The activities in Cambodia, Malawi, and Nepal represent USAID’s most concerted effort to date to build systems to ensure students with disabilities have access to quality education. 3. http://ap.ohchr.org/documents/dpage_e.aspx?si=A/HRC/25/L.30 25th March 2014 Identifying Barriers – Finding Solutions In March 2014 the Human Rights Council passed a resolution urging more to be done to implement the right to inclusive education . But students may struggle to learn for many different reasons including, but not limited to, hunger, recurring illnesses, language differences, or exposure to violence. We will assess if these interventions improve learning for students in these classrooms, comparing the outcomes to control groups that have not yet started to work in these areas. Together, we are working in collaboration with Purdue University to evaluate the United States Agency for International Development’s (USAID) multi-country study on inclusive education (MCSIE). 4, which serves as CRPD implementation guidance developed by the CRPD Committee, clearly states that this approach of limiting inclusion based on category or “degree” of disability is not aligned with the CRPD. The focus is on occupational training. But this study demonstrates that although there have been moves towards inclusion such as, by the provision of statutory rights to inclusion in Spain and Portugal (joining the long standing practice in Italy), there are still many barriers including lack of adequately trained teachers, accessible buildings, peer support and challenging bullying, with much more integration than inclusion. 2) Alternative education programmes for students enrolled in kindergarten to grade eight.”. As stakeholders move forward in promoting inclusive education and supporting emerging education systems, we must look to create a vision and goals where every child can receive an inclusive education. This project will conduct research on identification and support to students with learning difficulties in the early grades. For a developing country like India, education is the topmost aspect of growth. The evaluation, called the multi-country study on inclusive education (MCSIE), is the first major effort by USAID to investigate what works to improve the quality of education for learners with disabilities. The students we had the opportunity to meet typically had conditions that did not impact learning, such as a student with dwarfism, a student with a mobility disabilities impacting only one arm, a student with a skin condition, a student with a cleft pallet and one child who “had trouble memorizing and performing.” Although not all teachers received training on inclusion, many had naturally considered how to modify learning for the children who needed help, such as repeating information several times, being more patient and trying to stop other children from bullying these children perceived as different. . Firstly, that as the pressure to marketize education increases and more businesses view education services as a means of profit, rather than a public good then those who are seen as difficult or different from the norm will become an inconvenient truth and as the currency of the market becomes standardised test scores those who achieve differently or at a different pace will be squeezed out and old models of segregation will re-assert themselves. An American professor, a Cambodian lecturer/self-advocate with a disability, and an American project manager/doctoral student huddle together in a tuk-tuk for a week’s worth of meetings. They should be recognized as the experts that they are, and help skeptics to remember what great potential exists in this world. Quality education requiring rigour and effort for each child to achieve their potential’ (UNESCO). November 2013; Educational Review 67(2) DOI: 10.1080/00131911.2013.847061. The vibrant smiles of the students spoke to the reality that inclusion is not just something you can see happening through carefully planned lessons, but it is also something one can feel emanating out of everything and everyone. Austria, which had developed moves to inclusion a decade ago is criticised for lacking continuing momentum in this process. Part of Embracing Diversity: Toolkit for creating inclusive , learning-friendly environments. One of the discussions that dominated a few days of the workshop was the debate related to the need to identify students with a particular disability before teachers are able to provide them with effective classroom supports. Under the inclusive model, ... on Education for All (1990) set the goal of Education for all. So as more children are successfully enrolled in school, the proportion of those out of school who are disabled, are rising. 1. KEY MESSAGES AND CHALLENGES..... 