Identifying students as having a disability or qualifying for special education services can be a challenge in any setting, but is even more difficult in low-resource settings. 3. The purpose of the Arithmetic and Inclusive Education activity, which will be implemented from October 2019 to December 2020, is to expand the current project’s goals to include mastery of early grade arithmetic and an increase in the inclusivity of primary education. If “light” disabilities only consider those children who do not need additional supports in the classroom, can education for all ever be attained? There are many reasons. Moving forward, we spoke about incorporating UDL across the board into his existing subject-matter communities of practice for mathematics, science, or languages, instead of creating a standalone community of practice for UDL. Nothing in the South African Policy emulates models from Europe or the wealthy countries of the North. 3. http://ap.ohchr.org/documents/dpage_e.aspx?si=A/HRC/25/L.30 25th March 2014 On July 31, 2012, Ghana became the 119th country to ratify the United Nations Convention on the Rights of Persons with Disabilities (CRPD) and thus committed to providing inclusive education for students with disabilities. 12. http://www.unicef.org/disabilities/files/Take_Us_Seriously.pdf Anne M. Hayes, Founder and Chief Operating Officer, Inclusive Development Partners Hayley Niad, Program Manager and Researcher, Inclusive Development Partners Jennae Bulat, Senior Director of Teaching & Learning, RTI International. 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. Education is a conservative enterprise and change of this nature must surely result in wide scale skepticism (Naicker, 2000). 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. Against this is the agreement that in what replaces the Millennium Development Goals disability should be specifically mentioned. a) Blind and Visually-Impaired pupils /students (Braille, tactile maps and plans, tapes and text to talk, mobility training, large print, magnification, orientation, auditory environment & talking instruments.) Part of Embracing Diversity: Toolkit for creating inclusive , learning-friendly environments. 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 As the Malawi and Nepal projects get underway, within our country research teams, we will be sharing the aspects of each country context that we feel may be useful to others engaged in this work. The teachers expressed concern that many of these students may be hungry or feeling insecure at home, and that living with grandparents instead of parents may be impacting their ability to focus and learn at school. When students with learning disabilities are left unidentified, then there is a risk that they may not receive the services they need to reach their academic potential. Watching these teachers execute brilliantly engaging lessons was like watching scenes from your favorite movie over and over. 5. http://worldofinclusion.com/unicef-project-educating-teachers-for-children-with-disabilities/ Here are some best practices to ensure all employees can work remotely without barriers. There is a strong desire to make inclusive education an integrated part of all the work being done, as disability intersects with all aspects of development programs (and the human condition). Policy Guidelines on Inclusion in Education. Including Students with Special Needs: A Practical Guide for Classroom Teachers (Eighth ed.). 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). “6.2.2 . She even used differentiated instruction to provide more skilled learners with advanced practice. In M. Kauffman, D. P. Hallahan, & P. C. Pullen (Eds. 1. http://www.ohchr.org/EN/HRBodies/HRC/RegularSessions/Session25/Documents/A-HRC-25-29_en.doc Put simply, it was a busy week, and we were thrilled to engage with so many passionate, motivated individuals working on the cause of inclusive education in Cambodia. Child Centred Pedagogy, Creative with Reflective Teachers 7. The simple answer is no. However, the approaches and specific interventions of the activities vary. 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. linguistic or cultural differences, poor nutrition) may also cause learning difficulties and thus need to be ruled out to reduce the possibility of misdiagnosis (Aro & Ahonen, 2011). UNESCO Bangkok have produced a very useful online guide on how to go about implementing track two in mainstream schools. 9. http://www2.unescobkk.org/elib/publications/243_244/Teaching_children.pdf So, do you need to identify a child as having a particular type of disability before you can support a child in the classroom? Dorothee called upon a variety of learners to answer questions, encouraged them to turn and talk in pairs, and supported struggling learners adeptly. 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. We hope that this research can serve as a helpful piece of the puzzle related to classroom identification and inclusive education. In a landscape filled with international donors, non-government organizations, and government stakeholders providing inputs and developing projects to advance inclusion, there remains little coordination between stakeholders, and limited preparedness from teachers to accommodate the diverse needs of students in their classroom (Hayes & Bulat, 2018). 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. Fortunately, the 40 educators I worked with this September in Ghana feel exactly the same way. 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. This follows the publication of a series of useful publication . In these significantly under-resourced schools, we don’t hear facilitators saying, “We don’t have resources to do inclusion.” Instead, we are seeing them do so much with so little, and do it so well. (Eds.). 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. This section of the chapter will examine a range of issues that still confront the successful implementation of a full inclusion model. Assessment of learning disabilities: Cooperation between teachers, psychologists, and parents. 