Inclusive Education : Policy paper - Hiproweb.org

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Factors of sustainability
Disabled People’s Organisations
Handicap International’s approach to
inclusion of children and young people
with disabilities in education encourages
the active participation of people with
disabilities at all levels. Associations of
people with disabilities hold a wealth of
knowledge and projects should engage,
if possible, in some form of dialogue and
consultation with local Disabled People’s
Organisations’ (DPOs). DPOs should build
their capacities to advocate for children’s
rights at local, national and regional levels.
> Who are the service users?
Children and young people with disabilities
and their representative organisations—
taking into account all types of impairment
(physical, sensory, intellectual, mental
or psycho-social) as well as disabling or
chronic diseases or illnesses (including HIV,
diabetes etc.)
The local authorities
Local education authorities should work
with communities on the issue of inclusion
in education to instigate changes beyond
the local level, i.e. to influence national and
regional and platforms. This work can be
part of a local inclusive development plan.
> Who are the ministries
and government bodies?
Ministries of education, health and social
affairs, education department technical
staff, local, regional, national education
authorities, teacher training institutions.
The sustainability of Handicap International’s
inclusive education projects is directly linked
to an appropriation of an inclusive approach
by all actors involved in the process.
The three main levels concerning
sustainability are:
The children, their families and the
community who must continue to receive
information on inclusion, disability, and
access to education. The families must
continue to be involved in support of their
child’s education and participate in parent
association forums.
The services (school, health and support
services) which must work together
to provide coordinated interventions.
Specifically related to education services,
technical factors should be considered,
such as quality and appropriateness of
teacher training with a focus on pre-service
training and capacity building for education
managers and officers on planning,
monitoring and evaluation of education
programmes, data collection and statistics,
support to qualitative surveys.
The system (education policy) which must
outline a formal mechanism to promote
a multi-disciplinary approach. These
mechanisms should be underpinned by
legislation and policy and supported by an
appropriate pluri-annual financial strategy.
Intervention.
methods .
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