Transcript Global Trends

Shift towards Inclusion
Global Trends:
Planning and Implementing
Strategies for IE
Ghana Education Services Special Education Division,
Ministry of Education, Science and Sports,
Accra, Ghana
December, 2007
77 million children still not in school
Central Asia
Central/ Eastern Europe
Latin America/
Caribbean
0,4
Half
in SubSaharan Africa
2
One-third
in
India, Nigeria,
Pakistan and
Ethiopia
3
Drop
Arab States
of 20
million since
1999, mainly
in South Asia
7
East Asia/ Pacific
10
South/ West Asia
16
Sub-Saharan Africa
0
38
10
Fig 1 Out-of-school children 2004, mill (UNESCO, 2007)
20
30
40
International Legal Framework in
Support of Inclusion
UN Disability Convention (in progress)
2007
Promotes the rights of persons with disabilities and mainstreaming disability in development
EFA Flagship on the Right to Education for Persons with
Disabilities: Towards Inclusion
World Education Forum for Action, Dakar
2001
2000
The urgency of reaching the marginalised groups restated
Salamanca Statement & Framework for Action on
Special Needs Education
1994
“…schools should accommodate all children regardless of their
physical, intellectual, social, emotional, linguistic or other conditions”
1993
1990
1989
1948
The UN Standard Rules on the Equalisation of
Opportunities for Persons with Disabilities
The World Declaration of Education for All
UN Convention on the Rights of the Child
Universal Declaration of Human Rights
Fig 2 Rights Framework for Inclusion (UNESCO, 2005)
Inclusion and EFA
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The fundamental principle of EFA is
that all children should have the
opportunity to learn.
The fundamental principle of
Inclusive Education is that all children
should have the opportunity to learn
together.
Peters, 2004
Analytical Framework for the
Right to, in and through Education
To
Education should
be guaranteed
directly to
everyone, without
discrimination
IN
THROUGH
Frames
Process
Result
Structure
Governance
Curricula
Teachers
Resources
Pedagogy:
Methods of
teaching and
learning.
Content and
learning
Learning
achievements:
Changed
attitudes, values.
Acquisition of
skills,
competences and
abilities
Areas of action
Framework as stated in
conventions
Fig 3 Analytical Framework for Inclusion (Van den Brule, 2007)
Effects for society:
Shared democratic
values and
commitment.
Active, critical and
socially responsible
Can be measured with
indicators, monitored and
evaluated
Rationale for Inclusive
Education
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Education as a Basic Right
Foundation for a more just society
Takes the EFA agenda forward
Focus on all learners, particularly
excluded groups
International Legislative Progress
towards Inclusion
UNESCO Study SEN Legislation 1996
52 UN member states responded to
questionnaire survey

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
SNE an explicit constitutional right in 15% (8)
countries
92% (47) countries report legislation pertaining
to SNE
Identification and assessment procedures
involve parents in 46% of countries and use an
inter-disciplinary approach in 42% of countries
Legislative Progress towards
Inclusion cont


SNE is available at:
• pre-primary level in 42% countries
• primary level in 85% countries
• secondary level in 80% countries
• university level in 17% countries
44% reported mandatory “pedagogic
integration” (inclusive education)
Legislative Progress towards
Inclusion cont
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Regular curriculum adapted for SEN
available in 42% (27) countries
23% provide special education curriculum
11% have provision for monitoring
students’ progress
Vocational education for SEN students
offered in 63% (24) countries
International Policy Progress
towards Inclusion
UNESCO Review of Special Needs
Education 1995
 63 UN Member states provided
information
 Several trends reported:
• Most common policy trend specified
•
developing individual’s optimum potential –
presumption in favour of integration
Underlying principles of normalization/
democratization
Policy Progress towards Inclusion cont

Identification of aspects of appropriate
education, e.g. Zimbabwe’s comprehensive
policy included:
•
•
•
•
•
•
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Early detection and intervention
Integration
Development of local training facilities
Procurement of equipment
Development of Resource Centres
Provision of support and monitoring centres
Assistance for non-governmental organizations
Acknowledgement of the importance of including
parents in decision-making
Policy Progress towards Inclusion:
Administration and Organization

