1. Richard Rieser World of Inclusion Ltd www.worldofinclusion.com
What will it take to get all children with disabilities enrolled in school? Presentation for World Bank Staff 26th June 2024
Richard Rieser
World of Inclusion Ltd

2. Global Campaign for Education Focus in 2014 on getting children with disabilities into school
Of 57 million still not in school may be as many as 33%- 40%* are Children with Disabilities CWD
In Malawi and Tanzania, a CWD is twice as likely to have never attended school as a child without a disability. In Burkina Faso, having a disability increases the risk of children being out of school by two and a half times.  
In Bolivia it is estimated that 95% of the population aged 6 to 11 years are in school, while only 38% of children with disabilities are .
In Ethiopia, according to the Ministry of Education, fewer than 3% of children with disabilities have access to primary education, and access to schooling decreases rapidly as children move up the education ladder.
In Nepal, 85% of all children out of school are disabled.
*LCD evidence to UK Joint Human Rights Committee and Global Campaign for Education 2014

3. World Report on Disability 2011
We do not have accurate and disaggregated data.
According to the World Report on Disability approximately one billion people in the world are living with a disability(15%), with at least 1 in 10 being children and 80% living in developing countries.
It is estimated that 93 million of these are children – or 1 in 20 of those aged up to 14 years of age – living with a moderate or severe disability.

4. Proportion of 6-11 year olds in school with and without disabilities
Source Filmer,D- Disability, poverty and schooling in developing countries 14 household surveys The World Bank Economic Review 2008

5. For CWD who make it to school-
The quality of education is poor, often segregated
It is not adapted to their needs
The materials are not accessible
The teachers have negative attitudes and do not feel prepared to teach them
Parents don’t see the point in continuing their education 
Peers can harass if not challenged
Overall, even in countries with high primary school enrolment rates, disabled children are more likely to drop out of school than any other vulnerable group, including girls, those living in rural areas or low-income children.[GPE-November 4th 2013 blog]
World Bank(2004) India 5 times more likely than other groups

6. UNITED NATIONS CONVENTION ON THE RIGHTS OF PEOPLE WITH DISABILITIES DEC. 2006:A NEW PARADIGM CENTERED ON THE PERSON WITH DISABILITY
To Social Model of Disability based on Human Rights approach- Problem with Society that needs to be changed.
Attitudes
Organisation
Environment
From Medical Model of Disability  Problem in the Person.
Cure, Fix or Separate To
158 signatories to the Convention
147 ratifications of the Convention
Optional Protocol
92 signatories
82 ratifications

7. Shifting the Focus at UN
“Recognizing that disability is an evolving concept and that disability results from the interaction of persons with impairments and attitudinal and environmental barriers that hinders their full and effective participation in society on an equal basis with others.”
Paradigm Shift -Persons with disabilities are not viewed as "objects" of charity, medical treatment and social protection; rather as "subjects" with rights, who are capable of claiming those rights and making decisions for their lives based on their free and informed consent as well as being active members of society.

8. Individual/Medical/Charity Model Problem in the Person
Can’t get to school, or get in, or around the building
Can’t keep up with the class
Is bewitched, evil or a punishment
Does not understand
Is contagious
Wastes scarce resources
Will be bullied by the other children
Is not like the other children
Needs specialist teaching/help
Needs to be kept away from the other children

9. Social /Human Rights Model
Problem in Society-Address barriers of attitude, environment and organisation
Address negative attitudes and superstition
Rigid methods, curriculum and assessment
Develop expertise in alternative communication
Reduce costs to pupil and family
Inaccessible buildings and environments
Make and provide aids and equipment
Improve quality of teaching to prevent drop-out
Inform and Involve Parents
Provide person centred and functional assessment and plan
Provide teachers and schools with training and support

11. UNCRPD Article 24 Education
Requires all signatories to ensure all disabled children and young people can fully participate in the state education system and that this should be an ‘inclusive education system at all levels’
The development by persons with disabilities of their personality, talents and creativity, as well as their mental and physical abilities, to their fullest potential.
This right is to be delivered within an inclusive primary and secondary education system, from which disabled people should not be excluded.
Reasonable accommodations should be provided for individual requirements and support provided in individualised programmes to facilitate their effective social and academic education.

12. UNCRPD Article 24 Education -2
Instruction in Braille , Sign language AAC
Employment of disabled teachers
Train professionals and staff who work at all levels of education. Such training shall incorporate disability awareness and the use of appropriate augmentative and alternative modes, means and formats of communication, educational techniques and materials to support persons with disabilities
Article 8 b-Awareness Raising ‘Fostering at all levels of the education system, including in all children from an early age, an attitude of respect for the rights of persons with disabilities’

13. Putting the Paradigm Shift into Practice in Education
Special needs or special education purposely not mentioned in UNCRPD
Special education in developed countries, but also in developing countries, can help create and reiterate negative stereotypes towards students and persons with disabilities.
Additionally, the removal of children with disabilities from the mainstream education denies students without disabilities access to the experience of disability, which in turn perpetuates ignorance and stigma.
The social model of disability reflected in the CRPD, recognizing the combination of a person’s impairment situated in a discriminating society, requires changing the social system, which includes the education system.
Special education today reproduces the discriminatory social system by reinforcing the assumption that individuals with specific characteristics do not fit in society and thus places them in separate situations.- International Disability Alliance 2011
All teachers need Disability Equality Training delivered by trainers with disabilities to challenge negative attitudes and promote social model thinking.