57. Our trip to Cambodia began the first major effort by USAID to investigate what works to improve the quality of education for learners with disabilities. In fact, 100% of preschool, primary- and secondary-school age kids are enrolled — and 94% of citizens over 25 have at least some secondary education… The head teacher has also invented his own strategy for supporting struggling learners. inclusive education before this conference, the fundamental idea of inclusive education was recognized immediately by each country after this concept was put forward. UNESCO (2009). Teaching Children with Disabilities in Inclusive Settings. Going into this work, I recalled some popular international rhetoric that already overburdened teachers are not ready to take on more work for inclusion, that this is an issue which needs to wait until teachers are more prepared and supported. Currently there is no system in place in Ghana to identify students with learning disabilities, and in fact, there is not yet a universal system in place to screen students for vision and hearing challenges. Also, it is extremely important that all students receive universal and regular vision and hearing screenings, as this knowledge is needed for referral to basic health services, and can also help teachers to modify the classroom environment to support students with vision or hearing challenges. OVERVIEW: USAID is partnering with Inclusive Development Partners (IDP) through the Long-Term Assistance and Services for Research (LASER) mechanism led by Purdue University to conduct a three-year, $3.585 million evaluation of three new USAID inclusive education activities in Cambodia, Malawi, and Nepal. This follows the publication of a series of useful publication . After several false starts, Tanzania is now working towards a more system wide approach to inclusion of CWD. 2. Egyptians with disabilities, one that may serve as a model of implementation for other countries. The pilot builds off an existing research base that affirms the benefits of using UDL strategies to support struggling learners, in addition to being developed in close collaboration with key stakeholders according to the strengths and needs of the Rwandan context. Against this is the agreement that in what replaces the Millennium Development Goals disability should be specifically mentioned. Negative attitudes of parents and teachers are the biggest barrier, followed by poverty-parents need children to work and can’t afford school fees, long distances to school, lack of accessible schools and then lack of adequate teacher training. Notes Attitudes toward children with disabilities, as well as a lack of resources to accommodate them, compound the challenges they face in accessing education. Inclusive education is the most effective way to give all children a fair chance to go to school, learn and develop the skills they need to thrive. This may very well be the first time UDL and RTI have been taught to a single group of educators in Ghana, and participants seemed excited to become leaders of change in this field. Not a single one of these solutions was “taught” to participants by facilitators, but rather generated by participants independently. Training All Teachers for Inclusive Education The project will also examine the following sub-questions across all five questions: how does the method/model work, why does it work, how costly is it, in which contexts is it likely to work best, and how sustainable (both in terms of capacity and financial resources) is it? There are many reasons. The Office of the High Commissioner on Human Rights have issued guidance to countries that they must consider disabled children when reporting on progress in establishing human rights . Educators went above and beyond in their openness to both personal reflection and future change. The conceptualization of “light” disabilities reinforced by trainings and policies limits real diversity and inclusion in a classroom. i) Introduction to screening, identification and key adjustments for main impairments. As the year progresses, I look forward to being continuously impressed with the successes that will unfold in these communities, as more and more children with disabilities are engaged as active participants in their own education. UNESCO Bangkok have produced a very useful online guide on how to go about implementing track two in mainstream schools. Cambodia finds itself in the position of actively advancing its efforts on inclusive education, and we were eager to observe this more closely during our trip. Inclusive education is built around the goals and ideologies of the social model. We also decided to not link these interventions with labeling of students with disability, but instead to merely indicate that a student is having challenges learning. The Convention for the Rights of Persons with Disabilities (CRPD) is an international treaty that promotes the rights of all individuals with disabilities. The Global Campaign for Education in the UK is focusing on getting the 40% of out-of- school children who are disabled, into school. Critically, Kyriazopoulou and Weber (2009) also suggest that inclusive education systems need to be measured on three levels: macro (large scale such as school jurisdiction, nations, regions), meso (schools and groups of schools along with local communities), and … In countries like Ghana, where there are compounding factors including stigma, poor understanding of disability, and limited resourcing for services, identification must be addressed carefully and thoughtfully. Inclusive education is no longer a privilege, it is the need of the hour. The principles to enable a child friendly educational environment outlined by UNESCO are: To top it off, the teacher also had a National Service (NS) person filming her lesson so it can be used to share best practices in UDL and inclusive education to other teachers in Ghana and beyond! I was astonished to see the students’ textbooks in a near-new condition, despite the fact that they had been distributed more than a year before. Yet, the inherent risk of using the present reality as a policy vision for future is that there will never exist the incentive to make progressive change toward promoting inclusion of such children in mainstream schools. 6.http://worldofinclusion.com/unicef-project-educating-teachers-for-children-with-disabilities/ Of all three of the project countries, Cambodia was the first to begin. inclusive education.’ Canadian Journal of Education, 36, pp. Dr. Brent Elder is an assistant professor in the Interdisciplinary and Inclusive Education Department at Rowan University in New Jersey, USA, and founding member of the disability rights NGO, Tangata Group. Inclusion for children with disabilities cannot wait. Another teacher, teaching a math lesson on number lines, had his 50 students moving in and out of small groups, working with recycled bottle caps and plastic straws for manipulatives, and was hopping alongside his students on a number line he drew on the floor to show concepts of single-digit subtraction. Although understanding prevalence rates of disability can be helpful to countries as they plan for services and budgets, the main reason students are identified as having a disability is to receive the supports they need to reach their full potential. That is 24million out of 57 million children still out of school. UNESCO, along with other UN agencies, a number of international organisations have been working towards achieving the goal of inclusion adding to the efforts made at the country level. All stakeholders should be obligated and held accountable if they are supporting segregation and practices that might serve as yet an additional barrier to education. Jyvaskyla, Finland: Miilo Maki Institute. There is little doubt that the United States and China are two of the most powerful and progressive countries in the world today. Often, the justification used in limiting inclusion for children with more “severe” disabilities is that fragmented and poorly funded education systems lack the resources or expertise to support specialized learning needs. What methods worked best to identify learners with disabilities? Meeting with UNICEF, Cambodia and Deaf Development Programme (DDP), for example, also helped us to conceptualize the numerous inputs and investments into special and inclusive education across the country. b) Deaf & Hearing-Impaired pupils/students (Sign Language taught & use of interpretation, oral/finger spelling, hearing aid support, visual and acoustic environments.) About the authors: We are a group of three researchers working to evaluate USAID’s inclusive education programming in Cambodia. If identified as having challenges with vision or hearing, access to assistive devices—even glasses—is often not available, especially in the poorer rural areas. 2 Inclusive Education in Low-Income Countries The remaining chapters then focus on inclusive education approaches within schools. Inclusive education in developing countries: a closer look at its implementation in the last 10 years . Identification is even more challenging for learning disabilities, as students’ difficulties may not be visually apparent and they may be physically and behaviorally indistinguishable from students without disabilities (Friend & Bursuck, 2018). 153–194. However, worldwide, despite 14 years of the Millennium Development Goal (2) requiring that all children should complete primary education, this will not be achieved next year. ‘Equality and Valuing Difference Instead, we decided to focus on what matters the most: students and the supports they need to learn. Discriminatory views and harmful myths that associate disability with a curse or a sin serve as additional barriers to education for these students (Agbenyega, 2007). So, do you need to identify a child as having a particular type of disability before you can support a child in the classroom? Examining teachers' concerns and attitudes to inclusive education in Ghana. There is an urgent need for all teachers pre-service and in-service, to get twin-track training on including children with disabilities. Policy and practice relating to inclusion in a country is a result of developments in legislation as well as understandings and conceptions of teaching and learning. 2.3 INCLUSIVE EDUCATION IN SELECTED COUNTRIES 29 2.3.1 Inclusive education in Sweden 29 2.3.2 Inclusive education in Australia 30 22.214.171.124 Historical perspective 31 2.3.3 Ghana’s experience with inclusive education 33 126.96.36.199 Disability in Ghana 33 2.3.4 Special needs and inclusion in Tanzania 34 188.8.131.52 Legislation and policy 35 . While the locations may be far in distance and geography, there was inclusive education magic happening in both locations. Forty-eight students sat quietly at their benches and desks, eager and engaged to begin their Kinyarwanda lesson. OVERVIEW OF THE ACTIVITIES: The objective of each of the three country activities is virtually the same: to improve early grade reading and learning outcomes of learners with disabilities in early primary grades. The development of a conceptual model – three fundamental dimensions and indicators of inclusion ..... 48 A model for building a community of practice with leadership and support ..... 49 Three inter-connected continua of the tri-focal support system 50 Conclusion..... 53 Bibliography ..... 