Responsibility for SNE
• 96% reported responsibility resided
with the MoE
• 38% sole responsibility resided with
MoE
• 58% shared responsibility between MoE
and Ministries of Health, Social Welfare
and Human Development
• MoH often assumed responsibility for
assessment
Policy Progress towards Inclusion:
Administration and Organization cont
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Trend towards administration integration
of general and special education under
same regulatory framework
Decentralization evident to regional levels
with national oversight
25% reporting voluntary sector provision
of SNE subject to ministerial supervision
and monitoring
Current Legislation and Policy Trends
All data should be interpreted with extreme caution
 Current data not available
 Most countries have proposed legislative reform
 Legislation and policy toward Inclusion must be
evaluated in the context of:
• progress towards implementation
• effectiveness of monitoring and evaluation
Data on Legislative and Policy Progress drawn from Peters, 2004
Legislation and Policies - Realities

The impression created from official government
circles is that there is a tendency towards
inclusive educational policies
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The irony (from a practical viewpoint) is an
apparent increase in residential schools and the
continuing placement of children with learning
difficulties in segregated settings
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The situation indicates that medical influences
remain pervasive.
Martin, 1989 cited in Avoke, 2002
Inclusion and Quality
Studies in both OECD and non-OECD
countries indicate that students with
disabilities achieve better school
results in inclusive settings
UNESCO, 2005
Inclusion and Change
Pursuing innovations in classroom
instruction with the aim of pedagogic,
communicative and curricular change
grounded in a critical understanding
of ‘inclusivity’ is the most promising
alternative approach to educational
change.
Sefa Dei, 2005 – The Challenge of Inclusive Schooling in Africa: a Ghanaian Case Study
Shift towards Inclusion
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IE is gaining momentum and
becoming the most effective
approach to address the learning
needs of all students to regular
schools and classrooms
Effective implementation of IE
requires simultaneous action, both at
the system level and at the school
level
Action at System Level
Conversion of national goals and
international intent into realities involves:
 Identifying existing supportive
constitutional and legal provisions
 Making necessary amendments in existing
legislation
 Planning new legislation and policies
 Networking for sharing experiences
 Supporting legislation and policy changes
through awareness programmes
Tools for Educational Planners and
Policymakers
Questions to be considered prior to indepth analysis of educational plans:
 What policies promote inclusion and
which ones go against it?
 What are the existing barriers at the
policy level that can act as a deterrent
to the practice of inclusion and how
can this issue be addressed?
Tools for Educational Planners and
Policymakers cont
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How can suitable guidelines to address and
facilitate inclusion be prepared and
followed?
How can debate and discussion be
generated among relevant stakeholders to
promote inclusion?
How can monitoring mechanisms be
formulated and incorporated into plans and
realistic goals for achieving intended
targets?
UNESCO, 2005
Action at School Level
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The Centre for Studies on Inclusive
Education (CSIE) launched an Index for
Inclusive Education in 2000.
The Index has been trialled in the UK and
has been translated and adapted for
piloting in 21 other countries including
South Africa.
The index challenges any school to move
forward, regardless of how inclusive that
school believes itself already to be
Action at School Level
Index works around a
cycle of activities
which guide
schools through
stages of
preparation,
investigation,
development and
review.
Phase 1
Getting started with the Index
Phase 2
Finding out about the school
Phase 5
Reviewing the Index
process
Phase 3
Producing an
inclusive school
development plan
Phase 4
Implementing priorities
Fig 3 Index for Inclusion – Cycle of Activities (Booth
and Ainscow in Thomas and Vaughan, 2004)
Index for Inclusive Schooling
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Pupils are entitled to take part in all
subjects and activities
Teaching and learning are planned
with all pupils in mind
The curriculum develops
understanding and respect for
differences
During lessons all pupils participate
Index for Inclusive Schooling
