Inclusive Education : Policy paper - Hiproweb.org

Implementation phase and monitoring and evaluation
Level 1: Direct support to children with
disabilities and their families as part of
local inclusive community development,
with a focus on education
Developing a shared understanding about
the basic principles of inclusion in education
is fundamental to affect positive change,
and this needs to take place at all levels
and with all partners. From Handicap
International’s experience, effective
interventions in education should primarily
address environmental and social barriers to
access and participation, rather than focus
exclusively on a child’s impairment (see
following diagram 30 ).
28
Lack of overall education strategy
in the community—no links between different
forms of education
Local languages not
allowed or encouraged
Negative stereotypes of
grils/women, and other
marginalised groups
Families and communities
not involved
Local ressources not used
Lack of appropriate teaching
aids and equipment
Failure to learn seen as
the child’s problem
Many drop-outs and repeaters
EDUCATION
SYSTEM
AS A PROBLEM:
RIGID, EXCLUSIVE
SYSTEM
No early childhood education provision,
no provision for older learners
Rigid methods, rigid curriculum
Prejudice and discrimination
against particular individuals
or groups
Inaccessible
and unwelcoming
environments
Lack of safety, hygiene
and privacy in environment
and sanitation facilities
Teachers unsupported,
schools unsupported
Lack of, or poor quality, training for teachers
Challenging attitudes that consider the
child with a disability as the “problem”,
re-thinking existing values within a given
community (e.g. at home, school, work)
and strengthening the capacities of the
education stakeholders have been identified
by Handicap International field staff as
the most vital elements for ensuring that
education stakeholders are more positive
about the rights of children with disabilities.