Inclusion: Introductory Concept
- 1. Introduction to Inclusive Education Dr. Daniyal Mushtaq Unit – 2 Inclusion: Introductory Concept 1
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- 3. 1. Definition and Concept of Inclusion 2. Inclusion: A World Wide Movement 3. Special Education, Integrated Education and Inclusive Education 4. Concerns and Challenges to Inclusion Education Rationale for Inclusive Education Challenges/Issues to Inclusive Education 5. Benefits of Inclusion Benefits for Children with Disabilities Benefits for Typically Developing Children Benefits for Families Benefits for Society 3
- 4. 6. Principles for Inclusion 7. Policies and Practices International Legislation and Policy Legislation and National Policies in Pakistan 8. Structuring Child-Child Interactions 9. Planning Classroom Activities 10. Professional Collaboration for Inclusive Education 4
- 5. Inclusion means that students with disabilities are supported in chronologically age-appropriate general education classes in their home schools and receive the specialized instruction delineated by their individualized education programs (IEP's) within the context of the core curriculum and general class activities. 5
- 6. Rejecting segregation or exclusion of learners for whatever reason Maximizing the participation of all learners in the community schools of their choice Making learning more meaningful and relevant for all, particularly those learners most vulnerable to exclusionary pressure Rethinking and restructuring policies, curricula, culture and practices in schools and learning environments (British Psychological Society, 2002, p.2). 6
- 7. collaborative teamwork a shared framework family involvement general educator ownership clear role relationships among professionals effective use of support staff meaningful Individual Education Plans (IEPs) procedures for evaluating effectiveness 7
- 8. Integration Child with disabilities is integrated into the classroom such that they work with the same content and materials Mainstreaming Mainstreaming attempts to move students from special education classrooms to regular education classrooms only in situations where they are able to keep up with their typically developing peers without specially designed instruction or support. Difference Between Integration and Mainstreaming 8
- 9. The original place of the child with special needs is in the regular classroom. Therefore, no condition should be allowed to remove him/her from that environment. All children have the right to learn and play together. Inclusion is thus basic human right. For example, the Nigerian constitution makes a provision for suitable education for all children. Denying opportunity to children to learn under the same roof with other children is discarding and discriminatory. Exclusion is inhuman and indefensible. 9
- 10. International initiative and treaties 1. The UN Convention on the Rights of the Child (1989) 2. The UN Standard Rules on the Equalization of Opportunities for Persons with Disabilities (1993) 3. The UNESCO Salamanca Statement (1994) 10
- 11. Education for All Handicapped Children Act of 1975, the Individuals with Disabilities Act (IDEA) in 1990 and updated again in 1997, to promote ‘whole-school’ approaches to inclusion (Evans and Lunt, 2002) 11
- 12. Special education and children included in special education Special Education is individualized educational instruction designed to meet the unique educational and related needs of students with disabilities. 12
- 13. Mentally Challenged Learning Disabled Deaf-Blind Orthopedically Impaired Speech Impaired Hearing Impaired Visually Impaired Severely and Multiply Handicapped 13
- 14. It provides for individual attention to each child. It develops basic living skills for personal independence. It provides structured learning programmer for the child in accordingly with his deficit skills. It enables the child to gain social, emotional and intellectual development. It helps and guides parents in getting co-operation from the appropriate services. 14
- 15. Integrated Education was initially conceptualized as an alternative approach to bring all those unrelated disabled children under the umbrella of education. Four possible types of ‘Integration’ Physical Integration Functional Integration Social Integration Societal Integration 15
- 16. Integrated education essentially follows the medical model of disability which sees the child as a problem and demands that the child is changed, or rehabilitated, to fit the system. Inclusive education is more in tune with the social model of disability which sees the system as the problem. The school and the education system as a whole is enabled to change in order to meet the individual needs of all learners. 16
- 17. Teacher Attitude Social Attitude towards Disability Lack of Awareness Scarcity of Trained Teachers Absence of Barrier- Free Environment Scarcity of proper Learning Material Resistance of parents 17
- 18. The rationale of Inclusive Education is to focus on those groups who have traditionally been excluded from educational opportunities. 18
