Strengthening Efforts Towards Inclusive Education in ...siteresources.worldbank.org/DISABILITY/Resources/News---Events/... · Opportunities for Vulnerable Children (OVC) Strengthening

Opportunities for Vulnerable Children (OVC)

Strengthening Efforts Towards Inclusive Education in Jakarta, Indonesia

Opportunities for Vulnerable Children

Mission Statement:

Is to save the sight and lives of the most vulnerable and disadvantaged. We combat the causes and consequences of blindness and malnutrition by establishing programs based on evidence and research in vision, health and nutrition.

HelenKeller

International


HelenKeller

International


EducationSituation

Number of Children in School: 39,117,214– Drop out rate from primary school to junior high: 28.6%– Drop out rates from junior high to High: 17.4%

66,425 Students with Disabilities attending school (est. less then 5%)– 17,885 (26.9%) public supported– 48,540 (73.1%) private school

Average Cost per student ???


Situational Analysis


OVCProgram

Goals

• Develop working models of schools for inclusion that build on government, non-government and community involvement.

• End systemic exclusion and/or segregation of children with disabilities.

• Increase public awareness of the rights of children with disabilities.

• Strengthen the management and teaching capacity of government counterparts to provide higher quality, inclusive education and improve access to local schools and opportunities for children.

A blind student enrolled in mainstream school works on a specially equipped computer at a satellite resource center.


Review:Inclusive Education

Education is the right of all children, and IE aims to ensure that all children have access to an appropriate, relevant, affordable and effective education within their community. This education starts in the home with the family, and includes formal, non-formal and all types of community-based education initiatives. Within schools IE is an approach which aims to develop a child-focus by acknowledging that

all children are individuals with different learning needs and speeds.

Source: “What is Inclusive Education – Concept Sheet”, Sue Stubbs, Save the Children (UK)

Rather than being a marginal theme on how some learners can be integrated in regular education, inclusive education is an approach that looks into how to transform education systems in order to remove

the barriers that prevent pupils from participating fully in education. These barriers may be linked to ethnicity, gender, social status, poverty, disability etc. One group, in particular, most at risk of exclusion is learners with disabilities. However, this is not a homogeneous group. To meet the diverse need of all its

students schools and other educational provisions need to be flexible and accommodating, they also need to seek out the children who are not there. –

Source: http://www.unescobkk.org/education/appeal/topic08.htm

http://www.unescobkk.org/education/appeal/topic08.htm


Implementing Inclusion

Seeking out children who are not in school through community resources.

Expanding access to education through neighborhood schools.

Accomplishing access through system transformation – policy development, teacher training, strategic collaborations,.

Creating improved legislative understanding to effectively implement inclusive education.

Hansen, age 11, an extremely bright student with multiple disabilities will begin daily attendance at his local mainstream school in 2007. He only attends school two days a week due to the distance between his home and his school.


