Het vieren van diversiteit in de schoolpraktijk

of learning, the strengths and needs, progress made and next steps. It also helps learners to take
responsibility for their own learning process. It is used for parent-teacher-learner discussions, learner
discussions with the learner-coach/advisory teacher and for decision-making in relation to career
guidance. The KOMPASS tool focuses on competences instead of learning targets. In the discussion
with the teachers, the positive aspects as well as the challenges of the use of the KOMPASS tool were
highlighted. It enables differentiation inside the classroom and reduces pressure and stress as it takes
account of four years of individual development. It is a good basis for discussions, reflection and next
learning steps. Regarding the challenges, one teacher states, ‘It is not yet “perfect” for all subjects and
there is still a problem with handling it – some teachers do not know how to use it during the lessons’. In
their daily work, the KOMPASS is not regarded with the same importance by all teachers. It is easier to
focus on failures – on what ‘learners cannot do’ – rather than what ‘they can do’. Thus, a change of
perspective on abilities is still needed by some teachers, parents, learners and society.
Barrières voor leren en participeren worden weggenomen. Dit kan op diverse manieren, zoals
onderwijsaanbod aanwezig te laten zijn voor alle leerlingen, door fysieke toegankelijkheid gebouwen, door
hulpkrachten mee te laten draaien.
Scholen hebben geen eigen schoolconcept. In Oostenrijk is er sprake van methodevrijheid: iedere
leerkracht is hier zelf verantwoordelijk voor. Veel van de materialen die worden gebruikt, worden door de
leerkrachten zelf gemaakt. Tot op heden was er niet één eindtoets aan het einde van de Volksschule.
Dit zit er echter wel aan te komen. De leerkrachten geven aan dat als zij de vragen van de eindtoets op
hun manier, in hun eigen bewoording, zouden mogen stellen (bijvoorbeeld met rekenen), de
opbrengsten veel hoger zouden zijn. Rekenen is meer begrijpend lezen, de vragen worden op één
manier gesteld terwijl de taal in heel Oostenrijk anders is.
2.10 Pakistan: international school of studies (Karachi), collegiate school system ( Lahore) ,
Pavarisch school (Lahore), Hassan academy (Meharabad)
Algemeen:
A National Policy for Rehabilitation of the Disabled was formulated in 1986, focusing on integrated
education. The national policy was revised in 1988 as the National Policy for Education and
Rehabilitation of the Disabled. Since 2002 the term inclusive or integrated education is not uses
anymore.
Inclusive schools that demonstrate good practices in Pakistan are restricted to big cities in the private
sector. Most schools are not accessible to children with disabilities living in remote or rural areas. In
these areas, there is limited accessibility to special educational facilities. Also, parents are not willing
to send their challenged children to school, as they fear that they will be stigmatized or that their
children will not be able to keep up with the class. In some places, school directors or teachers refuse
to accept a child with moderate disability for these types of reasons. Distance and other problems
related to commuting to school add to the difficulties for these children. There are ongoing debates in
Pakistan regarding the promotion of inclusive education. Opponents of inclusive education argue that
the people responsible for formulating policy are, generally speaking, international experts who are
ignorant of the situation that prevails in the country. Those attempting to apply inclusive education at
the grassroots have tried to implement indigenous methods to educate challenged children. No
serious movement has so far surfaced in the country for inclusive education. The present system is of
ordinary schools and special schools working in isolation, striving independently for improvement and
identity. l At the federal level, the implications for inclusive education have been recognized in
principle, but have not been fully incorporated in practice.
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