Inclusive education in IEP`s Ciwara school in Kati, Mali

Inclusive education
in IEP’s Ciwara school
in Kati, Mali
JULI 2012
Annemieke Mol Lous
Professor of Inclusive Education
University of Applied Sciences
Rapport-omslag_inclusive-education_A4.indd 1
03-07-12 15:20
Inclusive education in
IEP’s Ciwara school
in Kati, Mali
Teaching special children for a real future!
Annemieke Mol Lous
Professor of Inclusive Education
University of Applied Sciences
Leiden, The Netherlands, June 2012 mol.lous.a@hsleiden.nl
1 1.
CONTEXT
For the past six years, IEP has been developing an educational model for
including children with special needs into the « quality education for all »
mandate. Throughout this time, IEP has received invaluable support from expert
and student exchanges with Leiden University and HVA Amsterdam for teacher
training, materials development and parent involvement. , In 2010, IEP
partnered with a USAID initiative « PHARE » to advance implementation of Mali’s
education reform curriculum.
Under the terms of IEP’s partnership with PHARE, IEP is developing a model for
the inclusion of special needs children in regular classrooms. The development
process is being carried out and builds on the approach of inclusive schooling that
is being tested at the Ciwara School in Kati. It is expected that this model, when
validated by the Ministry, may be expanded to other districts.
This initiative fits squarely with Mali’s education for all initiatives and supports
implementation of the new national curriculum within the context of Mali’s
Rebuilding Education Act (1999).
2.
MISSION
Dr. Annemieke Mol Lous of Leiden University in the Netherlands, an expert
pedagogue in the education of special needs children and their teachers, will
document the current strategy and advise the PHARE program and the Ministry as
to how best turn the IEP model approach into a replicable program. The
consultant will work in partnership with the PHARE staff assigned to this activity.
3.
OBJECTIVES
1. Document progress towards development of special needs strategy piloted
by IEP at the Ciwara school in Kati, Mali.
2. Assess the current state of the approach used at the Ciwara School in Kati,
Mali, including costs.
3. Provide informal feedback to staff on results of observations and on
inclusive education in the context of the current special needs classroom.
4. Recommend the shape of a strategy for going forward to stabilize the
model at the Ciwara school in the next year.
4.
PRODUCTS
1. Checklist to identify and assess components of IEP special needs pilot.
2. Recommendations for developing the IEP strategy to support CAPs in
meeting expectations for the education of special needs children.
3. Trip report.
4. Model strategy report.
2
Inclusive education in IEP’s Ciwara School in Kati, Mali
Introduction
Under the terms of IEP’s partnership with PHARE, IEP is developing a model for
the inclusion of special needs children in regular classrooms. The development
process is being carried out and builds on the approach in inclusive schooling that
is being tested at the Ciwara School in Kati.
This initiative fits squarely with Mali’s education for all initiatives and supports
implementation of the new national curriculum within the context of Mali’s
Rebuilding Education Act (1999), The Salamanca Statement (1994) and the
United Nations Convention on the Rights of Persons with Disabilities (2006).
In 2009, IEP initiated an active outreach to invite parents of children with Special
Educational Needs (including children with a mental, physical and mixed
disability) to send their children to school. Since then, 42 SEN children have been
served at the Ciwara School in Kati, Mali. Based on observations and interviews
with teachers, parents and IEP management, the progress towards the
development of special needs education has been documented in chapter 1. In
using open and time-sampling observations and semi-structured interviews the
current state of the approach used has been assessed and is described in chapter
2. In chapter 3 a model strategy report is presented including recommendations
for going onward to stabilize the model in the next year, based upon the research
carried out in February 2012.
Recommendations for developing the IEP strategy to support CAPs in meeting
expectations for the education of special needs children will be formulated in
chapter 4.
Additional documents include an overview of SEN children, an observation form
on qualitative teaching, a checklist on inclusive education, a questionnaire for
assessment of SEN education and a trip report.
It is important to create access to the school.
