Twinning KS 11 IB OT 02 Implementation Support to Kosovo Education Strategic Plan 2011 - 2016...

Twinning KS 11 IB OT 02 Implementation Support to Kosovo Education Strategic

Plan 2011 - 2016

Training on INCLUSIVE EDUCATION

for teachers

Twinning Project to Support Implementation of the Kosovo Education Sector Strategic Plan 2011 – 2016

MTE Marja MateroMarch 2015


Plan 2011 - 2016

Background

• Exclusion• Segregation• Integration• Inclusion


Plan 2011 - 2016

From exclusion to inclusion of persons with disabilities

Exclusion Segregation Integration InclusionNo services only family

Services to persons with disabilities

Needs of persons with disabilities

Rights of persons with disabilities

Despised Categorising persons with disabilities

Changing persons with disabilities

Changes in schools, colleges, organisations

Ignored 'Special' / differenttreatment

Equal treatment Equality - eachreceives support they need to thrive & achieve their potential

Cursed,possessed by devil, witch craft

Disability is a problem to be fixed (in a special place)

Disability is a problemto be fixed

Everyone has gifts to bring


Plan 2011 - 2016

What is inclusive education?• Ultimate goal is a society

where all members are able to fulfil their potential and participate optimally

• Education system that is open to ALL learners, regardless of poverty, gender, ethnic backgrounds, language, learning difficulties and impairments.


Plan 2011 - 2016

Pertti Kurikan nimipäivät


Plan 2011 - 2016

I always have tohttps://www.youtube.com/watch?v=ePhjs-3q068

I always have to clean I always have to do the dishes I always have to work I always have to go to the doctor I am not allowed to go to the computer I am not allowed to watch television I am not allowed to see my friends

I always have to be at home I always have to do chores I always have to eat well I always have to drink well I can't eat candy, drink soda, I can't even drink alcohol I always have to rest I always have to sleep I always have to wake up I always have to shower


Plan 2011 - 2016

Inclusive education An approach to manage

human diversity in the educational system

”ALL learners can learn” and in regular settings

A right to be educated alongside peers

Reduces and eliminates exclusion in and from education


Plan 2011 - 2016

Inclusive education (UNESCO 2009)• a key to establishing inclusive societies.• a process of strengthening the capacity of the education system

to– reach out to all learners regardless of poverty, gender, ethnic

background, language, disabilities and impairments. – respond positively to student diversity and seeing individual differences

as opportunities for enriching learning.

• increasing participation of all in learning, cultures and communities.

• strives for high quality education for all students. • an essential element to achieve social equity and lifelong

learning.


Plan 2011 - 2016

Flexible teaching methods with innovative approaches to teaching aids, and equipment as well as the use of ICTs

Professional environment working deliberately and actively to promote inclusion for all

Responsive, child-friendly environments

It is equipped and ready to handle diversity through:

The education system has the full responsibility to ensure the right to education

Flexible teaching and learning methods adapted to different needs and learning styles

Reorienting teacher education

Flexible curriculum responsive to diverse needs and not overloaded with academic content

Welcoming of diversity

Involvement of parents and community

Early identification and remediation of children at risk of failure

Education through the inclusion lens (UNESCO 2009)


Plan 2011 - 2016

Benefits of inclusive education

• Quality education• Academic and social benefits for all students• An appreciation of the diversity in society• A greater recognition of social justice and equity• More caring attitude• Human rights aspect: ALL students learn together• Positive economic factors (especially in rural areas)


Plan 2011 - 2016

• Discussion: Who are the children in your community who are excluded or about to drop out from the education system?


