"We don't have disabled children in my school, maybe because the principal thinks it would be very difficult. I would tell him 'You are not alone – we will help you'." (child, Malatia Child Development Center, Yerevan, Armenia) Enabling Education ISSUE 11 – AUGUST 2007

Anniversary Issue

EENET’s 10th Birthday

www.eenet.org.uk 2 EENET - ENABLING EDUCATION, ISSUE 11, AUGUST 2007

Contents EENET news – 10th anniversary

EENET news 2 Anniversary events In January 2007 we held EENET’s tenth anniversary seminar in London. This Editorial 3 was attended by representatives from about 20 organisations and academic Young people’s views institutions that work with or support EENET. Inclusive Technology (our website on early marriage and sponsor) also celebrate their tenth anniversary this year. They very generously education, northern Nigeria 4-5 invited EENET to share their anniversary reception. We are also very grateful to Inclusive Technology for Promoting inclusion encouraging and funding the through drama and art, production of EENET’s new Burkina Faso 6-7 anniversary CD-ROM, leaflet Using children’s drawings and poster. Inclusive to investigate racial inclusion Technology has supported in a school in England 8-9 EENET’s website since 1997, enabling us to reach readers Using students’ ideas in almost 200 countries. to make teaching more inclusive, Brazil 10 Susie Miles from EENET and the founders of Inclusive Technology celebrate 10 years Inclusive education: (children’s TV character, Bob the Builder, is from my perspective 11 cutting the birthday cake!) Inclusive private education, Thailand 12-13 New EENET resources for the anniversary year • 10th anniversary CD-ROM, containing: Evaluating EENET 14-15 - an interactive world map showing stories and pictures from some EENET: of our thousands of members looking to the future 16-17 - all of the articles from our first 10 newsletters, reorganised thematically with new editorials Swimming upstream 18-19 - a small exhibition of photos taken Teacher training in by school children conflict situations: - a PowerPoint presentation and poster/leaflet downloads that Karen State, Burma 20-21 introduce EENET’s work. Family Friendly! • Leaflet: this summarises EENET’s Working with deaf children aims and activities. and their communities • World map poster: this shows some around the world 22 of the inclusive education activities and local networking that is Supporting inclusive happening around the world among education in Afghanistan – EENET’s members. a father’s story 23 • Translations poster: this displays the Inclusive school design, terms ‘inclusive education’ in about Indonesia 24-25 30 languages and encourages people to do more translations of EENET newsletters and other useful documents. Making pictorial learning aids, Liberia 26 All of these materials are available free of charge from EENET, while stocks last. The first UN convention of the millennium: inclusive The past and the future education is a right! 27 The last 12 months have been very busy! During the second half of 2006, Regional news 28-29 a large-scale evaluation of EENET was conducted, funded by NFU Norway (a former donor to EENET). You can read a summary of the evaluation Your letters/emails 30 recommendations on pages 14-15. As well as reviewing our past Responding to achievements and challenges, we have also been planning EENET’s learner diversity: future. An outline of our next 5-year plan can be found on pages 16-17. in the European Union 31

Useful publications 32 Cover images: These images are taken from birthday cards made for EENET by children Editors: and young people participating in KAYDA – the Katwe Youth Development Ingrid Lewis and Susie Miles Association, Uganda. We would like to thank these wonderful young artists for their colourful contribution to our anniversary celebrations! EENET - ENABLING EDUCATION, ISSUE 11, AUGUST 2007 3

Editorial

UNESCO’s Global Monitoring Report on Education for All, published in 2007, estimates that 77 million children (aged 6–11 years) do not attend school, and that approximately one-third of these out-of-school children are disabled. The other two-thirds are said to be children from poor families, who live in poor households, and whose mothers have no education.

EENET was set up ten years ago to create conversations – within Southern contexts and between Southern and Northern contexts – about what inclusion means and how to make it a reality for all children. The articles in this newsletter show how education can be an enabling, rather than a disabling, experience – for all Pictorial learning aids workshop, Liberia (see p.26) children. Education does not have to take place within the four walls of 24–25). An account of teaching communities in which they live”. a classroom, and it is a lifelong teachers how to make visual aids in Disabled people’s organisations experience. Sadly, though, formal Liberia (p. 26) can provide ideas for played a key role in the negotiations education is too often a how to make education more fun – and will be centrally involved in its disappointing experience – even in with very few resources. implementation. income-rich countries. Yet in Burma, community-based teacher trainers In this issue of ‘Enabling Education’ The recent evaluation of EENET’s working in a situation of violence several articles focus on the work provides another focus for this and conflict explain what a participation of children and young newsletter, along with some difference quality education can people in the development of more reflections on how to network make to a whole community (see inclusive education policy and inclusively. And for the first time we pp. 20–21). practice. For example, they include feature an article that discusses the accounts of using art and issue of private inclusive education Isolation from information can photography activities to involve (in Thailand, see pp.12–13). marginalise and further impoverish children and young people in excluded groups of learners, and research, awareness-raising and With all of the topics featured in this their families and communities. Our school improvement initiatives. They newsletter, we invite you to read readers tell us that the information also feature the voices of young critically, reflect on your own in this newsletter and on EENET’s people on issues such as child experience, and join in discussions website can be more valuable than marriage and education, and – with the authors, with EENET and money. Such information opens up inclusive education for blind with your own colleagues. opportunities and encourages students. people to take action. It also provides inspiration by helping to The implications of the ground- ‘make the familiar unfamiliar’ – breaking UN Convention on the stimulating us to think again, and Rights of Persons with Disabilities more deeply or analytically, about are discussed on page 27. This is a the situations and problems we see new and important lobbying tool. every day. Information about Article 24 states that all children and affordable and inclusive young people have the right to architectural design in an “access an inclusive, quality, free Indonesian school could stimulate primary and secondary education others to do the same (see pp. on an equal basis with others in the Children’s photography project, Thailand (see pp.12-13) 4 EENET - ENABLING EDUCATION, ISSUE 11, AUGUST 2007

Young people’s views on early marriage and education, northern Nigeria Danladi Mamman

Early marriage is more common in the northern parts of Nigeria. Here, many parents prefer to marry off their daughters at a very young age, for cultural and economic reasons. The rate of illiteracy among females is higher here than in the south. Recent studies have highlighted improved primary and secondary enrolment rates for girls. Girls who have dropped out of school, or not been enrolled in the first place, are likely to be pushed into early marriage. Marriage usually prevents them from starting or resuming their education.