3 Glossary
Special Educational Needs: The term 'special educational needs' (SEN) has a legal
definition, referring to children who have learning difficulties or disabilities that
make it harder for them to learn or have access to education than most children
of the same age.
Inclusive education: education that includes all learners and enables education
structures, systems and methodologies to meet the needs of all children.
Inclusive education:
• Acknowledges that all children can learn
• Acknowledges and respects differences (age, gender, ethnicity, language,
disability, HIV status, etc)
• Enables education structures, systems and methodologies to meet the needs
of all children
• Is part of a wider strategy to promote an inclusive society
• Is a dynamic process that is constantly evolving
• Need not be restricted by large class sizes or shortage of material resources.
Salamanca statement: In June 1994 representatives of 92 governments and 25
international organizations formed the World Conference on Special Needs
Education, held in Salamanca, Spain. They agreed to a dynamic new Statement
on the education of all disabled children, which called for inclusion to be the
norm. In addition, the Conference adopted a new Framework for Action, the
guiding principle of which is that ordinary schools should accommodate all
children, regardless of their physical, intellectual, social, emotional, linguistic or
other conditions. All educational policies, says the Framework, should stipulate
that disabled children attend the neighborhood school 'that would have been
attended if the child had not had a disability.' (See appendix I for short
summary.)
UN Convention on the Rights of Persons with disabilities (art.24): The Convention
(2006, in force in 2008) covers the rights of disabled people. Article 5 recognizes
the right to equality and non-discrimination; article 7 includes a special provision
for children; article 24 asserts the right to inclusive education.
Community based rehabilitation / education: Community-based rehabilitation
(CBR) focuses on enhancing the quality of life for people with disabilities and their
families, meeting basic needs and ensuring inclusion and participation. CBR was
initiated in the mid-1980s but has evolved into a multi-sectorial strategy that
empowers persons with disabilities to access and benefit from education,
employment, health and social services. CBR is implemented through the
combined efforts of people with disabilities, their families, organizations and
communities, relevant government and non-government health, education,
vocational, social and other services.
Solution focused approach: The Working on What Works (WOWW) approach,
which is based upon Solution-focused Brief Therapy, was implemented in a
mainstream primary classroom over a 10-week period. The WOWW program has
three key stages: 1) observation of positive things to feedback to the pupils and
class teacher (three weeks), 2) goal setting through the use of scales, 3) regular
scaling of classroom success and amplification.
4
IEP: Individual Education Plan: identifies the student‘s specific learning
expectations and outlines how the school will address these expectations through
accommodations, program modifications or alternative programs as well as
specific instructional and assessment strategies.
IECP: Individual Education and Care Plan: Individual Education Plan identifies the
student‘s specific learning expectations and need for Care and outlines how the
school and other professionals can address these expectations through
accommodations, program modifications or alternative programs as well as
specific instructional and assessment strategies, therapies, medication, etc.
Group In Classroom: A regular classroom with a group of children that are
independently placed in a small group due to special educational needs. Special
instruction time and/or special assistance is available for instructional or other
adaptations to meet the special educational needs of the individual children.
Classroom in school: Special classroom in a school where children with special
educational needs are grouped together and teaching is adapted to their special
educational needs through accommodations, program modifications or alternative
programs as well as specific instructional and assessment strategies.
Child in Classroom: Children with special educational needs being individually
placed in a regular classroom. Special instruction time and/or special assistance is
available for instructional or other adaptations to meet the special educational
needs of the individual children.
High expectations, differentiated teaching and active learning!
5 Chapter 1
Progress towards the development of inclusive education
strategy piloted by IEP at the Ciwara School in Kati, Mali
Numbers of SEN children and organizational model
For the past six years, IEP has been developing an educational model for
including children with special needs into the « quality education for all »
mandate. In 2010, IEP partnered with a USAID initiative « PHARE » to advance
implementation of Mali’s education reform curriculum. IEP has received support
from expert and student exchanges with Leiden and Amsterdam Universities of
Applied Sciences for teacher training, materials development and parent
involvement. (see Table 1).