Plan 2011 - 2016

Inclusion in Kosovo – video clip

https://dub111.mail.live.com/?tid=cmC1SWpYiI5BGTIgAiZMIJ6g2&fid=flinbox&pat=6


Plan 2011 - 2016

Steps to take towards inclusive education• Legislation towards inclusion• Awareness raising, attitudinal

change• Training head teachers, teachers,

special teachers, administrators, other key role players

• Establish means to provide adequate support to students with SEN, teachers and principals

• Empower parents to actively participate in their children’s education

• Reduce class size and improve classroom organization

• Establish close ties between schools, health care, social welfare and transport officials

• Change school organization, routines and practices

• Improve access to the physical environment

• Transformation of special schools into resource centers

• Access to curriculum, curriculum differentiations and use of IEPs

• Early intervention and assessment


Plan 2011 - 2016

Legal framework for development of inclusive education system in the Republic of Kosovo

• The Law on Pre-University Education in Republic of Kosovo;• The Kosovo Education Strategic Plan 2011-2016 (KESP 2011-

2016)• The Kosovo Curriculum Framework (KCF) • The Strategic Plan for Organizing Inclusive Education for

Children with Special Educational Needs in Pre-University Education in Kosovo (2010 – 2015)

• The Strategy for Integration of Roma, Ashkali and Egyptian communities in Kosovo 2009 – 2015

• Administrative Instructions


Plan 2011 - 2016

Administrative instructions• No. 24/2014 The Conversion of Attached Classes in Resource

Rooms• No. 26/2013 Selection of Employees for Provision of

Professional Services in Pre-University Instructive-Education Institutions (Includes psychologists, pedagogues etc…)

• No. 18/2013 The use of Individual Education Plan • No. 22/2013 The Maximal Number of Students per Class and

the Report (Ratio) Teacher-Student• No. 23/2013 Resource Centres


Plan 2011 - 2016

Administrative instructions (continues)• No. 26/2012 Personnel qualifications working with Students with

Special Education Needs• No. 12/2012 Criteria’s for Election of Assistants and Instructors for

Inclusive Education and their Obligations• No. 07/2012 Professional Assessment of Children with Instructive-

(should be Special) Educational Needs• No. 19/2012 Establishment and enforcement of teams for prevention

and response toward abandonment and non-enrolment in compulsory education

• No. 7/2011 Creating and Strengthening of Teams for Prevention and response toward Abondonment and Non-registration in Compulsory Education


Plan 2011 - 2016

The Law on Pre-University Education in Republic of Kosovo (Article 40)

• “the principle of inclusive education should be applied in the Republic of Kosovo as best practice in accordance with international norms as set out in the UNESCO Convention on the Rights of the Child (1989), the Statement of Salamanca (1994), the UN Convention of the Rights of Disabled Persons (2007) and other relevant international conventions or recommendations”.


Plan 2011 - 2016

International declarations recognized by Kosovo• Universal Declaration of Human Rights (1948)• Declaration on the Rights of Disabled Persons (1975)• Convention on the Rights of the Child (1989)• The World Declaration on Education for All, Jomtien Thailand (1990)• Standard Rules on the Equalization of Opportunities for Persons

with Disabilities (1993)• Salamanca Statement (1994)• Dakar World Education Forum (2000)• The UN Millennium Developmental Goals, MDGs (2000)• The UN Convention on the Rights of Persons with Disabilities (2007)


Plan 2011 - 2016

The Law (Article 40;2) stipulates the meaning of inclusive education

• Educational and/or training institutions should accommodate all children regardless of their physical, intellectual, social, linguistic or other conditions and should promote integration and contact between children;

• Relevant support should be offered based on pupils’ individual needs; and

• Separate educational settings or special schools are justified only where after expert assessment it is considered impractical to enrol a child in a regular municipal school or training institution.


Plan 2011 - 2016

By Law municipalities are authorized to

• to take measures to support the inclusion of children in municipal schools, including the establishment of resource rooms and adapted classes for pupils with physical and sensory disabilities.

• to provide free, safe, and suitable transport, according to the individual expert assessment, for children with disabilities or learning difficulties attending municipal schools.


