Transcript Inclusive Education: The Lebanese Context

Inclusive Education: The Lebanese
Context
AFKAR 2 PROJECT
May 26th, 2009
Panel Discussion
Pauline Nadjarian
AFKAR 2 Project: Activity 1
Survey of general education
schools implementing
inclusion programs 20072008
Aims: Provide a comprehensive database
of available inclusion programs in the
public and private schools of Lebanon.
Phases of the Study
• Phase 1: a list of inclusive
schools was compiled
• Phase 2: the schools on the
compiled list were
contacted
Criteria upon which the schools or
institutions would be selected:
• Students with additional needs are
included in an inclusive setting in the
school.
• The school or institution must run the
inclusion program in one or more of
these school levels: KG, elementary,
intermediate, or secondary.
• There is at least one special/support
educator working as a special educator in
the school or institution.
• Parents must contact the school directly
for student admissions.
• The school administration must be willing
to cooperate, take part in the study, and
hence be included in the sample of the
survey.
• Survey revealed schools where
inclusive education initiatives
and practices occur; however,
the school administration is
not directly involved in the
process. Instead, associations,
NGOs, and institutions oversee
and support the process.
Phases (cont’d)
• Phase 3: conducting the survey
questionnaire in the schools.
• Phase 4:Associations, NGOs,
and institutions overseeing
inclusion were contacted.
• Phase 5: compilation and
analysis
Results
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60 schools in the initial list
41 included in the final report
3 excluded due to criteria
14 did not accept to participate
2 time restraints
2 program led by NGOs
List needs updating; recently
developed programs in schools
& program termination in few
Distribution according to
Geographical Locations
•Out of the 41 private schools included in
this study, 15 are located in Beirut, 10 in
South Lebanon, 9 in Mount Lebanon, 5 in
North Lebanon and only 2 in Bekaa.
40%
35%
30%
Beirut
South Lebanon
25%
20%
15%
Mount
Lebanon
North Lebanon
10%
5%
0%
Bekaa
Distribution of children with
additional needs by Region.
Region
Number of students with
additional needs
Percentage from
Total
Beirut
723
40%
Mount
Lebanon
455
24.9 %
South of
Lebanon
396
22 %
North
Lebanon
200
11 %
Bekaa
50
3%
Total
1,824
11%
3%
39%
22%
Beirut
Mount Lebanon
North Lebanon
South Lebanon
Bekaa
25%
• Percentages are not in accordance with the
prevalence rates of disabilities present in
different areas in Lebanon.
• Study published by the National Inclusion
Project, Sibai (2007) has presented prevalence
rates for disabilities in different areas in
Lebanon where the highest rate of disabilities
among the population is found in rural areas;
i.e. Nabatieh, the North, Mount Lebanon,
Bekaa, and then the South.
• Beirut has the lowest prevalence.
• Presence of inclusive schools is highest in
Beirut as compared to the other areas and
consequently, the percentage of children with
additional needs included in general education
schools is highest in Beirut.
Forms of Inclusion Practiced
• General Education Classroom
– First model:
collaboration/consultation
– Second model: support in
class (31)
• Resource Classroom
• Separate Classes
– First model: partial
– Second model: nonacademic only (3) (17)
Types of Needs/Difficulties Served
• Distribution of children with
additional needs by
types/categories of additional
needs and by age.
Number of Students
Type of difficulty
N
0-5 years
N
6-11 years
N
12-18 years
N
Age range
not
specified
Total N
Prevalence by
Type of Difficulty
Specific Learning Difficulty
10
251
83
195
539
29.6 %
Intellectual Difficulty
91
308
88
20
507
27.8 %
Social/Emotional/Behavioral
13
107
44
126
290
15.9 %
Speech and Language Difficulty
76
120
12
42
250
13.7 %
Health related Difficulty
14
38
8
6
66
3.6 %
Autism Spectrum Disorders
26
27
7
-
60
3.3 %
Hearing Difficulty
12
15
4
1
32
1.8 %
Visual Difficulty
9
11
3
8
31
1.7 %
Physical Difficulty
3
12
6
9
30
1.6 %
Gifted and Talented
5
1
7
13
0.7 %
Multiple Disability
1
4
1
-
6
0.3 %
260
894
256
414
Grand Total
1,824
18.4 %
63.4 %
18.2 %
Total N
Prevalence by Age
• Area of concern: Early
Intervention and Early
years
• Area of concern: education
of children with additional
needs in the middle and
secondary school years.
• What are children with additional needs doing in
the middle and secondary years?
• Are they included at school without any support?
• Are they excluded from school because of lack
of services?
• Are they included in technical/vocational
schools?
• Are they dropped out of school and their
education discontinued?
• What about employment opportunities?
Inclusion or Exclusion?
