Colin has spent last 3 months working in Suffolk on a new person centred approach to Personal Education Plans for children in care – this is going down really well with Education, Social Care, young people and their carers. Call if you want to know more about the work.
0115 955 6045
Nottinghamshire teachers from Rushcliffe, Arnold and Clifton receive training on fresh approaches to behaviour and relationships from Colin and Derek of Inclusive Solutions – listen to what they say. Feb 2017.
Social Inclusion Facilitation in St Georges, Ruskington – facilitated by Colin Newton and Louis Newton of Inclusive Solutions – attended by care and support workers, case manager, Learning Mentors, SENCO, Teaching Assistants and teachers learning skills of social inclusion facilitation and Circle building.
Marsha Douglas and Colin Newton delivered Person Centred Planning Training in Merton, London – listen to the feedback.
Hartlepool Educators and Social Care Colleagues celebrate Person Centred Planning work done through MAP process facilitated by Colin and Claire Darwin.
In addition to the human rights and principled imperative for inclusive education, there is a powerful educational, social, and economic case to be made. Indeed, the OHCHR Thematic Study of the Rights of Persons with Disabilities (2013) has affirmed that only inclusive education can provide both quality education and social development for persons with disabilities, arguing that it is the most appropriate modality for States to guarantee universality and non-discrimination in the right to education.[i]
- The educational case: The focus on inclusive education in individual educational planning and cooperative learning strengthens teachers’ competences. Research also highlights that supporting children with disabilities, regardless of their age, in inclusive environments leads to an improvement in the quality of education as it becomes more person-centred and focused on achieving good learning outcomes for all children, including those with a diverse range of abilities. Children with disabilities, for example, have greater overall gains in academic outcomes and behaviours in inclusive environments than their peers with similar disabilities in segregated classrooms.[ii] Furthermore, when teachers are educated to include children with disabilities, the level and standard of learning for children with both with and without disabilities increases.[iii]
- The social case: Inclusive education contributes to the creation of a culture of diversity, participation and involvement into community life for persons with and without disabilities, teachers and others in the school environment as well as the wider society. Through experience of learning and playing together, all learners, together with their parents, families and caregivers, are encouraged to learn tolerance, acceptance of difference and respect for diversity, leading to eliminating stigmatization and exclusion. Inclusive education also provides learners with disabilities with greater independence, social skills, and opportunities to become productive members of their communities and exercise their rights to participate and become involved in their societies.
- The economic case: educating persons with disabilities is a positive investment, reducing poverty and exclusion from active participation in the economy. Opportunities for quality inclusive education will lead to reduced current and future dependence, and reduced caring responsibilities
[i] A/HRC/25/29 para 3
[ii]MacArthur, J. (2009). Learning Better Together: Working Towards Inclusive Education in New Zealand Schools. http:// www.ihc.org.nz/wp-content/uploads/learning-better-together.pdf; Wang, MC and Baker, ET (1985-1986). Mainstreaming programs: Design features and effects. Journal of Special Education, 19, 503-521.
[iii] Mitchell, D. (2010). Education that Fits: Review of international trends in the education of students with special educational needs. Christchurch: University of Canterbury. http://www.educationcounts.govt.nz/__data/assets/pdf_file/0016/86011/ Mitchell-Review-Final.pdf
Had you noticed this paragraph (25) in the UN General Comment on the Right to Inclusive Education?
It’s the section where they are noting what they perceive to be some of the barriers that are impeding access for persons with a disability to inclusive education(they mean mainstream or what they call ‘regular learning environments’).
IT”S OFFICIAL- standardised testing is the wrong thing to do if you want inclusion – time for a bonfire of all the tests – the UN says they ‘must be replaced’ – how ‘official’ do you need it to be?
“Curricula must be conceived, designed and applied to meet and adjust to the requirements of every student, and providing appropriate educational responses. Standardised assessments must be replaced by flexible and multiple forms of assessments and recognition of individual progress towards broad goals that provide alternative routes for learning.”
