MONITORING CHECKLIST FOR THE IMPLEMENTATION OF INCLUSIVE EDUCATION

IN LAGOS STATE

BY

ADEBUKOLA S. ADEBAYO

This project is a Digital Artifact submitted in partial fulfillment of course

requirement for the

4-week online course on

Increasing Citizen Engagement

Developed by the World Bank and delivered through Coursera.

(March/April, 2015)

MONITORING CHECKLIST FOR THE IMPLEMENTATION OF INCLUSIVE EDUCATION

IN LAGOS STATE

USERS GUIDE

Background

Inclusion is the acceptance of all people regardless of their differences. It is about appreciating

people for who they are because even though we are all different, we are one. Inclusion allows

people to value differences in each other by recognizing that each person has an important

contribution to make to our society (Shafik Abu-Tahir as cited in Dattilo, 2002, p. 26).

Within the context of education, Inclusion is seen as a process of addressing and

responding to the diversity of needs of all learners through increasing participation in learning, cultures and communities, and reducing exclusion within and from education. It involves changes and modifi cations in content, approaches, structures and strategies, with a common vision which covers all children of the appropriate age range and a conviction that it is the responsibility of the regular system to educate all children. (Cited in “Guidelines for Inclusion: Ensuring Access to Education for All.” UNESCO, 2005) “… schools should accommodate all children regardless of their physical, intellectual, social, emotional, linguistic or other conditions.“ This should include disabled and gifted children, street and working children, children from remote or nomadic populations, children from linguistic, ethnic or cultural minorities and children from other disadvantaged or marginalised areas or groups.” (Cited in “Guidelines for Inclusion: Ensuring Access to Education for All.” UNESCO, 2005) reasons for Inclusive Educationn

Inclusive education is a human right, it’s good education, and it makes good social sense.

1. 1. All children have the right to learn together.

2. Children should not be devalued or sent away because of their

disability, gender, background, and poverty or learning difficulty.

3. There are no legitimate reasons to separate children for their

education. Children belong together – with advantages and benefits

for everyone.

4. Research shows children do better, academically and socially, in

inclusive settings.

5. There is no teaching or care in a segregated (special) school which

cannot take place in an ordinary school.

6. Given commitment and support, inclusive education is a more

efficient use of educational

resources.

7. Segregation teaches children to

be fearful, ignorant and breeds

prejudice.

8. All children need an education

that will help them develop

relationships and prepare them

for life in the mainstream.

9. Only inclusion has the potential to

reduce fear and to build

friendship, respect and

understanding. ( Extracted from Training Materials prepared by Education Sector

Support Programme in Nigeria ESSPIN, 2012)

To achieve inclusive and accessible educational institutions in Nigeria, all public and private

local and international agencies responsible for the administration and management of

education among other stakeholder need to engage with citizens through their network of

DPOs and CSOs to:

make relevant input into processes of policy design, planning and implementation;

Provide support in the area of capacity-building

Serve as channel for effective dissemination of information to PWDs;

Mobilize PWDs to effectively participate in the process of monitoring implementation

and evaluating impacts on citizens;

Organize mechanisms and processes of providing feedback to government and other

stakeholders;

Mobilize PWDs to hold government accountable.

There are no sufficient legislative and/or policy frameworks inNigeria which comprehensively

provides for the inclusion and access of children with disabilities into mainstream or regular

primary and secondary schools. Accordingly, this Monitoring Checklist is substantially based on

the views and experiences of PWDs selected from the six (6) major disability clusters: blind,

deaf, intellectual disabilities, spinal cord injured,physical disabilities and persons affected by

leprosy respectively. Views and experiences of other stakeholders in the fields and sub-fields of

education and special education respectively including the State Ministry of Education, State

Universal Basic Education Board (SUBEB), Local Government Education Authority (LGEA),

Association of Special Education Teachers, the academia, mainstream CSOs and the Media were

also considered. Key inputs were also drawn from relevant international statute documents

including the UNCRPD, among others.

Rationale

This Monitoring Checklist is developed as a tool to guide the mainstreaming of the inclusivity

and accessibility needs of children with disabilities into the design, planning and

implementation of inclusive education at primary and secondary school levels.

It is designed to guide the formulation and implementation of inclusive education laws, policies,

programmes and activities, as well as buildings, materials, technologies, audiovisuals,

publications and documents, etc.

Objectives

This Monitoring Checklist is developed with a view to achieving the following

objectives:

Identify institutional, infrastructural and manpower gaps, current trends and situations in the

administration of inclusive education in Lagos State;

Earmark the resource mobilization sources with reference to public private sector support for

the inclusive schools; and

identify key policy impacts of the implementation of the Lagos State Special People’s Law on the

education sector.

