Title: School for all: experiences of municipal public schools with inclusion of students with disabilities, ASD, GDD and high ability/giftedness
Type of the resource: Handbook/Guide/Manual
Funded by: UNESCO
Authors: Carla Mauch; Wagner Santana
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?)
‘Inclusion and equity in and through education is the cornerstone of a trans-formative education agenda, and we therefore commit to addressing all forms of exclusion and marginalization, disparities and inequalities in access, participation and learning outcomes. No education target should be considered met unless met by all. We therefore commit to making the necessary changes in education policies and focusing our efforts on the most disadvantaged, especially those with disabilities, to ensure that no one is left behind'
Objectively verifiable indicators of achievement: (What are the key indicators related to the overall objectives?)
Main indicators for this topic were measured with help of:
1. Self-filling Questionnaires
2. In-depth Interviews
3. Focus Groups
4. Participant Observation
5. Documental Analysis
Sources and means of verification: (What are the sources of information for these indicators?)
The municipality of Erechim monitors and evaluates its educational inclusion policy by means of external and internal mechanisms installed in the Department of Education and in other administrative bodies of the local government authority. Internal evaluation is conducted by the Human Resources Division, which is responsible for the Internal Control Division for all contracts,bidding processes, works, school meals, transport, the One Computer per Student project and everything else involving the Department of Education. The Office of the Ombudsman and the Pesquisa Clima survey (see details below) maintain close communication with the Internal Control Division of the Municipal Department of Education and, according to the nature of the identifying need they can guide its activities.
The Municipal Office of the Ombudsman is one of the external mechanisms. Its aim is to contribute to improving the quality of public services provided by the municipal government.
Risks and Challenges:
- Limited budget and poor governmental support
- Poor access of the facilities
- Unawareness of teachers and trainers in this area
- Poor time management
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?)
This publication specifically addresses the educational inclusion of people with disabilities, Autism Spectrum Disorder (ASD), Global Developmental Disorder (GDD), and high ability/giftedness. The United Nations Convention on the Rights of Persons with Disabilities (United Nations, 2006), ratified by Brazil and attributed constitutional status in 2009 (Brazil, 2009) is at the core of the efforts of the United Nations to contribute towards guaranteeing the rights of such group.
Objectively verifiable indicators of achievement: (Which indicators clearly show that the objective of the actions/resource has been achieved?)
formal agreements drawn up between the Municipal Department of Education and other organizations working with persons with disabilities, ASD, GDD, and gifted/talented students;
guidelines covering policy-pedagogical projects (including information on inclusive teaching practices, accessible teaching material, SEA, evaluation and others);
regulations on SEA in the municipality (with information on the structure of service provision, periods of attention provision, partnership arrangements with other institutions, financing modes, structure of multi-functional classroom and others);
municipal inclusive education policy.
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?
- Luck of support from government
- Motivation and participation of parents of children with and without disabilities
Expected results on implementation of the resource
Inclusive learning intervention logic: (The results are the outputs envisaged to upscale. What are the expected results?)
The source aims to:
- promote culture of inclusion;
- develop and/or improve inclusive pedagogical practices;
- implement SEA;
- achieve progress and deal with challenges in invigorating public inclusive education policies.
Objectively verifiable indicators of achievement: (What are the indicators to measure whether and to what extent the action/resource achieves the expected results?)
guidelines covering architectural, pedagogical, communication and information accessibility in the schools;
guidelines on human resources specifically for special/inclusive education (posts and functions, career plans, salary scales, etc.);
guidelines covering policy-pedagogical projects (including information on inclusive teaching practices, accessible teaching material, SEA, evaluation and others).
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?)
- good time management: being able to find gaps in the school schedule for educational lessons and questionnaires
- being able to communicate with official bodies, having access to Ministry of Education
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?)
This publication is the result of a research project entitled Good Practices in Inclusive Education: the experience of Brazilian municipalities with the inclusion of students with disabilities, Autism Spectrum Disorder (ASD), Global Developmental Disorder (GDD) and of high ability/giftedness students (Boas Práticas em Educação Inclusiva: a experiência de municípios brasileiros na inclusão de alunos com deficiência, transtornos do espectro autista (TEA), transtorno global do desenvolvimento (TGD) e altas habilidades/superdotação). It is an initiative of UNESCO in Brazil carried out by the OSCIP Mais Diferenças – Educação e Cultura Inclusivas (More Differences – Inclusive Culture and Education Civil Society Organization of Public Interest) with the important collaboration of the Ministry of Education in Brazil through the mediation of its Division for Lifelong Education, Literacy Training, Diversity and Inclusion (SECADI).
Objectively verifiable indicators of achievement: (What are the means required to implement these activities, e.g. personnel, equipment, training, studies, supplies, operational facilities, etc.)
identify, elaborate, produce and organise, services, teaching resources, accessibility and strategies to meet the specific needs of students that are the target audience of special education;
elaborate and execute the SEA plan and evaluate the functionality and applicability of the teaching and accessibility resources;
organise the moments of service provision to students in the MRR by type and by numbers;
accompany the functionality and applicability of teaching and accessibility resources in the regular classrooms and classes as well as in other school environments;
establish inter-sector partnership arrangements with other areas for the elaboration of strategies and for making accessibility resources available;
offer guidance to teachers and families regarding the teaching and accessibility resources used by the student;
teach students how to use the assistance technology in a way that will expand their functional skills and foster their autonomy and participation; and
ensure articulation with teachers in regular classrooms with a view to making services and teaching and accessibility resources available, as well as strategies that promote the participation of students in school activities.
Sources and means of verification: (What are the sources of information about action progress?)
1) Specific reports on the different levels: school reports, ministry of education report etc.
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?)
No special pre-conditions required.
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