Transcript MINISTRY OF EDUCATION OF THE REPUBLIC OF MOLDOVA INCLUSIVE EDUCATION IN THE REPUBLIC OF MOLDOVA: METHODS AND APPROACHES Valentin CRUDU, Moscow, 27-29 September 2011

MINISTRY OF EDUCATION
OF THE REPUBLIC OF MOLDOVA
INCLUSIVE EDUCATION
IN THE REPUBLIC OF MOLDOVA:
METHODS AND APPROACHES
Valentin CRUDU,
Moscow, 27-29 September 2011
INCLUSIVE EDUCATION
Exclusion of a child from the education system and the
life of society by virtue of inequality and segmentation
of the population have become the outcomes of
economic and social and cultural changes have in both
developed and developing countries;
Education is inclined to reproduce and even intensify
the social division of the population. Under
contemporary economic and social conditions, the
traditional unifying role of education in society has
weakened significantly.
REASONS FOR EXCLUSION (I)
1. The increase in the number of disadvanced children:
child health and developmental problems, problems
within the family, etc.;
2. Inadequate financing of the social sphere: health,
education and social services;
3. The education system is not ready for integration of
children with special educational needs in mainstream
schools;
REASONS FOR EXCLUSION (II)
4. Inadequate development within the healthcare system of
mechanisms for early identification and rehabilitation of
children with limited intellectual abilities;
5. Absence of mechanisms for early intervention:
–
education policy does not include children of 0-3 years
old and their parents;
–
children over the age of 1 year are not at the focus of
healthcare policy.
INTERNATIONAL CONTEXT
OBLIGATIONS OF THE REPUBLIC OF MOLDOVA
1. The Universal Declaration of Human Rights (1948);
2. UN Convention Against Discrimination in Education
(1960);
3. UN Convention on the Rights of the Child (1989);
4. UN Convention on the Rights of Persons with
Disabilities (2007).
Official recognition of equal opportunities in education and social
security is not enough to eliminate inequality.
INTERNATIONAL CONTEXT
OBLIGATIONS OF THE REPUBLIC OF MOLDOVA
1. World Declaration on Education for All, Jomtien (1990);
2. Salamanca Declaration (1994);
3. Declaration of the World Summit on Social Development,
Copenhagen (1995);
4. World Education Forum, Dakar (2000);
5. Participation in implementation of the Millennium
Development Goals.
Official recognition of equal opportunities in education and social
security is not enough to eliminate inequality.
NATIONAL POLICY IN THE SPHERE OF
EDUCATION (I)
1. National strategy for education for all (Government
Resolution No. 410 of 4 April 2003);
2. National strategy and Action Plan for reform of childcare
institutions for 2007-2012 (Government Resolution No. 784
of 9 July 2007);
Children with disabilities have the same rights as their peers.
NATIONAL POLICY IN THE SPHERE OF
EDUCATION (II)
3. Consolidated Strategy for development in education in
2011-2015 and sectoral action plan in education (Order
No. 849 of 29 November 2010 of the Ministry of Education);
4. Programme for development of inclusive education in the
Republic of Moldova for 2011-2020 (Government
Resolution No. 523 of 11 July 2011).
Children with disabilities have the same rights as their peers.
DEVELOPING INCLUSIVE EDUCATION GOALS
1.
Reform of the system of childcare institutions;
2.
Development and promotion of inclusive education.
Every child in psychologically and physically specific which requires
an individual assessment and approach.
A CHANGE IN THE APPROACH TO CHILDREN WITH
DISABILITIES
1. A change in attitude towards children with
disabilities within education system –
satisfaction of special needs within the
mainstream educational system;
2. Concentration/focus on individual education for
children with disabilities and an orientation on
the child’s requirements;
Children with disabilities have the same rights as their peers.
A CHANGE IN THE APPROACH TO CHILDREN
WITH DISABILITIES
3. Review of the mission of educational institutions
and institutions assessing and helping children with
special education needs;
4. A change in the view of basic education and
subsequent professional training of teachers in the
framework of inclusive education;
Children with disabilities have the same rights as their peers.
A CHANGE IN THE APPROACH TO CHILDREN WITH
DISABILITIES
5. A change in attitudes and public opinion forwards
inclusive education of children with special education
needs;
6. Creation, at the community level, of quality and
qualified assistance to children with disabilities, with an
orientation on the family;
7. Development of inclusive education.
Every child is psychologically and physically specific which requires an individual
assessment and approach.
