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Measuring the effects/impact of inclusive education: how & what do we measure?
• Sarah is 22 and is in Grade 5 of Basic Education• Last week she spoke to an audience of teachers, principals,
supervisors, superintendents and Regional advisors in Region 8 about her experience of growing up a young person with a disability in The Philippines• This is a short edited extract from her talk
Sarah Jane Dela Rosa
Mostly, what disabled children need in order to succeed in school, as with other children, is a good-quality responsive education (Croft, 2014)
There are serious question marks over whether the development of policies and legislation at national and country level is affecting any real change in the ‘provision of education for disabled children’ at school level (Croft, 2013, p. 234).
Does Policy Lead to Change?
•Most data related to children with disabilities in low-middle income countries is based on estimates because of the poor quality of existing data.•Most classification systems are based on assessment processes rooted in a medical –deficit model of disability, rather than the International Classification of Functioning, Disability and Health.
Some Findings from the 2015 Global Monitoring Report
• In some countries, as many as 90% of children with disabilities may not attend school; being disabled can more than double a child’s chances of never enrolling in school.•Where children with disabilities do attend school, they are more likely to drop out (be Pushed-out) or face discrimination.
• WHO estimates are between 10-17%• 10% is a conservative figure – the more inequality and poverty /
conflict there is a society, the more likely it is that the % will rise towards 17%• For example, in The Philippines where we have a school aged
population of approximately 25 million, this means the number of children with a disability will be somewhere between 2.5 million and 4.25 million. Only a small % of this number are offically recognisedas being in school.
How many children are there with a disability …. ?
Do we need to know how many disabled children there are? Croft, (2013, p233)
• Often based on outdated and unhelpful definitions of disability• Often based on quantitative data which doesn't tell us much about the
real lives of CWD and their families or the ways in which schools and communities are developing effective and innovative practice• Data collected is often inaccurate and misleading• Accurate data is very expensive and time consuming to collect• The most pragmatic and ethical way forward is to make the most of
knowledge we already have to develop and continue learning from existing provision.
Data Collection
• General quality improvements would significantly improve the education of many disabled children • School based forms of support for teachers rather than large scale
cascade training is more likely to lead to gradual changes in practice• Evidence and experience also tells us that if we try to identify ‘some’
schools as inclusive and not others, these schools quickly become overwhelmed; we need to develop clusters of schools working together and supporting each other.• Special Education Teachers, Special Schools, Resource Centers etc need
to become a resource to support regular schools and teachers.• Data needs to be meaningful and comprised of different forms of evidence
including qualitative data.
Strategies to address the marginalisation of children with disabilities must focus on:• Developing the culture of schools and societies in order to tackle
discrimination and negative attitudes which create barriers to the development of inclusive education. • Strategically addressing the attitudes of communities, teachers and
education officials.
Articulating a Theory of Change …...
Equity Equality Access Participation Achievement Enjoyment …..What does this mean? What does it ‘look like’? What do we expect this to involve?
Enrollment ... full enrollment? All CWD attending school and not dropping out?
AchievementAll children acheive the same levels? Age related norms? National assessment?
What do we need to do in order to achieve these things?
