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Inclusive Education for Children with Disabilities Teacher Training Pack

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Inclusive Education for Children with Disabilities Teacher Training Pack Inclusive education for children with disabilities Teacher training pack Contents Acknowledgements 3 Acronyms 4 Glossary 5 Introduction 7 Training modules Part 1. Inclusive education 1. What is inclusive education? 11 2. Child rights 18 3. Barriers to education 29 4. What is disability? 36 5. Reflecting on inclusive education 41 Part 2. Including children with disabilities & difficulties 6. Including children with visual impairments 46 7. Including deaf children 56 8. Including children with physical disabilities 69 9. Including children with intellectual disability 76 10. Including children with certain conditions 86 11. Including children with specific learning difficulties 94 12. Including children with emotional and behavioural difficulties 99 13. Including children with communication difficulties 103 14. Assistive technology for children with disabilities 109 15. Communicating with children with disabilities 116 16. Making schools accessible for children with disabilities 122 17. Identifying children with disabilities 131 1 Inclusive education for children with disabilities | May 2018 Part 3. Core competencies for inclusive classrooms 18. Classroom communication 145 19. Mother-tongue education 149 20. Individual education plans (IEPs) 152 21. Differentiation 159 22. Inclusive lesson planning 166 23. Classroom and behaviour management 169 24. Encouraging children to work together 177 25. Inclusive assessment 186 26. Counselling 193 27. Child safeguarding 201 28. Combatting bullying 205 Part 4. Working together: partnerships for inclusion 29. Child-to-child strategies 212 30. Parents and communities as partners 219 31. Action planning for inclusion: individual and school plans 226 Conclusion 231 2 Inclusive education for children with disabilities | May 2018 Acknowledgements Guy Le Fanu was responsible for the development of Modules 6-17, 19, 22 and 26- 28 of this training pack, Juliette Myers for Modules 1-5, 18, 20-21, 23, 25, and 30-31, and Ronnie Stapleton for Modules 24 and 29, with Professor Leke Tambo of the University of Buea provided significant technical input throughout. The contributions of the following are also gratefully acknowledged – Laurene Leclercq, Regional Technical Lead, Education and Social Inclusion; Joseph Oye, Country Director, Sightsavers Cameroon; Helene Stephanie Mekinda Ndongo, Programme Manager, Sightsavers Cameroon; Ezekiel Benuh, Programme Officer, Sightsavers Cameroon; and Amisha Koria, Head of Communications, Sightsavers, and her team. Modules 2, 27 and 28 benefited from the input of Jo Dempster and Samantha Marks, and Modules 7, 9 and 17 from the inputs of Malcolm Garner and Lynda Holland. Finally, we would like to thank the Ministry of Education in the Cameroon without whose support the development of the training pack would not have been possible. The cover image shows children playing tag at the Community-Based Childcare Centre in Chisomo. Malawi. The project is supported by Comic Relief. Photo: © Sightsavers/Adriane Ohanesian Guy Le Fanu May, 2018 3 Inclusive education for children with disabilities | May 2018 Acronyms CBR Community-based rehabilitation CVI Child/children with visual impairment CWD Child/children with disabilities DPO/OPD Disabled People’s Organisation/Organisation of Persons with Disabilities IE Inclusive Education PTA Parent-Teacher Association PWDs / CWDs People/children with disabilities SDGs Sustainable Development Goals SMC School Management Committee SpLD Specific learning difficulty/difficulties UNCRC United Nations Convention on the Rights of the Child UNCRPD United Nations Convention on the Rights of Persons with Disabilities 4 Inclusive education for children with disabilities | May 2018 Glossary Counting off A technique to split large groups into smaller groups – e.g. for groups of 4, count participants ‘1, 2, 3, 4, 1, 2 ...’ Then group all the 1s together, then all the 2s etc… Curriculum Curriculum refers to the full range of learning opportunities available to students, inside and outside the classroom. ‘Plus curriculum’ refers to the additional learning opportunities sometime required by students with disabilities. For instance, children with visual impairments require access to orientation and mobility training. Differentiation Differentiation is making teaching and learning practices responsive to the different abilities and needs within a classroom. Disability According to the United Nations Convention on the Rights of Persons with Disability (2006), disability is caused by the interaction of two factors – the physical, mental, intellectual or sensory impairments of the disabled person, on one hand, and the various barriers (particularly