Plan 2011 - 2016

The Kosovo Curriculum Framework (KCF)

• sets out the vision for developing and implementing a learner-centred and competency-based curriculum in Kosovo integrating and reflecting the fundamental values and principles of human rights, living together, social justice and inclusiveness;

• one of the three leading principals of the KCF is inclusion: “the right of every child to have equal access to quality education”;

• customized solutions to address students’ diversity and their special needs in the learning process, contributing to the full development of the learning potential of every child;

• envisages curriculum solutions by considering students’ needs and providing equal access and quality education to all;

• requires alignment with teacher education and training, assessment and school and classroom management.


Plan 2011 - 2016

Awareness

Commitment

Access to school

Changes in the

classroom

Identification

Changes in the school

Support

Knowledge

Resources

Community involvement

Access to curriculum

VISION TO DEVELOP AN INCLUSIVE SCHOOL

What is needed?


Plan 2011 - 2016

What is needed and what to do?Awareness

Awareness raising in the school and in the community Rights of all children to education Rights of persons with disabilities Law and other policy documents, international

declarations and conventionsKnowledge

Principals of inclusive education How to manage inclusive school and classroom Head teacher and teachers participating to in-service

trainings Information to the members of SGB, parents and

community members

Commitment

The whole society, community, school, management, teachers, parents are committed to the development of inclusive education system and school, school development plans (SDPs) with inclusive education approach


Plan 2011 - 2016

Community involvement

Community members are active in developing and supporting the school

Parents are actively supporting the development of the school

Minority groups are participating to the development of the school

Identification

Situation analysis in the community of school-aged children having no access to school

Identification of students with special educational needs

Municipality assessment teamsAccess to school

Facilities for all children to have access to school including infrastructure, transportation etc.

Multi-professional municipality teams


Plan 2011 - 2016

Changes in the school

SDPs with inclusive education approach Physical accessibility Optimal class size Resource rooms Support teachers Child-friendly school (hygienic facilities, no

bullying, etc.) Support systems build in the school (see support) Networking with service providers

Access to the curriculum

Access to learning for all Individual needs are being met Curriculum differentiations Use of IEPs


Plan 2011 - 2016

Changes in the classroom

Creating an inclusive classroom (e.g. classroom climate)

Classroom organisation Differentiations of instructional content,

strategies, materials, and learning assessment practices

Various teaching and learning methods in use Students’ learning styles and diverse needs Teaching and learning equipment and supplies,

assistive devices available


Plan 2011 - 2016

Resources Sufficient human and material resources available in the school

Optimal teacher-learner ratio Qualified teachers Support teachers School assistants Teaching and learning materials Assistive devices

Support Internal support: support team, support teachers, reading clubs

External support: itinerant teachers, municipality assessment teams, NGOs


Plan 2011 - 2016

Pre-university education system in Kosovo

MEST

Resource centres(special school & support services )

MED

Pre-primary, primary and

lower secondaryUpper

secondary

Early childhood education

Vocational education

Attached classes

Support

Support teachers


Plan 2011 - 2016

Support systems in Finland: Three steps of support

General support - School culture, teacher guidance, learner support team,

differentiations, co-teaching, flexible grouping, supplementary teaching, part-time SNE, assistant services

Intensified support (6,5%)- Learning plans, assistive and interpretation services (42%),

supplementary teaching (57 %), part-time special needs education (74%)

Special support (7,3 %)- SNE decision, IEP , curriculum differentiations, general

classroom (19%), special class (42%), partly in both (39 %), assistance and interpretation services (57%), extended

compulsory education (27%), teaching according to activity areas (5 %)


Plan 2011 - 2016

Valteri- Resource centre network

• Operates under the Finnish National Board of Education

• 6 RCs, some with special school

• Specific expertise• Consulting visits• Support periods• Assessments

• Special support programmes

• Rehabilitation• Courses and seminars• Creation of individual

learning material• Workplace counselling

Twinning KS 11 IB OT 02 Implementation Support to Kosovo Education Strategic Plan 2011 - 2016...

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