Cambodia finds itself in the position of actively advancing its efforts on inclusive education, and we were eager to observe this more closely during our trip. For this project, IDP will support this program by: • Assisting in the development of school-based screening and providing follow-up referrals • Supporting the training of teachers on best practices in inclusive education • Providing technical support on the creation of community mobilization messages around attendance and participation in school for children with disabilities • Supporting the provision of a package with appropriate resources for each school to assist learning, particularly for children with low vision • Leading operational research to better understand barriers to enrollment and attendance in order to improve attendance for children with disabilities. The simple answer is no. 11. The project will also examine the following sub-questions across all five questions: how does the method/model work, why does it work, how costly is it, in which contexts is it likely to work best, and how sustainable (both in terms of capacity and financial resources) is it? Inclusive education in developing countries: a closer look at its implementation in the last 10 years . Secondly, as the world moves closer to all children being in school the decreasing minority still out of school will not be funded. After attending the training on UDL, the head teacher called a community of practice meeting with his entire school to talk about how UDL could be applied in all levels and not just the first grade. 2 Inclusive Education in Low-Income Countries The remaining chapters then focus on inclusive education approaches within schools. As stakeholders move forward in promoting inclusive education and supporting emerging education systems, we must look to create a vision and goals where every child can receive an inclusive education. c) DeafBlind-Language (Use of interpreters, tactile environment, aids and appliances, orientation.) For a developing country like India, education is the topmost aspect of growth. Stakeholders clearly expressed a deep commitment to figure out how to do this, moving beyond if we should. Article 24 of this document requires that all countries who have ratified the Convention provide inclusive education for all children with disabilities within the country. Knowing that parents would be reluctant to pay fees for extra lessons, he waited until struggling learners were demonstrating academic success as a result of the weekend classes, and then parents voluntarily contributed after they could see the benefits of this education. Yet, this practice continues worldwide and is often reinforced by both donors, implementing partners and NGOs. However, the approaches and specific interventions of the activities vary. The practical state of inclusive education in many countries differs widely, between and even within schools. UNICEF have prioritised disabled children and are holding the first global meeting of disabled children and young people in New York in June. But, as far as Special Education is concerned, the United States serves as a model for other countries. 12. http://www.unicef.org/disabilities/files/Take_Us_Seriously.pdf Inclusive education is the most effective way to give all children a fair chance to go to school, learn and develop the skills they need to thrive. We had the opportunity to observe a school that had received training on inclusive education from an NGO, and meet with the children and families who were a part of this inclusion initiative. Successful implementation strategies 6. As we turned to walk back to the school, we noticed spotless and manicured school grounds. Though students with disabilities may share many similarities with other students who have the same disability label, each individual will have different academic strengths, needs and be motivated to learn in different ways. Though this pilot will not address all of the challenges in Ghanaian classrooms, it is our hope that these interventions will make it easier for all children with disabilities to one day be included in the classroom with their peers without disabilities. When speaking about the importance of recognizing difficulty learning at an early age, one head teacher decided to reassign his own job from a teacher of Grade 4 to a teacher of Grade 2. The con‐ sortium was lead by DOCA Bureaus. Were there any unintended consequences of the activity? This signifies that students with disabilities should have the ability to attend their local schools in the same classroom as their peers without disabilities while receiving appropriate supports to ensure they can be academically successful (keeping in mind that the definition of inclusion for students who are deaf is slightly different as inclusion for these students means being able to be in a sign language-rich environment where they can communicate directly with their peers and teachers). This workshop resulted in toolkit to supplement the existing P1 teacher’s guide and a training module for pilot teachers, head teachers, and sector/district education officials. The following practices must not occur: 1) Segregated, self contained programs or classes for students with learning or behavioural challenges, either in school or in community based learning opportunities. Knowing which students are struggling in the classroom, however, is extremely important as this this knowledge is often paramount to a student’s academic success. 