Richard Rieser has worked with the Dutch NGO Light For The World to develop a policy paper for inclusive education in South Sudan. This is the first part:
For part two, click on the link below:
Category: Video
In February 2014, Richard was asked to present on the Children and Families Bill in Barking and Dagenham.
See his presentation below:
Barking and Dagenham February 2014
Category: News
Richard was asked to speak at the National University of Ireland Galway in February 2014 on preparing teachers to include children with disabilities. In his speech he explored what has worked well across the globe.
See his presentation below:
Preparing teachers to include children with disabilities Internationally what works well 2
Category: Projects – International
‘Meeting the Challenge of the New SEN/ Disability Framework: Protecting the Entitlement of Disabled Children, those with SEN and their Teachers.’
Speech given by Richard Rieser at Conference Fringe Meeting Monday 21st April 2014 in Brighton Centre, 12.45.
The new framework will adversely impact on all teachers and children and reverse current practice of inclusion.
Countering the bias to Inclusive Education was the stated Manifesto commitment of the Tories, personally written by David Cameron and adopted by the Coalition. This ideological stance combined with the wider commitment to privatisation and ‘choice’ in the accelerated introduction of free schools and academies has provided a toxic background to the framing of the Children and Families Act, Part 3. This will be implemented in all English local authorities school, Early Years settings and FE colleges from September 2014.
There have been some potentially positive moves:
However, there are far more potentially negative impacts on children and teachers:
Schools are also under a duty to provide auxiliary aids and services to disabled pupils/students as a reasonable adjustment. This is an anticipatory adjustment which means it needs to be in place before the pupil arrives and certainly from when they are in the school. Schools need to keep funds for these adjustments. This is at odds with the graduated approach being suggested for the school stage.
Support Motion 30 and the updating amendment from Hackney which gives the NUT policy on the above and instructs the Executive to initiate urgent policy discussions with the Opposition and other interested parties in the voluntary sector, trade unions and parents’ organizations, to develop a strategy of damage limitation and to ensure alternative mechanisms are developed to enable all children and young people with SEN to have their needs met and to maximise the development of inclusive practice throughout the education system. This is backed up by an action and campaign strategy to defend current provision and to fight for a more inclusive ‘local offer’.
NUT 2014 Policy overwhelmingly adopted by over 1100c delegates representing 330,000 teachers in England and Wales. Sunday 20th April 2014
SPECIAL EDUCATION AND INCLUSION
“Conference reiterates its policy of 2011 of supporting inclusive education and developing disability equality in mainstream schools.
Conference recognises that Part 3 of the Children and Families Bill (though expanding the protection of a Statement through the Education Health and Care Plan (EHC Plan) to 0-25 year old children and young people), does not provide adequate safeguards for the large majority of children and young people with special educational needs at the school/college based stage.
Conference is further concerned at the damaging impact and pace of change envisaged by the government, in particular:
1. The introduction from April 2014 of mandatory changes in school funding and the higher needs block;
2. The negative impact of these funding changes on both mainstream and special schools additional needs block and Age Weighted Pupil Unit, that will lead to a reduction in funding for special educational needs (SEN);
3. The proposed change over from Statement to EHC plan of three years from September 2014;
4. Notwithstanding the late incorporation of disabled children/ young people without SEN into some of the statutory duties, there remains a significant disconnect between SEN and Disability Equality Duties which cover many of the same pupil/student population.
5. The increased statutory responsibility on Local Authorities at a time of reduction in Local Authority budgets, in particular reductions in specialist and advisory teachers in SEN and disability; and
6. Proposals to phase out teaching assistants.
7. The weakening of the presumption of inclusion by conflating previously different tests that will make it far harder for those children and young people with SEN who want a mainstream placement to secure one ;
8. The loss of the Individual Education Plan and the new Draft Code of Practice placing the responsibility on class and subject teachers for recording progress and meeting parents of children at the School Stage. This has significant increase of workload implications;
9. The right of Special Academies and Special Free Schools to enrol children and students with SEN on an indefinite basis, without an EHC Plan, which is not permitted for maintained and non- maintained Special Schools.
Conference recognises the negative impact of the above changes on the inclusion and education of disabled children and young people and those with SEN.
Furthermore, Conference condemns comments from The Equality and Human Rights Commission (EHRC) that Inclusion is only right for some disabled children.
Conference therefore instructs the Executive to enter into urgent policy discussions with the Opposition and other interested parties in the voluntary sector, trade unions and parents’ organisations, to develop a strategy of damage limitation and to ensure alternative mechanisms are developed to enable all children and young people with SEN to have their needs met and to maximise the development of inclusive practice throughout the education system. Following these discussions and not later than January 2015, Conference instructs the Executive to launch a public campaign to ensure this plan becomes a General Election issue.
In order to safeguard the provision for disabled children and young people and those with special educational needs and to ensure that teachers’ workload is not increased in meeting these needs, Conference instructs the Executive to carry out the following:
Category: Blog
Richard Rieser was asked to go to Brighton to train the trainers on disability equality in the classroom. At the Brighthelm Centre, he spoke to a room of 40 teachers and education experts about the legal framework under which schools fall and their duty to promote disability equality.
Richard prepared three presentations for three separate groups of teachers and educationalists that sat in on different sessions of the day long training.
See below:
Category: News, Projects – UK, Uncategorized
World of Inclusion has been commissioned by Light of the World as lead consultants to develop an Inclusion Special Needs Education policy framework for South Sudan. Due to the political situation, the initial consultation took place in Nairobi from the 13 to 17 January 2014.
Final Policy Position Paper for South Sudan
Report on data gathering and analysis of South Sudan’s schools
World-of-Inclusion_South-Sudan_Inception-Report
The Report on the Technical Committee meeting in Nairobi
Terms of Reference, Special Needs Education and Inclusive Education Policy
Why Inclusive Education? Pamphlet
Category: News, Projects – International
In 2012 Richard led a team comprising a number of consultants from EENET. One of the tasks was to carry out a snapshot survey of teachers and others in the field as to how prepared they were in their training and practice to include children with disabilities. This report gives the result of that survey.
UNICEF Report Educating Teachers for Children with Disabilities
Annex iv REAP Literature Review Version January 2013
Annex v UNICEF REAP Global Inclusive Teaching Survey Analysis
Annex of survey report for UNICEF project educating teachers for children with disabilities 2012
Annex viii Article 24 implementation checklist
Category: Projects – International