In 2008 5-6 SEN children participated in school, using a model of “group-inclassroom” (GIC) arrangement offering special activities to engage these children
in school. Participation in regular classroom activities and differentiated learning
was, however, very limited.
From 2009 – 2011 IEP started an active policy to invite more SEN children to
participate in school, by creating a special classroom (“classroom-in-school” (CIS)
model) for SEN children who cannot (yet) participate in regular classrooms.
Exchanges with students and experts from Leiden and Amsterdam Universities of
Applied Sciences support the teachers in their teaching practice and materials
development. Emphasis is mainly on daily routines, health, hygiene and
knowledge about the environment of the children.
From 2011 -2012 a differentiated model for inclusive education has been realized
at the Ciwara School, offering 1 special classroom (CIS) for 5-8 severely disabled
children who need activation, care and support, 1 special classroom (CIS) for 1518 lightly to moderately disabled children, 1 special group of 4 SEN children in an
integrated regular classroom (GIC) and 8 other children individually integrated in
regular classrooms (“child-in-group” (CIG)). 12 SEN children are being monitored
by visiting them at home with their families. 6 children with moderate and severe
hearing problems attend the special school in Bamako for deaf children (‘schoolin-region”, SIR). Arrangements for the children are based upon their special
educational needs and the learning environment that is available. This is based
upon the international approach to inclusive education from the Response To
Intervention Approach (see figure 1). Another 50-60 children are waiting to get
access to Ciwara or another school within the area. The Ciwara School does not
have sufficient space and capacity to teach more SEN children within their school.
A group of teachers and high potentials from the community are trained and
supported in teaching the SEN children. For this training the model of Professional
Development Schools (PDS) is used, offering tailor made, practice based support,
co-teaching techniques and on-the-job training in cooperation with Leiden and
Amsterdam Universities of Applied Sciences. Inclusive education at Ciwara has
started to bring into the classroom practices of differentiated, active learning and
assessment of cognitive and physical capacities of all SEN children. It is not only
about being part of the school population but about high expectations and active
learning for all learners.
6
Table 1: Children with Special Needs in Inclusive arrangements at Ciwara school
(IEP)
2008
2009
2010
2011
2012
5-6
4
2
4
4
5
8
5-6
9
arrangement
(special) Group in regular
Classroom (GIC)
Special mixed group
6
8
Special Group in School
(GIS 1): severely
demanding
7
15
Special Group in School
(GIS 2): moderately
demanding
4-10
15
Individual special Children
in regular Groups (CIG)
5
12
Home care, visits +
educating the parents at
the families
4
6
8
Children in Special schools
14
39-45
62
Total of special needs
children in Ciwara
7 The special classroom for a group of special needs children that need
adapted teaching and materials to be able to learn.
8
Figure 1: Response To Intervention approach.
The inclusive arrangement depends upon the special needs of the child,
especially RTI. This is a regular classroom with a group of special
children who have their individual programs within the regular
classroom.
9 Chapter 2
Mali
Current state of the approach at the Ciwara School in Kati,
Quality of teaching SEN children (state of the art in February 2012)
A team of 4 active (SEN) teachers is in charge of daily teaching activities, 4 other
teachers from preschool and other regular classrooms are involved in the
program and work with the SEN teachers on preparing lessons and developing
materials for the SEN children. Since November 2011 the 15 SEN children in the
special class are challenged to really participate in basic learning activities. Based
on the results obtained by interviews and observations (Appendix III) and the
checklist for inclusive schooling (Appendix IV), the organization and the quality of
teaching SEN children have been assessed.
Instruments are based upon the leading international tool for the assessment of
inclusive schools (Index for Inclusion, Booth, Ainscow & Kingston, 2009) and
adapted for use in this specific situation.