In paras 16 they amplify this when they caution against what they call a ‘deficit’ approach:
The education of persons with disabilities too often focuses on a deficit approach, on their actual or perceived impairment and limiting opportunities to pre-defined and negative assumptions of their potential. States parties must support the creation of opportunities to build on the unique strengths and talents of each individual with a disability.
And in para 18 they caution against excluding anyone because of the degree of their impairment:
Paragraph 2 (a) prohibits the exclusion of persons with disabilities from the general education system, including any legislative or regulatory provisions that limit their inclusion on the basis of their impairment or its “degree”, such as by conditioning their inclusion “to the extent of the potential of the individual”, or by alleging a disproportionate and undue burden to evade the obligation to provide reasonable accommodation. General education means all regular learning environments and the education department. Direct exclusion would be to classify certain students as ‘non-educable’, and thereby ineligible for access to education. Non-direct exclusion would be the requirement to pass a common test as a condition for school entry without reasonable accommodations and support.
Finally this part (Para 10c)of their definition of what they mean by inclusive education is brilliant
(inclusive education is to be understood as) …”the primary means by which persons with disabilities can lift themselves out of poverty, obtain the means to participate fully in their communities, and be safeguarded from exploitation. It is also the primary means through which to achieve inclusive societies.’
Inclusive education can be understood as:
- a fundamental human right of all persons with disabilities.
- a means to achieve the full realisation of the right to education and an indispensable means of realizing other human rights.[i]
- a principle that values the well-being of all students, respects their inherent dignity and acknowledges their needs and their ability to make a contribution to society.
- a process that necessitates a continuing and pro-active commitment to the elimination of barriers impeding the right to education, together with changes to culture, policy and practice of regular schools to accommodate all students.
General Comment no. 4
The right to inclusive education
UN General Comment on the Right to Inclusive Education
Nottingham Trent University – SENCO accredited training on ‘Keys to Inclusion’ 18th November – led by Colin and Derek. 80 SENCOs reached many ‘Keys to Inclusion’ books sold. Great engagement, insights and good practice ideas abounded – along with laughter and tears.
Person Centred Planning in Wales – facilitated by Colin Newton and Jo Mitchell of Inclusive Solutions – attended by Educational Psychologists from Rhondda Cynon Taf & Merthyr Tydfil Educational Psychology Services. A thoughtful and insightful gathering embraced the work of person centred planning as EPs.
Facilitated by Colin Newton and Claire Darwin of Inclusive Solutions – attended by Social Care, Educators, Educational Psychologists, NHS and Voluntary sector colleagues.
Including people with Autism, Creating Circles of Friends and Building Community Circles – facilitated by Colin Newton and Derek Wilson of Inclusive Solutions – attended by Parents, Support workers, disabled people, Social Care, Educators, NHS and Voluntary sector friends and colleagues.
Including People With Autism:
Building Community Circles:
Creating Circles of Friends:
Convention on the Rights
2 September 2016
Advance unedited version
Committee on the Rights of Persons with Disabilities – General comment No. 4 (2016)
Article 24: Right to inclusive education
1 Historically viewed as welfare recipients, persons with disabilities are now recognised under international law as right-holders, with a claim to the right to education without discrimination and on the basis of equal opportunities. The United Nations Convention on the Rights of the Child (CRC, 1989), the World Declaration on Education for All (1990), the United Nations Standard Rules on Equalization of Opportunities for Persons with Disabilities (1993), and the Salamanca Declaration and Framework for Action (1994) all embody measures testifying to the growing awareness and understanding of the right of persons with disabilities to education.
UN Convention 2016 urges States to achieve a transfer of resources from segregated to inclusive environments
Convention on the Rights
2 September 2016
Advance unedited version
Inclusive education is central to achieving high quality education for all learners, including those with disabilities, and for the development of inclusive, peaceful and fair societies.
States must consult with and actively involve persons with disabilities, including children with disabilities, through their representative organisations (OPDs), in all aspects of planning, implementation, monitoring and evaluation of inclusive education policies. Persons with disabilities and, when appropriate, their families, must be recognised as partners and not merely recipients of education.
The right to inclusive education encompasses a transformation in culture, policy and practice in all formal and informal educational environments to accommodate the differing requirements and identities of individual students, together with a commitment to remove the barriers that impede that possibility.