Response to the problem counselling units in schools, the parents on the negative effects of In recent years, states in northern creation of gender sensitive curricula, withdrawing girls from school for Nigeria, such as Niger and Bauchi making school environments early marriage. You know many states, have enacted laws prohibiting conducive for learning, and involving parents here are still illiterate and the withdrawal of girls from school for communities and traditional rulers in don’t know the importance of female marriage, but this is not being schools affairs, etc. Many northern education. So the government should enforced. The Federal Government of state governments have established first of all increase awareness before Nigeria and the 19 Northern States secondary schools for married any other thing should be done.” Government have introduced females. In Niger state, for instance, (Maryam Kudu, 15, female student) initiatives to tackle early marriage there is the Women’s Day College in and its impact on education (e.g. Minna, the state capital. Enforce laws public sensitisation on girls’ “I dislike early marriage because it reproductive health and rights and Yet despite this progress, there is still creates many problem for females, the importance of allowing girls to much to be done to tackle early especially in education. Girls should complete senior secondary school; marriage if the goals of Education for be allowed to complete senior strengthening links between schools All are to be achieved. The voices of secondary school before pushing and communities to improve girls’ the children and young people them to marry. I learned that there is retention in school; changing girls’ affected by this practice need to be a law concerning the withdrawal of attitudes towards education; and heard if successful solutions are girls from school for early marriage. establishing more schools for really to be found. Why can’t our government enforce females only). Some initiatives have the law so as to tackle this problem?” yielded positive results: married Moving forward – young people (Salamatu Dauda, 13, female student) girls/single mothers who had suggest action dropped out have restarted school, Girl Child Empowerment Nigeria Support returning girls and parents have started to allow (GCEN) decided to seek children’s “I have seen that some single girls to complete senior secondary views. As part of our work mothers and married girls are always school before marriage and even campaigning for the education of ashamed and afraid to return to their proceed to higher education. marginalised females, a group of 23 school because of some fellow students from eight schools across students’ and teachers’ negative The Child Rights Act was enacted in Niger state was interviewed. They attitudes toward them. School 2003 by the Federal Government and were asked what should be done to authorities should please consider many state governments are following solve the problem of early marriage the feelings of such girls and help suit. It states that every child, and its impact on children’s them by warning people to stop irrespective of gender and disability participation and achievement in jeering at them. Those girls need among others, has the right to good education. These views will feed into encouragement and support to quality education and to complete our advocacy work. They made many continue with their education which his/her education. excellent suggestions, showing the will help them a lot in future.” (Esther importance of consulting young Musa, 16, female student) The Universal Basic Education people. They have so much relevant programme was also established, experience from which education Encourage husbands to support providing for nine years of policy-makers can learn. Here are their wives’ education compulsory education. some of their recommendations: “I hate to see my fellow girls withdrawing from school and being All levels of government and some Educate parents forced to marry. It is unfair and should non-governmental organisations are “There are many things that need to be stopped. One of my best friends, taking steps to address early be done to solve this problem of early Dije, is now a mother. I talked to her marriage and encourage children to marriage and education. Our husband one day and asked him to complete school. This includes the government should first of all put allow her to continue with her re-establishment of guidance and more effort on enlightening our education. The husband agreed but EENET - ENABLING EDUCATION, ISSUE 11, AUGUST 2007 5

Dije is ashamed to come back to our school, so we told her to go to Women’s Day College and continue. She and her husband are now making effort to get admission to the school. I want government to establish more women’s day colleges in the country.” (Ronke Adebayo, 16, female student)

Aim for full inclusion of married girls in the mainstream education system “I will not be happy to see any of my sisters or school mates being withdrawn from school for any Students from schools involved in GCEN’s research reason. The government should continue to enlighten parents on the he agreed that I can continue with my They now plan to use these clubs to bad effect of early marriage on school. I want the government to lobby their school authorities to education. Our government has done make education free, this will make develop action plans to help married a good thing by establishing the many parents allow their female and pregnant girls return to school Women’s Day College to help children to continue with their and continue their education. married girls to continue with their schooling.” (Asma’u Zubairu, 11, education. However it will be better if female student) GCEN is encouraging the young such girls will be encourage to return participants to take action towards to their former school and learn Many of the students passionately their recommendations. We are giving together with their friends.” (Hassan appealed for Universal Basic them advice on how to make their Sadiq, 17, male student) Education to be extended to 12 cases heard by the appropriate years, enabling every child, authorities. We have also been Peer support particularly girls, to attain a minimum sharing their suggestions with “I never knew that I would be able to of secondary education. They parents, teachers, head teachers, carry on with my education after strongly believed this would reduce principals and education officials. giving birth, until three of my school instances of early marriage. friends visited me one day and talked Danladi Mamman is a teacher and with me on the possibility of returning Rahinatu (16) is one of the hundreds has been working with GCEN to to school to continue with my of girls who have dropped out of promote inclusive education issues studies. I was reluctant at first, school to get married because of the in Nigeria. thinking that the principal will not poverty of their parents. Her widowed allow me to come back to the school. mother could not afford to educate Contact: But one of my friends went and her beyond the junior secondary GCEN, P.O. Box 4433 talked to the principal and he quickly level. “If education was made free for Garki, Abuja, Nigeria agreed, on the condition that I will girls at senior secondary school level, Email: [email protected] or have to repeat my last class. I went many of us wouldn’t have dropped [email protected] back to the school and continued out of school to get married”, with my studies. My mum takes care Rahinatu said. of my baby at home while I am in GCEN is an NGO which aims to school. I wish other young single Change government policy help girls and young women to mothers like me will be encouraged Many students pointed out that the realise their potential, develop to go back to school.” (Safiya Federal Government’s ongoing skills and achieve empowerment. Sambo, 17, single mother) education reform programme should It encourages them to take up seriously consider early marriage as it leadership positions. GCEN’s Free education affects education. They expressed a particular focus is on girls and “My father wanted to remove me from collective desire to lobby for policy young women who have become school some time ago, as he did to reform on married and pregnant mothers at an early age. GCEN my elder sister who is now married. I children in schools through the has been working with EENET for refused and started crying. I then Children’s Parliament in the state. several years to help share went and told my grandfather who Some of the students are members of information about inclusive came and talked with my dad. Later Child Right Clubs in their schools. education in Nigeria. 6 EENET - ENABLING EDUCATION, ISSUE 11, AUGUST 2007

Promoting inclusion through drama and art, Burkina Faso Noëlie Gansoré

In this article Noëlie Gansoré explains how drama was used to help raise community awareness about inclusive education and disabled children’s right to such an education.

For instance, the play depicted: • the ridiculing of disabled children • refusal to send them to school because people think they are incapable of learning or because they want to marry them off • parents neglecting children’s education and not supporting them in their studies.