What do we want to achieve? This is problematic and complex
• These are the components which we identify as being essential to the process of bringing about change• There will usually be different levels of change theory with inter-related components• The BEST ToC is a draft developed by our program with stakeholders to try and articulate how we expect change to come about and how the program can support this• For each section of the ToC there will be different kinds of indicators setting out what outomes are expected• For each outcome we need to collect meaningful evidence
Developing a Theory of Change (ToC)
BEST Inclusive Education Theory of Change
16
ThePhilippinesimplementsaninclusiveeducationpolicythatalignswiththeprinciplesoftheCRPD
Allchildren,includingCWDs,accessonanequalbasisaqualityeducationintheirlocalschoolthatpreparesthemforproductiveparticipationineconomicandsociallife
Teachersimplement
inclusivechildcentred
pedagogy
Teachershaveapositive
attitudetoteachingCWDs
Teachersareconfidentto
teachinclusively
Teachershavecapacity
andskillstoteach
inclusively
Teacherssupporteachother
tocontinuouslyimproveIE
skills(incl.LAC)
Teachersareexposedtoandresponsiveto
positiveexamplesofinclusiveeducation
Pre-serviceprovidersof
SPEDteachertraining
promoteinclusivevalues
&practices
Pre-serviceprovidersof
regularteachertraining
promoteinclusive
values&practices
Draftersofthepre-servicecurriculumembraceandreflect
inclusivevaluesintherevisedK12curriculumandSPEDcurriculum
SPEDresourcecentres
supportteachersinthe
classroom
DepEDsupportsaccessibleclassrooms,
learningmaterialsandresources
AlllevelsofDepEDgovernanceand
managementimplementanIEpolicythat
alignswiththeprinciplesofCRPD
DPOsinvolvedmeaningfully
inschoolgovernance
ROprovidesTAto
DO,contextualises
policyforregions
DOprovidesTAto
schoolsandsupport
toprincipals
DOdemonstrates
inclusivevalues
ROdemonstrates
inclusivevalues
DepEDincorporatesinclusive
valuesinallpolicies
DepEDcollaborateswith
otherDepts&stakeholders
Principalssupport
teachers
Principalshave
positiveattitude
Parentssupport
teachers,schoolsand
children
Parentshavepositive
attitude&values
LikemindedDPOswork
collaborativelyonIEissues
CommissiononHigherEducation
TEACHERS SCHOOLCOMMUNITY
NGOs/CSOs/DPOs
DepartmentofEducation(Centraltodivisionoffice)Leadership
Clustersofschoolscollaborateto
supporteachotherinimplementing
inclusiveeducationpoliciesand
practices
ParentsofCWDssend
theirchildrento
inclusiveschools
Parents&principals
responsivetopositive
examplesofinclusion
BESTpartnersuse
theevidence
generatedto
promoteIEwidely
schools
Divisionhiresandplacesteacherswithinclusivevalues
******************SHAREDINCLUSIVEVALUES*************************
17
Clustersofschoolscollaboratetosupporteachotherinimplementinginclusive
educationpoliciesandpracticesCommissiononHigherEducation/
Pre-service
School Community
NGOs/CSOs/DPOs DepartmentofEducation- Central,Regional,Divisional
18
ThePhilippinesimplementsaninclusiveeducationpolicythatalignswiththeprinciples
oftheCRPD
Allchildren,includingCWDs,accessonanequalbasisaqualityeducationintheirlocalschoolthatpreparesthemforproductiveparticipationineconomic
andsociallife
Teachersimplementinclusivechild
centred pedagogy
ParentsofCWDssendtheirchildren toinclusiveschools
AlllevelsofDepED governanceandmanagementimplementanIEpolicythatalignswiththe
principlesofCRPD
BESTpartnersusetheevidencegeneratedto
promoteIEwidelyschools
19
DPOsinvolvedmeaningfullyinschoolgovernance
DepED collaborateswithotherDepts &
stakeholders
Principalssupportteachers
Principalshavepositiveattitude
Parentssupportteachers,schoolsand
children
Parentshavepositiveattitude&values
LikemindedDPOsworkcollaborativelyonIE
issues
SCHOOLCOMMUNITY
NGOs/CSOs/DPOs
Clustersofschoolscollaboratetosupporteachotherinimplementinginclusiveeducationpoliciesand
practices
ParentsofCWDssendtheirchildren toinclusiveschools
Parents&principalsresponsivetopositiveexamplesofinclusion
BESTpartnersusetheevidencegeneratedtopromoteIEwidelyschools
20
Teachersimplementinclusivechildcentredpedagogy
TeachershaveapositiveattitudetoteachingCWDs
Teachersareconfidenttoteachinclusively
Teachershavecapacityandskillstoteachinclusively
TeacherssupporteachothertocontinuouslyimproveIEskills(incl.
LAC)
Teachersareexposedtoandresponsivetopositiveexamplesofinclusiveeducation
Pre-serviceprovidersofSPEDteachertraining
promoteinclusivevalues&practices
Draftersofthepre-servicecurriculumembraceandreflectinclusivevaluesintherevisedK12curriculumandSPEDcurriculum
CommissiononHigherEducation(Pre-Service)
TEACHERS
Divisionhiresandplacesteacherswithinclusivevalues
Pre-serviceprovidersofregularteachertraining
promoteinclusivevalues&practices
21
Central
•Formulationofnationaleducationalpoliciesandnationaleducationalplans•MonitoringandAssessingnationallearningoutcomes•Enhancingthetotaldevelopmentoflearnersthroughlocalandnationalprogramsand/orprojects.
