Www.britishcouncil.org1 Supporting inclusive education for SEN students in MENA.

www.britishcouncil.org 1

Supporting inclusive education for SEN students in MENA

OUTLINE

• Overview of the British Council

• Our understanding of inclusion:

- Access and Engagement

- Medical and Social models

- Single, two-track and Multi-track approaches

• Our work on inclusion in MENA

2www.britishcouncil.org


ABOUT US

UK's international organisation for educational opportunities and cultural relations

Founded in 1934, we work in over 100 countries

Our purpose: “to create international opportunities for, and trust between, the people of the UK and other countries worldwide”


ABOUT US

Three core activity areas:

Education and SocietyEnglishArts

Our belief is that every child needs high

quality education that is suitable for their

needs


Inclusion is not a PRODUCT it is a PROCESS.

It is not a destination at which we arrive, it’s a road upon which we travel.

Inclusionthis way!


Inclusion means promoting...

Children attending school...

Children’s needs being met when they do attend...

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ENGAGEMENT

ACCESS

www.britishcouncil.org

Access and engagement are the two major

components of an inclusive school or classroom.

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ENGAGEMENTACCESS


Access and engagement are not

necessarily finance driven solutions.

They can be equally driven by

innovation and creative thinking.

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© Mat Wright


Medical and social models of inclusion

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© Mat Wright

© Mat Wright


11Developing Inclusive Schools and Classrooms

http://www.ddsg.org.uk/taxi/medical-model.html

12Developing Inclusive Schools and Classrooms

MEDICAL MODEL THINKING SOCIAL MODEL THINKING

Child is faulty Child is valued

Diagnosis and treatment Removal of barriers

Labelling and categorisation Acceptance of individual

Inputs identified and delivered Outcomes identified and planned

Therapy programmes are centralResources are made available to

ordinary services

Segregation and alternative services Fully integrated services

Professionals identify needs Individual rights are expressed

Isolation is perpetuatedDiversity is welcomed; child is

included

Society remains unchanged Society Evolves


Approaches for Inclusion


© Mat Wright

• All children within the same school

• All services focus on the school

• All policies work towards all children

being in a mainstream setting

• No need for special schools

A ‘single track’ approach


• Based on establishing two distinctive systems

• Special schools & units for special needs groups

• Pupils in special sector not following mainstream

requirements

• Often different legislation for different sectors

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A ‘two-track’ approach


A ‘multi-track approach’

• A multiplicity of approaches

• Two systems run in parallel

• Special schools as ‘resource centres’

• Heavy emphasis on ‘integration’

• Offers more flexibility and responsive

to individual needs


There is no right or wrong way to travel down the road of inclusion, but it isimportant to be clear about the track you are on.


Background about the British Council

work on Inclusion in MENA

• MENA Inclusion Conference Abu Dhabi, February 2013

• Study Visit to UK, October 2013

• Second MENA Inclusion conference Oman, May 2014

• Commissioned research on the successful British Council inclusion work in Lebanon and Yemen, November 2014

• Global Inclusion conference Dubai, December 2014

Developing Inclusive Schools and Classrooms 19

The impact of the British Council events

• Significant changes in attitudes towards SEN

• Initiating and implementing change at a national policy level

• Inclusive approaches refined and improved

• Creating a forum for influencers and policy makers to work together and share best practice

Developing Inclusive Schools and Classrooms 20


Thank You

Www.britishcouncil.org1 Supporting inclusive education for SEN students in MENA.

Documents

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