Developing Access and

Systems

SCHOOLVulnerableCHILD RESOURCE

CENTER

Barriers to Access Barriers to Resources

Teacher Training

Stigma/Lack of

Information

Inadequate Policy

Too Far to Travel

Lack of Human

Resources

Poor Accessibility

Poor Home

Environment

Lack ofSufficientBudgets

Lack ofHuman

Resources

Lack ofAdequate

Curriculum

Lack of Obligation


CENTER


Teacher Training

Stigma/Lack of

Information

Stigma/Lack of

Information

Inadequate Policy

Too Far to Travel

Lack of Human

Resources

Poor Accessibility

Poor Home

Environment


Lack ofHuman

Resources

Lack ofAdequate

Curriculum

Lack of Obligation



Systems


CENTER


Teacher TrainingParent

Support Group

Stigma/Lack of

Information

Inadequate Policy

Too Far to Travel

Lack of Human

Resources

Poor Accessibility

Poor Home

Environment


Lack ofHuman

Resources

Lack ofAdequate

Curriculum

Lack of Obligation


CENTER



Support Group

Stigma/Lack of

Information

Stigma/Lack of

Information

Inadequate Policy

Too Far to Travel

Lack of Human

Resources

Poor Accessibility

Poor Home

Environment


Lack ofHuman

Resources

Lack ofAdequate

Curriculum

Lack of Obligation



Systems


CENTER



Support Group

Stigma/Lack of

Information

Inadequate Policy

Too Far to Travel

Lack of Human

Resources

Poor Accessibility

Poor Home

Environment


Lack ofHuman

Resources

Lack ofAdequate

Curriculum

Lack of Obligation

SatelliteResource Centers


CENTER



Support Group

Stigma/Lack of

Information

Stigma/Lack of

Information

Inadequate Policy

Too Far to Travel

Lack of Human

Resources

Poor Accessibility

Poor Home

Environment


Lack ofHuman

Resources

Lack ofAdequate

Curriculum

Lack of Obligation




Systems


CENTER



Support Group

Stigma/Lack of

Information

Inadequate Policy

Too Far to Travel

Lack of Human

Resources

Poor Accessibility

Poor Home

Environment


Lack ofHuman

Resources

Lack ofAdequate

Curriculum

Lack of Obligation


Community Trainings


CENTER



Support Group

Stigma/Lack of

Information

Stigma/Lack of

Information

Inadequate Policy

Too Far to Travel

Lack of Human

Resources

Poor Accessibility

Poor Home

Environment


Lack ofHuman

Resources

Lack ofAdequate

Curriculum

Lack of Obligation


Community Trainings



Systems


CENTER



Support Group

Stigma/Lack of

Information

Inadequate Policy

Too Far to Travel

Lack of Human

Resources

Poor Accessibility

Poor Home

Environment


Lack ofHuman

Resources

Lack ofAdequate

Curriculum

Lack of Obligation


Community Trainings

Social Marketing Activities


CENTER



Support Group

Stigma/Lack of

Information

Stigma/Lack of

Information

Inadequate Policy

Too Far to Travel

Lack of Human

Resources

Poor Accessibility

Poor Home

Environment


Lack ofHuman

Resources

Lack ofAdequate

Curriculum

Lack of Obligation


Community Trainings




Systems


CENTER



Support Group

Stigma/Lack of

Information

Inadequate Policy

Too Far to Travel

Lack of Human

Resources

Poor Accessibility

Poor Home

Environment


Lack ofHuman

Resources

Lack ofAdequate

Curriculum

Lack of Obligation


Community Trainings


Policy Initiatives


CENTER



Support Group

Stigma/Lack of

Information

Stigma/Lack of

Information

Inadequate Policy

Too Far to Travel

Lack of Human

Resources

Poor Accessibility

Poor Home

Environment


Lack ofHuman

Resources

Lack ofAdequate

Curriculum

Lack of Obligation


Community Trainings


Policy Initiatives



Systems


CENTER



Support Group

Stigma/Lack of

Information

Stigma/Lack of

Information

Inadequate Policy

Too Far to Travel

Lack of Human

Resources

Poor Accessibility

Poor Home

Environment


Lack ofHuman

Resources

Lack ofAdequate

Curriculum

Lack of Obligation


Community Trainings


Policy Initiatives

Inclusive School Training


Policy Advocacy

CHILDREN WITH SPECIAL NEEDS

ACCESSIdentification, Assessment and Enrollment

Inclusive Education Training for Teachers and Government Counterparts,

Involvement of School Committees

Enhancement of Public Awareness

RESOURCESResource Teacher and Training & Early Intervention Training,

Enhancement of School Facility,

Resource Centers and Resource Center Satellite.

COLLABORATIONGovernment

Universities

NGOs

Private Sectors

Province & District

ProvincialParliament

Policies

INCLUSIVE SCHOOLS & COMMUNITIES


Systems


ProgramComponents

Early Intervention: Students and teachers at the HKI developed Early Intervention Center for Children with Visual Impairments.

Identification and Enrollment:IAE staff conduct an interview with the parent of an un-enrolled child with visual impairments.


ProgramComponents

Resource Teachers:A resource teacher, gives writing and reading tutorial to Adit, a student with learning disability, at the resource room, SDN Kramat Jati 24, East Jakarta.

Partnership Schools:Teachers at SDN Kampung Gedong 12 work together on developing IEPs(Individual Education Plans).


Policy Development and Governance: HKI staff, teachers, NGO partners, psychologists, university officials and Dinas officials meet to design the resource teacher credit system. to give resource teachers a legitimate career track..

Public Awareness:President of the Republic of Indonesia, Susilo BambangYudhoyono, and First Lady KristianiHerawati at the HKI developed Early Intervention Center in Jakarta. – May 2005

ProgramComponents


Core Implementation

PartnersProvincial Department of Basic Education DKI JakartaProvincial Department of Education NADMinistry of National EducationYayasan Mitra NetraYayasan Pendidikan Dwituna RawinalaUniversity of Indonesia – Faculty of PsychologyUniversity of Indonesia – Faculty of MedicineUniversity of Indonesia Disabilities CenterState University of JakartaPerkins-Hilton International Program (US)Royal National Institute for Blind – UKIDP NorwayNational Commission for the Protection of ChildrenYayasan Santi Rama

Indonesian Parliamentary Forum for Population and Development Yayasan Autis Mutiara (SLB/Yayasan)Taman Latihan Pendidikan Anak PelitaHatiSD Pantara (Yayasan)Persiapan Negeri Matraman(SLB/Yayasan)Yayasan Pendidikan Anak CacatUNESCOICEVIYayasan Rumah ZakatJakarta Eye CenterGallaudet University (USA)Lion’s Club International – IndonesiaThe Lavelle Fund for the BlindUSAID DBE 1 & 2 (RTI & EDC)General ElectricStandard Chartered Bank


Program Information

Location & Time Frame :

– Province DKI Jakarta (2003-2008)

– Province NAD (2007-2008)

– Province South Sulawesi (2007-2008)

– Province Central Java (2007-2008)

Cha Cha, age 4 and totally blind, practices pre-Braille skills. She was identified and enrolled in early intervention programming in early 2005.