negative attitudes) which prevent that person participating in society, on the other hand.. Elicit feedback Invite participants to share feedback in a training module. Formative assessment Formative assessment is the on-going process of assessment that occurs in classrooms – for instance, teachers assess their pupils when they watch them working or ask them questions. Gallery walk A training technique - fix pictures / flipcharts to the wall or floor and ask participants to walk around to view and discuss them. Inclusive education Refers to the presence, participation and achievement of all children in education. Individual education IEPs outline the additional support that children with plans special educational needs will receive. IEPs identify: who will provide this support; what this support will involve; the goals to be achieved; and whether the goals were achieved. Learning style Refers to the different ways in which pupils prefer to learn. For instance, some pupils may learn particularly effectively through using their sense of sight (visual learners), others may learn particularly effectively 5 Inclusive education for children with disabilities | May 2018 through listening (auditory learners), and others may learn particularly effectively through doing and moving (kinaesthetic learners). Most pupils have a dominant learning style but tend to learn using a blend of styles. Lesson objective An objective identifies what you want your pupils to be able to do or understand by the end of each lesson. On-task Pupils are ‘on-task’ when they are focused on a learning activity. Plenary When the facilitator talks to the group, asks and answers questions, and facilitates discussion. Proactive classroom Proactive classroom management is when you create management the conditions in your classroom that promote good behaviour among learners. Proactive classroom management reduces the need for reactive classroom management (see below). Reactive classroom Reactive classroom management is how teachers management respond to unwanted pupil behaviour. It is often referred to as discipline. Risk Children ‘at risk’ are exposed to danger, harm or loss (the term is often used in relation to child safeguarding) Summative Summative assessment is the formal, periodic assessment assessment that a teacher carries out – for instance, tests, examinations and learning assignments. Specific/special Children with SEN have additional learning needs educational needs related to their impairments/conditions. They may (SEN) therefore require additional educational support – for instance, one-to-one assistance, assistive technology and individual education plans (IEPs) etc. Think – Pair – Share This involves asking participants to discuss/think about a question in pairs then share their thoughts with each other or with the whole group. Twin track approach There are many different definitions of the twin track approach (TTA). In this manual, TTA will be defined as a twofold approach for promoting inclusive education for children with disabilities. On the one hand, TTA involves strengthening the capacity of schools to provide a better standard of education for all their pupils, including children with disabilities. On the other hand, it involves strengthening schools so they meet the specific educational needs of children with disabilities more effectively. 6 Inclusive education for children with disabilities | May 2018 Introduction The purpose of this training pack is to develop the capacity of teachers to make their schools and classrooms more inclusive for children with disabilities – and, in the process, provide all their pupils with an improved standard of education. The content of the training modules is based on recommendations of best practice from the Committee on the UN Convention on the Rights of Persons with Disabilities (General Comment 4)1 and other good quality, tried and tested materials.2 The core teacher competencies for inclusive education contained in these modules are set out in the diagram below.3 Communicate effectively Provide necessary Manage learning behaviour resources Counsel & Plan support lessons pupils Inclusive Teacher Inclusive Classroom Encourage Differentiate collaborative & use IEPs learning Monitor & Adapt assess classroom inclusively environment 1 Available to download here: http://www.ohchr.org/EN/HRBodies/CRPD/Pages/GC.aspx 2 For instance: UNESCO, 2015. Teaching Children with Disabilities in Inclusive Settings. Embracing Diversity: Toolkit for Creating Inclusive, Learning-Friendly Environments. UNESCO: Bangkok. All sources are acknowledged in the text of this training pack. 3 Adapted from UNESCO, 2001. Understanding and Responding to Children’s Needs in the Inclusive Classroom. UNESCO: Paris. 7 Inclusive education for children with disabilities | May 2018 Part 1 provides an overview of key concepts in inclusive
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