- 19. Ethical Issue of Inclusive Education The Socialization Issues Developmental Issues Cost issues 19
- 20. The National Association of State Boards of Education (1992) reports the following discouraging information: 43 percent of students in special education do not graduate; youth with disabilities have a significantly higher likelihood of being arrested than their non- disabled peers (12 percent versus 8 percent); 20
- 21. Benefits for Children with Disabilities Benefits for Typically Developing Children Benefits for Families Benefits for Society 21
- 22. Teaching All Students Exploring Multiple Identities Preventing Prejudice Promoting Social Justice Choosing Appropriate Materials Teaching and Learning about Cultures and Religions Adapting and Integrating Lessons Appropriately 22
- 23. 1999 momentum for disability rights. In 2001, the UN Commission on Human Rights (UNCHR) passed resolution 2000/51 on Human Rights of People with Disabilities. ◦ The UNCHR sets out a number of specific procedures whereby states must improve rights of disabled people, including those regarding IE Subsequent to resolution 2000/51, the UNCHR published a comprehensive review of the current use and future potential of six international human rights instruments in the context of disability. 23
- 24. These instruments are: International Covenant on Civil and Political Rights (1966) International Convention on the Elimination of All Forms of Racial Discrimination (1969) International Covenant on Economic, Social and Cultural Rights (1976) Convention on the Elimination of all Forms of Discrimination against Women (1981) Convention against Torture and Other Cruel, Inhuman or Degrading Treatment or Punishment(1984) Convention on the Rights of the Child (1990) 24
- 25. The Declaration of Managua (1993) The Inter-American Convention to Eliminate All Forms of Discrimination Against Persons with Disabilities (1999) The 1999 Declaration of the African Seminar on Development, Cooperation, Disability and Human Rights (established the Pan- African Decade of Disabled People 2000-2009) The Beijing Declaration on Rights of People with Disabilities in the New Century 2000 The Declaration of Quebec (2001) 25
- 26. The 2001 African, Caribbean and Pacific-European Union resolution on Rights of Disabled People and Older People in ACP Countries. Disability Rights-A Global Concern Conference. London, 2001 The Declaration of the 2002 World Assembly in Sapporo The Declaration of Biwako (2002) The G-8 Commitment to Inclusion (2002) The European Year of Disabled Persons (2003) The Cochin Declaration (2003) 26
- 27. Adequate monitoring and data collection of empirical evidence Promote the UN Standard Rules as relevant to implementing UNCRC. Ensure IE is included on the agendas of UNESCO, UNICEF and other relevant agencies Produce training materials to promote Inclusive Education (particularly UNICEF). 27
- 28. national level policy frameworks and legislation support IE and inclusion of persons with disabilities key governmental and education leadership decision-makers at all levels support policy and legislation effective and specific mechanisms for monitoring and evaluating compliance infrastructure lacks resources and/or commitment to enforce compliance little or no critical awareness of why these policies and legislation are needed lack of support and conscientiousness–particularly at the grass-roots levels where policy is enacted. 28
- 29. when IE principles and practices are considered as driving reform as well as integral to reform, and not an add-on program when diversity and individual differences as well as similarities are recognized and valued, not ‘tolerated’ or ‘accepted’. Diversity becomes a common denominator, not an individual numerator. when new roles and responsibilities are clearly identified, and all staff systematically prepared for these new roles and provided with adequate supports when individualized education is considered a universal right and not a special education need 29
- 30. when school reform includes active involvement and participation of community members, parents, and students when the philosophy of one-size-fits-all is mistaken for IE when IE is conceptualized as a place, not a service. Most countries of the North and the South still adhere to a ‘continuum of placements’ paradigm. IE considers delivery of services within the general education classroom as the continuum. This distinction is a critical one. when school reform is dictated from the top down, rather than developed through participatory decision-making 30
- 31. low-cost child-find surveys with outreach/education components to encourage participation identification and placement efforts based on need for services, not category of SEN identification and placement decisions involve parents as partners and are based on individualized education plans placement decisions consider IE as a continuum of services in the general education classroom 31
