inclusive education for disability part1.pptx

introduction to inclusive education for PwDs.

1. Basic Concepts of INCLUSIVE EDUCATION Presented to selected School Teachers in Dire Dawa Ginbot 2 & 3 Dire Dawa

2. Objectives of the presentation Brief Introductory Remarks After successful completion Discuss basic concepts of Inclusive Education(IE) Remind some global and national guidelines and policies of IE To substantiate some concepts on implementing IE in Classroom/Schools To assert the roles and responsibilities of school community (Students, principals, parents and educators…) To ignite additional discussions on the topic…

3. Definition of basic terms- Inclusive E ducation,Disability , Special Needs, Special Education The term IE has been described in different ways by several scholars. Buth & Ainscow (2011) describe IE by the following summary statements. IE consists- Putting inclusive values into action Viewing every life and every death as of equal worth.

4. Def’n cont i ii. Increasing the cooperation and the relationships of children, youngsters and the school community in teaching learning activities. iv. Reducing factors like exclusion, discrimination that affect learning and participation v. To assist everyperson so that he/she think to belongs

5. Def’n cont To restructure culture, policy and experiences in such a way it can benefit every participant To organize learning by linking it to environmental/local and global realities To prevent factors that hinder som children to benefit from learning and benefit the majority of children To use the diversity between children and adults as supportive resource of learning

6. Def’n cont To give high quality education to children is to respect their rights of learning To establish consistent and supportive relationships between schools and the surrounding community To understand IE (Inclusive Education) is a good step towards understanding other types of INCLUSION

7. Additional definitions Of IE According to Wikipedia inclusive implies that: Every student has an inherent right to education on basis of equality of opportunity. No student is excluded from, or discriminated within education on grounds of race, colour, sex, language, religion, political or other opinion, national, ethnic or social origin, disability, birth, poverty or other status. All students can learn and benefit from education. Schools adapt to the needs of students, rather than students adapting to the needs of the school. The student’s views are listened to and taken seriously. Individual differences between students are a source of richness and diversity, and not a problem. The diversity of needs and pace of development of students are addressed through a wide and flexible range of responses. Wikipedia - en.wikipedia.org/wiki/ Inclusive_classroom

8. What is NOT IE Sometimes , it seems necessary to describe an event, a concept or an issue by what it is not than by what it is. Accordingly, INCLUSION IS NOT: Dumping ” students with disabilities into general education programs without preparation and support Providing special education services in separate or isolated areas Ignoring children’s individual needs Jeopardizing students’ safety or well-being Placing unreasonable demands on teachers and administrators Isolating students with disabilities in general education schools Placing disabled students in schools or classes that are not age appropriate Requiring students to be ready and earn their way into mainstream classrooms based on cognitive or social skills    

9. Group Activity Be in pair with the person just next to you and answer --- Take 15-20 minutes What is IE (INCLUSIVE Education) ?And What is NOT INCLUSIVE E? Do you agree with all the definitions given and concepts raised earlier?

10. Backgrounds of IE and UN conventions on Disability IE, Things start in 1994 G C by the global initiatives coordinated by UNESCO for the Salamanca statement signed by 94 countries and attended by 300 participants. This was a continuation of the 1948 Universal Declaration of Human Rights 1990 world Conference on education for All 1993 UN standard rules on the Equalization of opportunities for persons with disabilities.

11. Background The convention had 5 basic sections and several subsections. Section One- To give special Education by mainstreaming it in the regular Education system Section Two -Respect and fulfill opportunities for each child Section3 -Asks every Government to prioritize higher policy and budget Secion4 - Calls UN Organizations UNESCO, UNICEF, UNDP,WORLD BANK, ILO, WHO… Sect 5 Set up Action Frame work on Denmark 1995, Beijing 1995….

12. SNEd Guidelines in Ethiopia Following the global scheme Ethiopia is the signatory of the 1994 salamanca statement. The MoEhas drafted SNEd Guidelines for primary schools, secondary TVEts and Tertiary levels in 1994; 2009 and very recently for the TVEts in 2012 . In short, the main focus of the policies and guidelines is to Involve all persons with different degrees of disabilities .