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. After attending the training on UDL, the head teacher called a community of practice meeting with his entire school to talk about how UDL could be applied in all levels and not just the first grade. Instead, we decided to focus on what matters the most: students and the supports they need to learn. Aside from this teacher putting students into small collaborative groups, she was using large handmade phonics/letter flashcards that each group of students had at their desks, she was writing in large print on the board, and the students were regularly doing “turn and talks” in their small groups (the list of best practices could go on forever). The observations of the CRPD Committee on the first 13 Country Reports also demonstrate a wide variation in practice, for example China is criticised for only integrating those with physical and mild visual impairments and for an expanding programme of special school building. As we turned to walk back to the school, we noticed spotless and manicured school grounds. Copyright © 2014 World of Inclusion Ltd. All rights reserved. Inclusive education is built around the goals and ideologies of the social model. New York, NY: Routledge, Taylor & Francis Group. 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. The prospects for the coming period could change the few examples of inclusive practice into the norm, but there are two obstacles. 2. 13. http://www.unicef.org/sowc2013/files/SWCR2013_ENG_Lo_res_24_Apr_2013.pdf, World of Inclusion supports Inclusion Now magazine. Attitudes toward children with disabilities, as well as a lack of resources to accommodate them, compound the challenges they face in accessing education. Around the world we have much to campaign for in terms of developing inclusive education for all disabled learners. Lesotho National Disability Situational Analysis, National Council on Disability Report on Disability and Foreign Affairs, United Nations Baseline Study on Inclusion of Persons with Disabilities. Having as a target to incorporate both special education and the pupils to whom it refers in the mainstream school, the two authors above suggest two full inclusive models: the Collaborative Teaching Model (CTM) and the MELD one (Zigmond and Baker 1997). b) Deaf & Hearing-Impaired pupils/students (Sign Language taught & use of interpretation, oral/finger spelling, hearing aid support, visual and acoustic environments.) UNICEF have prioritised disabled children and are holding the first global meeting of disabled children and young people in New York in June. Are disability labels needed before teachers can support children to learn? Our hope is that we can conduct an evaluation of these three countries and provide recommendations that not only speak to each of these three country contexts, but also be applicable to other countries who are similarly invested in inclusive education and disability rights. Differentiation & Flexible Curriculum and Assessment Global Partnership for Children with Disabilities http://www.unicef.org/disabilities/index_69776.html 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. Bangkok: UNESCO. After several false starts, Tanzania is now working towards a more system wide approach to inclusion of CWD. 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. In fact, these other factors may be more of a barrier to education than a student’s disability. girls, nomads, rural, poor, child soldiers/orphans, those with HIV/AIDS, children with disabilities, linguistic and ethnic minorities, traumatised and displaced children. http://unesdoc.unesco.org/images/0017/001778/177849e.pdf 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. 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. f) Specific Learning Difficulty (Coloured overlays & background, Easy Read, tapes and text to talk, spell-checkers, concrete objects.) This will require teachers to be familiar with and able to make accommodations for: Cross-National Differences in Special Education. 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. What were they? With net enrollment ratios for primary education 90% in 2018, access to basic education is relatively strong. 2 1. Domestically the struggle for inclusion must continue. 2) Alternative education programmes for students enrolled in kindergarten to grade eight.”. 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. Each morning our day started with cramming into a tuk-tuk and weaving through the traffic and sights of Phnom Penh. 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. 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. (2011). The practical state of inclusive education in many countries differs widely, between and even within schools. Despite the weakening of the presumption of inclusion in the Children and Families Act (2014), it is still there, with more than 90% of the two million disabled pupils and students attending schools and colleges, in mainstream provision. 2.3 INCLUSIVE EDUCATION IN SELECTED COUNTRIES 29 2.3.1 Inclusive education in Sweden 29 2.3.2 Inclusive education in Australia 30 2.3.2.1 Historical perspective 31 2.3.3 Ghana’s experience with inclusive education 33 2.3.3.1 Disability in Ghana 33 2.3.4 Special needs and inclusion in Tanzania 34 2.3.4.1 Legislation and policy 35 . 153–194. 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. Not only are these emerging practices models for Ghana, they can serve as models for Western countries that have schools that are similarly under-resourced. The big question remains “how” to do this in a way that honors the local disability community, their families, and all of the numerous partners involved. All 13 countries are urged to do more and reminded that the duty of making reasonable accommodations in education for disabled people is not a progressively realised right, but must be implemented from the point of ratification. Aro, T., & Ahonen, T. 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. 