14. Need a Twin Track approach in Schools and Classrooms
Track One
Inclusive Teaching and Learning
Ethos Equality & Valuing Difference
Barriers Identified-Solutions found
Child Centred
Peer Collaborative Learning
Differentiation
Flexible Curriculum& Assessment
Stimulating learning materials
Ensure Anti-Bias Curriculum
Reflective and collaborative teachers
Quality education requiring rigour and effort by each child to achieve potential
Track Two
Impairment Specific Adjustments
Blind and Visually Impaired
Deaf & Hearing Impaired
Deaf Blind
Speech & Communication
Physical Impairment
Specific Learning Difficulty
Mental Health and Behaviour
General Cognitive Impairment
Medical Needs
Screening, identification and key adjustments for main impairments

15. India,Dhravi ,Mumbai, India
17 Angawadis Pre- School. NGO ADAPT.
Workers come from slum and trained. Materials made from what is available e.g.Plastic Bottles, old socks, bottle tops and match boxes.
Now SSA across the whole country 2010 All disabled children a right to education .

16. Zanzibar 20 pilot schools then doubled-4,300 CWD in 86 schools/420
144 teachers trained Braille /Sign Language
2,225 teachers trained in Inclusive Education
Provide aids and equipment
Worked bottom up utilising existing community networks-ZAPDD
Pilot schools parents and facilitator train teachers
Set up local training centres
Dept or Inclusive Education in Ministry of Ed.
Dependent on funding NORAD/NFU
Key to have a local facilitator using Community Based Rehabilitation methods. Utilise existing social capital-social networks

17. Brazil 2001 everyone a right to education
Mata Escura, Brazil
2001 everyone a right to education
By 2011 Brazil had established 30,000 resource bases in schools to support the learning of disabled children.
They have Braille facilities
Sign Language and Augmented and Facilitated Communication
Learning materials

18. ASNIC, Associación Nicaragüense para la Integración Communitaria Nicaragua
ASNIC, Managua has been working with a UK development agency, CODA, Community Development and Action International (with funding from the UK Big Lottery), to address the massive educational disadvantage among disabled children in Nicaragua. ASNIC is working on several fronts, for example to draw attention to their situation through the mass media, link Disabled People’s Organisations to the Education Ministry and empower teachers to enhance their skills in meeting this challenge. The main focus of its approach is in raising awareness of the rights of disabled people in local communities, strengthening their capacity for informed advocacy and showing how their inclusion benefits everyone. They have a local advocacy strategy with priorities. Such as a joint campaign secure the admission of disabled children into the public schools. Since its creation in 1996, ASNIC has successfully participated in national and international lobbying that has resulted in the inclusion of rights of PWD in important national, regional and international legal and policy instruments, like the Declaration of Managua and the Declaration of the City of Quebec. ASNIC has managed and implemented important projects for the inclusion of PWDs and their families, like Inclusive Education, and creating strategies for increase a involvement in theirs communities.

19. Example 3 Instituto Patria, Mexico City
Instituto Patria is a physically accessible, private school in the Jesuit tradition, situated in pleasant suburbs of Mexico City. It serves around 200 children in pre-school, primary and now the early years of secondary education. It attracts sufficient income from fees to offer small classes (varying from 6 to 20 pupils) with flexible teaching.
Committed to including up to 15% of pupils with special needs, mostly disabled children.
The school is bi-lingual (there is teaching in Spanish and English) but its third main theme is inclusion, so nearly a third of its teaching staff also have skills in psychology, speech therapy and other disciplines and increasingly all teachers are acquiring some of these skills in their own classroom practice.
Three coordinators of teaching programmes (respectively in Spanish, English and inclusion) work with the Principal and other teachers to shape the curriculum for each pupil and plan its delivery. The inclusion team is available to partner the classroom teachers in their classes when these include children with additional needs and ensure they (and others) get individual support when required.
The school invests in fortnightly in- house training both to help teachers explore their philosophy and inclusion. Parents are encouraged to understand the diversity of the school before registering their children and every child has the opportunity to ‘try out’ the school before accepting entry.

