Transcript Inclusive Education - Welcome to Aivacon Knowledge Services

Prof. Dr. Shaheen Pasha
Division of Education,
University of Education.
Tuesday, August 27, 2013
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Types of Disabilities
Efforts of Global Community
Philosophy of Inclusive Education
Evolution of Societies’ perception
Historical Development of Inclusion
Segregation to Inclusive Education
Definitions of Inclusive Education
Factors Influencing the Education of Children with SEN
Stereotypical Assumptions
Categories of Barriers
Addressing the Barriers
Implementing Inclusive Education
What is required?
Key Questions
Benefits of Inclusive Education
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Mental Retardation
Learning Disabilities
Emotional Disturbance
Deaf/Hearing
Impairments
• Orthopedic Impairments
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Visual Impairments
Other Health Impairments
Autism
Traumatic Brain Injury
Speech & Language
Impairments
• Multiple Disabilities
• 1948: Universal Declaration of Human Rights
• 1965:International Convention on the Elimination of All
Forms of Racial Discrimination
• 1966: International Covenant on Economic, Social and
Cultural Rights
• 1979: UN Convention on the Elimination of All Forms of
Discrimination against Women
• 1989: UN Convention on the Rights of the Child
• 1990: The World Declaration on Education for All, Jomtien
• 1993: The Standard Rules on the Equalisation of
Opportunities for Persons with Disabilities
• 1994: The Salamanca Statement and Framework for
Action on Special Needs Education
• 1999: Salamanca 5 Years On Review
2000: World Education Forum Framework for Action, Dakar
2000: Millennium Development Goals focusing on Poverty
Reduction and Development
2001: EFA Flagship on Education and Disability
2001: 4th E-9 Ministerial Review Meeting, Beijing, China
2002: High Level Group on EFA, Abuja. Final Communiqué
2003: High Level Group on EFA, New Delhi. Final
Communiqué
2003: Cairo Declaration of the E-9 Countries
2004: High Level Group on EFA, Brasilia. Final Communiqué
2005: High Level Group on EFA, Beijing. Final Communiqué
2006: Convention on the Rights of Persons with Disabilities
2006: Monterrey Declaration of the E-9 Countries
2007: High Level Group on EFA, Dakar. Final Communiqué
• 2008:. Inclusive Education: The Way of the Future. International
Conference on Education
• 2008: World Conference on Education for Sustainable
Development, Bonn Declaration
• 2008: Seventh E-9 Ministerial Review Meeting, Bali, Indonesia. Bali
Declaration
• 2008: High Level Group on EFA: Oslo Declaration
• 2008: Conclusions & Recommendations of the 48th Session of the
Inter Conference on Education. Geneva.
• 2009: Policy Guidelines on Inclusion in Education. Paris: UNESCO
• 2010: The Children Left Behind: A league table of inequality in child
well-being in the world’s rich countries. Innocenti Report Card 9,
Florence: Innocenti Research Centre
• 2012: Addressing Exclusion in Education. A Guide to Assessing
Education Systems Towards More Inclusive Societies. Paris:
UNESCO
Salamanca Statement unfolds the philosophy behind
inclusive education:
“Ordinary schools with an inclusive orientation are the
most effective means of combating Discriminatory
attitudes, creating welcoming communities, building an
inclusive society and achieving education for all.”
UNESCO (2008, p. 3)
Workshop Dilivered at Directrate of
Special Education Lahore
15/12/2012
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Segregation: SEN children are educated in segregated
educational setting.
Integration: SEN children are taught in mainstream schools
with some adaptations which may require some special
resources This integration may be physical, social, functional,
transitional, or full integration
Inclusion: SEN children are educated in main stream schools
alongside their normal peers with a commitment to ensure
the full participation of everyone
“inclusive education is an on-going process aimed at
offering quality education for all while respecting diversity
and the different needs and abilities, characteristics and
learning expectations of the students and communities,
eliminating all forms of discrimination”
(4th Session of the International Conference on Education, 2008)
In Education White Paper 6 (2001) on Special Education
Needs, Inclusive Education is defined as:
◦ Acknowledging that all children and youth can learn and that
all children and youth need support.
◦ Enabling education structures, systems and learning
methodologies to meet the needs of all learners.
◦ Acknowledging and respecting differences in learners,
whether due to age, gender, ethnicity, language, class,
disability, HIV or other infectious diseases.
◦ Broader than formal schooling and acknowledging that
learning also occurs in the home and community, and within
formal and informal settings and structures.
◦ Changing attitudes, behaviour, teaching methods, curricula
and environment to meet the needs of all learners.
◦ Maximizing the participation of all learners in the culture and
the curriculum of educational institutions and uncovering and
minimizing barriers to learning.