The Committee urges States parties to achieve a transfer of resources from segregated to inclusive environments. States parties should develop a funding model that allocates resources and incentives for inclusive educational environments to provide the necessary support to persons with disabilities.
Please come and join us at this conference!
How Can We Promote Inclusion by Facilitating
Friendship and Assistance for Disabled People?
A free conference for Gloucestershire
on Thursday 29 September 2016
9.30am – 3.00pm
The Pavilion, Hatherley Lane, Cheltenham GL51 6PN
Welcome to this collection of poems, published by Inclusive Solutions, by members of the group that named itself ‘Quiet Riot’. The punning title is typical of their work. Asked about the common threads binding this collection together, Maresa MacKeith, one of the poets collected here, shared her insights on what drives the poetry of Quiet Riot:
- A desire to be heard
- A love of language
- A longing for connection
- At times, a frustration with a world that is too quick and too loud
- Having a lot to say, but not always with the space to say it
In Control have organised three fantastic workshops in partnership with Derek Wilson and Colin Newton from Inclusive Solutions on the following days:
Jonathan Bryan was trapped in silence for seven years and now used his eyes to communicate.
Jonathan Bryan was starved of oxygen in the womb after a car crash
He was diagnosed with cerebral palsy and dismissed as a ‘lost cause’
But his mother has helped him to communicate through a spelling board
Colin and Derek together with Tara Flood director of the Alliance for Inclusive Education.
Circles of Adults Article
Adult Circles of Support:
Reflecting and Problem Solving Around
Emotional Needs and Behaviour
By Colin Newton and Derek Wilson
When in doubt build a team!
Circles of Adults are based on this idea. The more complex the problem the more diverse the team needs to be if understanding and relationships with challenging young people are to be at their best. We developed this approach in the face of intractable behaviour problems in schools, a rising tide of exclusions from school and a deep instinctive attitude that a high number of pupils ‘ just don’t belong here’. Building on earlier attempts to develop group work and mutual support among teachers this model has evolved in which regular meetings are held between a concerned circle of adults, as diverse a group as possible. In these groups emotions are shared, personal feelings and reactions explored as well as deepr understandings of individual young people and what they bring, gained. Aspects of the system which help and hinder are explored, and detailed problem solving is engaged in. These groups are powerful and do make a difference.
Problems with IQ and Psychometric Assessment
When diagnosing a child’s learning difficulties, the IQ test and other forms of Psychometric Assessment continue to be used across the UK and elsewhere as an indication of a child’s ‘intelligence’ and continue to be a key factor in special school placement.
Jacqui & Colin carry out some Person Centred Planning Training with Donaldson’s Transitions team in Scotland.
Wonderful group of passionate educators. The group really appreciated our range of teaching styles. There was even a Sarajevo TV film crew recording us for live TV.
We have received excellent written feedback from participants. They filled in “short survey” which included their perception about the implementation of the training. They liked the most group activities, interaction, videos and practical examples. Colin and Julia were scored as excellent (5+) trainers! Some comments: “Everything was perfect, interesting, useful, interactive…..,” “Everything was important to me, it was a therapy, fuel for further actions”, “In this world of distrust, you “made ghosts walk”- you performed the impossible!
The following is an exert from Josephine Feeney’s book ‘A year with my son.’
A Year With My Son
That day, the sky was an unbroken tablecloth of blue. Underneath it, we cycled across the chalky plateau-land of Normandy. I wanted to be alone: to muse on my thoughts; to gaze out at the endless fields of wheat, corn and barley; to feel the cool breeze on my face; to push the pedals and forget about everything. This was our holiday: I wanted to feel free and happy.
Josephine Feeney has written the following about her son Finn and about how an Inclusive Solutions conference made the scales disappear from her eyes…
Graham Cunningham, the Head of the school sent a lovely message…
‘Many thanks for the work Derek and yourself put into working with my staff and governors yesterday. It has certainly provided some clear ideas to develop and build on as we move forward as a school.’
The article is accessible by clicking on the link below and is from: International Journal for Direct Support Professionals, Service, Support and Success, Volume 5 – Issue 5 May 1, 2016. By: Céline Parent.