Strict admission policy regarding the category of additional
needs. Reasons provided:
• Lack of expertise of the current staff in dealing
with students within a particular category of
additional need.
• Lack of educational resources needed for
students within a particular category of additional
need.
• Lack of human resources needed for students
within a particular category of additional need.
• Lack of facilities to expand the support
department to include children within a particular
type of difficulty.
• School structure does not accommodate the
needs of the students within that particular
category of additional need.
Exclusion or Inclusion?
• Total number of students with
identified additional needs in the
41 schools is 1,824.
• In 1999 (UNESCO study), the
number of children with additional
needs was estimated to be around
310,000.
• This number has surely increased.
• However, if we consider it a rough
estimate, we would realize that
only about 0.6% of the children
with additional needs are currently
included in schools in Lebanon.
The Staff Working in the Inclusion
Program
• At least one qualified special educator
• At least one professional (speech and language
therapist, physical therapist, psychomotor therapist, occupational
therapist, social worker, counselor, educational psychologist, clinical
psychologist)
• Multidisciplinary team (18)
• Either speech and language therapy or
psychomotor/occupational therapy or
both (26)
• Provide diagnostic services to the
students (19)
• School nurse (29) and a staff member
qualified in counseling/therapy or in
social work (29)
Involvement of General Education
Teachers
Most teachers agree that:
• Children with additional needs can be educated in
general education classrooms with assistance from the
special education department.
• Special education provides a valuable service for children
with difficulties.
• All students should be included in regular environments
to the greatest extent possible.
• Labeling diminishes a student's self worth.
• Given further preparation and training, general education
teachers would be able to effectively meet the
educational needs of those students served by the
special education program.
• Intervention professionals see their role as building on
family strengths, enhancing family capabilities, and
promoting family decision-making.
More than half of the teachers believe that:
• Most children currently labeled learning
disabled are not truly educationally disabled.
• The inclusion of children with additional needs
into regular classrooms can be beneficial to the
other students in class.
• General education teachers can be responsible
for students enrolled in special education.
• The school general education and special
education staff work well together.
• Students should be served in general education
classes regardless of additional needs.
On the other hand, at least half of the
teachers agree/believe that:
• Inclusion in a regular classroom will hurt
the progress of the student with a
disability.
• Teachers are uneasy about the special
educators spending time teaching and
consulting in their classrooms.
• Placement of a student with a disability
into a regular classroom can be
disruptive to students without additional
needs.
• Students should be grouped by ability.
Almost all teachers believe that:
• Maximum class size should be
lowered when including students
with special needs.
The Involvement of the Parents
• inconsistent information
• provide support and guidance
sessions to parents (15).
• specific training is given to the
parents of students with additional
needs. (few)
• parents are involved in selecting
the goals and objectives for their
child (few)
• communicate with parents on a
regular basis (all schools)
• Active parent support groups were
not found in the schools surveyed.
Individualized Education Programs
• All except three schools write
IEPs
• Programs and materials,
teacher-made
• All keep student files and
records
• All provide individualized
progress reports to parents
Financial Sources of the Inclusion
Program
• Few schools where tuition fees for
students with additional needs are
similar to those in the general
education program
• All other schools charge an
additional amount (ranges between
additional 500,000 LL to 5, 250,000
LL)
• Funds not available
• Another exclusion criteria????
Challenges Faced by the Schools
• Lack of awareness or acceptance of inclusion (students, parents,
teachers, school administration, community)
• Lack of trained and qualified professionals in the field
• Lack of trained and qualified professionals in the school
• Lack of cooperation of the school’s administrative staff and general
education teachers in inclusive education planning and
implementation
• Lack of involvement of general education teachers as team
members in the inclusion program
• Lack of support and information for parents
• Lack of cooperation of parents with school personnel; parents
expecting too much or too little from their children
• Lack of acceptance of parents for their children to join an inclusive
education program
• Lack of acceptance of inclusion by parents of children who do not
have additional needs
• Lack of acceptance of diversity by children without additional needs;
lack of their cooperation with inclusive education activities
Challenges Faced by the Schools (cont’d)
• Lack of networking and sharing experiences among
schools that have inclusive programs
• Lack of specialized programs and resources to be used
with children within a particular category of additional
needs
• Lack of adapted school materials
• Difficulties adapting the class curriculum to meet with
the needs of students especially in classes where official
examination is carried (e.g. Brevet)
• Lack of availability and efficiency of diagnostic and
intervention services in the community
• Inability of schools to accept new applicants because of
insufficient resources (the demand for places is
exceedingly high)
• Lack of pre-vocational, vocational and transition planning
• Lack of appropriate legislation to refer to for decision
making and for evaluation inclusive education program
efficiency
• High financial cost of inclusive education
Challenges Faced by Children with
Additional Needs
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Lack of acceptance of oneself and own difficulties
Difficulties in belonging to the ‘group’
Embarrassment in performing in class (reading, writing, etc)
Difficulties establishing and maintaining friendships
Lack of understanding of parents of their children’s difficulties
Labeling, name calling, teasing and bullying from peers
Teachers underestimating their abilities
Physical abuse from parents
Poor socio-economic background
Disappointment when they set personal goals and are unable meet them
(college education, career)
Low self-esteem
Lack of appropriate support (from peers, teachers, parents, and
community)
Discomfort when being pulled out of their general education classes to
receive instruction in the resource room
Discomfort with the lack of needed facilities at school
Big number of students in classes
Feel under pressure to achieve
Lack of extra-curricular activities where they might do better or even excel
and very little credit or weight given to these areas in school progress
and/or achievement evaluation
Strengths of the inclusion program
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School’s philosophy is in line with that of inclusive education. Inclusive
education is outlined in the mission statement.