Inclusive education is NOT:
 Dumping children with disabilities into general
classrooms without the support and services they need
to be successful.
 Cutting back special education services as a “trade off”
for being in the general education classroom.
 Sacrificing the education of children without
disabilities so children with disabilities can be included.
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Cultural beliefs about special needs
Availability and accessibility of scientific knowledge on
special needs and education to the general public
The educational, social and economic goals of the society
Level of the material resources for supporting special needs
education
Ideological commitment to enhancing the quality of life of
all citizens
Respect for individual human rights.
Attitudes of educational leaders & policy makers
Commitment of national leaders
(Partson Musosa Phiri, 2004)
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Assumption 1: Children with disabilities are “special” children
who need separate, specialist care and resources, and are not
entitled to the same levels of participation in ordinary early
childhood settings as non-labelled children.
Assumption 2: If a disabled person experiences problems, it is
the impairment that caused those problems
Assumption 3: People who have disabilities require, as a
matter of course, help and social support.
Assumption 4: Disabled people are “victims”.
Assumption 5: Disability is the defining feature of the
disabled person’s existence and experience.
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The physical environment (e.g., narrow doorways,
ramps);
Intentional attitudinal barriers (e.g., isolation,
bullying, calling names);
Unintentional attitudinal barriers (e.g., lack of
knowledge, understanding, or awareness);
Physical limitations (e.g., difficulty with manual
dexterity/ neatness).
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Attitudes - School; Administration/Staff; Teaching Staff;
Parents; Children; Community
Curriculum
Teaching Methodologies
Language and communication
Socio-economic factors
Funding
Organization of the education system
Policies as barriers
Depends on how societies construct
and respond to disabilities, gender,
race, and cultural differences
Inclusion should be
the heart and
minds of society
Inclusive Education is a human right, it’s good
education and it makes good social sense.
Equalities
Accessibility
Inclusion
Human Rights and social justice
Redistribution of services
Redistribution of resources
Inequalities
Inaccessibility
Exclusion
Labeling/ Stigmatization
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Duplication of services
Limited access to resources
From Segregation to Inclusion
Moving
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Inclusive Education is an attitude
The doors to schools, classrooms and school activities
are open to every child and they are offered every
opportunity to be included with their non-disabled
peers.
The focus is on giving every child the help s/he needs
to learn.
we need to adapt the environment, the curriculum and
teaching methods in such a way that both the internal
and external barriers to learning can be minimized.
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Successful implementation of Inclusive Education
requires flexibility, energy, creativity and the
commitment of everyone involved.
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Training is a key factor in how smoothly any transition
takes place, but many people lack the necessary skills.
Do people around us understand what is
Inclusive Education?
 What is our attitude towards Inclusive
Education?
 Do we have the knowledge and skills necessary
to deal with Inclusive Education?
 Are the support structures and networks in
place to facilitate individuals who require
support?
 Do we have access to support services that will
assist us in implementing Inclusive Education?
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One has to be sensitive to the needs of others, in a nonjudgmental or non-threatening manner. In understanding
others, we need to avoid stereotyping, generalizing and
labeling but should rather treat people with respect and
dignity.
Most educational discussions on inclusion focus on
curriculum, attitudes, teaching methodologies, assessment
practices and pastoral systems, but there is a further
dimension to inclusion. The dimension of inclusion goes
beyond the walls and boundaries of educational
institutions and into the nucleus of all societies and
communities.
HUMAN RIGHTS
 All children have the right to learn together.
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Children should not be devalued or discriminated against by
being excluded or push away because of their disability or
learning difficulty.
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Disabled adults, describing themselves as special school
survivors, are demanding an end to segregation.
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There are no legitimate reasons to separate children for their
education. Children belong together – with advantages and
benefits for everyone. They do not need to be protected
from each other.
GOOD SOCIAL SENSE
 Segregation teaches children to be fearful and
ignorant, and breeds prejudice.
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All children need an education that help them develop
relationships and prepare them to live in a society with
safety.
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Only inclusion has the potential to reduce fear and to
build friendships, respect and understanding.
GOOD EDUCATION
 Research shows children do better academically and
socially in inclusive settings.
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There is no teaching or care in a segregated school that
cannot take place in an ordinary school.
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Given commitment and support, inclusive education is
a more efficient use of educational resources.
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The European Union High Level Group of Experts on
Literacy (2012) considers inclusion as a vehicle to
create more equitable education systems which help to
close the socio-economic gap, the migrant gap, the
gender gap and the digital gap.
An inclusive, non-segregated,
anti-discriminatory environment
for a diverse population of children
and young people in institutions
will produce schools which are
more sensitive and more peopleorientated. It will also produce a
younger generation that is more
tolerant and accepting of
differences.