After the professional actors had finished, members of the audience – men, women and young children – took part in role-play activities. They acted out the positive attitudes that they felt some of the characters should have adopted, instead of the negative attitudes the actors had portrayed.

Handicap International’s (HI) We used the Allah Dari drama Most of the plays were performed inclusive education project in company (Allah Dari means in market places or in other public Burkina Faso exists in an “We are looking for God”). places. Two thousand people, from environment where negative The actors – in a funny, efficient all walks of life and of all ages were attitudes towards disabled people and convincing way – showed ultimately involved, including have dominated. We were that disabled children are like market-goers, people in bars, therefore aware that promoting other children, have the same passers-by, pupils, their parents inclusive education would require right to education, can be as and their teachers. preliminary awareness raising and successful, and educating them is information work with all a profitable investment for their As a result of these awareness education stakeholders. In our parents and for society. raising activities, we found that we context, these stakeholders did not need to specifically work on include teachers, educational Some of the actors were disabled pushing for the enrolment of supervisors, artisans in rural people. One disabled girl in the disabled children at the start of the areas, parents, and particularly play was a successful pupil, and new 2006/07 school term. The parents of disabled children. now she supports her parents communities now realised that their financially, and has set up disabled children could attend We decided that a play followed development facilities in the schools and the teachers were by discussions would be an village (a drill, a mill, etc). ready to accept them. Parents interesting way to reach people voluntarily chose to enrol their who rarely visit school facilities. The team was given a warm children. Since then around 100 It would be a good way to convey welcome during the four events. ‘new’ disabled children have been messages in an accessible and The discussions following the play identified in the schools of Tanghin- culturally relevant way. Four were intense. The audiences Dassouri, in Grade 1 or in the events were held in the detected the negative attitudes transitory classes.1 department: in Tanghin-Dassouri portrayed in the play that need 1 Transitory classes are for deaf and blind children in for the centre region, in Nimdi for to be changed in order to enable rural areas who have never attended school before. The classes teach them basic communication and the eastern region, in Dondoulma disabled children to be included learning skills in order to be able to participate more for the north, and in Koumlèla for in education. successfully in the mainstream classes. Children are in these classes for 2–3 years and interact with their the west. peers at playtimes. HI will soon evaluate the impact and sustainability of these classes. EENET - ENABLING EDUCATION, ISSUE 11, AUGUST 2007 7

HI published an article in a Global Action Week for Education daily newspaper about the inclusion of deaf pupils in In the editorial of “Enabling Education” issue 10, 2006, Tanghin-Dassouri. In the we discussed the Global Campaign for Education, which article a deaf boy – who was included in school – focused on the theme of ‘every child needs a teacher’. demanding that his out-of- Here Noëlie talks about HI’s activities in Burkina Faso school friends should not be during the campaign week. forgotten. This was such a strong message that the HI’s inclusive education project wanted to use the Global Action Week radio station also broadcast to further promote its messages about quality inclusive education. the story. In response to the So we supported pupils and teachers from Tanghin-Dassouri to make broadcast, a local full-scale figurines and over 300 drawings. businessman donated food to HI for children involved in The figurines and drawings represented what the pupils and teachers considered to be ‘the ideal teacher’. They carried messages calling for its inclusive education appropriate approaches to teaching and for better working conditions for project. The deaf boy’s teachers, for example: demands helped to • Train our teachers in sign language so that they can teach reinforce the messages that deaf-mute pupils like us. had been conveyed through • An empty sack cannot be put upright. the drama and Global • Decent accommodation and quality schooling. Campaign Week activities. • Our teachers support us in all our activities. Help them give us better supervision. Noëlie is HI’s Disability and On 28 April, the figurines and drawings from Tanghin-Dassouri stood Education Adviser for the proudly among the ones made by other schools. A crowd of over one inclusive education project. thousand pupils, teachers and other key players in the education field She has over 25 years’ marched from the Paspanga schools to the Nation Square in experience in research and Ouagadougou. They all showed their figurines and drawings to a large education. crowd of spectators which grew along the way.

The Minister of Basic Education, a delegate of the deputies of the National Since 2003, she has also Assembly, and other traditional personalities attended a ceremony at worked as a researcher in which they were presented with some of the ‘ideal teacher’ figurines. the Education Department of the Institute of Social Sciences and in the National Research Centre for Science and Technology.

Contact: Inclusive Education Project Handicap International BP 541 Ouagadougou 01 Burkina Faso West Africa Email: [email protected] 8 EENET - ENABLING EDUCATION, ISSUE 11, AUGUST 2007

Using children’s drawings to investigate racial inclusion in a school in England Annita Eliadou, Wai Ming Lo, Sara Servio, Francis Simui

In this article, four University of Manchester students from Cyprus, Hong Kong, England and Zambia explain how they worked together to promote pupil voice in a Manchester primary school. They led a process of collaborative research about the issue of racial inclusion in the school.

As part of our Masters Degree We also interviewed pupils about As such, the school’s principal course in Inclusive Education, we their views on their school lives and committed himself to taking had to undertake a school-based whether they felt included in school action to address the instances inquiry research project. The school or not; 95% said their school is a of racial segregation identified that participated in our research has friendly place. among pupils. been involved with the Manchester Inclusion Standard (see page 31). “I like my school because I have Through this school-based inquiry a lot of friends here.” research project we were able to Racial inclusion is a key concern for promote pupil voice activities and the primary school where we did “I like my school because my help the school take forward its our research. Pupils come from 15 teachers are very friendly.” action research. different ethnic backgrounds and speak 19 different languages; 57% We found that, overall, the school is The work highlighted for us how of pupils are Caucasian and 43% racially inclusive, but some powerful and meaningful it can be are non-Caucasian. The school instances of racial segregation were to get children’s views on issues wanted to know if racial background happening among some of the relating to the practices and policy- is a barrier to students’ inclusion. pupils. This could become a barrier making that directly affect them. The school is committed to to their full inclusion in school life. We discovered that inclusive continuously working to remove education is really possible if all such barriers, and has received a The school is already committed to education stakeholders are willing gold award for its efforts. using action research approaches to collaborate. to improve its practices. The Our research took four months, findings from the pupil drawing and we made eight visits to the activity could therefore be a starting school. We had regular meetings point for further investigation into with the principal to ensure that why this segregation is happening. the research was jointly planned. We focused on break times because we wanted to see if all pupils were included in play.