From this point on the term Special Educational Needs will be used instead of
using disability terms. Focusing on needs instead of on medical deficits is in line
with Inclusive Education policies and is guiding the effective organization of
inclusive schooling. For example, some children with Down disorder can be
included in a regular classroom with only a few adaptations while others may
need more. Instead of using terms like “ severely disabled” we speak in terms of
highly demanding Special Educational Needs (SEN).
Results from quantitative research on involvement of SEN children in active
learning and teaching, using time-sample- sheets
To get a picture of the involvement of SEN children in the different classrooms
time-sample observations have been carried out in the 3 classrooms which have
a special emphasis upon teaching SEN children in the classroom. During 30
minutes of observation, every 5 minutes the number of SEN children were
actively involved in the teaching process, the number of teacher-SEN child
interactions, the number of active learning and teaching strategies used by the
teachers and the differentiation in classroom activities as linked to the specific
needs of the children were observed and scored.
10
The special classroom for the children who need very intensive care and
intervention: a lot of stimulating activities and special materials are
needed.
11 (Classroom)*
Activity:
Childteacher
interactions
(1): Motoric
3
5
4
(1): Singing &
Music
5
5
4
(1): Eating
2
2
2
Individual competences
(1): Singing
5
5
4
Individual competences
(2): Counting
whole group
3
2
3
Individuals addressed,
rest of the group not
attending
(2): Counting
individual
1-2
1-3
3-5
Individuals addressed,
some of the others
attending
8
6-7
9-12
Individuals addressed
(circle time), almost all
others attending
(2): Colors
whole group
(2):
Independent
10
2-4
Active
learning
Differentiated teaching
Children
involved
10
Individual needs
Individual competences
Small groups and
individuals.
Differentiated
(3):
Reading
lesson whole
group
1
0
0
(3):
Counting/
Math lesson
whole group
SEN children are not
involved, no special
materials for them
SEN children not
involved, no special
materials for them
1
0
0
Table 2 Effective teaching and active learning by SEN children in inclusive
classrooms as observed (time-sample-sheets) in:
* (1) = Classroom in School (CIS) 1 with 5- 6 highly demanding SEN, (2) =
Classroom in School (CIS) 2 with 12-15 moderately – highly demanding SEN, (3)
= Children in regular Classroom (CIC) with 4 children with various SEN
12
Adaptations for classroom management, differentiated teaching and
developing learning materials by teachers supports child-centered
learning for ALL children.
13 Summary of the results from quantitative research:
These results show that in both special classrooms in school (CIS 1 and CIS 2)
the active involvement of the children show different results also depending upon
the classroom arrangement at that time. Most active involvement was observed
during activities that were clearly meaningful and pleasant for the children
(music, colors, counting with concrete materials (stones), etc.). The grouping of
the children was also found to be an important factor. Being grouped together,
close to the teacher, generated more active involvement, more individual and
group interactions and more active learning.
Due to lack of time it was not possible to carry out more observations in
Classroom 3 (Group in Classroom (GIC)) where 4 SEN children were included in a
regular classroom. The observations that were carried out show little to no active
involvement of the SEN children at that time. However, these observations were
shorter than 30 minutes and may not reflect reality. Communication with the
teacher reveals that she does not have enough tools and materials to serve the
SEN of the children in her room. Only when the special assistant is available, the
SEN children become actively involved.
Results from qualitative research, using semi- structured interviews and
observations.
In order to obtain more information about the actual situation in the classrooms
and the challenges and needs as experienced by the teachers, 6 observations and
4 interviews with the special needs teachers have been carried out at different
times of the day.
Observations in Classroom In School (CIS) 1:
5-6 children with highly demanding SEN who need a caring and stimulating
environment
Children arrive in time and are well dressed and clean. Some of the children are
not well nourished due to eating difficulties (swallowing food) and/or lack of
appropriate nutrition/ food. All children love to come to school. Most of them have
started to be part of a social and stimulating environment since they joined the
school two years ago. Amazing improvement can be observed for example in
Oumou who could only move her eyes two years ago. Now she can sit, move her
body and head and engage in activities. Since July 2011 therapists, teacher and
mother are stimulating relaxation and free movement of Oumou’s hands. This has
had a significant impact on Oumou’s development.
