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Community Based Inclusive Education
Katharina Pförtner
CBR Advisor
CBM International
Estelí, Nicaragua Email: [email protected]
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
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
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
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