We asked all 233 pupils aged 5–11 to participate in the research through a drawing competition in which they could win prizes. They were asked to draw and name the friends they played with during break time. We used their drawings to identify all the play relationships that were happening and we plotted these in sociograms (see diagram). From this we could begin to see whether the pupils were playing in racially inclusive or in racially segregated groups. A pupil’s drawing. All the names have been covered to preserve anonymity. EENET - ENABLING EDUCATION, ISSUE 11, AUGUST 2007 9

Sociogram of Year Group 1 & 2 (distinction between Caucasian and non-Caucasian students)

What is school-based inquiry? This is a sociogram for Years 1 Education systems throughout the world are facing the challenge of and 2. Each oval represents learner diversity. Higher Education needs to respond to this challenge. a pupil who participated in the drawing competition. The arrows In issue 10 of “Enabling Education”, Jamie Williams argued that teacher show each pupil’s preferred friends. training and development should not happen in isolation – it should be Caucasian pupils are represented part of system-wide change in the way schools are organised. by white ovals and non-Caucasian by green ovals. The blue circles Masters students who study inclusive education at the University of show where pupils appear to be Manchester are required to undertake a collaborative school-based playing only with peers from the inquiry research project. This innovatory course enables students to same background as themselves develop skills and understanding so that they can take on leadership (Caucasian or non-Caucasian). roles in relation to these challenges. It focuses on ways of bringing about change at the classroom, school and system level. Francis Simui is a primary teacher trainer from Zambia. Wai Ming Lo For more details about the M.Ed. in Inclusive Education, contact Susie is a school inspector from Hong Miles. Email: [email protected] or write to her via EENET. Kong. Annita Eliadou is a graduate in Human Behavioural The group of students who wrote this article won first prize in the Biology from the University of Toronto, Canada, originally University of Manchester’s annual ‘Student Team Working Awards’ in from Cyprus. Sara Servio lives 2007 – in the post-graduate curricular category. The judges said that in England and is the parent of the quality of their reflective writing was exceptionally high and that they a child with autism. They can all were clear winners! be contacted via EENET. 10 EENET - ENABLING EDUCATION, ISSUE 11, AUGUST 2007

Using students’ ideas to make teaching more inclusive, Brazil Windyz Ferreira and Mel Ainscow

In Brazil, recent years have seen massive progress towards the United Nations’ goal of Education for All. However, while school enrolment has increased, the challenge remains of how to develop practices that will enable all children to learn effectively. This reminds us that ‘schools for all’ is not the same as ‘education for all’.

Recently we co-ordinated a project • “Practical lessons are nice, I like often in more than one school, and aimed at developing inclusive them because I can learn better if are very poorly paid. However, other practices in a group of state schools I do things and see how things barriers are to do with attitudes. For in São Paulo. This was a joint happen.” example, I have heard teachers say: project in partnership with the • “Issues that are part of our lives University of Manchester and are better to learn and to get • “Children are not able to offer funded by the British Council. interested, rather than those contributions… they are too weird things that do not mean a little.” As part of the project we interviewed thing to us…” • “Students in mainstream schools adolescents enrolled in various high are too poor, too deprived, have schools, asking them what they Comments such as these clearly no rules, so they can’t possibly liked best about their teachers and show that students have helpful have an idea about what is best what they considered to be good ideas as to how lessons can be for them.” teaching. Their responses provided made more effective for them. They • “Students can’t understand why helpful leads as to what now needs lead us to argue that by listening to we do things in this way.” to be done to make their schools the ideas of students, teachers can • “Young vulnerable people are not more inclusive. be encouraged to re-think their in position to have a say about teaching styles in order to reach out how a teacher should teach, or For example, students commented: to more students in their what is a relevant curricular classrooms. In this way, they will be theme for them”. • “I like teachers that listen to us!” better prepared to review the focus • “We like teachers that explain and priorities for their lessons, and Such beliefs about the limited role over and over a few topics that better able to answer vital questions that children and young people can we are facing difficulties such as: play in their own learning processes understanding.” create a deep communication gap • “The best are those lessons that • Is this lesson content relevant to between teachers and their are interesting: that is, we can my students? students. This can stifle the sense talk with our colleagues about • Will they be interested in the kind that ‘we all learn better if we whatever we are learning… it is of activities I am planning? collaborate with one another.’ boring when we have to be there, • How can I make the lesson more just sitting, looking at the teacher dynamic and interactive? The way forward, therefore, must be and making notes while he/she is to create the working conditions in speaking and writing on the In the schools in our project we saw which teachers feel encouraged to blackboard.” very encouraging evidence of the learn from one another and, most potential of this approach. In importantly, to learn from their particular, we saw how groups of students. teachers were stimulated to experiment with new teaching Windyz is Senior Lecturer at the strategies as a result of their Federal University of Paraiba and discussions of the ideas generated a researcher in the field of by their students. inclusive education. Contact her at: [email protected] Unfortunately, there are barriers that or via EENET. Mel is a Professor have to be overcome. Some of of Education in the University of these are organisational. For Manchester. Contact him via example, teachers in Brazil are EENET. forced to work very long hours, EENET - ENABLING EDUCATION, ISSUE 11, AUGUST 2007 11

Inclusive education: from my perspective Lucia Bellini

I am a 23-year-old university student. I have been totally blind since birth. In January 2006, Save the Children asked me and five other young disabled people to speak at a meeting on the UN Convention on the Rights of Persons with Disabilities. We also ran a workshop highlighting the daily issues disabled people face around the world. I spoke on the importance of inclusive education and why it is necessary for disabled people to be educated with their peers.

