Inclusive Article Presentation

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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


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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).


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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)


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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.


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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


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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.


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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.


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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.


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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.


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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.


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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.


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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.


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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.


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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.


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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.


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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.


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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


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