Data Collection, Findings and Policy Development

HelenKeller

International


Data CollectionMethodology

•Randomized Community Sector Survey• Survey Implemented in 10% of Jakarta’s Hamlet

Sectors• Selection Randomized by District• All HH with children with disabilities interview (n=604)• 10% Quality Control Implemented• Survey Tool consisted of 80 questions covering

• Socio-economic status• Education status• Access to Services

•Community Based Identification Training• Training implemented to key community stakeholders• Trainees tasked with identifying children with

disabilities in their community for Assessment and Enrollment

• Verification of identification by school, local education office, local DPOs


Data and Information

0

200

400

600

800

1000

1200

1400

1600

Survey Data Community Total

Process of ID

# of

chi

ldre

n w

ith d

isab

ilitie

s

In School Not In School

Total Number of Children Identified in Jakarta by Process of Identification and Enrollment Status – September 2006 - May 2007Source: HKI 2007

79%

77%

80%

21%

23% 20%


Governance and Budgeting

22.5%

39%

20.9%17.6%

0

100

200

300

400

500

600

700

Never in school Drop Out Under School Age In School Total

Enrollment

Num

ber o

f Chi

ldre

n

Student Enrollment and Non-enrollment 2006/2007Source: HKI 2007

22.5%

77.5%


Governance and Budgeting

8%5% 1%

13%

73%

0

10

20

30

40

50

60

70

80

Under School Age Parents Unaware Child has chronic desease Others CombinationCost/Geography/Access Denied

Perc

enta

ge o

f Fam

ilies

Sur

veye

d

Top Reasons Given by Parents for Non-enrollment 2006/2007(Source HKI 2007 (survey data)



3.4%

24.8%

51.0%

4.4% 5.6%

10.9%

-

10.0

20.0

30.0

40.0

50.0

60.0

< $1 /day $1 -< /$2 day $3 - < 4 /day $5 - < $6 /day $6 - < $7 > $7 and above/dayIncome

Average Daily Income of Surveyed Families Source HKI 2007 (survey data)

(n=504) (Rp 9,000 = $1)


15.20

9.20

20.70

28.60

19.4021.40

0.00

5.00

10.00

15.00

20.00

25.00

30.00

35.00

<$1 per day $1 - $2 per day $3- $4 per day $5 - $6 per day $6 - 7$ per day >$7 per day

Daily HH Income

% o

f Dai

ly In

com

e

Percentage of HH Daily Income Spent on EducationSource: HKI 2007 (survey data)





0

50

100

150

200

250

Hamlet Leader Community Health Cadre School Personnel Sub-Village Leader Social Worker Village Leader

Source of Information

Num

ber o

f Chi

ldre

n w

ith D

isab

ilitie

s Id

entif

ied

In School Not in School

Sources of Community Based IdentificationSource: HKI 2007 (Community based identification data)


Governance

Important Policies facilitated by OVC stakeholders

•2004: Provincial Department of Basic Education Decree: THE APPOINTMENT OF SPECIAL SCHOOLS TO BECOME RESOURCE CENTERS

•2005: Provincial Department of Basic Education Decree: •RESOURCE TEACHERS IN INTEGRATED/INCLUSIVE SCHOOLS IN DKI JAKARTA•INCLUSIVE SCHOOLS MODEL IN DKI JAKARTA•INCLUSIVE EDUCATION GUIDELINES

•2006: Provincial Department Basic Education Decree: •CREDIT SYSTEM POINT FOR RESOURCE TEACHER

•2007: •Governor’s Decree on Inclusive Education - PENDING•Ministry Statement of Interpretation for Teaching Instruction Time Requirement for Resource Teachers - PENDING



512

680

153320

100

200

300

400

500

600

700

800

Mainstream School Special School/Resource Center

# of students # of Special/Resource Teachers

Comparison of Resource Teachers/Special Teachers and Children Served in Special Schools and Mainstream Schools

Source: HKI DMS 2007


Governance

0

100

200

300

400

500

600

700

800

900

Resource Teachers System Costs (Current) Resource Teachers System (Advocated) Special School System

Dol

lars

Per

Stu

dent

Projected Ann. Teaching & Materials Cost per Student Based on Service Mechanism

& Current Need(Source: HKI DMS 2007, PDOE, SLB/2007)

$277$228

Teacher/Student1:19

$844

Teacher/Student 1:3.5

Teacher/Student 1:12


Conclusions&

Key Issues•Empowering Resource Teachers and other Community Stakeholders ismore cost effective in improving the access and quality of education for children with special needs

•Resource teachers networks should be expanded to ensure adequatesupport services to children with special needs

•Government, legislature and community understanding of recent policy on the local level (Provincial, District & Sub-district) are vital to the potential impact of inclusive education on every child

•Children with special needs should always be included in all education programs working towards MDG 2

•More data is needed and should be incorporated into EMIS


Terima Kasih

Documents

Strengthening Efforts Towards Inclusive Education in ...siteresources.worldbank.org/DISABILITY/Resources/News---Events/... · Opportunities for Vulnerable Children (OVC) Strengthening