Subscribe by sending an email to firstname.lastname@example.org
They are accepting submissions. Email article ideas to either the address above or to email@example.com
Fantastic day had with parents and professionals in Millom, Cumbria. Jacqui & Colin of Inclusive Solutions provided a powerful day on Person Centred Planning. A PATH was demonstrated on a dad present with fine contributions from his wife and daughters.
Educational Psychologists and Inclusion and Behaviour workers from Ealing & Hillingdon London worked with Colin & Marina Costa of Inclusive Solutions to learn about Solution Circles & Circles of Adults. Some painful stories were shared, along with tales of deep resilience and building trust against the odds. Skills and processes were appreciated and learning begun…
Person Centered Planning Training run by Derek & Colin for the wonderful passionate parents of the Hampshire Parent Carer Network
Join us for this FREE planning day on the 17th June in Horsham and let’s work together (young people, parents, carers & professionals) towards a Positive & Possible future where … Good Transition…Getting a Job, training or apprenticeship…Independent living…Being part of your Community…. Staying Healthy….Having friends….Being safe…. REALLY happens!
Click on the link below for further info and how to book a place…
Community Circles are another way of intentionally building of relationships and are by their very nature inclusive, person centred and respectful. In 2007 we at Inclusive Solutions (Newton and Wilson 2011) began to create community gatherings in Nottinghamshire that were based on full inclusion principles. All were welcome to explore how all could get sufficient meaning, friendship and money in their lives.
Circle of Adults was devised and developed by Colin and Derek over a number of years (Newton and Wilson, 2006). It represents a lengthier but deeper approach to team reflection and problem solving as contrasting with Solution Circles (Inclusion Press, 2016) and Insights and Solution Circles (Inclusive Solutions , 2016). Many experience this kind of problem solving as person centred even though strictly speaking it more often a team who is stuck with an individual and who need to problem solve deeply away from the person to develop deeper strategies based on richer insights.
I have come home from work today feeling so inspired by your training and support I just wanted to let you know how well everything is going.
Where next for inclusion? – from rhetoric to rights
15 April 2016
UCL Institute of Education
I’ve recently been reading Jeanette Winterson’s autobiography “Why Be Happy When You Can Be Normal”- she was adopted into a very strange and unhappy family situation in Accrington in the 1960s. You’ll remember she wrote a famous screenplay/book about her childhood called ‘Oranges are not the Only Fruit’.
Lovely group of Educational Psychologists in Kent, given Circles of Adults training facilitated by Colin and Derek. Here’s their feedback.
Working with wonderful parents and professionals with big hearts in Blyth, during our ‘Including Young People with Autism’ training.
Sponsored by Banardos.
We provided our training ‘Keys to Inclusion’ to an energetic group – Partners in Policy Making – Scotland.
We had a wonderful session with a
powerful and diverse gathering in Dunblane!
Parents, disabled people and professionals all becoming deeply empowered.
Great work Jaynie Mitchell and team!
Colin and Jacqui Newton provide training on creating Circles of Friends in Kiev, Ukraine. Wonderful people – wonderful two days. We will be back to provide more advanced training and mentoring.
West Sussex Person Centred Planning – Skill Training
Colin and Derek – working with parents and professionals developing PCP skills.
Great group making the world more inclusive.
About friends and different friends…
British psychologists Colin Newton and Derek Wilson, founders of the organization “Inclusive solutions”, claim that inclusion cannot be realised without training children – classmates of children with disabilities.
This guide is one of a series written by the Equality and Human Rights Commission to explain what you must do to meet the requirements of equality law. These guides will support the introduction of the Equality Act 2010. This Act brings together lots of different equality laws, many of which we have had for a long time. By doing this, the Act makes equality law simpler and easier to understand.
Written by his Mum.
Derek Wilson and Colin Newton as part of their training in the Czech Republic modelled a PATH live around Jenda and his family. This is what his mum wrote about the experience and what followed!