Expected Outcomes

It is expected that through the use of this Monitoring Checklist, citizens will be better empowered to

hold the Lagos State government more accountable, transparent and responsive towards the proper

implementation of the Policy on Inclusive Education.

It is also expected that there shall be a significant improvement in the level of inclusivity and access for

children with disabilities through the inclusive schools.

STAKEHOLDERS

This Monitoring Checklist is broadly targeted at all stakeholders on both the demand and supply side of

the education sector. Key stakeholders (state and non-state actors) identified is based on both the

statutory and the social roles performed by each identified stakeholder in the administration of inclusive

education in Lagos State. The stakeholders include the following:

All inclusive and special schools;

SUBEB;

Ministry of Education;

District Offices;

Local Government Education Authority (LGEA);

Office of Transformation;

Office of impact assessment;

Local Government Councils;

Civil Society Organizations (CSOs);

Parents bodies and School-Based management Committee (SBMCs);

International Development Partners (IDPs);

The Media; and

Disabled People’s Organizations.

PROBLEM AREAS

Low capacity of teacher;s

Inadequate accessible infrastructure;

Inadequate provision on instructional materials;

PWDs do not have free access to education;

No early child education for pwds;

Inclusive Units are been operated differently from the regular schools;

Communication flow between stakeholders is not smooth;

There Is low budget for inclusive schools.

Target Users

This Monitoring checklist is prepared for all stakeholders in the conduct of inclusive education.

They include but not limited to:

All inclusive and special schools;

SUBEB;

Ministry of Education;

District Offices;

Local Government Education Authority (LGEA);

Office of Transformation;

Office of impact assessment;

Local Government Councils;

Civil Society Organizations (CSOs);

Parents bodies and School-Based management Committee (SBMCs);

International Development Partners (IDPs);

The Media; and

Disabled People’s Organizations.

General Instructions

This Checklist may be used at any time of the school calendar year or within any time in

the financial year or educational budget cycle of the state government by relevant

personnel of concerned organizations, to monitor and/or evaluate how their roles and

activities in the conduct of inclusive education affect PWDs as well as identify specific

inclusivity and accessibility needs of PWDs peculiar to their operational and

programmatic designs.

Individuals completing the checklist will require a simple training on the idea and

practice of inclusive education. This will enhance proper and accurate use of this tool for

valid monitoring and evaluation of the technical details of inclusion and access for

PWDs such as buildings and facilities for accessibility. However, the narrative

descriptions and graphic illustrations may also serve as guide.

While maintaining strict preference for international best practices in line with the

CRPD, this Checklist takes into cognizance, the low level of knowledge, technological

and infrastructure development of Nigeria with regard to disability inclusion and

accessibility. As such, adaptive methods of achieving inclusion and access are illustrated.

The Checklist is organized in ten (10) clear sections. These sections identify the

institutional (procedures), environmental (physical infrastructures and

facilities/equipments), financial and human requirements and conditions which must be

met in order for education to be adequately inclusive and accessible to children with

disabilities.

Before an organization is evaluated, it is useful for users to review the instructions for

using the checklist and become familiar with the questions. It is also helpful to practice

taking measurements and recording information before beginning the evaluation.

A few simple tools are required to conduct monitoring and evaluation exercise using

this Checklist especially in measuring sizes and slope of specific elements and spaces:

(i) metal tape measure at least 15-feet long level with a bubble measure or a digital

measure at least twenty-four inches long for measuring slope;

(ii) copy of the checklist (one copy per school and/or organization), clipboard, and

pens or pencils;

(iii) film or digital camera to document important areas that may need to be

reviewed later. Any camera may be used to shoot photographs but one with a

flash is most useful, particularly when indoor photos are needed.

The checklist is designed to prompt users on what to look at and where to measure. All answers and notes should be recorded on the checklist for use later in the planning process. When completed, the checklist should provide an indication of the level of disability inclusion and accessibility in the operations and programmes of the organization. If photographs are taken during the survey, it is helpful to note on the checklist that a photo was taken for later review of particular elements, spaces, or conditions.

One person can administer the checklist on a school and/organization, but it is often quicker and easier for two people to work together. One can be responsible for taking the measurements and the other for recording the information and taking any photographs.

For each checklist item, check either “yes” or “no.” If the item is not sufficiently available, or is presented in some other forms not in strict compliance with prescribed formats in this Checklist, or is not applicable to the organization under review, write the observed situation to the right ofthe question in the area under “Comments.” Add notes or comments as needed.