Activities are organized to stimulate motoric activities, attention and non-verbal
communication skills. The teacher makes use of music, singing and dancing to
involve all children. Repetition is important for these children.
Most of the time 4-5 children are actively engaged. Binta seems not to attend,
but is difficult to follow.
The teacher is interacting with as many children as possible, using child-centered
activities with individual children, small groups and the whole group.
14
Differentiated teaching is based upon the capacities of the children insofar as the
teachers are informed about these capacities.
There is not one entire group or individual instruction on cognitive tasks.
3- 4 parents are actively engaged in the development of their child.
Materials available are 2 special chairs, blankets and some toys to stimulate
activity.
No adaptations of Read Learn Lead are present.
Integrated activities with children from the regular classroom are limited. The
teacher often invites children to join them for musical activities and traditional
storytelling. The “regular” children are becoming familiar with the children, they
ask a lot of questions and start to play with them. There is much interaction with
the children from the other special class who used to be part of this group before.
Needs (stated by the teachers):
•
•
•
More knowledge about the SEN
Teacher training in teaching SEN
More materials to activate the children, such as
o Therapy
o Toys
o Special equipment to exercise and to stimulate activities with music and
songs
o Napkins
o Nutritious food and drinks for the children.
Recommendations from the observer
•
•
•
•
•
•
Involve more parents in daily routines at school
Use songs etc. that are rich of learning activities (body, counting, movements,
names etc.)
Provide professional training about the possibilities for developing motoric,
cognitive and social competences in these children in multi disciplinary teams.
Find a special pillow that helps Binta to keep her head up during some times
of the day.
Provide nutritious food at school and involve parents to prepare this food and
to help the teachers feed the children.
Produce a video about the competences and the progress in the development
of the children to share with the parents.
15 This young girl could only lie down and open her eyes in 2010. Since she is in the
special class, she has been stimulated to move, to interact and she is really
enjoying school. Her mother is now able to gain some money to take care of the
family because her daughter is safe at school.
16
Observations in Classroom in School (CIS) 2:
12-15 children with moderate to highly demanding SEN who need structure and
cognitive challenges
Most children arrive on time and are fairly clean and well dressed. Most faces are
clean and there are almost no flies around them, thanks to the tissues they use
and the fan in the room. They love school and stay near the school and close to
the teachers even after school is over.
In the classroom materials are available to stimulate basic learning in numbers,
counting, colors, recognition of their names and simple tasks. Some of the
lessons that are delivered in preschool are also used in the special class. These
lessons are organized around specific themes in their daily life about healthy
food, dental care, the world around the children etc. In order to structure their
day and to stimulate autonomy and active engagement in the lessons, activity
boards have been introduced. The environment and the activities are predictable
for the children and daily routine is integrated in a clear structure.
Most of the children are actively involved when the activity is stimulating and
they are able to be involved in the lesson. There is more involvement when the
children sit together at the big table where the teacher can touch and see each
child. During activities where the children have to be on their own, awaiting their
turn, there is still a lot of disturbing behavior. When the teacher is interacting
with one single child, most of the others are trying to follow and become engaged
in the same task too, indicating their interest and drive to learn!
The teachers are very actively engaged in meaningful and positive interactions
with the children. Individual attention is provided to each child.
Almost all activities are child-centered and there is a lot of active teaching and
learning.
Classroom management is clearly structured, using the activity planning board
and working with clear rules.
The teacher allows for several levels of functioning, promoting differentiated
learning.
Instructions are given in the whole group, in small groups and individually.
Half of the parents are little to moderately engaged. They are beginning to ask
more questions about how they themselves can stimulate the development of
their children. Especially challenging are the children from families that feel
helpless, single parent families, poor families and very big families. One of the
main problems is the non-acceptance and even the abandoning of children with a
disability.