ACTIVITIES IN MOLDOVA (I)
• Development of a legislative and institutional framework for
protecting children and families, in accordance with
international standards.
• Access for children and families to quality social services at the
community level.
• Higher qualifications and greater professionalism of education
workers.
• Development of effective and flexible financial tools for
providing the services required by children and families.
ACTIVITIES IN MOLDOVA (II)
• De-institutionalisation of children from childcare
institutions and their reintegration into family and
mainstream schools.
• Reorganisation/closure of childcare institutions.
• Development of educational services for promotion of
inclusive education.
• Provision of public awareness and mobilisation its support
of inclusive education.
PARTNERS IN IMPLEMENTATION AND
DEVELOPMENT OF INCLUSIVE EDUCATION
• UNICEF
• LUMOS Moldova
• EveryChild Moldova
• CCF Moldova
PLANNING OF REFORM AND DEVELOPMENT OF
INCLUSIVE EDUCATION
• Development and approval of a Strategic Plan for
development of the child protection system and inclusive
education in pilot regions.
• Setting up of a co-ordinating committee with the
participation of representatives of education, social security,
healthcare, internal affairs bodies, financial authorities and
the non-government sector.
PROVIDING THE CONDITIONS FOR REINTEGRATION
OF CHILDREN
• At the level of regional educational structures –
appointment of a specialist responsible for introducing
an inclusive education policy.
• At the school level – creation of internal interdisciplinary commissions for assessing children and
providing them with psychological and educational
help.
CONDITIONS FOR IMPLEMENTING INCLUSIVE
EDUCATION
• Awareness, documentation and training of those participating
in reform:
–heads of educational institutions,
– teaching staff,
– school psychologists,
–social workers,
–parents,
–representatives of the local authorities.
CONDITIONS FOR IMPLEMENTING INCLUSIVE
EDUCATION
• A change in the institutional infrastructure (modification
to meet the needs of all children...).
• Development of a full set of additional methodological
and didactic materials for practical work with the child.
• Retraining of personnel to work with special needs
children.
• Development of a set of documents determining the
reform financing mechanism (redistribution of resources).
PROBLEMS/RESTRICTIONS IN IMPLEMENTING
INCLUSIVE EDUCATION
• Lack of regulatory acts relating to development of inclusive
education.
• The reform financing mechanisms are inadequate and the
financial resources allocated for promoting reform do not
cover the required costs.
• The infrastructure of educational institutions is not suited
to the needs of children with disabilities.
• At the community level, a shortage is felt of services
supporting families and children with disabilities.
PROBLEMS/RESTRICTIONS IN
IMPLEMENTING INCLUSIVE EDUCATION
• The available experience of reintegrating children with
educational difficulties is not systemic.
• The reform process is being implemented in the
absence of inclusive education standards, financing
tools, modified teaching programmes and technologies
and a shortage of trained specialists.
PROSPECTS(I)
1. Optimisation of the education system;
2. Continuation of the reforms in education, including
childcare institutions;
3. Development and approval of mechanisms and
educational tools for implementing inclusive education;
4. Strengthening of services for assessing and diagnosing
children’s development in the early development stages;
PROSPECTS(II)
1. Creation, within the framework of a mainstream
educational institution, of services for supporting and
helping children with special educational needs;
2. Development and introduction of a mechanism for
assessing and monitoring the progress of children with
special educational needs integrated into mainstream
educational institutions;
PROSPECTS(III)
1. Training of teachers to provide psychological and
pedagogical assistance to children with special
educational needs;
2. Development and introduction of differentiated and
flexible study programmes for disadvantaged children,
orientated on the individual child’s needs and restoration
of physical, cognitive and social development, etc.
THE UNIVERSAL DECLARATION OF HUMAN
RIGHTS (1948)
Article 26:
“Everyone has the right to education”.
Countries should develop educational systems to include all
children, irrespective of their physical, intellectual or financial
abilities.
REPUBLIC OF MOLDOVA
MINISTRY OF EDUCATION
Piata Marii Adunari Nationale, 1
MD-2033, Kishinev,
tel. 23-33-48, fax: 23-35-15
[email protected]