AUCD INTERNATIONAL FELLOWS: INCLUSIVE EDUCATION LEADS TO INCLUSIVE EMPLOYMENT
Pr ofe ssionals F e llows Pr ogr am– Inc lusive Disability E duc ation for E mployme nt By: Bija l Dipa k L a l, Gwa liwa Ma sha ka , a nd Ma rg o I zzo e d by: U.S. De pa rtme nt o f Sta te Bure a u o f E duc a tio na l a nd Cultura l Pr ogr am sponsor Affa irs & Asso c ia tio n o f Unive rsity Ce nte rs o n Disa b ilitie s (AUCD)
Spe c ial Ne e ds E duc ation in Dar- e s- salaam Se pa ra te Spe c ia l Sc ho o ls – Da y o r Bo a rding Al Munta zir Spe c ia l E duc a tio n Ne e ds Sc ho o l (AMSE N) – Da r-e s– Sa la a m, T a nza nia Priva te Sc ho o l – Pe r ye a r: a ppro x. $1300, e xpe nsive !, so me priva te spo nso rship Stude nts – Appro x. 78 T e a c he rs – 9 Ag e s: 3 – 36 T ra nsitio ns le ve ls c o nside ring a g e a nd func tio ning le ve ls
Spe c ial Ne e ds E duc ation in Dar- e s- salaam My ro le : Se nio rs Cla ss T e a c he r [Ag e s: 12 – 26] Prima ry g o a ls: va ry fro m te a c hing inde pe nde nc e skills to to po te ntia lly jo b skills
E duc ation of Stude nts with IDD in T anzania No c urre nt a va ila b le c o untry da ta o n I DD [T ha t I a m a wa re o f] Pre va le nc e a nd I nc ide nc e studie s ne e de d to a de q ua te ly pro vide se rvic e s Ave nue s for E duc a tion : I f sc ho o le d: the re a re spe c ia l sc ho o ls, inte g ra te d a nd a fe w inc lusive sc ho o ls.
E duc ation of Stude nts with IDD in T anzania Ave nue s for E ra ining : Ve ry fe w Vo c a tio na l E duc a tio na l mployme nt T a nd T ra ining Autho rity (VE T A) c e ntre s a re tra ine d/ pre pa re d to c a te r to the va rying I DD ne e ds. Ave nue s for E mployme nt : No ne tha t I a m a wa re o f, ma ny individua l pro je c ts/ NGOs ha ve initia te d iso la te d pro je c ts. I s e mplo yme nt the o nly ro ute to me a ning ful q ua lity o f life fo r stude nts with I DD?
I DD in T anzania: Mo st a re hidde n due to g ra ve la c k o f unde rsta nding in the c o mmunitie s Ra re ly sc ho o le d I mme nse la c k o f infra struc ture , la c k o f SE N te a c he rs a nd the ra pists L a c k o f sc ho o ls to a c c e pt the se stude nts – no I nc lusio n L a c k o f pro pe r dia g no stic to o ls [e spe c ia lly c ultura lly re le va nt]
IDD in T anzania: No pla n fo r q ua lity o f life into a dultho o d o r future inde pe nde nc e L a c k o f c o mmunity le ve l a c c e pta nc e No / F e w e mplo yme nt o ppo rtunitie s [No spe c ia lize d tra ining fa c ilitie s] Co lle c tivistic c ulture b e ne fits tho se tha t a c c e pt the c o nditio n Curre nt rise in a wa re ne ss o f the c o nditio ns e xiste nc e [ye t hig hly misunde rsto o d]
Ac ade mic & Inde pe nde nt L iving Skills I nitia te d a ma instre a m pro g ra m – Oppo rtunitie s & Stig ma My e xpe rie nc e : L o w lite ra c y ra te s de spite hig h c a pa b ilitie s
Ac ade mic & Inde pe nde nt L iving Skills My e xpe rie nc e c o ntinue d: Pa re nta l E xpe c ta tio n: Va rie s b ut like ly lo w I nde pe nde nt L iving Skill: Mo ving to wa rds po te ntia l wo rk skills
Statistic s- Inc lusive E mployme nt in T anzania PwD in numbe rs : 7.8% o f po pula tio n ha ve so me a c tivity limita tio n (Se e ing , He a ring , Mo b ility, Se lf Ca re , Co g nitio n, Co mmunic a tio n) [2008 T a nza nia Disa b ility Surve y] 4.2 millio n pe o ple living with disa b ility in T a nza nia [CCBRT , 2017] E a w : mploya bility L Pe rso ns with Disa b ilitie s Ac t 2010 - Re q uire s tha t a ll e mplo ye rs o f a wo rkfo rc e o f 20+ must hire a t le a st 3% e mplo ye e s with disa b ilitie s.