I was educated in a mainstream a lot less willing or able to fight for, can’t help their non-disabled friends school and feel that it has had a or speak out about, anything they with something else they find major impact on my life. I started are unhappy with (e.g. the level of difficult. This needs to be going to a special school for blind support they are given). encouraged. Not only does this people. At the age of eight I Academically, they are not pushed to make disabled children feel more transferred to the mainstream achieve their potential. From the useful, it also allows non-disabled education system, and stayed there. special school I attended, in my year children to learn that disabled I passed the necessary exams and group, only one student out of fifteen children are just as able despite their am now completing a degree in went to university. disability. French, Italian and Spanish. Last year I spent three months working in As well as being vital for disabled It is important to realise that all an orphanage in Costa Rica, seven people, inclusive education is just as children are individuals and therefore months teaching English in a essential for non-disabled children. It learn in different ways. For example, secondary school in France, and helps them learn from an early age blind children learn well by listening, three months attending a language to respect differences and establish children with learning difficulties or school in Italy. I then got bored of relationships with their disabled children who are very energetic learn being back home in the UK so I did peers. I have often asked myself why better by moving around. It would an extra month’s work experience in so much ignorance exists towards benefit all children if more alternative Romania. I worked as a journalist for disability in our society. The answer I methods of learning were an English speaking magazine. I feel think is that people are not exposed incorporated into the curriculum, so that none of this would have been to disability. How can you know that learning isn’t purely about sitting possible if I had not spent many anything about a subject if you have still at a desk all day. years in the mainstream education never experienced it or met anyone system. who has? If the two groups are I would like to highlight again the always separated they will never importance of inclusive education for I cannot lie and say that being in a learn how to socialise with each all disabled children, as this helps mainstream school was easy other. them socially and academically. It because it wasn’t at all. I was bullied also teaches their non-disabled for several years for being blind. I To enable both disabled and non- peers how to interact positively and also experienced ‘suffocating’ or just disabled children to feel more form relationships with disabled terrible learning support assistants. I comfortable with each other and with people. felt very alone; I thought nobody in themselves it is vital to stop thinking the entire world understood my about disability as a bad thing. A lot Lucia lives in London. She has disability. However, I feel that this of disabled children, including just finished a degree in French, experience has made me a lot more myself, spend years thinking they Spanish and Italian, and will soon streetwise and generally more aware are a burden to their non-disabled start work as a disability of the harsh realities of our society. classmates. A lot of emphasis is put awareness co-ordinator for a self- on how non-disabled friends have to help group in Papua New Guinea. It also taught me that even though I help disabled children with things Lucia is actively involved in have a disability, I am no less they are not able to do due to their disability politics. important or intelligent than any non- disability. But it is equally important disabled person, and I can achieve to recognise that disabled children She can be contacted by email anything. I look at people who went are just as able in other ways. Just at: [email protected] through special schools and they because they cannot do one thing or or via EENET. have a different perception of life. need help taking part in one They are generally not ambitious and particular activity, doesn’t mean they 12 EENET - ENABLING EDUCATION, ISSUE 11, AUGUST 2007

Inclusive private education, Thailand Sorayot Phanayanggoor

Inclusive education is not widely known or practised in Thailand. Many people still believe that children with special educational needs should be educated in a special setting. There are a few examples of schools which are developing their own inclusive practices and initiatives, without centralised government support. This is the case in This poster says ‘welcome’. It is the first thing visitors see when they arrive at school. one private nursery and The school is situated in a lower- ‘right’, feedback from previous primary school in northern middle class area of Bangkok, pupils suggests the school has Bangkok. The school has where most of the pupils live locally done a good job in providing been practising inclusive and can just about afford the school education for these local children. education for many years, fees. The school does the best it can for every child who enrols. The school has had to overcome without realising that its Many children with special many internal and external work fits under the inclusive educational needs, who might have obstacles since it opened enrolment education label. This article been rejected by or asked to leave to children with special educational looks at the school’s other schools, are given the needs. Problems have included approach to education for a opportunity to be educated in a poor staff attitudes towards these mainstream setting. children. There has also been the diverse range of children. It challenge of parents who did not also explains how understand the benefits of inclusive photography has been used education. Nevertheless, everyone to help pupil express their at the school now strives for views about the school, in inclusive education so that no child misses out on the education they order to help the school deserve. improve. As part of the process of helping the The school is called Settabutr school to reflect on its practices Upathum School and has around and strive for continuous 1,000 pupils. It has an almost open None of the staff are specialists improvement, I carried out a small admissions policy, though not a fully (these are hard to find and tend to participatory photography project open policy because it is, after all, stay within special education). with some of the pupils. a privately run school. However, Neither are they trained in inclusive fee-paying primary schools in education. But the staff have Thailand (especially Bangkok) are worked collaboratively through very common and the fees are years of experience in a mainstream capped at an affordable level by the setting. They collaborate through Ministry of Education. So while it weekly meetings and termly reviews can be argued that private schools to provide the best possible cannot be fully inclusive, such education for all pupils. While no schools should be judged within teacher at the school can be totally their national and local contexts. sure they are doing everything EENET - ENABLING EDUCATION, ISSUE 11, AUGUST 2007 13

to make appropriate improvements. For example, one group expressed concerns about the positioning of the school’s recycling bins. They felt that pupils would use them more if they were placed somewhere more accessible and visible. This issue has now been passed on to the Student Council for further action.

Their views confirmed to me that Another group said they appreciate the right thing to do. To me, it does strong leadership plays an the influence of having two religions not matter what term is being used important part in the success of (Buddhism and Catholicism) taught to describe education at the school. inclusive education. One of the at the school. Both religions teach As long as it continues its ‘open’ photos, taken by an autistic boy, them to be calm and thoughtful admissions policy and strives to shows the front door of the school towards others, which provides an provide the best education available principal’s house. He explained, inclusive environment. to the local children - that’s what “That’s the principal’s house and matters. Some of its practices of she gave me the opportunity to A third group of children course need improving, but the study here so I am very grateful.” commented on one of the parties school is making a big effort in This view was backed up by standing for election to the School trying to be inclusive. Hopefully comments from parents of children Council. They would vote for that activities such as the photography with special educational needs who party “because it has a good project can help pupils and staff to are also grateful that their children policy”. work together to make the have been given an opportunity to necessary improvements. study by the school management. I feel this type of photography project really can help to promote I would like to invite discussions The photography project gave ‘student voice’ more effectively about private schools and children an opportunity to voice (although success can depend on inclusive education. Do you think their opinions about the school. the instructions given – my fee paying schools can be Some children engaged less well instructions perhaps could have inclusive? How effective can with the activity, maybe because been improved!). I think in this they were not familiar with this way school the results may have been privately initiated inclusive of working. Nevertheless children different if the activity had been schooling be without central expressed views and opinions done by a member of the school support from the government? which are not usually counted or staff. I think pupils may have been Can participatory photography be heard much in Thai culture. The more scared to express critical successfully applied within an activity enabled them to explore views, in order to avoid negative authoritarian education system? their creativity and think critically reactions from the staff. about their school. The school strives to be as inclusive Sorayot Phanayanggoor This project has already resulted in as possible, not because this is the (known as Gong) is an MEd the school taking on board some of current trend in education, but student at the University of the children’s comments and trying because the principal believes it is Manchester. He plans to return to Thailand to promote inclusive education, after gaining more experience as a teaching assistant in a Manchester primary school. He can be contacted at [email protected] or via EENET’s postal address. The school website is: www.stbu.ac.th. 14 EENET - ENABLING EDUCATION, ISSUE 11, AUGUST 2007

Evaluating EENET

EENET was evaluated in 2006. Evaluating such a diverse and global network is an almost impossible task! Nevertheless the process has successfully helped to raise awareness of EENET’s achievements and shortcomings. The evaluation took place at a time when EENET was struggling to survive financially. Many of the recommendations therefore relate to funding, structures and staffing. However, the report also represents a celebration of 10 years of networking. It contains both challenging and congratulatory comments from EENET’s users and supporters. Here Susie Miles and Ingrid Lewis present a brief summary of the evaluation.

