PORT ELIZABETH TRAINING PROGRAMME MOVING INCLUSIVE EDUCATION - - PowerPoint PPT Presentation

PORT ELIZABETH TRAINING PROGRAMME MOVING INCLUSIVE EDUCATION FORWARD Scholastic Assessment

Presentation designed by Jean Fourie Elizabeth Hooijer

Inclusion and the need for change

• Small percentage of learners benefited
• Was provided on a racial basis
• Most learners with disabilities did not benefit

from specialized education

• High number of drop outs and failures
• Other levels of education neglected

What is inclusion?

• Enabling any and all schools to serve all children

(UNESCO,1994,Statement, p.iii).

• Separate systems of education (i.e. “special”&

“ordinary”) need to be integrated into one system.

• One system to recognise and respond to the diverse

needs of the entire learner population.

Understanding inclusion

“a process of addressing and responding to students’ diversity by increasing their participation in learning, cultures and communities, and reducing exclusion within and from education” (UNESCO, November 2008)

What is inclusive education?

• Develop the capacity of schools to accommodate all

children regardless of their physical, intellectual, social, emotional, behavioural, linguistic or other needs.

• Schools should provide opportunities for facilitating the

integration & inclusion of learners in all aspects of life. (Engelbrecht, Green, Naicker & Engelbrecht, 1999:19).

Where does the idea of inclusion come from?

• Its an international trend.
• The driving force: Salamanca Statement - Unesco 1994
• The statement - endorsed by 92 countries and 25

international organizations Guiding Principle: “Schools should accommodate all children regardless of their physical, intellectual, social, emotional, linguistic or

• ther conditions”

Inclusive education

• Inclusion is a human rights issue
• Everyone has the right to an education
• Protected by the Constitution
• South African Schools Act
• Education White Paper 6 on Special Needs

Education.

• Term used to describe educational policies &

practices that uphold the right of learners with disabilities to belong and learn in mainstream education.

SA Response to International view

Quality Education for All

“the central challenge facing education is that of recognizing and addressing the different or diverse needs of the entire learner population and minimizing, removing and preventing barriers to learning and development, thereby promoting effective learning among all learners” (NCSNET, NCESS, 1996, p.2)

South African Education Department’s Policy on Inclusion.

• South African Constitution (1997) - human rights

approach

• White Paper 6 : Special Needs Education - Building an

Inclusive Education and Training System, July 2001

> provides a framework for a single inclusive

system of education and training > based on the principles of human rights and social justice for all learners > argues for transformation of the whole education system

• Time-frame for the development of a single

inclusive system of education 20 years

• Key strategies :

> Qualitative improvement of special schools and phased

conversion to resource centres. > Revised and renewed procedures for identification, assessment and enrolment of learners in special schools, > Mobilization of out-of-school children and youth with disabilities.

Continued…

> 500 primary schools to full-service schools

> General orientation and introduction of management, governing bodies and professional staff within mainstream education. > Establishment of district-based support teams. > The launch of a national advocacy and information programme

Continued..

Inclusive Education

Education White Paper 6:

• Acknowledges that all children can learn and need

support

• Enable ed.systems, curriculum, teaching methods to

meet needs of learners

• Acknowledge , respect differences in learners regardless
• f gender, ethnicity, language, class, disability or

infectious disease

• Recognize formal and informal structures for learning
• Change attitudes, behaviours, teaching

methods,curriculum and environments to meet needs of learners

• Maximize participation of all learners
• Uncover and minimize barriers to learning

Ideals of the Inclusion Movement

• WP 6 Proposed all the key approaches of the

inclusion movement: – School-wide approaches, belief that all children can learn – Sense of community – changing cultures – Services based on need rather than location – Natural proportion – Support provided in general education – Teacher collaboration – Curriculum adaptations – Enhanced instructional strategies – Concern for standards and outcomes Lipsky and Gartner, 1999

UN Convention on the Rights of Persons with Disabilities, 2007

• SA obligated to recognise rights and provide

equal opportunities for all… at all levels without discrimination

• Persons with disabilities not excluded from

general education system

• Reasonable accommodations
• Individualised Support

UNCRPD

• Disability is an evolving concept
• Persons with disabilities include those who have

long term physical, mental, intellectual or sensory impairments which may hinder participation in normal social activities on an equal basis with others.

• Terminology - people first – see the ability in

disability

Understanding Diversity in the Classroom

• Learners come from different backgrounds
• Differences to be embraced, valued, respected and

be used positively

• Every classroom has inherent differences along:
• Socio-economics
• Language
• Culture
• Ethnicity
• Race
• Ability etc.

Barriers to Learning

• Barriers to learning - difficulties that arise within the education

system as a whole , the learning site and/or within the learner, which prevent access to learning and development for some learners.

• Systemic barriers e.g. overcrowded classrooms, inaccessible

school buildings for the disabled, lack of basic and appropriate learning materials, exclusionary policies and practices etc.

• Societal barriers e.g. poverty, safety and security, children

affected and infected by HIV/AIDS, child-headed households, children living in the streets, children in conflict with the law etc.

20

Shifts in thinking and policy – WP6

‘special needs’

(within child deficit; medical deficit model)

‘barriers to learning and development’

(systems change – social rights model)

Medical Placement Model

• Barrier is within the child
• nly
• Needs to be cured
• Doesn’t fit in
• Labeling
• Is too different from other

children

• Needs a specially trained

teacher

• Needs special equipment

Inclusive Model

• Barriers can be within or
• utside the learner
• Ed system must respond to

diversity

• All learners need support
• People first language
• Support is provided in all

schools and classrooms

• Collaboration with other

teachers/professionals

• Environ. must be adjusted

We have moved from saying:

The child has a problem and must

• adjust to the classroom
• must be cured
• is too different from other children
• needs a special environment
• needs a special teacher
• change must take place in the learner

Addressing barriers to learning

• Change of mind set
• Development of support teams who:
• attempt to address barriers by finding some

solutions

• focus on preventative and health promoting

strategies

• Process of whole school development

involving all stakeholders

To Support in an Inclusive classroom:

• Respecting the differences and cater for

diverse needs

• Acknowledging that all learners need support
• Support is provided in all classrooms
• Teaching & assessment practices that respond

to diversity

• Barriers in the learning environment must be

adjusted