Statistic s- Inc lusive E mployme nt in T anzania E mployme nt Da ta – Priva te Se c tor [CCBRT , T UICO a nd Ra da r De ve lopme nt, 2010] 3.1% o f PwD re c e ive inc o me fro m pa id e mplo yme nt. 0.7% o f e mplo ye e s in a ll surve ye d c o mpa nie s e mplo ye d PwD o f so me kind
Findings : Disability Challenges Education: Education is a key to the development people with disabilities‟ potential. The education policy emphasize the availability of early learning and basic education to all children and that children with disability will be given a priority. Despite this commitment the education system is inaccessible to children with disabilities.
Findings : Disability Challenges Skills training: Skills Training enable people with disability to work and lead an independent life. Skills Training Offered in vocational training centers for people with disabilities is inadequate and do not provide the competence required to enable people with disabilities work independently. Besides the training environment is not adequately accessible. Employment: Work is crucial for an individual’s development and dignity, yet the majority of people with disabilities in the country live in poverty because they cannot access work due to their disability and competition in the labor market.
Findings : Disability Challenges Accessibility: Effective participation of people with disabilities in their community life largely depends environmental accessibility. The construction of public buildings, roads, playgrounds, and services does not take into consideration the needs of the people with disabilities thus making these facilities inaccessible. Awareness creation. Negative attitude of the society towards persons with disabilities is a barrier that limits their participation in activities. It is important that this negative perception is corrected by availing people with disabilities every opportunity that would ensure that they lead productive lives equal to the non-disabled.
Findings : Disability Challenges Information sharing: Information on available services is an important part of service provision to people with disabilities. The development of people with disabilities and their effective participation in the daily life of the community depends in large part on the information available to them. Unfortunately, the present service provision paradigm does not include sharing information to people with disabilities and their families.
T HANK YOU! – Asa nte ni! Co nta c t: Bija l.la l@ g ma il.c o m g wa liwa 2010@ g ma il.c o m Ma rg o .I zzo @ o sumc .e du
INCLUSIVE EDUCATION ALYX MEDLOCK (NM LEND/TANZANIA) Video: One female teacher standing and speaking in Kiswahili to a room with approximately 200 children.The children are between six and eight years old and seated at desks around the periphery of the room and on the floor in the center.They are attentive and focused on the teacher.
Tanzanian Fellow • Isack Idama, International Fellow from Tanzania, came to New Mexico to learn more about inclusive education in the Image: Man on tram with desert background. United States. • Observations at schools and meetings with experts in inclusive education. • Developed an outbound program. Image: Man standing in front of an adobe church.
Identified Needs • Pre-primary school newly mandated with expectation of inclusion. • Overcrowding (200-300 pre- I mage: Approximately 200 children seated at desks in on the periphery of a schoolroom and on primary students in a classroom) the floor in the center of the room. makes differentiating instruction difficult. • Some schools do not have pre- primary classrooms (children taught outside). I mage: Children standing in a circle outside.
U.S. Fellow • 3-Day train the trainer workshop on Universal Design for Learning. • Technical assistance follow-up at 5 schools near Dar Es Salaam. • Met with disabilities organizations in Tanzania. Image: People sitting at a U-shaped table looking at a woman presenting
Universal Design for Learning Workshop • Day 1: Why is inclusive education important? • Inclusion is Important: Experiences of People with Disabilities • Universal Design for Learning Overview: New Assumptions • Day 2: How do we create a more inclusive classroom? • Providing Visual, Auditory, Tactile & Movement Supports • Day 3: How can we create a plan for an individual student with a disability? • Providing Multiple Means of Expression and Engagement • Individualized Education Plans
Workshop Outcomes: Quotes • “Universal design reflects awareness of the unique nature of each learner and the need to accommodate differences, creating learning experiences that suit the learner and maximize his or her ability to progress.” – Workshop Participant • “The training was good because the facilitator introduced Universal Design. Inclusion is important to connect the community. Honors the fact that everyone has different strengths.” – Workshop Participant • “[The workshop] enabled me to do a lot of activities, such as organizing tools and having children in an integrated class.” – Workshop Participant
Strengths • All workshop participants generated teaching materials to support UDL. • Excellent teaching strategies to support participation of all children. • Creative use of materials to fit into classroom and curriculum. Image: Teacher and students in a classroom standing behind a sheet laid on the floor with • Children with disabilities teaching materials. integrated and participating.
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