EENET has sought to raise the profile of inclusive education inclusive work in the South and to push education against the mainstream view of development. It insists on being a network with an open and equal pendidikan l’éducation relationship with the South. It inklusi inclusive facilitates but refuses to direct or dictate. It has worked, instead, to establish an exchange of experiences and to debate central concepts of inclusion. It raises awareness of concrete, on-the- ground initiatives happening in the South. a'oa'oga elimu Evaluation activities tauao mjumuisho • review of EENET’s annual reports, publications and other records and statistics • user questionnaire sent to all contacts in EENET’s database. Responses from Africa (66%), Asia (15%), Europe (13%), • Are EENET’s aims and objectives • a reputation for involving not just Australasia (3%), Middle East clear to all users/supporters? the ‘big players’, but the isolated (2%), Caribbean (1%) South (identity) teacher, parent or youth worker in America (1%) • How do users/supporters contact a big bureaucracy or in a remote • focus group discussions (three EENET? (access) place with EENET users in East • Is there global support for • the rare skill to be both Africa, one with EENET EENET? (recognition) accessible in its language to its supporters in the UK) • Is there a demand for users and yet raise and deepen • interviews with EENET’s regionalisation? the debate on conceptual issues founders and other key • What ideas are there for future of inclusion supporters, staff, etc organisational development? • the ability to produce deceptively • assessment of readability and easy-to-read newsletters and usability of EENET’s EENET’s strengths other material that are, in fact, newsletters and website. The evaluation showed that ‘cutting edge’ in terms of EENET has: research, debate and Evaluation of EENET users’ views • the ability to hold and contributions. This is achieved focused on communicate a global through skilful editing and being • What do inclusive education perspective on inclusive able to distil and present the core practitioners want from EENET? education and on concrete of the issue or practice being Do they get what they want? initiatives in the South discussed What more do they want? • a reputation for responding in a • developed relationships with (service and expectations) friendly, open, inviting manner to inclusive practitioners worldwide every enquiry EENET - ENABLING EDUCATION, ISSUE 11, AUGUST 2007 15

• a neutrality that comes from Evaluation findings showed that features in it and who contributes being independent and not EENET should provide to it. ... it encourages critical affiliated with any government More analysis debate. [EENET shares] not just organisation, bigger NGO or “At present it lets the reader do soppy stories but real, concrete other pressure group. their own reviewing and examples that demonstrate the analysing, but it could itself offer pioneering work done in the South. Summary of recommendations that analysis. That too is a part of That is evidence of what can be Funding – EENET needs to focus information dissemination and done and is being done there.” on ensuring financial security; sharing. EENET’s current position needs to diversify the approaches it is that people should take charge Core principles takes to seeking funding from of their own learning and that it is “The strength of EENET lies in its donors; and needs to review its not sure that it should be commitment to consciously position with regard to ‘selling providing (potentially biased) reflect and hold itself accountable services’ and ‘branding’. analysis. [However] EENET could to its core principles. This is usefully provide more analysis of evident in the way that EENET Website – navigation through why the successes succeeded sets its priorities and in its the site needs to be improved; and the failures failed”. responsiveness to those who are updating of the site needs to be all too often overlooked by other brought more under EENET’s More action research NGOs as being too small or not control (less reliance on voluntary “There is a huge gap between significant enough. The ethos of website support). research and practice as well as mutual learning and the between policy and practice, and openness to learn from the South Readability – some of the materials EENET is best positioned to fill permeates its correspondence EENET shares need to be made this gap in the South and the and comes through in the easier to read. North”. respondents’ feedback during the evaluation. As one focus group Identity – EENET needs to state More face-to-face interaction participant observed: more clearly/frequently what “People do not want more ‘…[EENET’s] strength is also in principles it stands for. guidelines, manuals and its conscious reflection about and handbooks; they have enough of decision to continue to go National/regional networks – those ‘how tos’. They want face- upstream and not to become EENET needs to maintain/increase to-face interaction. And being in mainstream. It underestimates its hands-on support to the the field will also help EENET itself and how far ahead it really development of such networks. staff to act as a catalyst for action is of the debate on inclusion…’.” as well as extend their own Accountability – the Steering understanding of the contexts Information in this article is Group needs to be revived and with which they have links”. drawn from the evaluation of adapted to better oversee EENET’s EENET conducted by Duncan vision and mission. The evaluation highlighted two Little and Anise Waljee. very valuable things about EENET Quotations come from the Expanding structures – EENET The medium is the message consultants and from users who needs to develop a structure so EENET has always believed that the contributed to the evaluation. it can expand to meet demand, best ways to promote inclusion is to The evaluation was funded by yet maintain its highly valued demonstrate inclusion in action. NFU – the Norwegian ‘personal approach’. One way EENET does this is by Association for Persons with making information sharing and Developmental Disabilities – Relationship with University debates open to everyone, using which was a donor to EENET of Manchester – EENET should communication styles that everyone until 2004. The full report of the keep monitoring the benefits can understand. evaluation and a summary and challenges of being located “… [it has an] ability to be report are available from EENET. within the University and accessible, to present complex investigate alternatives for ideas in simple ways, to engage in location in the future. a debate about inclusion and what “[I] first check EENET [website] it means, to skillfully edit the every time I go to a new country Staffing – there is a need [newsletter] material…[its because it will give me quality, to increase staff capacity accessibility comes from] the reliable information on what is (requiring increased funding). content it puts out, the style, who concretely happening there.” EENET user 16 EENET - ENABLING EDUCATION, ISSUE 11, AUGUST 2007

EENET: looking to the future

As well as celebrating our 10th birthday this year, we have been doing lots of thinking about where we want to be in 5-10 years time. For the last decade EENET has been proud to be an ‘organic’ and inclusive network – constantly evolving and changing to reflect the information and networking needs of its users. However, even a fluid network like EENET needs to have some sort of formal plan to help guide its development and attract donors! This article will briefly outline some of the key points in our latest five-year plan.

