Shift towards Inclusion Global Trends: Planning and Implementing Strategies for IE Ghana Education Services Special Education Division, Ministry of Education, Science and Sports, Accra, Ghana December, 2007 77 million children still not in school Central Asia Central/ Eastern Europe Latin America/ Caribbean 0,4 Half in SubSaharan Africa 2 One-third in India, Nigeria, Pakistan and Ethiopia 3 Drop Arab States of 20 million since 1999, mainly in South Asia 7 East Asia/ Pacific 10 South/ West Asia 16 Sub-Saharan Africa 0 38 10 Fig 1 Out-of-school children 2004, mill (UNESCO, 2007) 20 30 40 International Legal Framework in Support of Inclusion UN Disability Convention (in progress) 2007 Promotes the rights of persons with disabilities and mainstreaming disability in development EFA Flagship on the Right to Education for Persons with Disabilities: Towards Inclusion World Education Forum for Action, Dakar 2001 2000 The urgency of reaching the marginalised groups restated Salamanca Statement & Framework for Action on Special Needs Education 1994 “…schools should accommodate all children regardless of their physical, intellectual, social, emotional, linguistic or other conditions” 1993 1990 1989 1948 The UN Standard Rules on the Equalisation of Opportunities for Persons with Disabilities The World Declaration of Education for All UN Convention on the Rights of the Child Universal Declaration of Human Rights Fig 2 Rights Framework for Inclusion (UNESCO, 2005) Inclusion and EFA The fundamental principle of EFA is that all children should have the opportunity to learn. The fundamental principle of Inclusive Education is that all children should have the opportunity to learn together. Peters, 2004 Analytical Framework for the Right to, in and through Education To Education should be guaranteed directly to everyone, without discrimination IN THROUGH Frames Process Result Structure Governance Curricula Teachers Resources Pedagogy: Methods of teaching and learning. Content and learning Learning achievements: Changed attitudes, values. Acquisition of skills, competences and abilities Areas of action Framework as stated in conventions Fig 3 Analytical Framework for Inclusion (Van den Brule, 2007) Effects for society: Shared democratic values and commitment. Active, critical and socially responsible Can be measured with indicators, monitored and evaluated Rationale for Inclusive Education Education as a Basic Right Foundation for a more just society Takes the EFA agenda forward Focus on all learners, particularly excluded groups International Legislative Progress towards Inclusion UNESCO Study SEN Legislation 1996 52 UN member states responded to questionnaire survey SNE an explicit constitutional right in 15% (8) countries 92% (47) countries report legislation pertaining to SNE Identification and assessment procedures involve parents in 46% of countries and use an inter-disciplinary approach in 42% of countries Legislative Progress towards Inclusion cont SNE is available at: • pre-primary level in 42% countries • primary level in 85% countries • secondary level in 80% countries • university level in 17% countries 44% reported mandatory “pedagogic integration” (inclusive education) Legislative Progress towards Inclusion cont Regular curriculum adapted for SEN available in 42% (27) countries 23% provide special education curriculum 11% have provision for monitoring students’ progress Vocational education for SEN students offered in 63% (24) countries International Policy Progress towards Inclusion UNESCO Review of Special Needs Education 1995 63 UN Member states provided information Several trends reported: • Most common policy trend specified • developing individual’s optimum potential – presumption in favour of integration Underlying principles of normalization/ democratization Policy Progress towards Inclusion cont Identification of aspects of appropriate education, e.g. Zimbabwe’s comprehensive policy included: • • • • • • • Early detection and intervention Integration Development of local training facilities Procurement of equipment Development of Resource Centres Provision of support and monitoring centres Assistance for non-governmental organizations Acknowledgement of the importance of including parents in decision-making Policy Progress towards Inclusion: Administration and Organization Responsibility for SNE • 96% reported responsibility resided with the MoE • 38% sole responsibility resided with MoE • 58% shared responsibility between MoE and Ministries of Health, Social Welfare and Human Development • MoH often assumed responsibility for assessment Policy Progress towards Inclusion: Administration and Organization cont Trend towards administration integration of general and special education under same regulatory framework Decentralization evident to regional levels with national oversight 25% reporting voluntary sector provision of SNE subject to ministerial supervision and monitoring Current Legislation and Policy Trends All data should be interpreted with extreme caution Current data not available Most countries have proposed legislative reform Legislation and policy toward Inclusion must be evaluated in the context of: • progress towards implementation • effectiveness of monitoring and evaluation Data on Legislative and Policy Progress drawn from Peters, 2004 Legislation and Policies - Realities The impression created from official government circles is that there is a tendency towards inclusive educational policies The irony (from a practical viewpoint) is an apparent increase in residential schools and the continuing placement of children with learning difficulties in segregated settings The situation indicates that medical influences remain pervasive. Martin, 1989 cited in Avoke, 2002 Inclusion and Quality Studies in both OECD and non-OECD countries indicate that students with disabilities achieve better school results in inclusive settings UNESCO, 2005 Inclusion and Change Pursuing innovations in classroom instruction with the aim of pedagogic, communicative and curricular change grounded in a critical understanding of ‘inclusivity’ is the most promising alternative approach to educational change. Sefa Dei, 2005 – The Challenge of Inclusive Schooling in Africa: a Ghanaian Case Study Shift towards Inclusion IE is gaining momentum and becoming the most effective approach to address the learning needs of all students to regular schools and classrooms Effective implementation of IE requires simultaneous action, both at the system level and at the school level Action at System Level Conversion of national goals and international intent into realities