Report by Louis Newton
Firstly Colin and I went to Arun’s house to carry out some person centred planning creating a PATH for him. Arun is 19 years old and has a brain injury. The process went very well and Arun was very positive about the PATH process and in a way I feel this kick-started Arun into following his dreams. During the PATH process Arun highlighted his main interests and also what he would like to be in the future. Part of Arun’s dreams at that time was to have his own Business and also be a professional singer. The main aims for Inclusive Solutions was to work with Arun and his family to give him a better life, as when we initially met Arun he was in quite a bad place.
THE SECRET TEACHER GOT IT WRONG: A RESPONSE TO “I AM ALL FOR INCLUSION IN PRINCIPLE, BUT IT DOESN’T ALWAYS WORK”
By Cátia Malaquias
This is a response to the article published on 23 May 2015 by The Guardian: “Secret teacher: I am all for inclusion in principle, but it doesn’t always work“.
*First published by GLOBI – http://www.globi-observatory.org/the-secret-teacher-got-it-wrong-a-response-to-i-am-all-for-inclusion-in-principle-but-it-doesnt-always-work/
Hi Colin and Derek
I just wanted to say how inspired I have been by the couple of day’s training you delivered this week! I am naturally a positive person but your sessions really fed my soul and I think they have given West Sussex a tool by which to deliver so much more for our families My dream is that West Sussex becomes the County of choice for parent carers to want to live in and that the SEND community shows the wider county community how to live together for the good of all. I dream big, but only when I have had time to really process all that I have heard and learnt!
The purpose of community circles is to bring people from a local community together to share their skills, talents, gifts and resources. This idea is based upon the premise that ALL of us need three things in our lives to make us happy and fulfilled: these are money, friendship and meaning. We believe that everyone needs community, everyone needs to be heard and everyone needs to have fun.
Becoming Visible – Brazil Conference – comparing inclusive and special education policies, practices and research in Brazil and the UK
I have recently returned back from Brazil. I went to São Carlos in the state of São Paulo in March 2015 to present my doctoral research at a conference. The conference was entitled,Becoming visible: comparing inclusive and special education policies, practices and research in Brazil and the UK. It was held over three days and was facilitated by two leading academics, one from Brazil and one from the UK. A team of four academic mentors, two from Brazil and two from the UK provided additional facilitation and led a series of ‘break out’ workshops. The project itself was funded by the British Council, São Paulo Research Foundation (FAPESP) and Newton Fund.
Exploring person-centred planning
To celebrate our one-year anniversary we are delighted to feature our recent conversation with Colin Newton – one of the UK’s leading inclusion pioneers. Colin’s interest in this area was sparked by a lecture tour that he helped to organise in the mid-90s. As part of that programme, he brushed shoulders with two of the world’s foremost inclusion gurus. Since then, he hasn’t looked back – writing and publishing many books on the subject and forming one of the country’s most respected inclusion companies.
You might be interested in a new branch of work that Inclusive Solutions have embarked upon.
We were recently approached by a Care Manager/Legal Firm acting on behalf of a very isolated, disabled young man aged 19 years. His life had become very enclosed and destructive he had lost confidence, social skills and was not accessing education.
Inclusive facilitators will warm to this new way of thinking and working readily; others will take a long time to unlearn the habits of a professional lifetime. Key questions to ask yourself when considering your own practice and how person centred it is must include the following:
WHAT MAKES PERSON-CENTRED PLANNING WITH MAPS AND PATH SO VERY DIFFERENT FROM OUR TRADITIONAL WAYS OF WORKING WITH YOUNG PEOPLE AND THEIR FAMILIES?
“Person-centred planning is an event, not a document”
Pete Ritchie (2002)
The term ‘person-centred planning’ was coined to distinguish this approach to planning from approaches that are framed by what services are typically available – so-called ‘service centred’ approaches. People’s lives are seen to be managed by the service system within service-centred planning, whereas within person-centred planning the individual is given as much choice and control as possible and this includes who comes to the planning meeting, where and when it is held and, crucially, that the young person whose meeting it is – is always present. The questions asked and the conversations that lie at the heart of MAPS and PATH go well beyond the mandate of any support service, school or statutory agency. So MAPS and PATH are not a substitute for an IEP, a Health Plan an ISP or any other type of service plan. What MAPS and PATH do is provide an overall direction for a person’s life, thus enabling particular services to see their role in supporting this. At the centre of PATH and MAPS is a vivid focus on the young person’s dream for the futureand what it would take to be travelling towards this. Bringing this dream into view on the graphic is the first step in in the PATH process. It is followed by a step that works backwards from the dream by asking the group to imagine what positive and possible milestones towards the dream could have been achieved within one year. The remainder of the steps within PATH are about the actions and the people that will be needed to make the desired changes. MAPS also puts the dream centre stage but has a variety of other steps and stages that lead to actions.