20. Colombia:Municipality of Cali, education system reform
Figure 6.2 - Poverty in Cali, Colombia: 1999 headcount rates
Colombia:Municipality of Cali, education system reform
Cali is the third largest city in Colombia and is characterised both by many kinds of population diversity and by massive economic inequalities. The Mayor in 2009 was elected on a platform of tackling these inequalities and promoting Cali as an ‘inclusive city’. Established three years ago a municipal office focused on inclusion which in turn has undertaken a wide-ranging study to produce a socio-spatial map of the city measuring different dimensions of exclusion. A key focus of its work has been inclusive education. Equipped with this map targeted, through the Education Department, both the communities and the schools with the largest numbers of vulnerable children in a rolling programme of interventions which will be spread more widely as resources allow. The strategy combines consultation with these communities about the challenges with a package of policies, incentives and supports, including: Free schooling and subsidised uniforms and transport, books and tools for poor students. A significant programme of post-graduate training for selected school Principals and teachers, prioritising those involved in ‘school improvements committees’. A central team supporting schools in preparing and implementing their own transformation plans.
Poverty 1999

21. The SCCS has been used and tested, both within and beyond South Africa, as a
model of mainstream care and support in education. The following key principles
have contributed to the model’s success and replicability:
•The school supports communities to respond to poverty, HIV & AIDS, conflict and gender-related issues.
•Meaningful participation by children, youth, the school and its community.
•Culturally and contextually appropriate approaches.
•Existing structures and initiatives are built on.
• A multi-sectoral partnership approach. Social Work, Health and Education.
Integrated into government plans and budgets.
Schools as Centres of Care and Support (SCCS) KwaZulu Natal
After successful pilot in Uglo district. All KZN and 5 other SADC countries now operate MIET

22. Friends at College Alberta, Canada
Graduation

23. Inclusive Education -UNESCO
 Inclusive Education -UNESCO sees inclusive education as a process of addressing and responding to diversity of needs of all learners through increasing participation in learning, cultures and communities, and reducing exclusion within and from education. It involves changes and modifications in content, approaches, structures and strategies, with a common vision which covers all children of appropriate age range and a conviction that it is the responsibility of the regular system to educate all children. 2006

24. Principles of Inclusive Education
Inclusion is a process. That is to say, inclusion has to be seen as a never-ending search to find better ways of responding to diversity.
• Inclusion is concerned with the identification and removal of barriers.
• Inclusion is about the presence, participation and achievement of all students.
• Inclusion involves a particular emphasis on those groups of learners who may be at risk of marginalisation, exclusion or underachievement.
Mel Ainscow UNESCO ICE 48 Geneva Nov 2008
So Inclusion is not ‘one size fits all’ but a process of community building and bottom up school empowerment.

26. Balance Sheet on Progress to Inclusive education for CWD
Positives
Negatives
Amount of money has fallen reduction in overall amount and share going to basic education.[since 2009 drop 16%]
Shortage of trained teachers[1.6million needed]
Much integration, little Inclusion
Drop out and non-transition to Secondary far too high
Stereotyping and discrimination still rife
Governments not developing comprehensive plans and approaches to disability equality
Top down change fails
GERM-pushing for standardisation, testing and privatisation and narrow curriculum and assessment = Competition
UNCRPD-Presence of CWD has been encouraged in many countries[147 ratified]
Many NGO initiated projects. Only India, Brazil and South Africa attempts to scale up.
Know what to do to make IE work-child centred, flexible
Know to train all teachers in Twin Track approach
Know all schools need to be accessible-DfID and GPE
CBR has convinced parents their CWD has a right to education
Bottom up change works
Wider awareness of finite resources and delicately balanced eco-systems=need to Collaborate

27. How can finance be mobilised to bring inclusion initiatives to scale?
Donors and funders need to get resources down to local level where local people have democratic control on funding.
Utilise existing social networks and social capital and fund community groups
Ear-mark funding linked to targets of recruitment of pupils with disabilities
Retention bonuses for those social groups who drop out and don’t complete basic education-linked to economic benefits of continuing in education
Support for training Community Based Rehabilitation workers at local level trained in human rights/social model approach
Investment in capacity building ( Disability Equality Training) of local Disabled People’s Organisations and Parents Groups that advocate Inclusive Education
Investment in developing and training local advocates of Inclusive Education

28. Shifting control of budgets to Parents and Governors
How can finance be mobilised to bring inclusion initiatives to scale?-2
Shifting control of budgets to Parents and Governors
Funding all headteachers to be trained in Inclusive Education (both tracks) to lead whole-staff training of their school to complete diploma in Inclusive Education
Fund mandatory training for all pre-service teachers on twin tracks of inclusion
Fund Do It Yourself kits to make all schools accessible, have clean running water, sex separated accessible toilets
Solar power so all schools can get on internet using non-copyright software
Develop Inclusion resource centres and specialist peripatetic teachers in each district
Invest in pay and conditions of teachers and their training levels.
Long term and consistent funding and monitoring.

29. Quality Inclusive Education for CWD Needs to be a Post Millennium Development Goal