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A variety of teaching styles and strategies is
used
Pupils experience success in their learning
The curriculum seeks to develop
understanding of the different cultures in
society
Pupils take part in the assessment and
accreditation systems
Difficulties in learning are seen as
opportunities for the development of practice
References
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Avoke, M. 2002. Models of Disability in the Labelling and Attitudinal Discourse in Ghana. Disability and
Society [Online].17 (7), pp769-777. Available from: Academic Premier
http://web.ebscohost.com.remote.library.dcu.ie/ehost/pdf?vid=4&hid=12&sid=059a2713-ddb1-4119-9427e0ff776af531%40sessionmgr3 [Accessed 16 November 2007]
Kristensen, K., Omagor-Loican, M., Onen, N. and Okot, D. 2006. Opportunities for inclusion? The
education of learners with special educational needs and disabilities in special schools in Uganda. British
Journal of Special Education [Online]. 33 (3), p139-147. Available from: Academic Premier
<http://web.ebscohost.com.remote.library.dcu.ie/ehost/detail?vid=3&hid=2&sid=48029fc9-e761-4f39-9f30df0d29cdb48b%40sessionmgr109> [Accessed 16 November 2007]
Peters, S. J. 2004. Inclusive Education: An EFA Strategy for All Children [Online]. Available from: World
Bank <http://www1.worldbank.org/education/pdf/InclusiveEdu_efa_strategy_for_children.pdf> [Accessed
16 November 2007]
Sefa Dei, G.J. 2006. The Challenge of Inclusive Schooling in Africa: a Ghanaian Case Study [Online].
Available from: EbscoHost
http://web.ebscohost.com.remote.library.dcu.ie/ehost/detail?vid=5&hid=116&sid=f7473775-31b9-44388c7e-16a2563e98ea%40sessionmgr2 [Accessed 16 November 2007]
Thomas, G. and Vaughan, M. 2004. Inclusive Education: Readings and Reflections. Maidenhead: Open
University Press
UNESCO 2005. Guidelines for Inclusion: Ensuring Access to Education for All [Online]. Available from:
UNESCO http://www.ibe.unesco.org/cops/workshops/China/UNESCO_Guideline_2006.pdf [Accessed 15
November 2007]
Van den Brule, J. 2007. The Right to Education for All: Global Perspectives in Inclusive Education. IN: Gulf
Arab States for the 48th Session of the ICE 2008, Dubai, United Arab Emirates, August 2007 [Online}.
Available from: UNESCO http://portal.unesco.org/education/en/ev.phpURL_ID=54092&URL_DO=DO_TOPIC&URL_SECTION=201.html [Accessed 5 November 2007]
Reflection & Reform
Getting all children to, in and through school
Group discussion
Focus on sharing concerns related to current legislations and policies, analyse existing strengths
and weaknesses and discuss practical measures to facilitate inclusive practice.
Objectives
• To share existing provisions in policies and legislations for IE
• To analyse the existing strengths and gaps in policies and legislations for IE
• To discuss practical measures to facilitate IE by building on existing strengths and
filling up the gaps in policies and legislations
Group 1
To share existing provisions in policy and legislation for IE
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Is there a policy statement/s with reference to the excluded
groups? Which are the particular groups specified?
What is the awareness level as regards the legislative provisions?
Is reference made to UN declarations?
With whom lies the responsibility of the provision of education?
What are the linkages between formal and non-formal education in
the plans/programmes for more inclusive education?
Group 2
To analyse the existing strengths and gaps in policies and
legislations for inclusive education:
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Which legislative provisions and educational policies support
inclusive education and which ones go against it?
Do the current educational policies favour particular groups at the
expense of marginalised ones? If so, in what way? Does this
create obstacles/ barriers to inclusion?
Are changes required in legislation and policy to start/strengthen
inclusive education?
How does government policy relate to NGOs?
How do the NGOs view the government efforts?
What are the possibilities of forming linkages?
Group 3
To discuss practical measures to facilitate IE by building on
existing strengths and filling up the gaps in policies and
legislations
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•
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With whom lies the responsibility of implementing special education?
How can suitable guidelines to address and facilitate inclusion be prepared
and followed?
How can effective monitoring and evaluation be done?
What lobbying would be required to ensure implementation of policies,
allocation and monitoring of budgets?
How can lobbying groups such as parents be involved in
monitoring/evaluation of policies and legislative provisions?
What useful experiences can you share?