13. Cont SNEd Guidelines in Ethiopia The guidelines will create opportunities to Fight traditional and backward practices of SNEd Facilitation and structuring favorable physical settings in schools Encourages cooperation and togetherness among staff Create favorable conditions to exercise the global, national and local policies Schools will set their own plan, mainstream SNE, Utilize the 2% budget FDRE has fixed for them Work with REB, Zonal, Woreda Gos and NGOs Create favorable conditions for respecting human Right s

14. Special Needs These are conditions or factors that hinder normal learning and development for individuals. They may be temporary or life-long . The conditions that may hinder proper progress of an individual may include disabilities, social, emotional, health or political difficulties. These conditions are also referred to as barriers to learning and development. The barriers can be within the child or in the environment or a combination of both.

15. Special Educational Needs Individuals have different abilities and potentials in performing tasks. In education, there are individuals who do not perform like the others, but could improve with appropriate support. These learners have learning or educational needs which vary from one child to another. These are then referred to as special educational needs.

16. Special Needs Education (SNE) This(SNE) is education, which provides appropriate modifications in curricula, teaching methods, educational resources, medium of communication or the learning environment . The modifications are meant to meet the special educational needs of individuals as described above. SNE is learner- centered , flexible and adjustable to individual needs and potentials. This was originally referred to as special education.

17. Difference between IE classroom and self contained classroom ? A self-contained special education classroom is a class for special education students . An "inclusive classroom" is a class where special education and general education students are integrated. A special education teacher co-teaches with the mainstream teacher. This is the fake inclusion class. The r eal inclusion is when all special education students are in the regular classroom and special education services is given within the regular classroom. Maria Montessori successfully implemented the real inclusion. No one out there truly loved children as much as her. Don't ever listen to those stupid people who criticize her. Deep inside they are the ones who are jealous of her accomplishments.

18. 3 Def Disability On the basis of Global disability discrimination Act (DDA) the Office For disability Issues (ODI) defines - “a disabled person as a person with a physical or mental impairment which has a substantial and long –term adverse effect on his ability to carry out normal day to day activities .” Meaning of long term effect -One which has lasted at least 12 months Is likely to last 12 months, or Is likely to last for the rest of the person’s life

19. Dis def con Meaning of day to day activities Cover activities that people do daily or in regular basis such as shopping, reading and writing, talking, social activities, caring for oneself or for others(washing, getting dressed, eating etc…)walking and travelling by various forms of transport

20. Disability con td List of capacities A normal day to day activity must affect one of a list of capacities which an act sets out: - Mobility; - Manual dextirity Physical cordination ; Continence9bowel –bladder..) Ability to lift, carry or otherwise move everyday objects; Speech,earing and eyesight- communication Memory or ability to concentrate, learn and understand; Perception of the risk of physical danger- recognize danger

21. Disab cont There are some special provisions for example -- Anyone who would meet the above criteriain the absence of medication are covered by DDA -anyone that has been diagnosed as as having cancer, HIV infection or multiple scleriosis are automatically covered by the DDA -

22. Comprehensive Defn of disability A comprehensive definition of disability appears in the Disability Discrimination Act 1992:Disability, in relation to a person, means: · Total or partial loss of the person’s bodily or mental functions; or · Total or partial loss of a part of the body; or · The presence in the body of organisms causing disease or illness; or · The presence in the body of organisms capable of causing disease or illness; · The malfunction, malformation or disfigurement of a part of the person’s body; or · a disorder or malfunction that results in the person learning differently from a person without the disorder or malfunction; or · a disorder, illness or disease that affects a person’s thought processes, perception of reality, emotions or judgment or that results in disturbed behavior and includes a disability that: · presently exists; or · previously existed but no longer exists; or · may exist in the future; or · is imputed to a person.

