After driving an hour on a bumpy, dirt road in rural, mountainous Rwanda, I arrived at the gates of Kinjojo Primary School in Gicumbi District. 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). The simple answer is no. The head teacher seems to know each of his students individually, and is actively involved in assessing them to identify struggling learners. Training All Teachers for Inclusive Education Attitudes toward children with disabilities, as well as a lack of resources to accommodate them, compound the challenges they face in accessing education. 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. Secondly, as the world moves closer to all children being in school the decreasing minority still out of school will not be funded. At least 20 countries have more than doubled their teacher workforces. We hope that this research can serve as a helpful piece of the puzzle related to classroom identification and inclusive education. The Global Campaign for Education in the UK is focusing on getting the 40% of out-of- school children who are disabled, into school. 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. To provide classroom support for small group instruction, one realistic solution appeared to be the use of national service personnel in local communities, who are post-tertiary graduates required to serve their country for one year. 2. 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. We found similar results outside of Accra. f) Specific Learning Difficulty (Coloured overlays & background, Easy Read, tapes and text to talk, spell-checkers, concrete objects.) Inclusive education in developing countries: a closer look at its implementation in the last 10 years . One of these trends being reinforced by many countries worldwide is to develop inclusive education policies that allow for students that are perceived to have “light” or “mild” disabilities to attend inclusive schools, but all other students with disabilities are required to attend a segregated school. As these Reports point out implementing full inclusive education is a matter of political will and where that consensus has been built as in New Brunswick Province, Canada it can happen. But cases of Dorothee and her actively engaged head teacher help to challenge these narratives, and demonstrate clearly what is possible when the right combination of willpower, hard work, and training and experience come together. This was a topic that was discussed at great length amongst the Rwanda workshop participants. Article 24 commits State parties to developing an inclusive education system, where disability should not prevent people from successfully participating in the mainstream education system. This follows the publication of a series of useful publication . This can be done without placing the label of disability on a student. There are many reasons. 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. 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. If “light” disabilities only consider those children who do not need additional supports in the classroom, can education for all ever be attained? Some case studies and findings from Ethiopia and other developing countries are included in the fourth section of this review, and future areas of research in the final section. Five of the classrooms were in West Gonja in Savannah (northern Ghana), and 10 classrooms were in Ada West in the Greater Accra region. What training model(s) worked best to provide teachers with the resources and support they need to best meet the needs of learners with disabilities? IDP will leverage this unique opportunity to derive lessons about what works to sustainably advance teaching and learning outcomes for children with disabilities in varying contexts. Adolf is visually impaired and can be accommodated in his class in Tanzania due to Sightsavers providing a telescopic sight so he can read the blackboard. Indeed, some teachers are still struggling to master the use of foundational literacy methods using a scripted lesson plan from the project’s teachers’ guide. While we are clearly still wrapping our minds around all of the roles that each of the partners play in the inclusive education landscape of Cambodia, we know there is a lot of interest in making sure that inclusive education and disability rights are not simply an “add-on” to other projects currently underway. In fact, these other factors may be more of a barrier to education than a student’s disability. 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. They should be recognized as the experts that they are, and help skeptics to remember what great potential exists in this world. Connecting the (Inclusive) Dots in Cambodia. In England, we may feel that we are losing the battle in the argument for inclusion. However, the implementation of Inclusive Education has been generously funded by the Finnish Government and visits to that country by senior DoE officials took place within the framework of the institutional cooperation with the Finnish National Board of Education. In 2012, there were about 28.9 million primary teachers working in classrooms around the world. c) DeafBlind-Language (Use of interpreters, tactile environment, aids and appliances, orientation.) Friend, M., & Bursuck, W. D. (2018). By Hayley Niad, Program Manager and Researcher, Inclusive Development Partners, By Rachel Chaikof, Project Manager, Chemonics International
