Inclusive Education : Policy paper - Hiproweb.org

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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.
Expected result: Changing attitudes for an inclusive society “Stakeholders have an increased knowledge about disability issues and are therefore better able to support disabled children with special education needs to go to school and participate in the community social life”. Examples of activities: Theatre productions in the local area Short radio programmes broadcast live within the project area The inclusion of children with disabilities in existing local social activities such as social events Skills development of young adolescents with disabilities (this helps society to see ability rather than disability) The organisation of ‘child-to-child’ fun days within the school environment for all children, including those with disabilities, to come together to play games and exchange with one another To develop empathy activities with teachers, for example “how do you feel about carrying books when you do not have the use of your hands?” To collect the life stories of teenagers and adults with disabilities who are at school, at university or who have a job and also the life stories of their families To co-host workshops on Education For All with national/regional/local Education Thematic Groups and to have a focus (for campaigns) on the inclusion in education of children with disabilities Ensuring the correct protocol is used when dealing with teachers (i.e. collaboration with teacher training colleges) Ensuring a wider, more inclusive stakeholder analysis regarding the education situation for children with disabilities Creating a database of consultants who can carry out disability and inclusion awareness training and assessments. Indicators for “changed attitudes” Outcome indicators Changes in Knowledge-Attitudes-Practices of groups targeted by the activities (measured at the beginning and end of project) Number and types of decisions taken by local authorities, after awareness-raising or advocacy activities. Process indicators Number and types of actions implemented Number and types of medium used Number and types of local stakeholders involved in awareness-raising initiatives Number and types of actions implemented in synergy with various stakeholders Number and types of media stakeholders (Radio, TV, newspaper) invested in actions Number and types of target groups (communities, leaders, education professionals, children with disabilities and their families etc). “Inclusive education helped me to see children with disabilities differently. Not only the right to education is theirs and they have the abilities to learn. It is then our duty to help them.” Inspector of Education, Wilaya of Setif, Algeria Intervention. methods . 29
Page 1 and 2: Policy Paper Inclusive Education Te
Page 3: Policy Paper Inclusive Education Fo
Page 6 and 7: Foreword As individuals we all have
Page 8 and 9: Togo, 2010
Page 10 and 11: 10 Importance, context and definiti
Page 12 and 13: Importance, context and definitions
Page 18 and 19: Why intervene? International, given
Page 20 and 21: Complementary approaches Focus 20 I
Page 22 and 23: Cambodia, 22 2008
Page 24 and 25: Phases of planning and intervention
Page 26 and 27: Phases of planning and intervention
Page 30 and 31: Implementation phase and monitoring
Page 36 and 37: Perspectives for the period 2011-20
Page 38 and 39: Nepal, 382010
Page 40 and 41: 40 Information about advocacy and e
Page 42 and 43: 42 focus solely on children and you
Page 44 and 45: Glossary of terms 44 The terminolog
Page 46 and 47: Pre-service teacher training Pre-se
Page 48 and 49: Footnotes UNESCO (2004) Embracing D
Page 50 and 51: Footnotes 27. Refer to Handicap Int
Page 52: Photo credits Cover: © B.Cami / Ha

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