2. Examining teachers' concerns and attitudes to inclusive education in Ghana. Despite the weakening of the presumption of inclusion in the Children and Families Act (2014), it is still there, with more than 90% of the two million disabled pupils and students attending schools and colleges, in mainstream provision. Critically, Kyriazopoulou and Weber (2009) also suggest that inclusive education systems need to be measured on three levels: macro (large scale such as school jurisdiction, nations, regions), meso (schools and groups of schools along with local communities), and … There is a strong desire to make inclusive education an integrated part of all the work being done, as disability intersects with all aspects of development programs (and the human condition). Additionally, this evaluation design will explore differences in the quality of classroom instruction and learning outcomes between baseline and endline, and also explore any changes in the perceptions of parents and guardians, teachers, and other key stakeholders about the extent to which the needs of learners with disabilities are being met by the system. of education, including special education and the movement towards inclusive education, from that of other countries. Teaching Children with Disabilities in Inclusive Settings. Discriminatory views and harmful myths that associate disability with a curse or a sin serve as additional barriers to education for these students (Agbenyega, 2007). About the authors: We are a group of three researchers working to evaluate USAID’s inclusive education programming in Cambodia. Despite the perceived advantages of an inclusive model of education for students with disabilities, significant issues remain unresolved. In the north, there was one superstar teacher who has been a volunteer teacher, meaning not on the Ghana Education Service payroll, for 15 years, and delivered an inclusive lesson packed with UDL principles, that would have impressed even the most seasoned inclusive educator with tons of resources at their fingertips. h) Mental Health and Behaviour (Counselling and personal support, differentiated behaviour policy, empathy, quiet chill-out space, circles of friends, collaborative learning and structured day.) The observations of the CRPD Committee on the first 13 Country Reports also demonstrate a wide variation in practice, for example China is criticised for only integrating those with physical and mild visual impairments and for an expanding programme of special school building. Watching these teachers execute brilliantly engaging lessons was like watching scenes from your favorite movie over and over. Company Registration 07207792. Introduction For over 40 years, the body of relevant research into education of students with disability has overwhelmingly established inclusive education as producing superior social and academic outcomes for all students. Also, it is extremely important that all students receive universal and regular vision and hearing screenings, as this knowledge is needed for referral to basic health services, and can also help teachers to modify the classroom environment to support students with vision or hearing challenges. We even spent a full day planning how to implement our research country-wide with the support of the very knowledgeable and supportive Cambodian Disabled People’s Organisation (CDPO). Knowing which students need additional supports and knowing which students may have vision and hearing challenges is different than labeling students with various diagnosis such as autism versus intellectual disability, dyslexia versus dysgraphia, etc. Inclusive education means all children in the same classrooms, in the same schools. That is where all of this happens. This may very well be the first time UDL and RTI have been taught to a single group of educators in Ghana, and participants seemed excited to become leaders of change in this field. inclusive education before this conference, the fundamental idea of inclusive education was recognized immediately by each country after this concept was put forward. Will they be allowed to attend school? Although the Ministry of Education has committed to educating all children in Ghana, it continues to struggle with developing and implementing a system that can support students equitably. One of these trends being reinforced by many countries worldwide is to develop inclusive education policies that allow for students that are perceived to have “light” or “mild” disabilities to attend inclusive schools, but all other students with disabilities are required to attend a segregated school. In March 2014 the Human Rights Council passed a resolution urging more to be done to implement the right to inclusive education . In New Brunswick Policy No 322 on inclusive education states: We were told all adults and children were required to do the same each day. inclusion related issues, organisation of teacher and school education in the dif‐ ferent countries concerned, as well as the social sciences of education. Our research team was tasked with observing 15 P1 (equivalent of first grade) classroom teachers on how they are applying UDL and inclusive education strategies following a training provided by Inclusive Development Partners in partnership with UNICEF in September. But this study demonstrates that although