Zhiyan Arif, Global Technology Support Manager, Chemonics International, By Anne Hayes (IDP), Hayley Niad (IDP), Kate Brolley (Chemonics International), By By Dr. Brent Elder, Dr. Samuel Hayford, and Angela Affran, By Brent C. Elder, PhD, Sophak Kanika Nguon, and Hayley Niad, Kinjojo Primary School: A Case Study in Excellence, Building an Inclusive and Accessible Remote Work Environment, Inclusive from the Start: Building Inclusivity into Education Programming During COVID-19 School Closures—and Beyond. 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 . But students may struggle to learn for many different reasons including, but not limited to, hunger, recurring illnesses, language differences, or exposure to violence. 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. To end the lesson, the head teacher (i.e., the principal), who was also observing the lesson, thanked the students at the end for doing such a great job learning. Of all three of the project countries, Cambodia was the first to begin. This will require teachers to be familiar with and able to make accommodations for: Of course, the true reason my colleagues and I had visited was to see a first grade (Primary 1) classroom implementing Universal Design for Learning (UDL) instruction, and a woman named Dorothee serving as the teacher. USAID and its partners will use this information to inform adaptations to its activities in Cambodia, Malawi, and Nepal but also to plan for new inclusive education programming globally. Bangkok: UNESCO. UNESCO Bangkok have produced a very useful online guide on how to go about implementing track two in mainstream schools. As Allan has concluded: ‘There appears, however, to be deep uncertainty about how to create inclusive environments within schools and about how to teach inclusively’ (10). The focus is on occupational training. In these focus groups, teachers expressed concerns that as many as 50% of students in their classroom (with observed classroom sizes varying between 50-75 students) struggle significantly with learning. aims for inclusive education across countries internally, but especially across European countries (Ainscow & Booth, 1998), the systems of educational provision for inclusion in all countries are also individual. However, due to high rates of stunting and the increased prevalence of learning disability in areas of poverty (Boyle et al., 2009), it is feasible that many of these students may also struggle to learn due to an unaddressed disability. Inclusive education means that every child is valued, and receives a high-quality and equitable education. The students who were attending the school were allowed to attend the school because they had “light” disabilities. 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. http://unesdoc.unesco.org/images/0017/001778/177849e.pdf Children with disabilities face multiple forms of discrimination which leads to their exclusion from society and school. Paris: UNESCO. While the locations may be far in distance and geography, there was inclusive education magic happening in both locations. For this project, IDP will support this program by: • Assisting in the development of school-based screening and providing follow-up referrals • Supporting the training of teachers on best practices in inclusive education • Providing technical support on the creation of community mobilization messages around attendance and participation in school for children with disabilities • Supporting the provision of a package with appropriate resources for each school to assist learning, particularly for children with low vision • Leading operational research to better understand barriers to enrollment and attendance in order to improve attendance for children with disabilities. 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. The school director was prepared for our visit and gave us a warm welcome. Ethiopia, Tanzania and Zanzibar which form a part of Tanzania, Botswana and Swaziland, there is a close associ- ation with special education which is a serious impediment to inclusive education. What is more important is that teachers design an instructional environment which responds to children’s known strengths and areas of need. Though this pilot will not address all of the challenges in Ghanaian classrooms, it is our hope that these interventions will make it easier for all children with disabilities to one day be included in the classroom with their peers without disabilities. Keynote Presentation to the International Conference on Pre-University Education, Pristina, Kosovo, 9-11 Dec 2009. 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. 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. IDP is excited to partner with Research Triangle Institute (RTI) International to implement USAID’s Arithmetic and Inclusive Education project, which will build on the Tusome Pamoja’s current work supporting the mastery of early grade reading, writing, and arithmetic in Tanzania. 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. 1. http://www.ohchr.org/EN/HRBodies/HRC/RegularSessions/Session25/Documents/A-HRC-25-29_en.doc REB and Soma Umenye are piloting a UDL approach to Kinyarwanda instruction throughout the 2020 schoolyear, providing training and support to 25 schools (P1 teachers and head teachers) in Gicumbi District. Egyptians with disabilities, one that may serve as a model of implementation for other countries. This is because all children are individuals. Specialized Booklet 3. These are the types of problems that will not be resolved today or tomorrow, yet these teachers understand the ethos that inclusion cannot wait. Though students with disabilities may share many similarities with other students who have the same disability label, each individual will have different academic strengths, needs and be motivated to learn in different ways. Educators went above and beyond in their openness to both personal reflection and future change. 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. 