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Lessons learned from experience: good practices case studies
Inclusive EducationTitle : Planning and coordination strategy for the development ofinclusive schools
Countries: Togo and Cambodia
Specific thematic: Itinerant teachers
Presented by: Bénédicte LARÉ and Sandrine BOUILLE
Date: Tuesday, May 28 2013
Who are itinerant teachers?
An « itinerant teacher » is a teacher in charge of the school progress monitoring of pupils with disabilities in mainstream schools. One itinerant teacher can work with several pupils in several schools, and supports children as well as mainstream teachers.
Summary of IE context
TOGO• A working group on the schooling of children with
disabilities (institutional validation of the training manual);• A growing interest of education authorities, of parents
associations, of specialized schools and of disabled people organisations;
• A favourable and encouraging legal context;• The reopening of teachers’ training schools;• An innovative itinerant teachers’ system: availability of
three state teachers at the inspectorate;• An education system in crisis for a number of years
(repeated teachers’ strikes).
Summary of IE context
CAMBODIA
• An innovative itinerant teachers’ (IT) system (pilot project);
• An inclusive education thematic relatively undevelopped in the country;
• The growing interest of education authorities and education NGOs working with people with disabilities within the framework of the inclusive education thematic and the IT system;
• A favourable and encouraging legal context;
• An education system undergoing reconstruction and relatively low internal capacities.
Planning and coordination strategy for the development of inclusive schools
main obstacles
TOGO
• The limited availability of some accredited teachers;
• The distrust of mainstream teachers towards itinerant teachers;
• The absence of the itinerant teacher status in the education system;
• The too small experimentation scale;
• The poor training of itinerant teachers.
Planning and coordination strategy for the development of inclusive schools
main obstacles
CAMBODIA
• The limited availability of accredited teachers;
• The distrust of mainstream teachers towards itinerant teachers;
• A too specialized initial orientation of the itinerant teachers’ system;
• The weakness of the link between school and families;
• Migration and the precarious socio-economic situation of the families of children with disabilities;
• The cost of the system and the shortage of available funds for its sustainability at ministerial level.
Description of the good practice and measures taken to overcome obstacles
TOGO: description of the good practice
• Job profile definition and recruitment;
• Development of monitoring instruments;
• Development of selection criteria of children to monitor;
• Monitoring of children selected in mainstream schools;
• Link between ITs, parents of pupils with disabilities and CBR agents;
• Trainings in specialized schools;
• Trainings and brainstorming workshops;
• Assessment of the system.
Description of the good practice and measures taken to overcome obstacles
Measures taken to overcome obstacles
• The optimal use of the time available with an education specialist;
• Positionning of ITs as state teachers supporting children with learning disorders.
Description of the good practice and measures taken to overcome obstacles
CAMBODIA: description of the good practice
• Job profile description and recruitment;
• Training;
• Educational sessions;
• Monitoring of every children in a disabling situation;
• Link between ITs and community partners.
Measures taken to overcome obstacles
• Optimal use of the time available;
• Positionning of ITs as IE « experts »;
• Reorientation of the system to boost inclusion.
The most significant changes
TOGO
• Local authorities: brainstorming on the sustainability of the system and search of internal solutions.
• Specialized schools: acceptance of the system and opening for advanced trainings.
• Mainstream teachers: recognition of the added value of the support provided by ITs and a better reception of children with disabilities in classrooms.
• Itinerant teachers: specialization of mainstream teachers.
• Children with disabilities: self-confidence, higher success rate.
The most significant changes
CAMBODIA• Local authorities: brainstorming on the sustainability of
the system and search of internal solutions. • Mainstream teachers: recognition of the added value
of the support provided by ITs and a better reception of children in a disabling situation in classrooms.
• Itinerant teachers: from a specialized support in home to a support in school and to the monitoring of every children in a disabling situation.
• Children with disabilities: dropouts and school failures are continually decreasing since the beginning of the project.
Noticeable impactsTOGO
• Impact on school success• Impact on the life of pupils
with disabilities• Impact on mainstream and
specialized teachers• Impact on the school
environment of children with disabilities
• Impact on pupils with disabilities’ parents
• Impact on educational policy makers
CAMBODIA• Impact on the school success
of disabled pupils and on the abandonment rate
• Impact on the life of disabled pupils
• Impact on mainstream teachers
• Impact on the school environment of disabled children
• Impact on the attitude in school
• Impact on pupils with disabilities’ parents
Noticeable Impacts TOGO CAMBODIA
How to duplicate or develop these practices?
TOGO and CAMBODIA• Involve all state actors and the civil society in the
definition and the implementation of the system;• Consider the itinerant teachers’ training as an absolute
prerequisite for their assumption of duty + move from the general to the particular;
• Ensure the consideration of the intinerant teacher’s status by the Ministry for the purpose of sustainability and clear definition of the job profile;
• Work on monitoring instruments and concrete strategies related to the school programme of each country and definition of the system management process.
How to duplicate or develop these practices?
TOGO and CAMBODIA• Include itinerant teachers’ trainings in the programme of
teacher-training schools as electives;• Dispatch itinerant teachers by intervention zones and opt
for the multi-specialization of each itinerant teacher;• Inform the community, parents, school headmasters and
mainstream teachers about the system;• Define the support modalities for children as well as
mainstream teachers;• Work with the community (health services and/or social
services) for referencing.
Point SummaryOur experience with the implementation of an
itinerant teacher’s system shows that:Strengths
• The system satisfies a demand;
• The system enables the regular support of both pupils with disabilities and mainstream teachers on a regular basis;
• Mainstream teachers feel less alone to face their pupils disabilities and are therefore more inclined to receive disabled children.
Weaknesses
• The system can quickly turn into an exclusively specialized system instead of an inclusive one;
• Without the financial commitment of the Ministry and the legal recognition of the ITs status, the system will be short-lived.