Child-centered approach: individual attention and care provided to each
student.
Holistic view of the child which is reflected in program planning
Attitudes and beliefs of the staff in inclusive education, belief in the
children’s rights to equal opportunities in education.
Acceptance of diversity by the school administrative, teaching and nonteaching staff
Raising parents’ awareness about children’s needs, involving them in their
child’s education and providing them with guidance and support
Helping parents feel comfortable and at ease; relieving their anxieties
regarding their children
Continuous communication with parents
School’s Board of Trustees supporting and promoting inclusive education
Educational background, knowledge, and involvement of the school
principal in the inclusion program
Team work and team approach in program planning, implementation and
evaluation
Cooperation of general education teachers with the special/support
educators
Strengths of the inclusion program (cont’d)
• Presence in the team of professionals with various specialties (i.e.
speech and language therapist and pathologist,
occupational/physical therapist, counselor, etc.)
• Qualifications and professional training of the staff members
• Staff enthusiasm and motivation to work with children with
additional needs
• Patience, tolerance, flexibility, commitment and dedication of staff
members
• Individualized educational programming and documentation of all
the work done
• Curriculum accommodations and modifications
• Specialized curriculum and resources used for
instruction/intervention
• Staff professional development and training
• School environment and values instilled: care, love, respect,
responsibility, diversity, etc.
• School facilities and physical plant
• Continuity and perseverance
In addition to the above, data reveals the
following positive outcomes for students with
additional needs:
• Improved performance and better
achievement at school
• Increased self esteem and independence
• Improved involvement and participation
in classroom and school activities
• Improved social skills and behavior
• Increased time spent in the general
education class (from part-time to fulltime)
• Increased motivation and willingness to
be in a school setting
Conclusions
• Inclusive schools recognize and
respond to the diverse needs of
their students and provide quality
education to all.
• Inclusive beliefs, policies, and
practices are equally beneficial for
the full range of students.
• All students regardless of their
ability benefit from schools
adopting inclusive practices.
• Government officials play an
important role in creating inclusive
schools.
• They create the climate, set the
policies and procedures, provide
the structure for support, and give
the schools the flexibility they need
to create inclusive classrooms.
• They also ensure that the
community is informed about and
engaged in the move toward
inclusion.
• more schools that are inclusive are
needed in the rural areas
• future studies are needed in public
schools and in schools where
associations oversee the inclusion of
children with additional needs.
• Experiences in such settings, the
challenges faced, the strengths, the
outcomes achieved, and the modals of
inclusion followed are very valuable and
would serve as lessons for a policy and
procedures planning for inclusive
education in both private and public
schools.
• Principals are key people in
actually creating inclusive schools.
• Teachers are on the front lines of
inclusion, having to address the
day-to-day needs of students with
additional needs while still
presenting the “core” academics to
every student in the class.
• Teachers must realign their thinking about
students with disabilities and students in
general. Rather than using the “deficit” model of
helping students with additional needs gain
specific skills apart from the general curriculum,
teachers need to adapt their methods of
instruction to fit the varying needs of all
students.
• Teachers should be involved in every phase of
the planning and implementation process.
• Teachers should be provided with the time to
plan and problem solve on a daily basis.
• The family's role in inclusion is
essential.
– support and empower parent groups
– encourage parents to be advocates for the
rights of their children and other children
with additional needs
• Children with or without additional
needs have the most important role
to play.
– Self-advocacy and awareness and
acceptance of diversity
• Inclusion can work, it is feasible,
and there is significant support for
it in many schools and associations.
• As school reform continues in
Lebanon, the need to address the
academic needs of all students –
those with additional needs and
those without – is imperative.
• Inclusion can happen but it is not
an event; it is a progressive and
coherent process that requires
clear open communication between
students, parents, teachers, school,
support staff, and officials.
• It is essential to remember
that more than being a
pedagogical system of
instruction or setting,
inclusion is, at the heart of
the matter, adopting the
belief that “all children can
learn.”
Thank You