involves: Identifying existing supportive constitutional and legal provisions Making necessary amendments in existing legislation Planning new legislation and policies Networking for sharing experiences Supporting legislation and policy changes through awareness programmes Tools for Educational Planners and Policymakers Questions to be considered prior to indepth analysis of educational plans: What policies promote inclusion and which ones go against it? What are the existing barriers at the policy level that can act as a deterrent to the practice of inclusion and how can this issue be addressed? Tools for Educational Planners and Policymakers cont How can suitable guidelines to address and facilitate inclusion be prepared and followed? How can debate and discussion be generated among relevant stakeholders to promote inclusion? How can monitoring mechanisms be formulated and incorporated into plans and realistic goals for achieving intended targets? UNESCO, 2005 Action at School Level The Centre for Studies on Inclusive Education (CSIE) launched an Index for Inclusive Education in 2000. The Index has been trialled in the UK and has been translated and adapted for piloting in 21 other countries including South Africa. The index challenges any school to move forward, regardless of how inclusive that school believes itself already to be Action at School Level Index works around a cycle of activities which guide schools through stages of preparation, investigation, development and review. Phase 1 Getting started with the Index Phase 2 Finding out about the school Phase 5 Reviewing the Index process Phase 3 Producing an inclusive school development plan Phase 4 Implementing priorities Fig 3 Index for Inclusion – Cycle of Activities (Booth and Ainscow in Thomas and Vaughan, 2004) Index for Inclusive Schooling Pupils are entitled to take part in all subjects and activities Teaching and learning are planned with all pupils in mind The curriculum develops understanding and respect for differences During lessons all pupils participate Index for Inclusive Schooling A variety of teaching styles and strategies is used Pupils experience success in their learning The curriculum seeks to develop understanding of the different cultures in society Pupils take part in the assessment and accreditation systems Difficulties in learning are seen as opportunities for the development of practice References Avoke, M. 2002. Models of Disability in the Labelling and Attitudinal Discourse in Ghana. Disability and Society [Online].17 (7), pp769-777. Available from: Academic Premier http://web.ebscohost.com.remote.library.dcu.ie/ehost/pdf?vid=4&hid=12&sid=059a2713-ddb1-4119-9427e0ff776af531%40sessionmgr3 [Accessed 16 November 2007] Kristensen, K., Omagor-Loican, M., Onen, N. and Okot, D. 2006. Opportunities for inclusion? The education of learners with special educational needs and disabilities in special schools in Uganda. British Journal of Special Education [Online]. 33 (3), p139-147. Available from: Academic Premier <http://web.ebscohost.com.remote.library.dcu.ie/ehost/detail?vid=3&hid=2&sid=48029fc9-e761-4f39-9f30df0d29cdb48b%40sessionmgr109> [Accessed 16 November 2007] Peters, S. J. 2004. Inclusive Education: An EFA Strategy for All Children [Online]. Available from: World Bank <http://www1.worldbank.org/education/pdf/InclusiveEdu_efa_strategy_for_children.pdf> [Accessed 16 November 2007] Sefa Dei, G.J. 2006. The Challenge of Inclusive Schooling in Africa: a Ghanaian Case Study [Online]. Available from: EbscoHost http://web.ebscohost.com.remote.library.dcu.ie/ehost/detail?vid=5&hid=116&sid=f7473775-31b9-44388c7e-16a2563e98ea%40sessionmgr2 [Accessed 16 November 2007] Thomas, G. and Vaughan, M. 2004. Inclusive Education: Readings and Reflections. Maidenhead: Open University Press UNESCO 2005. Guidelines for Inclusion: Ensuring Access to Education for All [Online]. Available from: UNESCO http://www.ibe.unesco.org/cops/workshops/China/UNESCO_Guideline_2006.pdf [Accessed 15 November 2007] Van den Brule, J. 2007. The Right to Education for All: Global Perspectives in Inclusive Education. IN: Gulf Arab States for the 48th Session of the ICE 2008, Dubai, United Arab Emirates, August 2007 [Online}. Available from: UNESCO http://portal.unesco.org/education/en/ev.phpURL_ID=54092&URL_DO=DO_TOPIC&URL_SECTION=201.html [Accessed 5 November 2007] Reflection & Reform Getting all children to, in and through school Group discussion Focus on sharing concerns related to current legislations and policies, analyse existing strengths and weaknesses and discuss practical measures to facilitate inclusive practice. Objectives • To share existing provisions in policies and legislations for IE • To analyse the existing strengths and gaps in policies and legislations for IE • To discuss practical measures to facilitate IE by building on existing strengths and filling up the gaps in policies and legislations Group 1 To share existing provisions in policy and legislation for IE • • • • • Is there a policy statement/s with reference to the excluded groups? Which are the particular groups specified? What is the awareness level as regards the legislative provisions? Is reference made to UN declarations? With whom lies the responsibility of the provision of education? What are the linkages between formal and non-formal education in the plans/programmes for more inclusive education? Group 2 To analyse the existing strengths and gaps in policies and legislations for inclusive education: • • • • • • Which legislative provisions and educational policies support inclusive education and which ones go against it? Do the current educational policies favour particular groups at the expense of marginalised ones? If so, in what way? Does this create obstacles/ barriers to inclusion? Are changes required in legislation and policy to start/strengthen inclusive education? How does government policy relate to NGOs? How do the NGOs view the government efforts? What are the possibilities of forming linkages? Group 3 To discuss practical measures to facilitate IE by building on existing strengths and filling up the gaps in policies and legislations • • • • • • With whom lies the responsibility of implementing special education? How can suitable guidelines to address and facilitate inclusion be prepared and followed? How can effective monitoring and evaluation be done? What lobbying would be required to ensure implementation of policies, allocation and monitoring of budgets? How can lobbying groups such as parents be involved in monitoring/evaluation of policies and legislative provisions? What useful experiences can you share?