Creation of the plan Our plan EENET’s previous plans were Networking mostly developed through a “EENET will develop, maintain and expand its information-sharing activities. process of consultation with It will encourage, advise and support national or regional inclusive members of the network’s education information-sharing networks.” steering group, and other ‘critical friends’. These plans have now • continue to prioritise the formed the basis of the strategic development of our main plan for 2007-2011, which also networking tools – the newsletter draws on many of the and website recommendations made in the • redesign the website in line with evaluation (see pages 14-15). feedback from the evaluation • support regional networks with In January 2007 we held a 10th their planning anniversary seminar in London. • make at least one support visit to Participants were asked to a regional network each year comment on a draft of the • manage an email discussion strategic plan. However, rather group/South-South support than asking them to read a system so regional networks can document, we gave them picture share ideas and experiences on cards (some of the 30 cards are effective networking shown here). • develop a guidance resource for regional networks, drawing on Each card contained a photo or experiences from existing partner cartoon, with a few words, networks outlining one of EENET’s • support one major regional proposed objectives. Participants networking activity (e.g. an event or publication) each year were then asked to arrange the • be more active in supporting UK and European international NGO cards on a sheet of paper to networks on inclusive education. show which objectives they considered high or low priority. Documenting They were also asked to explain “EENET will increase the capacity of grassroots workers to document their why, and to think about how they work and share information, knowledge and resources to promote inclusive or their organisations might be education initiatives.” able to support EENET in achieving the objectives. The plan • continue to promote, and offer guidance on, action research and and the picture cards were also image-based approaches to documenting experiences sent to EENET’s regional • identify and produce, and/or assist network users to produce inclusive networking partners for comment. education training materials All of the feedback received was • increase the quality and considered when deciding on quantity of ‘repackaged’ material priorities for objectives. (i.e. seeking out promising documents or training materials and re-editing and redesigning them to make them more accessible to EENET’s users) EENET - ENABLING EDUCATION, ISSUE 11, AUGUST 2007 17

• improve our editing approaches, • review the benefits of housing to improve the accessibility of EENET within the University of materials that we share Manchester • improve our approach to • continue fundraising for EENET ‘mentoring’ inexperienced authors projects who wish to write articles for • review our approach to selling the newsletter materials to North-based/funded • seek new volunteer translators organisations, with a view to who can provide high quality increasing this income translations of inclusive education • develop a list of consultants and materials in a range of languages a system whereby EENET • plan and implement a ‘children’s voices’ project – via printed and internet receives a ‘finders fee’ or a materials – so children and young people have more chance to talk percentage of the consultancy fee about inclusion/exclusion in education. We are seeking donors for this for assisting other organisations project, so if you are interested, please contact us! to find suitable consultants • develop an internship scheme to Influencing provide additional staff support “We will use EENET’s grassroots knowledge, skills and experience to add on key projects, while offering value through influencing national and international policy-makers and interns valuable work experience. donor agencies.” What do you think? • continue to promote debates on: the importance of learning from Ours plans are never ‘set in stone’. difference; rights of marginalised groups in education; and the links We want them to evolve to reflect between inclusion and human rights/social justice the needs of the network’s users. • provide information, advice, contacts, etc, to help regional networks and We therefore welcome feedback EENET users generally to advocate and lobby on inclusive education on EENET’s five-year plan. • prepare guidance materials to help EENET users to make more Are we doing what you thought we effective use of information that would do? Are there any activities already exist (e.g. EENET you thought we would do that newsletters), when they are have not been mentioned? Could preparing advocacy initiatives you or your organisation offer any • develop greater clarity on financial or practical support in EENET’s own messages achieving any of the objectives and positions on key issues – (e.g. help with translations)? but without dictating our position We want to hear your views! to others. EENET Structuring the network c/o Educational Support “We will increase/maintain EENET’s human resources, capacity, and Inclusion infrastructure and funding to ensure the network continues to develop and School of Education support regional networks effectively.” The University of Manchester Oxford Road • develop an annual fee-paying membership scheme for international Manchester, M13 9PL, UK NGOs wishing to support EENET. Income from this will cover core Tel: +44 (0) 161 275 3711 operating costs. This scheme has now started, so if your organisation Fax: +44 (0) 161 275 3548 might be interested in joining, Email: [email protected] please contact us for details Mobile/SMS: +44 (0)7929 326 564 • increase staffing levels from one part-time Co-ordinator to at least three staff (not necessarily full-time) • redevelop our steering group to improve systems for governance and accountability 18 EENET - ENABLING EDUCATION, ISSUE 11, AUGUST 2007

Swimming upstream

What are the criteria for developing and maintaining a ‘successful’ inclusive network? In this article Sue Stubbs and Susie Miles reflect on their experiences of inclusive networking in the International Disability and Development Consortium (IDDC) and in EENET.

Developing an inclusive way of Development • Time is spent on developing working involves ‘swimming What do we mean by suitable processes, not just upstream’ or ‘going against the ‘development’? Some people see focusing on outputs. grain’ of current mainstream the ‘South’ as the problem – full of • The network grows or evolves society. It is ‘normal’ to be disease, poverty, and needing help. slowly. exclusive, discriminatory and This perception is known as • There is a balance between hierarchical. It is ‘normal’ to allow ‘negative deficit model’. Others see continuity and timely injections of the most powerful voices to unjust trade laws, legacies of new energy and ideas. dominate. Inclusive networks and colonialism and the global • ‘Tensions’ are acknowledged and partnerships have to resist this imbalance of power as the problem. uncomfortable issues are normal pattern of human This is a ‘social model’ approach. engaged with, not avoided. behaviour. They have to do this The current global context is one of consciously and continuously – gross inequity, social injustice, Learning from the South, and and it is hard work! They have to widespread conflict, lack of South-South sharing be conscious about values, sustainability, and environmental It is easy to talk about learning from principles and processes – and crisis. Networks and partnerships the experiences of practitioners this requires ongoing vigilance and cannot solve these huge issues. But and stakeholders in the South and self-critical reflection. we can be conscious of them and about promoting sharing between engage with them. people in countries of the South. Inclusive However, there are many What do we mean by ‘inclusive’? Partnerships and networks challenges in adopting this Inclusion relates to gender, culture, A partnership or network of approach. For example: language, age, disability, individuals and organisations is • Striking a balance between the accessibility, power. It involves different from a single organisation use of the written word and ‘listening to less powerful voices’. with one-person as a director. In a communicating effectively with Some people see ‘inclusion’ as network, the views and convictions oral cultures is difficult. simply inserting a marginalised of any single individual person or • Field-practitioners lack group into the mainstream. But organisation cannot so easily be experience and skills in relation this approach does not really imposed on others. Networking or to analysing and presenting their change society although it can partnership working requires a own work. benefit a few people. In a deeper strong commitment and a skilful • Cross-cultural communication is sense, inclusion is a process of approach to: listening; learning from not easy. radically transforming existing others; sharing ideas in respectful • Northern perspectives still society – and of celebrating ways; focusing on the common dominate in ‘international’ diversity and combating goal; and tolerating differences. seminars and conferences. discrimination in relation to all • There is still much ignorance types of difference. To be inclusive General principles and prejudice in relation to is not easy and does not come of an inclusive network different cultures. naturally, and so it requires real • There is clarity and transparency attention and monitoring. over who the stakeholders are Evaluating networks and their roles in the We have been inspired by the network/partnership. work of Madeline Church1 on the • There is clarity over the general nature and evaluation of networks. goal, and the particular function She uses the image of knots and and strategies of the network. threads to illustrates the way • Resources are used efficiently networks work. Members are (there is very minimal connected by threads of infrastructure and budget). communication and relationship. EENET - ENABLING EDUCATION, ISSUE 11, AUGUST 2007 19

