Supports for children with disabilities in regular education classrooms: an account of different perspectives in Flanders

Abstract

This paper presents the experiences and interpretations of children, parents, teachers and support persons concerning the implementation of supports in regular school environments in Flanders, Belgium. The data were gathered through observations, interviews and focus group meetings. Those multiple perspectives provide insights into the complexity of implementing supports in a regular education context. The conclusions offer some possibilities for debate and alternative ways of thinking about supports that facilitate inclusive school communities by tapping into resources such as the children, the environment, creativity and courage to leave the beaten path.

Keywords:

• supports
• inclusive education
• different perspectives
• inspirations for change

Notes

1. Flanders in Belgium still has an extensive network of special schools. Since the 1980s itinerant special education teachers, mostly for pupils with visual, auditory, motor impairment in regular schools, were able to support for 2–4 hours per week. For students with moderate‐to‐severe cognitive impairment, there is a pilot project for 50 children who get 5.5 hours per week of support from a special education teacher. Also, a few parents are given a personal budget for their child. Parents also look for other sources of support for their children in regular schools, such as students, volunteers, and therapists. There is currently a new proposal by the Minister of Education that involves the restructuring of the whole education system into four clusters, of which each can have four levels of need for support (Vandenbroucke 2007).

2. ‘Support person’ will be used as a generic term for anyone (teacher, assistant, etc.) who is involved in providing support to a student with special needs in a regular school.