PORT ELIZABETH TRAINING PROGRAMME MOVING INCLUSIVE EDUCATION FORWARD Scholastic Assessment Presentation designed by Jean Fourie Elizabeth Hooijer
Inclusion and the need for change • Small percentage of learners benefited • Was provided on a racial basis • Most learners with disabilities did not benefit from specialized education • High number of drop outs and failures • Other levels of education neglected
What is inclusion? • Enabling any and all schools to serve all children (UNESCO,1994, Statement, p.iii). • Separate systems of education (i.e. “special”& “ordinary”) need to be integrated into one system. • One system to recognise and respond to the diverse needs of the entire learner population.
Understanding inclusion “a process of addressing and responding to students’ diversity by increasing their participation in learning, cultures and communities, and reducing exclusion within and from education” (UNESCO, November 2008)
What is inclusive education? • Develop the capacity of schools to accommodate all children regardless of their physical, intellectual, social, emotional, behavioural, linguistic or other needs. • Schools should provide opportunities for facilitating the integration & inclusion of learners in all aspects of life. (Engelbrecht, Green, Naicker & Engelbrecht, 1999:19).
Where does the idea of inclusion come from? • Its an international trend. • The driving force: Salamanca Statement - Unesco 1994 • The statement - endorsed by 92 countries and 25 international organizations Guiding Principle: “Schools should accommodate all children regardless of their physical, intellectual, social, emotional, linguistic or other conditions”
Inclusive education • Inclusion is a human rights issue • Everyone has the right to an education • Protected by the Constitution • South African Schools Act • Education White Paper 6 on Special Needs Education. • Term used to describe educational policies & practices that uphold the right of learners with disabilities to belong and learn in mainstream education.
SA Response to International view Quality Education for All “the central challenge facing education is that of recognizing and addressing the different or diverse needs of the entire learner population and minimizing, removing and preventing barriers to learning and development, thereby promoting effective learning among all learners” (NCSNET, NCESS, 1996, p.2)
South African Education Department’s Policy on Inclusion . • South African Constitution (1997) - human rights approach • White Paper 6 : Special Needs Education - Building an Inclusive Education and Training System, July 2001 > provides a framework for a single inclusive system of education and training > based on the principles of human rights and social justice for all learners > argues for transformation of the whole education system
Continued… • Time-frame for the development of a single inclusive system of education 20 years • Key strategies : > Qualitative improvement of special schools and phased conversion to resource centres. > Revised and renewed procedures for identification, assessment and enrolment of learners in special schools, > Mobilization of out-of-school children and youth with disabilities.
Continued.. > 500 primary schools to full-service schools > General orientation and introduction of management, governing bodies and professional staff within mainstream education. > Establishment of district-based support teams. > The launch of a national advocacy and information programme
Inclusive Education Education White Paper 6: • Acknowledges that all children can learn and need support • Enable ed.systems, curriculum, teaching methods to meet needs of learners • Acknowledge , respect differences in learners regardless of gender, ethnicity, language, class, disability or infectious disease
• Recognize formal and informal structures for learning • Change attitudes, behaviours, teaching methods,curriculum and environments to meet needs of learners • Maximize participation of all learners • Uncover and minimize barriers to learning
Ideals of the Inclusion Movement • WP 6 Proposed all the key approaches of the inclusion movement: – School-wide approaches, belief that all children can learn – Sense of community – changing cultures – Services based on need rather than location – Natural proportion – Support provided in general education – Teacher collaboration – Curriculum adaptations – Enhanced instructional strategies – Concern for standards and outcomes Lipsky and Gartner, 1999
UN Convention on the Rights of Persons with Disabilities, 2007 • SA obligated to recognise rights and provide equal opportunities for all… at all levels without discrimination • Persons with disabilities not excluded from general education system • Reasonable accommodations • Individualised Support
UNCRPD • Disability is an evolving concept • Persons with disabilities include those who have long term physical, mental, intellectual or sensory impairments which may hinder participation in normal social activities on an equal basis with others. • Terminology - people first – see the ability in disability
Understanding Diversity in the Classroom • Learners come from different backgrounds • Differences to be embraced, valued, respected and be used positively • Every classroom has inherent differences along: Socio-economics Language Culture Ethnicity Race Ability etc.
Barriers to Learning • Barriers to learning - difficulties that arise within the education system as a whole , the learning site and/or within the learner , which prevent access to learning and development for some learners. Systemic barriers e.g. overcrowded classrooms, inaccessible school buildings for the disabled, lack of basic and appropriate learning materials, exclusionary policies and practices etc. Societal barriers e.g. poverty, safety and security, children affected and infected by HIV/AIDS, child-headed households, children living in the streets, children in conflict with the law etc.
Shifts in thinking and policy – WP6 ‘special needs’ (within child deficit; medical deficit model) ‘barriers to learning and development’ (systems change – social rights model) 20
Medical Placement Model • Barrier is within the child only • Needs to be cured • Doesn’t fit in • Labeling • Is too different from other children • Needs a specially trained teacher • Needs special equipment
Inclusive Model • Barriers can be within or outside the learner • Ed system must respond to diversity • All learners need support • People first language • Support is provided in all schools and classrooms • Collaboration with other teachers/professionals • Environ. must be adjusted
We have moved from saying: The child has a problem and must - adjust to the classroom - must be cured - is too different from other children - needs a special environment - needs a special teacher - change must take place in the learner
Addressing barriers to learning • Change of mind set • Development of support teams who: - attempt to address barriers by finding some solutions - focus on preventative and health promoting strategies • Process of whole school development involving all stakeholders
To Support in an Inclusive classroom: • Respecting the differences and cater for diverse needs • Acknowledging that all learners need support • Support is provided in all classrooms • Teaching & assessment practices that respond to diversity • Barriers in the learning environment must be adjusted
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