Title: A Case for Inclusive Education
Type of the resource: Handbook/Guide/Manual
Funded by: Organizational Development/Research & Information Services, Toronto District School Board
Authors: Gillian Parekh
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?)
This study focuses on the ways of promoting inclusive education on international level overcoming possible barriers depending on the country.
Objectively verifiable indicators of achievement: (What are the key indicators related to the overall objectives?)
Stop employing psychometric testing and categorizing students by ability/disability; decreasing congregated classrooms or ability grouping.
Sources and means of verification: (What are the sources of information for these indicators?)
In June, 1994, the United Nations Educational, Scientific, and Cultural Organization (UNESCO) drafted the Salamanca Statement. In 2006, the United Nations (UN) put forward the Convention on the Rights of Persons with Disabilities (CRPD) within which Article 24 addresses the principles of inclusive education.
Risks and Challenges:
Many teachers were worrying about not having enough time, knowledge, or resources to meet completely the needs of students with disabilities. Concerns also arose around weak collaboration and support from special education centers or specialist staff.
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?)
The research tries to answer to the question "what model of inclusive education is better" and how it can be implemented in different countries taking into account possible barriers.
Objectively verifiable indicators of achievement: (Which indicators clearly show that the objective of the actions/resource has been achieved?)
1. Identification of students needs and assess if their teachers approach is appropriate and matches their needs/ requirements
2. Goals for students are shirt-term and easily measurable
3. Supporting teachers in ongoing development of their skills and knowledge
4. Monitoring of these processes
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?)
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?
New approaches to identification could also support the move towards an inclusive model of education where greater numbers of students are accommodated in their home schools and classrooms.
Expected results on implementation of the resource
Inclusive learning intervention logic: (The results are the outputs envisaged to upscale. What are the expected results?)
Inclusive education and promotion of ongoing learning opportunities for everyone in any country/place.
Objectively verifiable indicators of achievement: (What are the indicators to measure whether and to what extent the action/resource achieves the expected results?)
Relationship between parents and teachers shall be established; focus on family's involvement in the process of inclusive education.
Through planning and monitoring make sure that students are in line with their plans and schedule.
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?)
The absence of cooperation between education institutions and support services hinders the socialization and inclusion of young children with disabilities. This needs to be managed with proper expertise.
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?)
Inclusive of the students into classrooms on elementary and secondary levels. It might include cooperation with teachers, peer tutoring in heterogeneous groups and problem-solving activities in groups.
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?)
One of the main barriers for inclusive education is diverse impending costs that include buying equipment, organizing courses for teachers and etc. However according to research, strategies that follow inclusive models of education cost less to implement and maintain than systems that support a special education model (Centre for Studies on Inclusive Education, 1997; Sreenath, Current).
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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