Community Based Inclusive Education

Katharina Pförtner

CBR Advisor

CBM International

Estelí, Nicaragua Email: katharina@turbonett.com.ni

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 with disabilities achieve better results in inclusive settings

UIPC

IMSERSO

HEALTH CONDITIONDISORDER OR DISEASE

Body FunctionsAnd Structures

Activities Participation

Environmental and PersonalFactors

International Classification of Functioning, disability and health

CBR: Strategy for the inclusive community development

Access to quality education is the key for social integration and 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

SOCIAL PROTECTION

ACCESS TO JUSTICE

DISABLED PEOPLE'S

ORGANIZATIONS

The ultimate goal of inclusive quality education is to end all forms of discrimination and foster social cohesion.

UNESCO 2009

PRESENT SITUATION ???

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

REQUISITS FOR INCLUSIVE EDUCATION Neighborhood school Children of the same age Obtain necessary support Adequate equipment Teacher Training Resolve problems at school level Accept diversity of students Teaching methods reaching out for individual

advance

STRATEGIES

FOR INCLUSIVE EDUCATION

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

SENSIBILISATION

FAMILIES TEACHERS STUDENTS COMMUNITY

Assessment

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

Observation during the class Level of development and advances Individual learning profile and objectives

Teamwork

Itinerant teachers work together with classroom teachers

+ developing individual programs+ referrals for specialized attention+ supporting classroom adaptations+ organizing support in the classroom+ facilitating activities of sensitation and

training

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

ACTIVITY BASED LEARNING

Start from life reality of the students Integrate all senses Movement is the door of learning “trial and error” allowed Self evaluation

LEARNING BASED ON INTERESTS, ACCEPTING THE DIVERSITY

1. Find out common interests in the classroom

2. Evaluation: K W L

K = What do I know

W= What do I want to know

L = What did I learn

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

Multiple Intelligences HOWARD GARDNER 1983

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

Blooms Taxonomy (1956)

Analyze difficulty degree of activities

1. Knowledge2. Comprehension3. Application4. Analysis5. Synthesis6. Evaluation

Multi level activities

1. Identify concepts of the class2. Establish method of presentation 3. Establish method of practical activities4. Establish method of evaluation

Individualized Adaptations

SAME ACTIVITY, BUT ADAPTED Instructions Form of presentation of information Material we use Difficulty degree Form of evaluation Opportunities to practice Time table of assistance Physical assistance direct or indirect

WE CANNOT WAIT FOR BETTER SYSTEMS

INICIATION

IMPLEMENTATION

INSTITUTIONALIZATION