Materials available are tables and chairs, learning materials like numbers on the
wall, pictures and names of the children, an activity board, some learning
materials (produced on the computer), concrete materials for learning and
experimenting like small stones, beads etc.
17 No adaptations of Read Learn Lead.
No special equipment for SEN.
Integrated activities mainly take place during breaks and school-wide activities
such as sports, celebrations etc.
Needs (stated by the teachers) :
o
o
o
o
o
o
o
o
o
Teacher training for knowledge and skills to teach SEN
More space to teach the children in a quiet and structured environment,
Activities with sports and music
Specialized professionals
After-school activities
Education for the parents of the SEN about the disability and what they can
do to stimulate development and help them to teach daily routines and
hygiene, healthy behavior etc.
“Boutique” and ateliers to train vocational skills
Assistance in the classroom (15 SEN children are quite a challenging situation
since they need a lot of individual interactions with the teacher).
Specific equipment and materials for the SEN, like
o Clevy Keyboards for the computer
o Wheel chairs
o SEN learning materials,
Recommendations from observations
o
o
o
o
o
o
o
o
18
Introduce more structured classroom management about rules on
independent learning, staying in the classroom, making use of bathrooms.
Develop materials to stimulate (individual) reading and counting/ math
activities.
Develop materials on elementary skills that the children can use individually
while the teacher works with small groups or individual children (independent
learning time).
Promote autonomy in making the children responsible for their “own
materials”. Every child needs a box or basket with his/her name, some
personal materials, blackboard etc.
Develop meaningful materials that help children with a limited capacity of
attention and memory. Like linking name, taste and color of fruit to a color.
Stimulating the comprehension and memory of the children considering
declarative knowledge (Marzano).
Develop materials and activities to follow- up the development of the children
and their individual “zone of approximate development” (Vygotsky).
Develop assessment tools to measure individual development.
Start with Individual Educational Plans (IEP) and Individual Educational and
Care Plans (IECP).
The 12-15 special students in this classroom are learning at very
different levels. They really love to learn like all the other kids!
Results from qualitative research
The research shows promising results for the Ciwara community based model of
inclusive education. In the two special classes, most of the time the SEN children
are actively involved in the school activities and teachers are engaged in
meaningful interactions with the children, providing positive feedback and
stimulating a safe learning environment for the children. The two classes are
organized differently. Based upon the different SEN, one classroom offers
structure and cognitive challenges to the 12-15 children. In the other classroom
5-6 children are included who need warmth, intensive one - one interaction, basic
care and stimulation. As compared to the development of the SEN education it is
obvious that the school has made clear and significant improvements in meeting
the SEN of their pupils. The children are enjoying school, are part of the school
community and are starting to learn more than “just” simple tasks. Teachers
indicate that they have experienced that every child can learn and that they are
continuously experimenting to achieve higher goals with their pupils. They also
indicate that they need more knowledge and practical skills to work with the
children. Sometimes simple interventions, such as using the activity planning
board and creating independent learning time and differentiated instruction can
make a big difference. The teachers also indicate that they need more space,
assistance and materials in order to improve their teaching practices. Working
together with the teachers from the preschool/ kindergarten turns out to be an
effective strategy in the development of materials and practices for SEN. The
practical examples demonstrated by the Dutch students in their classrooms and
19 working together with them on the development of materials has been very
stimulating.
Teachers also consider the active involvement of parents helpful for their teaching
process. The meetings with parents help them to stimulate their children at home
and to work on behavioral and cognitive development. The fact that their children
are attending school creates time and opportunities for them to work and to take
care of the other children while their child is safe and happy at school. It also
helps them to free themselves from their situation of isolation and exclusion and
offers them possibilities to share experiences and exchange knowledge with other
parents and with the teachers.
A final but not unimportant conclusion is that the teachers from the regular
classrooms become inspired by the effectiveness of activating and child-centered
differentiated teaching in the SEN groups and the preschool.
