1. Different approaches on Inclusive Education 1 1) ‘Within School Support’-approaches 2) ‘Outside School Support’ approaches

2. Includes all practices inside the school to promote and implement inclusive educational settings. ‘Within School Support’- approaches

3. The most desirable situation is that the regular school becomes self –sufficient, responding to children with disabilities, the whole school approach. Main Approach – Whole School Approach

4. Whole School Approach - The whole school approach is based on the regular school becoming self sufficient in responding to children with impairments. -This means the regular schools have specific materials, curriculum, specialised teachers etc, not depending on government, NGO’s, specials schools, social workers

5. To adapt this ‘whole school approach’ the first primary needs are to realize:  accessible infrastructure  specialised trained personnel at school  flexible curriculum  positive attitudes to inclusive education  resources, materials direct available  all staff in school are involved in IE  a good management system in school

6. To adapt this ‘whole school approach’ the first primary needs are to realize:  Access to information  Children’s participation  Participation of CBR workers  Participation of parents  School is independent from other resources in promoting IE  Individual inclusion plan  Monitoring & evaluation model  Policy on PWD

7. -This approach is particularly important in rural areas for schools to become self sufficient in responding to children with impairments, because of the lack of services, resource centers, teachers support etc. and/or in a situation with a high level of development/ trainings..

8. - They are divided in three levels: 1) management level 2) teacher level 3) child level Methods of Intervention/ Models

9. School Intervention Teams (SIT’s)/ Within School Support SIT’s are a school-based resource service for assisting and advising teachers who have children with special educational needs in their classes. Normally the head teacher, senior teachers, a social worker and the individual child’s parent form the team. This model is an initiative of the Botswana Ministry of Education. 1) Management level

10. To adapt this ‘Within School Support’/’School Intervention Teams’ the first primary needs are to realize: - Accessible Infrastructure - Specialised trained personnel at school - Positive attitudes - A good management system in School - Participation of CBR workers - Participation of Parents - Individual Inclusion Plan - Monitoring & Evaluation model - Access to information This model resembles the ‘Resourced Mainstream Schools’.

11. -Focus of this method of intervention/model is collaboration and a good management between the different stakeholders (teachers, social workers, parents) -To assist the teacher in his work and making the information on inclusive education more accessible. This is adaptable in a situation where there already exists collaboration between the different stakeholders and positive attitudes towards this. This model resembles the ‘Resourced Mainstream Schools’.

12. 2) Teacher level - Spiral Capacity Building Model/ in- service programs -This method of intervention/ model is multi -faceted, involving decentralized planning which is highly flexible and contextual. It’s about short-term inside trainings for teachers at regular schools and aims to build capacity over time, with ample opportunity for practice and feedback at the district level.

13. - In this way teachers are not away from their schools for long periods and does not disrupt the regular functioning of schools. There is continuous feedback and problem solving. -To adapt this ‘Spiral Capacity Building Model/in service programs’ the first primary needs are to realize: - Accessible Infrastructure - Flexible Curriculum -Resources, Materials direct available - School has additional support from special schools - School collaborate with resource centres - Monitoring & Evaluation model

14. -Focus of this method of intervention/ model is thus the inside school teacher trainings. This is adaptable in a situation where the school preference is ‘training on the job’ and in a situation where there exist high pressures for the teachers.

15. 3) Child level - Child-to-Child approach/Participatory Learning -This means involving the children in lesson planning and changing the role of a teacher in a facilitator of children’s learning. -This model is based on the principles that children learn better by doing (active earning), they learn better from each other, and they can influence adults.

16. - The six-step approach of Child-to-Child involves: identifying a problem; researching it; planning for action; implementing the plan; sharing and evaluating the experience; and doing it better. -Children are encouraged to take responsibility for including all children in classroom settings and in their communities.

17. - To adapt this ‘Child-to-Child approach/participatory learning’ the first primary needs are to realize: - Flexible Curriculum - Small Class sizes - Positive attitudes - No discrimination - Teacher training - Teachers feel responsible for teaching all children - Children’s participation - Individual Inclusion Plan - Monitoring & Evaluation model

18. - Focus of this method of intervention/ model is thus the child and it’s participatory learning in the classroom. This is adaptable in a situation where the curriculum is flexible and teachers are open minded to work with this concept (positive attitude) and feel responsible for teaching all children. This model must take in mind the differences in cultural contexts.

19. Outside School Support Approaches Main approach – Support Groups Model -The main approach is the Support Groups Model. This model is necessary to develop a sustainable support system for the implementation of inclusive education in all schools, and reassure greater autonomy through decentralization which will enable schools to be more flexible. The support groups are formed and composed of: disabled adults and youth, parents of disabled and non disabled children, teachers and community workers.

20. -A problem -solving approach to inclusive education is encouraged in the support group, which will empower all members of this group. -To adapt this ‘support groups model’ the first primary needs are to realize: - Flexible Curriculum - Positive Attitudes - School has additional support from parents - Participation of CBR workers - Participation of community elders - Participation of religious leaders - Participation of parents - Participation of disabled adults and youth - Monitoring & Evaluation model

21. The support groups model is the model where teachers relies on the information, trainings etc. of the support groups. Thus, a close collaboration and good communication between the teachers and these support groups is needed. This is adaptable in a situation where this collaboration is already a fact or in a situation where there are positive attitudes towards this collaboration. This support groups model approach contains all other described methods of intervention/ models as mentioned below.