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. For example, in discussing school changes to improve UDL, one school mentioned they would engage their local parent organization to replace classroom windows for new wooden ones that permit better lighting. 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. i) Introduction to screening, identification and key adjustments for main impairments. 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! Now the task is to make sure this approach gets into the Post-Millennium Development Goals in 2015. International Journal of Wholeschooling, 3(1), 41-56. Education management model in overseas is inclusive class oriented and community-base rehabilitation. 6.http://worldofinclusion.com/unicef-project-educating-teachers-for-children-with-disabilities/ inclusion related issues, organisation of teacher and school education in the dif‐ ferent countries concerned, as well as the social sciences of education. 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). Stimulating and Interesting Multi-Sensory Learning Environment 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. Pediatrics, 127(6), 1034-1042. This can be done without placing the label of disability on a student. Connecting the (Inclusive) Dots in Cambodia. Forty-eight students sat quietly at their benches and desks, eager and engaged to begin their Kinyarwanda lesson. Agbenyega, J. They are the exception rather than the rule and nowhere have come to scale. Our research team was tasked with observing 15 P1 (equivalent of first grade) classroom teachers on how they are applying UDL and inclusive education strategies following a training provided by Inclusive Development Partners in partnership with UNICEF in September. At least 20 countries have more than doubled their teacher workforces. A number of people spoke aloud to say they previously used to shout at, punish, or exclude children with disabilities in their teaching. 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. In late November/early December of 2019, USAID Soma Umenye and Inclusive Development Partners (IDP) held a workshop in Rwanda with key education stakeholders including representatives from the Ministry of Education (MINEDUC), the Rwanda Education Board (REB), University of Rwanda College of Education, teachers, district supervisors, and Kinyarwanda specialists to co-develop a Universal Design for Learning (UDL) framework for Rwanda in support of the country’s goal to strengthen quality inclusive education. Training All Teachers for Inclusive Education This arbitrary classification has the potential to reinforce segregation under the guise of inclusion. Article 24 of this document requires that all countries who have ratified the Convention provide inclusive education for all children with disabilities within the country. 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? After explaining the need for additional practice to parents of struggling learners, the head teacher organized weekend lessons for remedial instruction. Inclusive education means that every child is valued, and receives a high-quality and equitable education. 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. 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. 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. 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. Soma Umenye and IDP will pilot this approach within this research project and then based on the results assess how UDL could be best applied in educational contexts such as Rwanda. Inclusion for children with disabilities cannot wait. 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. UNESCO (2009). After having received only four days’ training with our pilot program, Dorothee – who was already an experienced teacher - implemented the principles of UDL like a seasoned expert. 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. 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 the UNCRPD.   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. 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. Although the Ministry of Education has committed to educating all children in Ghana, it continues to struggle with developing and implementing a system that can support students equitably. 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). In the north, there was one superstar teacher who has been a volunteer teacher, meaning not on the Ghana Education Service payroll, for 15 years, and delivered an inclusive lesson packed with UDL principles, that would have impressed even the most seasoned inclusive educator with tons of resources at their fingertips. 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. 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. UNESCO Bangkok (2009). 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. 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 book covers the diverse elements in implementing an inclusive education strategy from the introduc-tion of the process through to evaluation, consolidation and extension within the education system. The Rwandan team also felt this was more realistic in Rwanda as not only is there a lack of identification services but also teachers with large class sizes might have difficulty adapting their instruction for particular students with particular disabilities. Identifying Barriers – Finding Solutions General Comment No. Immediately, I noticed some distinguishing features of this school as compared to the other primary schools I had visited in the same week. 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. Company Registration 07207792. Inclusive education means all children in the same classrooms, in the same schools. h) Mental Health and Behaviour (Counselling and personal support, differentiated behaviour policy, empathy, quiet chill-out space, circles of friends, collaborative learning and structured day.) Sophak Kanika Nguon plays different roles as self-advocate on disability rights, a lecturer at the Royal University of Phnom Penh, Department of Social Work, and works as consultant in disability sector. 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