Title: Inclusive Education Strategies: A Textbook
Type of the resource: Handbook/Guide/Manual
Funded by: University of Minnesota / United Nations Children’s Fund (UNICEF) Armenia
Authors: Renáta Tichá et. al
Type of disability: ALL TYPES
Target education level: Primary education
Secondary education
Higher 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 work is aimed at deciding how best to include a child in the learning process with their peers. It has been compiled to provide everyone with the information they need to deliver optimum and efficient education to children with disabilities.
Objectively verifiable indicators of achievement: (What are the key indicators related to the overall objectives?)
. Honoring family’s background and current situation
. Affirming strengths of students
. Providing a quality education for all
. Educators being available to the family for consultation
Sources and means of verification: (What are the sources of information for these indicators?)
UNICEF (2014). Conceptualizing inclusive education and contextualizing it within the UNICEF Mission, Webinar 1 and Companion Booklet 1. Series of 14 Webinars and Companion Technical Booklets on Inclusive Education. Geneva, Switzerland: Author.
Retrieved from: https:// www.ded4inclusion.com/inclusive-education- resources-free/unicef-inclusive-education- booklets-and-webinars-english-version
Risks and Challenges:
. One of the critical challenges to inclusive education voiced by administrators, teachers and parents are behavioral problems assumed to occur when students with special education needs (SEN) are educated with their peers (Cassady, 2011; Cook, Cameron, & Tankersley, 2007).
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?)
Shifting from a perspective and focus on the problems a student has to a perspective that a student has resources and potential within the context of inclusive classrooms.
. Including specific provisions for improvement of the quality, affordability and availability of education services, with a focus on increased enrollment of the most disadvantaged children.
Objectively verifiable indicators of achievement: (Which indicators clearly show that the objective of the actions/resource has been achieved?)
. The establishment of relationships in which each partner regards all others with esteem.
. Communicating care for families through actions and words.
. Being sensitive to the emotional needs of the family of the disabled student.
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?
. Creating a welcoming environment; parents often feel as though it is them versus the professionals. Striving to create an environment that is hospitable and engaging is a major step.
. Using active listening skills. Establishing empathy and listening without judging is critical in establishing trust among parents and teachers.
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 better the life and health conditions of children with disabilities, as well as to support the process of protecting the rights of their families
. Ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.
Objectively verifiable indicators of achievement: (What are the indicators to measure whether and to what extent the action/resource achieves the expected results?)
. Whether families have two-way communication with schools, advocating for needs and receiving responses.
. Making sure that students do not fall through the cracks of the educational system and lag behind their 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?)
. 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?)
Inquiry-based learning activities, which provide a low-threat environment where students can apply prior knowledge, explore new concepts, and develop ideas about the essential questions.
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?)
. For students, an increase in endurance and comfort with adult-directed activities is a sign of progress.
. For teachers, striving to find better ways to help the student demonstrate what they know?
. The progress can be classified according to the RTI " Response to Intervention" framework, which assesses gains or losses in cognitive abilities.
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?)
. Setting behavioral expectations with the class and encouraging respectful social interaction between students, with and without special education needs.
. Teachers must take into account that they observe and reinforce positive, respectful behaviors and social interactions that take place between students in their class, with and without special education needs.
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