- 32. networks of support (cluster schools, resource centers) and teacher training reduce the need for identification and referral deficit-based categorical identification, and/or subjective/arbitrary labeling placement decisions based on available service versus the needs of the learner education officials and teachers make arbitrary decisions to deny services and exclude learners based on individual preferences or costs/availability of services 4444 32
- 33. when student assessments measure individual progress in the general education curriculum, with clear standards and benchmarks when multiple forms of student assessments (formative and summative) are used to inform and facilitate teaching and learning when school-level evaluation is built-in to program planning when broad conceptions of student outcomes include mastery of academic skills as well as self-esteem and independent living skills needed for active participation in society as adults 33
- 34. when standardized achievement test scores are used as the sole indicator of success for both students and schools when schools have no systematic plan for evaluation, including development, implementation, and follow-up when equity is valued over excellence, or excellence valued over equity . Building Capacity and Sustainability through NGO, Community, and Multi-Sector Participation 34
- 35. when based on a holistic and rights-based conception of children, beginning with early identification, treatment and child development as important influences on health and well-being, school-readiness when specific coordination plans, including time-lines, designated lead agencies, clear roles and responsibilities when active and targeted outreach activities and IE awareness education reach a broad audience in the community, particularly parents 4646 when DPOs and Parent Groups are included as decision-makers and resources at all stages of development when formal parent-training is provided and encompasses families of children with disabilities, and those at-risk 35
- 36. loose or unorganized links between government entities, community-based resources and schools (leads to competition for scarce resources, reducing access to services) knowledge dissemination/awareness training is weak, poorly planned, and delayed until after the start of the IE project donor agencies provide outside expertise to head programs rather than facilitate, build capacity of local expertise when Parent Groups and DPOs are marginalized 36
- 37. The following national institutes were proposed during this period to provide technical support to the special education centres run by the federal government, provincial governments and NGOs. National Institute of Special Education to coordinate and provide educational training programmes for teachers, professionals, parents and managers. National Institute for the Handicapped was developed for early detection, diagnosis, assessment, treatment facilities, and surgical intervention and research. National Technical and Vocational Training Institute for the Disabled to coordinate technical and vocational training facilities for disabled children, and to train exceptionally gifted disabled children in special or exceptional skills. National Library and Reprint Service providing multidisciplinary information services. 37
- 38. National Trust for the Disabled. Computerized Braille Press for reproducing books in Braille on a large scale. National Talking Book Library for the recording of syllabuses/textbook on cassettes. National Sports Club for the Disabled to organize national-level competitions and extracurricular activities as well as exchange and observation visits. Factory for production of hearing aids and a workshop for fabrication of ear moulds. Factory for production of limbs and aids. National Speech Therapy Centre. 38
- 39. National Board of Examinations for Disabled Children up to higher secondary classes. National Media Service for the Disabled to develop educational and extra- curricular materials and programmes for the media. National Institute for Statistics and Census of the Disabled to collect, maintain and update statistics for all disabilities, and to design and conduct census of the disabled at regular intervals. 39
- 40. National Policy for Rehabilitation of the Disabled (1986) . National Policy for Education and Rehabilitation of the Disabled (1988) National Policy of Special Education (1998) National Policy for Persons with Disabilities (2002) 40
- 41. Structuring Child to Child Approach Traditionally focused on the issues of health Addresses issues of learning promotes experimental learning and the use of a wide range of teaching strategies Recommends the use of simulation activities Planning Class Room Activities What forms of classroom practice are recommended? Teaching in an Inclusive Classroom 41
- 42. Cooperative Learning Cooperative learning is an educational method in which students work in small groups to complete assignments and other tasks. Professional collaboration Thomas Kayser defined collaboration as: a joint effort between two or more people, free from hidden agendas, to produce an output in response to a common goal or shared priority. Collaboration involves working together to create something new in support of a shared vision. 42
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