Post on 03-Jun-2018
8/11/2019 Inclusive Article Presentation
1/18
Readiness Of Urban Primary Schools
For Inclusive Education In Pakistan
Article by
SHAHEEN PASHA
Journal of Research and Reflections inEducation
December 2012, Vol.6, No.2, pp113 -128
Presentation by QURAT UL AIN NAEEM,
INCLUSIVE EDUCATION
8/11/2019 Inclusive Article Presentation
2/18
INTRODUCTION
Pakistan is among those 164 signatory countries who
have committed to provide quality basic education for
all children by 2015 . (UNESCO, 2000).
Achieving this goal seems very challenging;
particularly inclusion of disabled children in
mainstream primary schools.
(Miles & Farhad, 1999; UNICEF, 2003a; Haider, 2008).
8/11/2019 Inclusive Article Presentation
3/18
LITERATURE REVIEW- INCLUSIVE EDUCATION
Global efforts can be traced back to 1948 when
education was recognized as a human right.
Due to the efforts of the global community and
advocacy of the disabled people, a series ofconventions and declarations materialized including
the Convention on,
a) The Rights of the Child (UNICEF, 1989)b) World Declaration on Education for All (UNESCO,
1990)
c) UN Standard Rules on the Equalization of
Opportunities for Persons with Disabilities (1993)
8/11/2019 Inclusive Article Presentation
4/18
d) UNESCOs (1994) earlier Salamanca declaration and
Education for All initiative.
e) The Right to Education for Persons with Disabilities:
Towards Inclusion (UNESCO, 1995).
f) Later, in 2006 Global Monitoring Report on Education
for All, UNESCO for the first time identifies inclusion of
children with disabilities in universal primary quality
education as a global priority for educationdevelopment.
8/11/2019 Inclusive Article Presentation
5/18
INCLUSION: VIEWS OF GLOBAL COMMUNITY
Booth & Ainscow (1995),Inclusion aims to maximize the participation of children
with disabilities and/or special educational needs in
mainstream schools.
Strmstad (2003),
Inclusion is not about bringing somebody who has been
formerly excluded into an environment that has not
adapted to normal diversity. Inclusion is about diversityliving and working together
8/11/2019 Inclusive Article Presentation
6/18
Booth et al, (2000) maintain that the main task of
inclusive education is overcoming barriers tolearning and participation for all. They further
suggest that we must stop categorizing children into
special and general categoriesso that we could
emphasize existing variations amongst all children
without creating divisions amongst groups of
children.
This approach is in line with Article 3 of UNESCO
(1994) which state Schools should accommodateall children regardless of their physical, intellectual,
emotional, social, linguistic or other conditions.
8/11/2019 Inclusive Article Presentation
7/18
METHODOLOGY
This survey based, cross-sectional descriptive study
aimed to address two research questions,
I) What is the implementation status of inclusive
practices in schools?
II) Are mainstream primary schools educators ready for
inclusive education?
The survey questionnaire, adopted from QualityIndicators for Effective Inclusive Education Guidebook
(NJCIE, 2010), focuses on eleven quality indicators for
effective inclusive education, consisted of 37-item.
8/11/2019 Inclusive Article Presentation
8/18
POPULATION AND SAMPLING
o The population of research consists of seventy five
(75) public & private primary schools within the citylimits of Lahore (Pakistan).
o Three hundred teachers - 231 Female (77%) and
69men (23%), from these schools participated inthis study.
o None of the participant was holding the status of
special education teacher in their respectiveschools.
8/11/2019 Inclusive Article Presentation
9/18
i. RESPONSES ABOUT THE BEST PRACTICES INDICATOR
LEADERSHIP ---(6ITEMS)
The Mean value (0.24) for the factor Leadership
indicates that teachers perceive leadership not ready
yet for the inclusion.
Although the high frequency of Not Yet indicates
unpreparedness of head teachers for inclusive
education, but it does not allow concluding the head
teachers have a negative attitude towards inclusion.
8/11/2019 Inclusive Article Presentation
10/18
ii. RESPONSES ABOUT THE INDICATOR
SCHOOL CLIMATE ---(4 ITEMS)The frequency of responses to statement 2.1 & 2.2
indicates that,
the educational environment of the sample schools
appreciates diversity. Positive relationship among students.
The mean score (1.49) for this factor indicates partial
readiness but not substantially ready for inclusive
education.
8/11/2019 Inclusive Article Presentation
11/18
iii. RESPONSES ABOUT THE INDICATOR
SCHEDULING AND PARTICIPATION--- (3ITEMS)
High response rate of this factor indicates lack of
readiness due to the reason that the targetschools do not admit children with disabilities.
Only two schools offer inclusive education.
8/11/2019 Inclusive Article Presentation
12/18
iv. RESPONSES ABOUT THE INDICATORCURRICULUM, INSTRUCTION AND ASSESSMENT
--- (4 ITEMS)
Responses indicate that the teachers are well
aware of a variety of learners need and, in their
common practice, adopt appropriate pedagogy to
enhance their studentslearning.
High responses of (not yet) indicate it is due to the
non-existence of disabled children in therespondents classes which is due to their
schoolspolicy of notadmitting disabled children.
8/11/2019 Inclusive Article Presentation
13/18
RESPONSES ABOUT THE INDICATORv. PROGRAM PLANNING AND IEPS DEVELOPMENT ---(
2ITEMS)vi. PROGRAM IMPLEMENTATION AND ASSESSMENT --
-(2 ITEMS)vii. INDIVIDUAL STUDENT SUPPORTS --- (4 ITEMS)viii. FAMILY-SCHOOL PARTNERSHIPS ---(3 ITEMS)
Responses of these factors indicates lack of readinessand absence of the above factors because of the
non- availability of disabled children , due to schools
admission policies or inclusive education being not apart of schools mission statement so the teachers feel
less responsible forpreparing IEPs for pupils who are with special
needs.
8/11/2019 Inclusive Article Presentation
14/18
RESPONSES ABOUT THE INDICATORix. COLLABORATIVE PLANNING AND TEACHING ---
-(3 ITEMS)
High frequency responses of (not yet) indicates the
participants are not practicing collaborative planning
and teaching.
It also indicate that a majority of schools do not
follow the practice of providing information about
teachersroles, responsibilities and required skills toteach and support all students including disabled
children in written form.
8/11/2019 Inclusive Article Presentation
15/18
RESPONSES ABOUT THE INDICATOR
x. PROFESSIONAL DEVELOPMENT --- (3ITEMS)xi. PLANNING FOR CONTINUED BEST PRACTICE
IMPROVEMENT --- (2 ITEMS)
Responses of both factors indicates,
Lack of training opportunities is very evident fromthe participantsresponses.
A dire need of strategic planning for inclusive
education in mainstream schools.
8/11/2019 Inclusive Article Presentation
16/18
CONCLUSION & RECOMMENDATIONS
Findings of the study reveal that mainstream primaryschools are not ready yet to meet the challenges of
inclusive education. More efforts are needed to make
mainstream schools ready for inclusive education.
Existing educational policies and practices need to
be reformed in order to facilitate inclusion.
Inclusive education in-services training should be
arranged for teachers, staff and schooladministration.
8/11/2019 Inclusive Article Presentation
17/18
Specific incentives should be offered to the
administration and teachers for showing positiveattitude towards the inclusion of children with
disabilities in mainstream schools.
An advocacy and awareness campaign needed tobe launched to create a positive attitude of the
community towards inclusive education
8/11/2019 Inclusive Article Presentation
18/18