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Community Based Inclusive Education

Katharina PförtnerCBR AdvisorCBM InternationalEstelí, Nicaragua Email: katrin.pfortner@gmail.com

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FINDINGS UNESCO 2009

� 72 Mio children not enrolled in school� 30% are children with disabilities� Literacy rate for persons with disabilities

is 3%, women with disabilities 1%� Studies in OECD and non-OECD

countries indicate that students withdisabilities achieve better results in inclusive settings

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CBR: Strategy for the inclusive community development

Access to quality education isthe key for social integrationand the identity of citizens

(Gordon Porter, Managua Nicaragua 1997)

CBR MATRIX

HEALTH

PROMOTION

PREVENTION

MEDICAL CARE

REHABILITATION

EDUCATION

EARLY CHILDHOOD

PRIMARY

SECONDARY & HIGHER

NON-FORMAL

LIVELIHOOD

SKILLSDEVELOPMENT

SELF-EMPLOYMENT

FINANCIAL SERVICES

WAGE EMPLOYMENT

SOCIAL

RELATIONSHIPSMARRIAGE &

FAMILY

PERSONAL ASSISTANCE

CULTURE&

ARTS

RECREATION LEISURE &

SPORTS

EMPOWERMENT

COMMUNICA-TION

SOCIAL MOBILIZATION

POLITICAL PARTICIPATION

SELF-HELP GROUPS

ASSISTIVEDEVICES

LIFE-LONG LEARNING

SOCIALPROTECTION

ACCESS TO JUSTICE

DISABLED PEOPLE'S

ORGANIZATIONS

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PRESENT SITUATION ???

Children with disabilities, learning difficulties and behavioral challenges are the first to drop out of thissystem.

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INTEGRATION INCLUSION

� Ethics of equality� Conditional insertion� The persons should

adequate to the conditions

� Ethics of diversity� Unconditional

Insertion� The conditions

should adequate to the person

WE NEED: INCLUSIVE LEARNING FRIENDLY

ENVIRONMENT

SAFE ENVIRONMENT

CULTURAL SENSITIVE

STIMULATES LEARNING OF ALL

CHILDREN PROMOTES PARTICIPATION COOPERATION COLABORATION

PROMOTES HEALTHY

LIFESTYLES AND SKILLS

LEARNING IS RELEVANT TO

CHILDRENS DAILY LIVES

PROMOTES OPPORTUNITIES FOR TEACHERS TO LEARN AND BENEFIT FROM

LEARNING

GENDER FAIR AND NON

DISCRIMINATION

FAMILIES TEACHERS AND COMMUNITIES INVOLVED IN STUDENTS LEARNING

INCLUDES ALL CHILDREN: BOYS AND GIRLS FROM

DIFFENT CULTURES, WITH

DISABILITIES, LEARNING

NEEDS, ETC

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REQUISITS FOR INCLUSIVE EDUCATION� Neighborhood school� Children of the same age � Accept diversity of students� Obtain necessary support � Teacher Training� Teaching methods reaching out for individual

advance� Resolve problems at school level

SENSIBILISATION

� FAMILIES� TEACHERS� STUDENTS� COMMUNITY

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Awareness training with community members

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Teacher training awarenessGuatemala

COMMUNITY BASED LEARNING

� Start from life reality of the students� Family and community members

accompany participation in school� Learning with community resources

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Multiple Intelligences HOWARD GARDNER 1983

� logical/ mathematical� verbal / linguistic� musical � bodily / kinesthetic� visual / spatial� interpersonal� intrapersonal

• Self – help and daily living skills

• Social Skills• Community use and

recreation• Self-direction• Helth and security• Functional academic and

conceptual skills• Ocupational skills

IQ ??? We need life skills like:

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Family and community based Assessment

� Exploration of family live, the family is expert (CBR program develops Mapping by fieldworkers)

� Level of development and advances � Individual learning profile and objectives

Mapeo

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Inclusive education starts in pre-school

� Early detection system� Home based early education� Detection of children with learning

needs in pre-schools� Referral system to specialized attention

if needed

Maria in Pre-School6 years old

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STRATEGIES

FOR INCLUSIVE EDUCATION OF PERSONS WITH LEARNING DISABILITIES

Teamwork

Itinerant teachers work together with classroom teachers

+ developing individual programs+ referrals for specialized attention+ supporting classroom adaptations+ organizing support in the classroom

with the community+ facilitating activities of awareness and

training

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Solve problems with school resources � Teachers working in teams

(include parents, CBR staff, support persons if indicated)

� Organize structured meeting with limited time (30 minutes)

� Elaborate priority of the case � Discuss alternatives and elaborate action

plan based on needs of the student � Implementation plan to evaluate results

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LEARNING BASED ON INTERESTS, ACCEPTING THE DIVERSITY

� 1. Find out common interests in the classroom

� 2. Evaluation: K W LK = What do I knowW= What do I want to knowL = What did I learn

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DIVERSITY IS AN ADVANTAGE

� Teamwork (everybody contributes)� Cooperative skills (share and help)� Face to face interaction (seat order!)� Homogeneous and heterogeneous

groups� Time management adapted to student´s

abilities� Individual accountability

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Child to child support Santo Tomas, El Salvador

Individualized Adaptations

SAME ACTIVITY, BUT ADAPTED� Instructions (simple language)� Presentation of information (concrete)� Material we use� Difficulty degree � Form of evaluation� Opportunities to practice� Time table of assistance� Physical assistance direct or indirect

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Self help groupsfor independent living

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Life long learning oportunities

WE CANNOT WAIT FOR BETTER SYSTEMS

� INICIATION

� IMPLEMENTATION

� INSTITUTIONALIZATION

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The ultimate goal of inclusive qualityeducation is to end allforms of discriminationand foster social cohesion.

UNESCO 2009