54 INITIAL TEACHER EDUCATION FOR INCLUSION. Global Partnership for Children with Disabilities http://www.unicef.org/disabilities/index_69776.html Child Centred Pedagogy, Creative with Reflective Teachers Education is just one of the many sections of society to which the social model applies; and “inclusion” in education means removing the barriers in the classroom and school so that students of all ability levels are included in the same lesson. He has personally met with the parents of his students, whether by going to their homes or churches or workplaces, and showed parents their own children’s learning results. Indeed, during the workshop, participants were quick to mention the neglect and abuse of children with disabilities, beliefs about disability being a curse, and even known cases of infanticide of children with disabilities in their communities. On a recent trip to Madagascar, a country that ratified the CRPD in 2014, we had the opportunity to see how this classification impacts students and families firsthand. This said, there are many examples of teachers developing the above expertise and including children with disabilities successfully. Katz, J. In December2013 a Report-‘Thematic Study on the Rights of persons with disabilities to education’ from the UN Human Rights Council made clear inclusion and inclusive education is one of the key provisions of … With universal primary education high on the political agenda, countries have made great efforts to boost the supply of teachers, by 16% globally since 1999 . Introduction For over 40 years, the body of relevant research into education of students with disability has overwhelmingly established inclusive education as producing superior social and academic outcomes for all students. Despite the perceived advantages of an inclusive model of education for students with disabilities, significant issues remain unresolved. Otherwise, attaching a label of disability to a student without the available services and supports can result in additional barriers to education at times, and in the worst-case scenario, removal of a student from the classroom or school. ), Handbook of Special Education. The students who were attending the school were allowed to attend the school because they had “light” disabilities. As we turned to walk back to the school, we noticed spotless and manicured school grounds. One struggle faced by the Ghanaian education system—and many other countries—is how to identify students with disabilities in the classroom. International Journal of Wholeschooling, 3(1), 41-56. What happens when children who do need significant modifications to the environment or instruction try to attend these schools? What were they? f) Specific Learning Difficulty (Coloured overlays & background, Easy Read, tapes and text to talk, spell-checkers, concrete objects.) Action on Disability and Development International (ADD), have taken on overall responsibility for design, fundraising, implementation, coordination, monitoring, evaluation and dissemination with the MOEVT. What is more important is that teachers design an instructional environment which responds to children’s known strengths and areas of need. As we entered Dorothee’s humble classroom, we noticed it was clean and organized, with well-maintained print-rich materials adorned on all four walls (each wall showing materials from a different subject). Track Two: Education accommodating the different impairment specific needs of children with disabilities or special needs. Send ALL Disabled Children to School???? These are demonstrating how CWD can be fully included, teachers trained and curriculum adapted so they get quality education. We hope to publish several other blogs about this pilot as we learn together about possible ways to support students with disabilities in low-resource settings. IDP will leverage secondary data collected by implementing partners through early grade reading assessments (EGRAs); classroom observations; and knowledge, attitude, perception, and behavior surveys (KAPB) in addition to collecting primary data through additional classroom observations, household surveys amongst families of learners with disabilities, teacher training observations, pre-and post-training tests of teacher knowledge, and key informant interviews and focus group discussions. We were happy to see that these children were in school and being supported by their teachers and principal, and yet struck by the limitations of this form of inclusion. Send All My Friends to School (www.sendmyfriend.org) has a free pack for schools, to work with pupils in KS1, 2 and 3 pupils this term on raising their awareness of this important issue. Watching these teachers execute brilliantly engaging lessons was like watching scenes from your favorite movie over and over. An accessible and inclusive remote environments benefit everyone, not only persons with disabilities and caregivers. While there was a noted lack of elephant sightings in the south, there was not a lack of passionate and effective inclusive educators in Ada West. Fortunately, the 40 educators I worked with this September in Ghana feel exactly the same way. EVALUATION DESIGN AND METHODS: IDP will use a process evaluation design to develop country case studies of the inclusive education system in each country and to show how various interventions affect the systems. Policy Guidelines on Inclusion in Education. However, this mandate is often not adhered to by many countries, and as a result, they establish policies and practices that further embed and strengthen segregation. The simple answer is no. 2. What was most powerful about watching these master teachers work their magic was that they embody the resourcefulness, resilience, and creativity these teachers have developed over time out of necessity. He used different approaches of gestures and voice inflection to keep the students smiling, and had students greeting each other, singing songs together, tracing letters on each other’s’ backs, and whispering the letter sounds to the teacher if they did not want to touch the letter sounds in workbooks. 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