When completing the checklist, it is important to try to answer every question in each section, unless, of course, the element is not present at the particular site under review.

Policy-makers and/or interested Organizations may reproduce the ten (10) sections of this Checklist on a Spreadsheet and paste it on the notice boards of their relevant staff with a view to promote real time monitoring.

MONITORING CHECKLIST FOR THE IMPLEMENTATION OF INCLUSIVE EDUCATION

Section A: SCHOOL INFORMATION

Name of School: AUD

Location::

LGA:

Status:

Number of children with disabilities:

Disability types

Number of children in a classroom

Number of teachers in a classroom

Section B: INSTITUTIONAL PROCESS

S/N DESCRIPTION YES NO DON’T KNOW

1 Is there a separate class for children with disabilities?

2. Do children with disabilities receive lessons in same class with non-disabled children?

2 Do the children with disabilities attend assembly together?

3 Do they share play ground and engage in sporting activities together?

4 Are children with disabilities assessed before admission to know the level of impairment? Is there a functional health facility?

5 Do the children with disability share vocational facilities with other students

6 Are there procedures for medical interventions in the school?

8) Where is your major source of funding/ support is it- multiple answers are possible (Please

rate any one or all options you select on the scale of 1,2,3,4,5. With 1 being the lowest and 5

being the highest.)

1. SUBEB

2. LGEA

3. Ministry of Education

4. Private sector support

5. Development partners

6. Others specify

9) How regular is this funding /support -

1. Veryregular

2. Regular

3. Not regular

10) Which of the following authorities regulates the administration of the school- multiple

answers are possible

1. LGEA

2. SUBEB

3. Ministry of Education

Section C: FACILITIES

S/N FACILITIES AVAILABLE ADEQUATE ACCESSIBLE

YES NO YES NO YES NO

1 Portable flowing water

2 Regular power supply

3 Alternative power supply

4 Toilet for students with disability

5 Separate toilet for boys and girls with

disability

6 Vocational training facilities

7 Sports facilities

8 Inclusive Classrooms

9 Resource room

10 Music facilities

11 Transportation to and from school

Section D: INSTRUCTIONAL MATERIAL (Hearing Impaired)

S/N MATERIAL AVAILABLE ADEQUATE ACCESSIBLE

YES NO YES NO YES NO

1 Amplifier

2 Audiology resources

3 Audio meter

4 Hearing aids

5 Charts

6 Posters

7 Video player

8 Television set

9 Television set

10 Sign language text book

11 Speech trainer

Section E: INSTRUCTIONAL MATERIAL (Visually Impaired)

S/N ITEMS Available Adequate Accessible

YES NO YES NO YES NO

1 Braille machine

2 Braille paper

3 Braille text book

4 Cassette

5 Writing Frame and

stylus

6 Radio

7 Computer with screen

reader

8 Type writer

9 Brailed chart $ map

10 Taylor frame

11 Improvised ruler

12 Tape Recorder

Section F: Intellectual disability

S/N ITEM Available Adequate Accessible

1 Tape recorder

2 Video player

3 Television

4 Speech trainer

5 Assorted toys

6 Charts

7 Posters

8 Adapted curriculum

9 Music facilities

10 Concrete objects

Section G: Physical Disability

S/N [TEMS Available Adequate Accessible

1. Wheel chair

2 Ramps

3 Crutches

4 Adapted chair

5 Adapted table

6 Paper holder

7 Pencil/pen holder

8 Stretcher

9 Physiotherapy clinic

10 Tricycle ego meter

Section H: Service Providers

SECTION I: Human Resource Development

S/N ITEMS VERY REGULAR REGULAR NOT REGULAR

1. Capacity-building/training

2. Additional financial/material incentives

3. Promotions & other benefits.

SECTION J: General Comments

1. Performance of Pupils/Students:

2. Major challenges:

S/N SERVICE PROVIDERS Available Adequate Accessible

1 Teacher for children with hearing impairment

2 Teacher for children with learning disabilities

3 Teacher for children with visual impairment

4 Teacher for children with intellectual disability

5 Audiologist

6 Speech therapist

7 Occupational therapist

8 Guidance counsellor

9 Psychologist

10 Vocational instructor

11 Ophthalmologist

12 Nurse

13 Care-giver

14 Cleaner

15 Day-guard

16 Play therapist

17 Regular teacher

18

3. Expectations on school improvement and development

(i) Inputs from government

(ii) Input from private sector

(iii) Input from development partners

(iv) Input from parents and community.