there have been moves towards inclusion such as, by the provision of statutory rights to inclusion in Spain and Portugal (joining the long standing practice in Italy), there are still many barriers including lack of adequately trained teachers, accessible buildings, peer support and challenging bullying, with much more integration than inclusion. Around the world we have much to campaign for in terms of developing inclusive education for all disabled learners. Ethiopia, Tanzania and Zanzibar which form a part of Tanzania, Botswana and Swaziland, there is a close associ- ation with special education which is a serious impediment to inclusive education. In partnership with research teams in Australia and seven countries (Austria, Bangladesh, India, New Zealand, Italy, Canada and Spain), researchers from Monash University are conducting a study to identify how teachers are responding to the challenges to inclusive education … They are often excluded from education and society due to physical, ideological, systemic, or communication barriers.LIGHT FOR THE WORLD strives for a school system that leaves no-one behind. Adolf is visually impaired and can be accommodated in his class in Tanzania due to Sightsavers providing a telescopic sight so he can read the blackboard. a) Blind and Visually-Impaired pupils /students (Braille, tactile maps and plans, tapes and text to talk, mobility training, large print, magnification, orientation, auditory environment & talking instruments.) Are disability labels needed before teachers can support children to learn? Connecting the (Inclusive) Dots in Cambodia. Article 24 commits State parties to developing an inclusive education system, where disability should not prevent people from successfully participating in the mainstream education system.   Critiques of applying UDL in low-resource environments sometime center around fears that already overburdened teachers cannot manage to add another skillset to their sometimes limited repertoire. 4. These are demonstrating how CWD can be fully included, teachers trained and curriculum adapted so they get quality education. One of the discussions that dominated a few days of the workshop was the debate related to the need to identify students with a particular disability before teachers are able to provide them with effective classroom supports. What was most powerful about watching these master teachers work their magic was that they embody the resourcefulness, resilience, and creativity these teachers have developed over time out of necessity. Policy Guidelines on Inclusion in Education. Not only are these emerging practices models for Ghana, they can serve as models for Western countries that have schools that are similarly under-resourced. 6.http://worldofinclusion.com/unicef-project-educating-teachers-for-children-with-disabilities/ Each morning our day started with cramming into a tuk-tuk and weaving through the traffic and sights of Phnom Penh. This involved detailed discussions with USAID and project stakeholders like Research Triangle Institute (RTI) International, and government collaborators including the Primary Education Department (PED) and Special Education Department (SED). Schools and learning are not generally accessible and teachers do not know how to make reasonable accommodations or provide the right support, so the drop out of enrolled pupils with disabilities is high. Differentiation & Flexible Curriculum and Assessment Our week-long “inception trip” was packed full of meeting with the many project stakeholders. Challenges for inclusive education in low-income countries 5. As we entered Dorothee’s humble classroom, we noticed it was clean and organized, with well-maintained print-rich materials adorned on all four walls (each wall showing materials from a different subject). Special Education in China Action on Disability and Development International (ADD), have taken on overall responsibility for design, fundraising, implementation, coordination, monitoring, evaluation and dissemination with the MOEVT. Meeting with UNICEF, Cambodia and Deaf Development Programme (DDP), for example, also helped us to conceptualize the numerous inputs and investments into special and inclusive education across the country. Of all three of the project countries, Cambodia was the first to begin. Policy and practice relating to inclusion in a country is a result of developments in legislation as well as understandings and conceptions of teaching and learning. Moreover, he is a level I expert in the field cause for concern, and yet on the other end inclusive education is about the transformation of the education system. inclusive education.’ Canadian Journal of Education, 36, pp. KEY MESSAGES AND CHALLENGES..... 57. Dorothee and her head teacher are not just great examples for the case of Rwanda but for the global education community. On a recent trip to Madagascar, a country that ratified the CRPD in 2014, we had the opportunity to see how this classification impacts students and families firsthand. Currently there is no system in place in Ghana to identify students with learning disabilities, and in fact, there is not yet a universal system in place to screen students for vision and hearing challenges. They should be recognized as the experts that they are, and help skeptics to remember what great potential exists in this world. 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