Inclusive Education : Policy paper - Hiproweb.org

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Foreword As individuals we all have different ways of learning which often change over time. Inclusive education is about creating learning environments that respond positively to different individual’s needs and embrace the diverse nature of humanity. Children with disabilities are a natural part of this diversity and exist in every community, but are often excluded from participating in education and particularly mainstream learning environments. This policy paper explains Handicap International’s current work on inclusive education and offers perspectives for the period 2011–2015. The primary aim is to provide readers with a deeper understanding of the topic and sufficient knowledge to undertake concrete, positive actions towards inclusion. This policy paper draws upon Handicap International’s experience in the field of education since 1998 and prior to that, its experience of working with former development partner Action Nord Sud (ANS) 2 . It takes into account the outcomes of baseline field assessments, meetings with partners and donors, feedback from educational professionals, decision-makers and policymakers, and importantly, the views of children with disabilities and their families. 6 The knowledge and experience of Handicap International’s education field staff and partners was central to producing this document. The programmes which have contributed to the reflection process and updating of this policy paper are Burkina Faso/Niger, Togo, Senegal, Mali, Sierra Leone/Liberia, Rwanda, Burundi, Kenya/Somaliland, Madagascar, Morocco/Tunisia, Algeria, Cambodia, Vietnam, Indonesia, Bangladesh, Nepal, Afghanistan, Nicaragua. Their participation in the process has been invaluable in creating a document which is grounded in practice from a wide range of contexts. This policy paper gives indications for future possibilities and potential limitations, and all education projects and activities implemented by Handicap International programmes should conform to the guidelines presented. It is primarily intended for Handicap International Federation staff and partners, but will be distributed more widely, as it is of interest to other organizations and professionals working in the field of education and inclusion. This document will be updated on a regular basis to incorporate new learning and expertise from Handicap International programmes, and to reflect developments and changes in international thinking on inclusive education. The original language of this policy document is English. It is also available in French and other accessible formats on request. Hannah Corps hannah.corps@hi-uk.org Gilles Ceralli gceralli@handicap-international.lu
Map of Handicap International’s involvement in Inclusive Education (July 2011) 1 2 6 3 4 5 7 8 11 9 10 13 14 15 16 17 12 Foreword 7 Inclusive Education projects Implemented Projects with Inclusive Education Component The map above shows the countries in which Handicap International currently has inclusive education activities. The majority of projects are discrete, focusing solely on the education of children with disabilities. However in certain countries, inclusive education is a component of a larger project, such as local inclusive development (Mali). 1: Cuba 2: Senegal 3: Mali 4: Burkina Faso 5: Togo 6: Algeria 7: Niger 8: DR Congo 9: Rwanda & Burundi 10: Kenya 11: Ethiopia 12: Madagascar 13: China (Tibet) 14: Vietnam 15: Cambodia 16: Indonesia 17: North Korea
Page 1 and 2: Policy Paper Inclusive Education Te
Page 3: Policy Paper Inclusive Education Fo
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 28 and 29: 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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