Regional
•Definingaregionaleducationalpolicyframework,developingaregionaleducationbasicplanandregionaleducationalstandards•Monitoring,evaluatingandassessingregionallearningoutcomes
Divisional
•Developingandimplementingdivisioneducationdevelopmentplans•Monitoringtheutilizationoffundsprovidedbythenationalgovernmentandthelocalgovernmentunitstotheschoolsandlearningcenters•Ensuringcomplianceofqualitystandardsforbasiceducationprograms
LevelsofPhilippine’sDepartmentofEducation
Source:RepublicActNo.9155athttp://www.chanrobles.com/republicactno9155.html#.WENkRndh3fY
22
SPEDresourcecentressupportteachersintheclassroom
DepED supportsaccessibleclassrooms,learningmaterialsandresources
AlllevelsofDepED governanceandmanagementimplementanIEpolicythat
alignswiththeprinciplesofCRPD
ROprovidesTAtoDO,contextualisespolicyfor
regions
DOprovidesTAtoschoolsandsupportto
principals
DOdemonstratesinclusivevalues
ROdemonstratesinclusivevalues
DepED incorporatesinclusivevaluesinall
policies
DepED collaborateswithotherDepts &stakeholders
DepartmentofEducation(Centraltodivisionoffice)Leadership
Clustersofschoolscollaboratetosupporteachotherinimplementinginclusiveeducationpoliciesand
practices
23
ThePhilippinesimplementsaninclusiveeducationpolicythatalignswiththeprinciplesoftheCRPD
Allchildren,includingCWDs,accessonanequalbasisaqualityeducationintheirlocalschoolthatpreparesthemforproductiveparticipationineconomicandsociallife
Teachersimplement
inclusivechildcentred
pedagogy
Teachershaveapositive
attitudetoteachingCWDs
Teachersareconfidentto
teachinclusively
Teachershavecapacity
andskillstoteach
inclusively
Teacherssupporteachother
tocontinuouslyimproveIE
skills(incl.LAC)
Teachersareexposedtoandresponsiveto
positiveexamplesofinclusiveeducation
Pre-serviceprovidersof
SPEDteachertraining
promoteinclusivevalues
&practices
Pre-serviceprovidersof
regularteachertraining
promoteinclusive
values&practices
Draftersofthepre-servicecurriculumembraceandreflect
inclusivevaluesintherevisedK12curriculumandSPEDcurriculum
SPEDresourcecentres
supportteachersinthe
classroom
DepEDsupportsaccessibleclassrooms,
learningmaterialsandresources
AlllevelsofDepEDgovernanceand
managementimplementanIEpolicythat
alignswiththeprinciplesofCRPD
DPOsinvolvedmeaningfully
inschoolgovernance
ROprovidesTAto
DO,contextualises
policyforregions
DOprovidesTAto
schoolsandsupport
toprincipals
DOdemonstrates
inclusivevalues
ROdemonstrates
inclusivevalues
DepEDincorporatesinclusive
valuesinallpolicies
DepEDcollaborateswith
otherDepts&stakeholders
Principalssupport
teachers
Principalshave
positiveattitude
Parentssupport
teachers,schoolsand
children
Parentshavepositive
attitude&values
LikemindedDPOswork
collaborativelyonIEissues
CommissiononHigherEducation
TEACHERS SCHOOLCOMMUNITY
NGOs/CSOs/DPOs
DepartmentofEducation(Centraltodivisionoffice)Leadership
Clustersofschoolscollaborateto
supporteachotherinimplementing
inclusiveeducationpoliciesand
practices
ParentsofCWDssend
theirchildrento
inclusiveschools
Parents&principals
responsivetopositive
examplesofinclusion
BESTpartnersuse
theevidence
generatedto
promoteIEwidely
schools
Divisionhiresandplacesteacherswithinclusivevalues
******************SHAREDINCLUSIVEVALUES*************************
24
Community/Society
POLICY
PracticeinSchools
Barriers Activity
(1)Barrier (1ormore)Responses Indicators
Evidence• Whatdata?• Howdowecollect?• Howdowecommunicateit?
Thank you!