This thesis presents the findings of an exploration into the use of PATH (a person-centred planning tool) by Educational Psychologists (EPs) with pupils excluded from school and/or in Pupil Referral Unit (PRU) or Alternative Provision (AP) settings. This group attracts considerable government attention as they are reported to face poor outcomes and reintegration rates from PRU to mainstream school are low.
‘Has music technology made community music more accessible, more relevant and does it provide new aspirations for its providers and users. If so, How?’
Music Technology has been a vital tool in bringing people together since the birth of the gramophone in the early 20th century, which allowed families to gather round and listen to a record before Television was invented.
Hip-hop was a huge movement that was born because of the lack of traditional musical knowledge in the urban areas of New York in the late 70’s. People got access to microphones, drum machines, samplers and turntables and started their own thing, rather than playing guitars like the rest of the nation.
Beat it – provides new aspirations for young disabled people in and around Leeds, by giving them a stage, inviting them to join their band, and teaching them how to play instruments.
The DfE is currently consulting until 18th December consulting on performance descriptors for use in Key Stage 1 and 2. These are flawed with a gap between those achieving P8 and the new category of being below national standards. It also contains the idea that many thousands of pupils with SEN and disability will be labelled as Being Below National Standard or Working Towards National Standard.
I was working with ‘Supporting Ordinary Lives‘ Motherwell Glasgow – a few months ago run by an inspirational team – Donna, Ashleigh, Laura and many others. Their approach to working with disabled adults is deceptively simple. What do you want to have a good life? Let us help you figure it out and achieve it! Families purchase this support and SOL deliver whatever and wherever they can you make a ‘good life’ closer to reality!
Read this paper by the great inclusive educational psychologist David Traxson who saw an inspiring TED TALK by Sir Ken Robinson – “How schools kill creativity,’ which inspired this piece. Thought you would like it.
Colin has been busy this week co facilitating a range of Person Centred Planning events across Suffolk from Woodbridge, Ipswich , Haverhill and Pakefield. He even had a chance to set up a Circle of Friends. Met some amazing people, heard some painful stories as well being blown away by connections and relationships made possible!
By Angel Yuan
Check out this great article on narrative approach being used with challenging young men in towns and cities.
History re-authored: Young men responding to anger, trouble, and hopelessness in urban scool
Stories of trouble, anger and despair have the ability to significantly diminish hope for male youth. However, when young men’s lives are linked together via narrative practices, stories of connection, optimism and social justice can emerge. This paper presents ideas for responding to events involving anger, rage, difficulties and hopelessness for male adolescents in urban schools. Practice-based narrative maps are described in detailed stages, outlining counselling questions to assist in moving towards life preferences. Also documented in this paper is a young man’s story of moving from turmoil to hope while illustrating ways of engaging in both individual and collective narrative practices.
Video Feedback from Czech Republic Circle of Friends training – Vlacary Vary – in May 2014. Final words from participants….
Colin and Derek worked with 60 lovely parents and Professionals in Blyth, Northumberland last week.
Just wanted to give you some feedback on the evaluations from the training day:
Autism – Fresh Approaches to Behaviour
Fresh approaches is a 2-day training course 19/20 November 2014 for people who have a family member, or work with someone, with learning difficulties and autism
or challenging behaviour. Far from being “just another day on behaviour management” the training covers :
At long last Person Centred Planning is being recommended in the UK…
Colin Newton of Inclusive Solutions team worked in Antrim , Northern Ireland introducing extended training around Problem Solving and facilitation of person centred planning with graphics and process.
This work was commissioned by Inclusion and Diversity Service of Northern Ireland.