Title: The challenge of inclusion for children with disabilities – experiences of implementation in Eastern and Southern Africa
Type of the resource: Resource
Funded by: UNICEF and Cambridge Education
Authors: Emma Sarton and Mark Smith
Type of disability: ALL TYPES
Target education level: Primary education
Secondary education
Language(s): English
IPR: No
OER: No
Overall objectives of the inclusive learning resource
Inclusive learning intervention logic: (What are the overall broader objectives to which the action will contribute?)
draw attention of people to 3 main reasons that prevent Eastern and South Africa from implementing and maintaning succesful inclusive education
Objectively verifiable indicators of achievement: (What are the key indicators related to the overall objectives?)
Wave model consists of 3 steps: 1. bring people to understanding that succesful teaching process for children with disabilities is the same as teaching for all. 2. children with special needs have the potential to work at and above their peers 3. some specific impairments make it difficult for learners to achieve at the same rate as their non-disabled peers and that, as a result, different provision is needed.
Sources and means of verification: (What are the sources of information for these indicators?)
In order to make Wave Model succesful, it has to be implemented on different levels: 1. central governmental level (work with ministries) 2. disctrict level and local governors 3. school level 4. NGO and 5. international organizations such as UNICEF.
Risks and Challenges:
When policy-makers, planners, schools and communities understand differences within the student population, this helps to promote social equity and leads to more inclusive societies.
Specific purpose of the inclusive learning resource
Inclusive learning intervention logic: (What specific objective is the resource intended to achieve to contribute to the overall objectives?)
Focus on the next points:
1. it has been over 20 years since Salamanca Statement was approved, however in EA and SA inclusive education is still not a guaranteed opportunity for students with special needs;
2. most of the people form their opinion on students with disabilities regarding medical terms and time is needed to re-educate these people
3. lack of cohesion: there are different groups of students with special needs and different active groups lobby for diverse interests. It makes the inclusive process more complicated and long
Objectively verifiable indicators of achievement: (Which indicators clearly show that the objective of the actions/resource has been achieved?)
The strategies that can be used in each wave are not necessarily new, however, they need to be reformed that ministries will be able to understand what they have already achieved, and what pragmatic steps need to be taken to support all forms of disability.
Sources and means of verification: (What are the sources of information that exist or can be collected? What are the methods required to get this information?)
N/A
Risks and Challenges: (Which factors and conditions outside the user's responsibility are necessary to achieve that objective? (external conditions)) Which risks should be taken into consideration?
It should be understood that inclusive education not only gives acess to knowdledge and skills, but also helps students with special needs to get used to society, to feel themselves more self-confident.
Expected results on implementation of the resource
Inclusive learning intervention logic: (The results are the outputs envisaged to upscale. What are the expected results?)
To combat or at least minimize effects of above-mentioned problems.
Objectively verifiable indicators of achievement: (What are the indicators to measure whether and to what extent the action/resource achieves the expected results?)
1.Improved use of learning aids made out of locally available resources
2. Increased group work/child to child work. 3. work with parents and peers
Sources and means of verification: (What are the available sources of information for these indicators?)
Risks and Challenges: (What external conditions must be met to obtain the expected results on schedule?)
. Teachers should be trained and supported on how to individualize their teaching using different methods for different learning styles.
. School culture should value diversity.
. Acces to the financial and human resources to support inclusion should be granted to schools .
Activities
Inclusive learning intervention logic: (What are the key activities to be carried out and in what sequence in order to reach the expected results?)
In order to achieve success on a way to inclusive education, authors of research came up with pragmatic approach using the Wave Model. It provides an accessible framework for ministries of education and practitioners to use in order to plan practical steps for inclusive system.
Objectively verifiable indicators of achievement: (What are the means required to implement these activities, e.g. personnel, equipment, training, studies, supplies, operational facilities, etc.)
Sources and means of verification: (What are the sources of information about action progress?)
Most schools would welcome additional resources for smaller classes, more support personnel and more professional learning time for teachers. However, including a child in the schools in the community should not be deterred by the demand for more resources.
Risks and Challenges: (What pre-conditions are required before the use of the resource starts? What conditions outside the user's direct control have to be met for the implementation of the planned activities?)
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