Like the Read Learn Lead program of IEP on active reading lessons for
children, the models and practice developed at Ciwara “labschool” can be
expanded to other schools, like this community school in the region.
20
The teachers of Ciwara school make their own materials now. They
model active teaching strategies like this guy who models the
researcher, showing a high capacity to learn from real life situation!
21 References
Bartolo, P.A., Ale, P., Calleja, C., Cefai, C., Chetcuti, D., Hofsass, T., Humphrey,
N., Janikova, V., Mol Lous, A., Vilkiene, V., Wetso, G. (2007). Responding to
student diversity: University of Malta. (Produced in 7 EU languages through EU
Comenius 2.1. program and online: www.dtmp.org)
Booth T., Ainscow, M., & Kingston, D. (2006) .Index for inclusion: developing
play, learning and participation in early years and childcare. Published by Centre
for Studies on Inclusive Education CSIE, Manchester
EENET (2006) Enabling Education, Issue 10, Special edition on teacher education
and inclusion. Manchester. Published by www.eenet.org.uk/
newsletters/news10/news10.shtml
Fullan, M. (2007). The new meaning of educational change. New York/ London:
Teacher College Press.
Hattie, J. (2009). Visible learning; a synthesis of over 800 meta-analyses relating
to achievement. London. Routledge.
Hoeksma, M.,& Sieswerda, R. (2010). Learning in Process. Quality of Teaching
and Learning in Rural Ethiopia. Graduate School of Development and Education,
University of Amsterdam.
INEE pocket guide to inclusive education. Education in Emergencies: Including
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Maclean, R. & White, S. (2007). Video reflection and the formation of teacher
identity in a team of pre-service and experienced teachers. Reflective Practice, 8
(1), 47 – 60.
Marzano, R.J. (2010). Classroom Instruction that works
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tegies.html
(Retrieved March 14, 2012)
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22
Appendix I
Salamanca statement on inclusive schools (UNESCO, 1994)
(Short summary from Centre for Studies on Inclusive Education (CSIE, 2008))
This report from the UN’s education agency calls on the international community
to endorse the approach of inclusive schools by implementing practical and
strategic changes.
In June 1994 representatives of 92 governments and 25 international
organizations formed the World Conference on Special Needs Education, held in
Salamanca, Spain. They agreed a dynamic new Statement on the education of
all disabled children, which called for inclusion to be the norm. In addition, the
Conference adopted a new Framework for Action, the guiding principle of
which is that ordinary schools should accommodate all children, regardless of
their physical, intellectual, social, emotional, linguistic or other conditions. All
educational policies, says the Framework, should stipulate that disabled children
attend the neighborhood school 'that would be attended if the child did not have
a disability.'
Education for all
The Statement begins with a commitment to Education for All, recognizing the
necessity and urgency of providing education for all children, young people and
adults 'within the regular education system.' It says those children with special
educational needs 'must have access to regular schools' and adds:
Regular schools with this inclusive orientation are the most effective means of
combating discriminatory attitudes, creating welcoming communities, building an
inclusive society and achieving education for all; moreover, they provide an
effective education to the majority of children and improve the efficiency and
ultimately the cost-effectiveness of the entire education system.
Call to governments
The World Conference went on to call upon all governments to:
• give the 'highest policy and budgetary priority' to improve education services
so that all children could be included, regardless of differences or difficulties.
• 'adopt as a matter of law or policy the principle of inclusive education' and
enroll all children in ordinary schools unless there were compelling reasons for
doing otherwise.
• develop demonstration projects and encourage exchanges with countries with
inclusive schools.
• ensure that organizations of disabled people, along with parents and
community bodies, are involved in planning decision-making.
• put greater effort into pre-school strategies as well as vocational aspects of
inclusive education.
• ensure that both initial and in-service teacher training address the provision of
inclusive education.
23 Inclusive schooling
The Statement also calls on the international community to endorse the approach
of inclusive schooling and to support the development of special needs education
as an integral part of all education programs. In particular it calls on UNESCO,
UNICEF, UNDP and
24
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