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. Inclusion for children with disabilities cannot wait. Statements on Inclusive Education from Youth CC IS . 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. Its Director, Dr. George Muskens, is a most experienced international team leader. 148 countries including the European Union have ratified the United Nations Convention on the Rights of Persons with disabilities (UNCRPD) and 158 have adopted the Convention. This sweeping agreement on the importance of inclusion should not have caught me by surprise, but it did. b) Deaf & Hearing-Impaired pupils/students (Sign Language taught & use of interpretation, oral/finger spelling, hearing aid support, visual and acoustic environments.) Assessment of learning disabilities: Cooperation between teachers, psychologists, and parents. One teacher spoke of having only a single mathematics textbook for a class of 48 students, asking how she was supposed to provide inclusive instruction when children couldn’t even see the books. This workshop resulted in toolkit to supplement the existing P1 teacher’s guide and a training module for pilot teachers, head teachers, and sector/district education officials. However, the approaches and specific interventions of the activities vary. Additionally, this evaluation design will explore differences in the quality of classroom instruction and learning outcomes between baseline and endline, and also explore any changes in the perceptions of parents and guardians, teachers, and other key stakeholders about the extent to which the needs of learners with disabilities are being met by the system. (2014) ‘Implementing the Three-Block Model of Universal Design for Learning (UDL): Effects on teachers’ self-efficacy, stress, and job satisfaction in inclusive classrooms K-12.’ International Journal of Inclusive Education, doi:1 0(1080/13603116). Over the course of our week in Cambodia, the three of us played connect-the-dots between meetings with various partners implementing various aspects related to inclusive education in Cambodia. Teachers in Ghana are eager to do what they can within the constraints they currently experience, and they should serve as an inspiration to the broader international community that assumptions about teacher preparedness for inclusion need to be re-examined. This involved detailed discussions with USAID and project stakeholders like Research Triangle Institute (RTI) International, and government collaborators including the Primary Education Department (PED) and Special Education Department (SED). As soon as my colleagues Winnie, Charles, and I exited our car, we were directed to walk back towards the school gates in order to wash our hands with the soap and water provided at a portable sink stationed there. Where else could a research trip related to Universal Design for Learning (UDL) and inclusive education allow you to observe teachers with many barriers to inclusive education developing lesson plans with minimal resources (e.g., using only chalk and chalkboard)? In our recent trip to Ghana in February, 2019, we held a series of focus groups with teachers. Translating the concept of inclusive innovation to countries other than developing countries, authors often rely on the concept of social exclusion (Sen, 2000) to define marginalized or excluded groups. 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. Paris: UNESCO. 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? 6.http://worldofinclusion.com/unicef-project-educating-teachers-for-children-with-disabilities/ UNESCO (2009). They are often excluded from education and society due to physical, ideological, systemic, or communication barriers.LIGHT FOR THE WORLD strives for a school system that leaves no-one behind. One teacher, who was teaching a language arts lesson, was like an actor on the Broadway stage. 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… Part of Embracing Diversity: Toolkit for creating inclusive , learning-friendly environments. Where could you see a woman with her own infant wrapped to her back, in a classroom without electricity, teaching a lesson that involves 40 students discussing content in small groups while the teacher actively checks for student understanding? This section of the chapter will examine a range of issues that still confront the successful implementation of a full inclusion model. Over the course of a week-long workshop with them discussing Universal Design for Learning (UDL) and Response to Intervention (RTI) strategies to introduce in first grade classes, they made it very clear that this is an issue they are motivated and prepared to take on in their own communities. Identifying Barriers – Finding Solutions There is little doubt that the United States and China are two of the most powerful and progressive countries in the world today. That is where all of this happens. In fact, the more I learned about the school, the more I came to appreciate the role that community involvement and school leadership has played in its success. 2. http://tbinternet.ohchr.org/_layouts/treatybodyexternal/TBSearch.aspx?Lang=en&TreatyID=4&DocTypeID=5 Cross-National Differences in Special Education. Instead, we decided to focus on what matters the most: students and the supports they need to learn. d) Physical Impairment (Accessible infrastructure, toilets and washrooms, furniture adjustments, equipment, prosthesis, use of personal assistance, diet, transport, medication.) Moreover, he is a level I expert in the field Policy Guidelines on Inclusion in Education. Where else can you drink your morning coffee while viewing wild African elephants, have a video conference interrupted by a close encounter with a mischievous baboon, and almost trip over four large warthogs fast asleep directly outside your hotel door? 