22. Methods of Intervention/ models Support from Special Schools Special Schools as Resource Centers Special schools can act as resource centers in supplying adapted materials for children with special needs and trainings for teachers. It involves also supporting their own pupils in spending increasing period of time in mainstream schools or supporting mainstream pupils who are in danger of exclusion to special schools. In either case, they are using their experience in special education to support inclusive practice.

23. The special school can: - demonstrate specialist equipment to regular schools - develop and deliver curriculum materials or particular methods of teaching – e.g. small steps (teacher trainings) - curriculum adaptation or differentiation

24. To adapt this Special Schools As Resource Centers the first primary needs are to realize: - Accessible Infrastructure - Resources, materials direct available - School had additional support from special schools - Participation of CBR workers - Teacher training

25. The focus of this method of intervention/ model of ‘special schools as resource centers’ are the integration/participation of special schools for materials and trainings. This model is adaptable in a situation where special school)s) is/are relatively close to the regular school and there is a good collaboration, for example by the intervention of CBR workers.

26. School Clusters This method of intervention/model is based on ‘clustering’; primary schools, secondary schools and special schools creating structures and mechanisms for collaborating. The schools can agree to work together to improve the quality of provision for all pupils with special educational needs within their catchments area.

27. For example, they can join forces on school-based training, share ideas on individual educational planning and in general on moving forward to more inclusive practice. Clearly, the presence of one or more special schools can greatly increase the scope for sharing specialist skills.

28. Dual placements Dual placements means registering the child with special educational needs (SEN’s) in mainstream schools, while the child may need to attend a special school temporarily. This can only be realized when these schools are neighborhood schools and they collaborate intensively together. An individual inclusion plan – which is tailor-made – has to be developed to the needs of the individual child in relation to the stage reached by the local school in meeting his/her needs in the mainstreaming school and those of others in the community.

29. Itinerant Programs/Teachers Working Collaborate with Colleagues with More Specialist Training Itinerant programs are based on the support of a school – specialist at regular schools to include the children with disabilities in education. This was met by the following activities: -teaching children specific skills & instruction on orientation and mobility

30. -assisting the class teacher to maximize children’s learning through talk and listening -organizing meetings with staff to discuss the abilities of the children with special needs -visiting the homes of the children with disabilities to assist with early stimulation and to prepare the children and their parents for entry into regular schools

31. After a while more schools can become part of the program and more teachers be recruited and trained. A room is set aside and equipment and materials placed for itinerant teachers to work on specific skills. In the case of Tanzania Society for the Blind (TSB), in first instance the itinerant teachers were teachers from special schools, but later on ‘good’ teachers from regular schools were selected to follow an training, creating more inclusive practices.

32. To adapt this ‘itinerant programs’ the first primary needs are to realize: - Accessible Infrastructure - Teacher training - Flexible Curriculum - Positive attitudes - Resources, materials direct available - School has additional support from special schools - A good management system in School - School collaborate with Special School)s) - Individual Inclusion Plan

33. -Itinerant programs ‘are focused on specialized teachers training the teachers at regular schools on how to teach and include children with disabilities. -This is adaptable in a situation where specialized teachers are in the area and teachers of regular schools have positive attitudes towards the trainings given by the specialized teachers and the inclusion of the child at school.

34. Support from Pre-school Initiatives Kindergartens This method of intervention/ model is based on close collaboration between teachers, administrators on regular/special schools and teachers in kindergartens. The teachers, administrators from regular/special schools trained the teachers in kindergartens specific skills in how to educate children with disabilities.

35. For these kindergartens special programs are set up by a small committee which includes families, teachers, and local leaders and resource persons. An important element has been the involvement of teachers in the training of colleagues through newsletter contributions, the holding of seminars and training sessions and the giving of demonstration lessons.

36. To adapt this ‘kindergarten model’ the first primary needs are to realize: - Accessible Infrastructure - Specialized trained personnel at school - Positive attitudes - Resources, materials direct available - Participation of CBR workers - Participation of parents - Early Intervention practices - Individual Inclusion Plan - Kindergartens

37. The focus with this model of Kindergartens is the early intervention practices (4-6 years). Beginning with this at a young age, can prevent the child from going unnecessarily to a special school (or not at all) and/or prepare the child with special needs for his/her school period.

38. This is desirable in a situation where there are kindergartens with a certain development level and in a situation where mainstream schools and special schools are open for collaboration. A good mutual understanding is important, because of the progression of the child which must be followed by all parties, and also the participation of CBR workers and parents

39. Support from Parents- Teachers Associations The Parents-Teachers Associations consist of parents of children with disabilities andthe teachers from regular schools to exchange information, knowledge and skills on disabilities issues and to communicate more effectively with each other.

40. -These associations organize meetings, etc. to create awareness of the needs of disabled children. -This method of intervention/ model is a problem-based approach to training and together with ministry staff the parent’s associations are able to advise teachers in the school setting. For example advising on a particular impairment.

41. To adapt this ‘Parents- Teachers’ model the first primary needs are to realize: - Positive attitudes - No discrimination - School has additional support from parents - A good management system in School - Children’s participation - Access on Information - Participation of disabled adults

42. The Parents-Teachers model focus on a close collaboration between parents and teachers.

43. This is desirable in a situation where parents and teachers already have close contact, parents have a good knowledge of the problems concerning disabilities and education, and teachers are open for feedback from these parents.

44. Community Learning Centers The Community Learning Centers are run by Para-teachers, who are identified by the community and receive community -based and culturally appropriate training. Parent-teacher associations manage the centers.

45. Presented by: Ms. Rowena B. Manlangit