23. Why INCLUSIVE Education? The world is in an incessant and rapid change. At this period , anything that promotes isolation, exclusion and discrimination either at local , national and global levels, must be revised checked and avoided(refuted).For it is In humane and un ethical. To list some of the benefits of Inclusion – it can be said that- To leave aside some and to to value some others is unethical.

24. Why inclusion cont To involve few, adapt the curriculum for them, reflect their culture and remove their communal problems and to exclude the rest is unacceptible ; Promoting policy and experiences not based on School culture encourages inequality. The notion that accepts Inclusion is the issue of the disabled is misleading. To view the changes in schools as issues of the very few and not he majority is short sighted.

25. Why inclusion To teach the disabled in separate special schools refutes the fundamentals of basic human rights. To oppose resolving the difference among students affects favorable opportunities of learning and disrespectful. To improve learning only for the sake of students affects the dignity of stake holders.

26. Why Inclusion cont To think the major aim of schools only as high achievement is disrespectful to stakeholders. To separate the school from the community at large prevents everybody from acquiring experiences . To view IE in separation to other forms of Inclusion is illogical.

27. Group Tasks Form mini Groups of 3-5 and attempt the following in 15 -20 minutes By which of the above statements do you agree and by which do you disagree? Why? Do you oppose any of the stated? What additional reasons do you give on the basis of your schools’ context? Please! Try to share your ideas to whole class?

28. Planning School Based SNE club

29. INCLUSIVE EDUCATION GUIDELINES The following characteristics are indicators of fully inclusive programs for students with disabilities. They are meant as guidelines in planning for inclusion and also as a means of maintaining the integrity of the term, Inclusive or Supported Education. 1. Students are members of chronologically age-appropriate general education classrooms in their neighborhood schools of attendance, or in magnet schools/public schools of choice when these options exist for students without disabilities. 2. Students move with peers to subsequent grades in school. 3. No special class exists for included students except as a place for enrichment activities for all students.   4. Disability type or severity of disability does not preclude involvement in inclusive programs  

30. . 5. The special education and general education teachers collaborate to ensure: a. the student’s natural participation as a regular member of the class; b. the systematic instruction of the student’s IEP objectives; c. the adaptation of core curriculum and/or material to facilitate student participation and learning. 6. Effective instructional strategies (e.g., cooperative learning, activity-based instruction, whole language) are supported and encouraged in the general education classroom. Classrooms promote student responsibility for learning through strategies such as student led conferences, student involvement in IEP’s, planning meeting, etc .

31. IE Guidelines 7. The staff to student ratio for an itinerant special education teacher and instructional assistant is equivalent to the special day class ratio and funding support is at least the level it would be for a special day class. 8. Supplemental instructional services (e.g., communication, mobility, adapted P.E.) are provided to students in classroom and community settings through a trans disciplinary team approach. 9. Regularly scheduled collaborative planning meetings are held with general education staff, special education staff, parents, and related-service staff in attendance as indicated, in order to support initial and ongoing program development and monitoring.

32. IE Guidelines   10.There is always a certificated employee (special education teacher, resource specialist, or other) assigned to supervise and assist any classified staff (e.g., paraprofessional) working with specific students in general education classrooms. 11. Special education students who are fully included are considered a part of the total class count for class size purposes. In other words, even when a student is not counted for general education average daily attendance (ADA), s/he is not an “extra” student above the contractual class size. 12. General ability awareness is provided to staff, students, and parents at the school site through formal or informal means, or on an individualized basis. This is most effective when ability awareness is incorporated within general education curriculum.

33. IE guidelines 13. Plans exist for transition of students to next classes and schools of attendance in inclusive situations. 14. Districts and SELPAs obtain any necessary waivers of the State Education Code to implement supported education. 15. Supported education efforts are coordinated with school restructuring at the district and site level and a clear commitment to an inclusive option is demonstrated by the Board of Education and Superintendent. 16. There is adequate training/staff development provided for all involved. ( Neary , T., & Halvorsen , A. (1994). Rev. ed. Inclusive Education Guidelines. Sacramento, CA: California Department of Education, PEERS OUTREACH Project.)