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. About the authors: We are a group of three researchers working to evaluate USAID’s inclusive education programming in Cambodia. Including Students with Special Needs: A Practical Guide for Classroom Teachers (Eighth ed.). The challenge with this approach is that the classification of what is considered to be “light” or “severe” disabilities is at the discretion of individuals who may have minimal knowledge of disability and may hold prejudicial views that impact who can go to school and who may not. One participant thoughtfully reflected on his past behavior, adding “now I realize I was wicked.” After being taught the concept of person-first language, participants quickly began correcting each other as they slipped up with terms like “blind student” to correct for “student who is blind.” Perhaps most exciting of all was the new intention of many participants to welcome children with disabilities who are currently out of school, a proposal that was never mentioned in facilitators’ instruction on classroom inclusion. 2 Inclusive Education in Low-Income Countries The remaining chapters then focus on inclusive education approaches within schools. Ghana's Readiness for Inclusive Education, Identifying students with disabilities in Ghana: Challenges and opportunities, When Education for All Really Means Education for the Few. An accessible and inclusive remote environments benefit everyone, not only persons with disabilities and caregivers. UNESCO Bangkok (2009). We were pleased to learn of the rapid development of the National Institute of Special Education (NISE), which will serve as important hub and resource for national improvement in special education. Boyle, C. A., Boulet, S. B., Schieve, L. A., Cohen, R. A., Blumberg, S. J., Yeargin-Allsopp, M., Visser, S. & Kagan, M. D. (2009). Schools and learning are not generally accessible and teachers do not know how to make reasonable accommodations or provide the right support, so the drop out of enrolled pupils with disabilities is high. 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. Education is a conservative enterprise and change of this nature must surely result in wide scale skepticism (Naicker, 2000). As there are few segregated schools in most countries, of which the majority are located in the capital or large cities, the result is that most students with “severe” disabilities are either sent away to residential school or most likely denied any access to formal education. Forty-eight students sat quietly at their benches and desks, eager and engaged to begin their Kinyarwanda lesson. In M. Kauffman, D. P. Hallahan, & P. C. Pullen (Eds. Ultimately for this pilot, we decided to use a phased approach to identification (see https://www.rti.org/rti-press-publication/learning-disabilities-screening) using a form of Response to Intervention (RtI) to identify students who are struggling to learn, and assess if their learning outcomes improve with smaller group instruction. This debate is even more relevant in low-resource settings that may lack the resources required to provide accurate diagnosis, and where policy-makers struggle to determine the best use of the often limited finances they have for inclusive education. When speaking about the importance of recognizing difficulty learning at an early age, one head teacher decided to reassign his own job from a teacher of Grade 4 to a teacher of Grade 2. What happens when children who do need significant modifications to the environment or instruction try to attend these schools? 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. 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. In the end, it was agreed that it is more important to have an instructional approach, such as UDL, that meets that needs of all students versus placing an overemphasis on the need to identify or label a student’s disability. This process can be progressively realized as stated within the CRPD but there must exist a policy framework, as well as efforts to move from a segregated towards an inclusive education system. Yet, this practice continues worldwide and is often reinforced by both donors, implementing partners and NGOs. Further, the research has consistently found that academic and social outcomes for children in fully inclusive settings are without exception better than in the segregated Global Partnership for Children with Disabilities http://www.unicef.org/disabilities/index_69776.html 5. Surprisingly calm for a Southeast Asian capital, we caught glimpses of the mighty Mekong River, the Independence Monument, the stunning architecture of the National Museum and Royal Place, and the seemingly endless stalls and walls of Phsar Thmei (Central Market) on our daily commute. An Anti-Bias Curriculum 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. There have been big advances in many countries in getting millions of children into school, but the nature and quality of that schooling has not been adequate with a recent survey of 350,000 pupils in East Africa (Tanzania, Kenya, Uganda) showing only 15% achieved expected literacy and numeracy levels . and Inclusive Education (the Agency), will contribute towards addressing the ‘knowledge gap’ (identified by the UNESCO -IBE expert meeting in 2014) on empowering inclusive teachers to address the diversity of learners by de fining inclusive practices and inclusive teaching approaches and empowering teachers through training and support. (Eds.). Watching these teachers execute brilliantly engaging lessons was like watching scenes from your favorite movie over and over. (2011). 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