1. Using the ILFE Toolkit to promote Inclusive Education

2. What is the “Embracing Diversity: Toolkit for Creating Inclusive Learning-Friendly Environments (ILFE)? Practical, holistic resource to assist schools to become more inclusive and learning-friendly Practical, holistic resource to assist schools to become more inclusive and learning-friendly Based on real experience gained over many years by families, schools, communities and others involved in developing inclusive schools and communities. Based on real experience gained over many years by families, schools, communities and others involved in developing inclusive schools and communities. Activities and question to help us think about what we do in schools Activities and question to help us think about what we do in schools Activities to guide us through continuing to develop our skills Activities to guide us through continuing to develop our skills User-friendly for teachers, parents, community User-friendly for teachers, parents, community

3. How can it be used? Contains 6 booklets that can be used in any order Contains 6 booklets that can be used in any order Can be used by schools, students, families & communities – hopefully in collaboration with one another Can be used by schools, students, families & communities – hopefully in collaboration with one another Can be used to progress development in any type of educational situation – formal, non-formal, rural, urban, etc. Can be used to progress development in any type of educational situation – formal, non-formal, rural, urban, etc.

4. Toolkit Booklets 1. Becoming an Inclusive, Learning-Friendly Environment 2. Working with Families & Communities to Create an ILFE 3. Getting All Children in School & Learning 4. Creating Inclusive, Learning-Friendly Classrooms 5. Managing Inclusive, Learning-Friendly Environments 6. Creating a Healthy & Protective ILFE

5. Exploring what we mean by “Inclusive” Including ALL children who are left out or excluded from school & from learning. This includes: Children with disabilities – difficulties seeing, hearing, walking, slower to learn, etc. Children with disabilities – difficulties seeing, hearing, walking, slower to learn, etc. Children who have to work – in the plantations, selling items in town, etc. Children who have to work – in the plantations, selling items in town, etc. Children who are poor Children who are poor

6. Children who live in isolated situations Children who live in isolated situations Children who are affected by health situations (AIDS/HIV) Children who are affected by health situations (AIDS/HIV) Girls who are pregnant Girls who are pregnant Children who do not speak the local language Children who do not speak the local language Children from different religions or caste Children from different religions or caste Children who come to school but are not taught Children who come to school but are not taught

7. What do we mean by LEARNING-FRIENDLY? Child-friendly Child-friendly Teacher-friendly Teacher-friendly Learning as a shared experience Learning as a shared experience Learning as active participation Learning as active participation Learning as a long term & on-going goal Learning as a long term & on-going goal

8. The Samoa example.. Samoa MESC in conjunction with UNESCO have been working together to utilize the UNESCO “Toolkit” to promote and develop Inclusive Education in Samoa Samoa MESC in conjunction with UNESCO have been working together to utilize the UNESCO “Toolkit” to promote and develop Inclusive Education in Samoa The Toolkit has been the key learning, development and planning tool The Toolkit has been the key learning, development and planning tool

9. SNEAC chose 3 booklets & 4 pilot schools SNEAC chose 3 booklets & 4 pilot schools Booklets 2,3 & 5 Booklets 2,3 & 5 4 Pilot schools involved - Vaimoso, Letogo, Lalomanu & Tutaga (Savaii) 4 Pilot schools involved - Vaimoso, Letogo, Lalomanu & Tutaga (Savaii) Training held with all pilot schools, NGOs, MESC, NOLA, Parents & other interested groups or individuals Training held with all pilot schools, NGOs, MESC, NOLA, Parents & other interested groups or individuals Support/monitoring teams set up to visit each school & assist Support/monitoring teams set up to visit each school & assist

10. Training – Practice what you preach! Think – Pair – Share Think – Pair – Share Role plays Role plays Cooperative Learning Cooperative Learning Group work Group work Peer tutoring Peer tutoring Discovery Learning Discovery Learning Lots of fun! Lots of fun!

13. Each school developed goals AND an Action Plan! Need to recognise…end of year, exams, etc have not made this commitment an easy one…and still they have been able to…. Professional development for all teachers Professional development for all teachers Public awareness programme Public awareness programme Home visits Home visits Identification of students needing to attend school Identification of students needing to attend school Student placement – from segregated to included Student placement – from segregated to included

14. Some real examples… All teachers working through Booklet 2 All teachers working through Booklet 2 Community partnership with Pulenu’u, village council & school committee to build another class (not for segregation but in anticipation of more children attending school) Community partnership with Pulenu’u, village council & school committee to build another class (not for segregation but in anticipation of more children attending school) School committee & village council providing subsidies for school fees for those children whose families cannot pay school fees School committee & village council providing subsidies for school fees for those children whose families cannot pay school fees

15. Sharing “Toolkit” training with other schools in the district (6 out of 8 schools attended!) Sharing “Toolkit” training with other schools in the district (6 out of 8 schools attended!) All “slow learners” moved into peer/age classes All “slow learners” moved into peer/age classes Teachers starting to use more “group” work Teachers starting to use more “group” work Parents volunteering Parents volunteering Database used to help “find” children Database used to help “find” children Parents involved – volunteering Parents involved – volunteering Students achieving beyond expectation Students achieving beyond expectation

16. Fa’afetai tele lava, ko raba, vinaka vakalevu, tank yu tumas, meitaki ma ata, ta muchly!!