These threads come together in Leadership Sue Stubbs is the Co-ordinator knots of activity. The strength of • e.g. Where is leadership located? and one of several founding the net lies in the work members members of IDDC. IDDC began do together and the trust that is Structure and control in 1993 as an informal group of built through their communication. • e.g. How is the structure felt and international non-governmental The structure of a network is experienced? Too loose, too tight, organisations (NGOs) involved in loose but connected – and facilitating, strangling? disability and development. It is horizontal, not hierarchical. now registered as an international Diversity and dynamism not-for-profit association in Madeline Church believes that • e.g. How easy is it for members Belgium, and has 19 members networks can only be evaluated to contribute their ideas and based in 10 different European by those most involved in follow through on them? countries. Its aim is to promote networks – since they are so inclusive development, share complex. She suggests, and Democracy information and expertise, and to EENET agrees, that the following • e.g. What are the power work collaboratively. Its members issues need to be considered relationships within the network? include disabled people’s when evaluating networks. How do the powerful and less organisations, general powerful interrelate? development organisations, Participation disability NGOs and ‘platforms’ • e.g. What are the differing levels EENET would like to publish more (agencies that do not have or layers of participation across articles about networking. We programmes but share the network? particularly want to hear about your information). Sue can be experiences of running information contacted at: co-ordinator@ Trust or support networks that are iddc.org.uk. See also IDDC’s • e.g. What is the level of trust initiated and run in the South, and website: www.iddc.org.uk between members, and between built on principles of equality and (currently being reconstructed). members and the secretariat? inclusion.

Creating conversations: inclusive networking

Prioritising marginalised groups

Celebrating Listening difference to unheard voices

Using Inclusive Producing respectful language networking accessible documents

Addressing Challenging poverty social injustice

?

Do you have any other ideas about inclusive networking for this diagram? Please send us your ideas.

1 Participation, Relationships and Dynamic Change: New Thinking on Evaluating the Work of International Networks by Madeline Church and colleagues can be downloaded from: http://people.bath.ac.uk/edsajw/church.shtml. If you cannot access the Internet, please contact EENET and we will help you to access the document. 20 EENET - ENABLING EDUCATION, ISSUE 11, AUGUST 2007

Teacher training in conflict situations: Karen State, Burma

The right to education is often violated in conflict situations, particularly for minority groups. This is happening in Burma (Myanmar), where many indigenous groups are struggling to end the military junta’s oppression and to gain self-determination in their regions. The Karen is one such group fighting for autonomy in Karen State, south-east Burma. More than 50 years of violent military oppression has forced many Karen to flee to refugee camps in neighbouring Thailand. Life in these camps is difficult, but there is government and NGO support for basic health care and education needs. This is not yet the case back in Karen State.

support. In 2004, KTWG established They offer potential, practical the Karen Teacher Training College models not just for the Karen (KTTC) on the Burma side of the people, but for other groups border. It is the first and only worldwide who are struggling for institution of its kind in Burma, social and educational autonomy. providing a Karen-designed, On 1 June 2007, KTTC celebrated culturally relevant, two-year initial the new school year with an teacher training programme for opening ceremony. This brought teachers who will teach in Karen together many of the members of its State, and training for mobile support network. This article The Karen see education as central teacher trainers. presents some of their views about to their physical and cultural KTTC and education in Karen State. survival. So the Karen Teacher Despite working in a challenging Working Group (KTWG) was set up conflict situation, KTTC has It also shows that all elements of in 1997. It actively promotes Karen managed to increase its intake of the education programme are education in Karen State. It has students each year. It has a strong connected and supporting helped fund more than 1,000 Karen- network of support from within and each other. controlled schools (as well as the outside the local community. KTTC teachers and students) in the State. and the mobile teacher training KTWG also established a programme are innovative and programme to train mobile teacher community-led education initiatives. trainers to give local teachers some

Education Leader Mutraw District, Karen State D’gay Jr.: I am the education leader in this area, working KTTC Teacher 2nd Year KTTC Student with the teachers and the Law Say Wa: I am a teacher Lah Me Htoo: I am 19. I was community. I approve of the of Karen history and living in a refugee camp in KTTC programme because we language. I spent 31 years in Thailand and I didn’t like to need more skilled teachers. a refugee camp in Thailand. learn there. I came to KTTC The relationships here between I didn’t want to live there. I because it is in Karen State. different members of the was determined to live and I wanted to come and help my community are very good. We teach in Karen State. When I State, to learn to be a good see KTTC as a strength for our came back here I felt very teacher and leader. I want to community because when the well. I hope this place will teach English. There are no students finish they will share improve and help the computers for trainee teachers this work with the people, and students improve their in the refugee camp, but when the people have teaching methods and there are here. When I finish education there will be classroom management. I will go teach in my family’s stronger leadership. home district. EENET - ENABLING EDUCATION, ISSUE 11, AUGUST 2007 21

This article was compiled by KTWG, KTTC and Ian Kaplan. Contact KTWG by email at [email protected] or via EENET’s postal address. Visit their website at: www.ktwg.org

Battalion Leader, Karen National Defence Organisation Som Wa: We take responsibility for the security of the community here and protect them from the enemy. There are so many kinds of needs in Karen State…for food, for security and education for the Karen people. I am happy that there are such students as in KTTC here, for the future and to take responsibility for the country.

Mobile Teacher Trainers Mu Htee: If we have a good opportunity we give 2-3 days of training, but it depends on the Burmese army activity. We call teachers from the schools close by and 2-3 come together in one place. We advise them, share ideas about how to teach students and how to learn. We also take them news about their area, school news, and about Burmese army activity in the area. Meyze: When we go to the schools we have to face Burmese army and local militia activity. They want to KTWG Co-ordinators catch us and stop our work. When we give training Ler Htoo: At KTTC we teach participatory suddenly the army will come to stop us, even though we methods like group working. In other areas didn’t do anything but come in peace to teach our own of Burma, teaching is rote learning. [But] Karen language. we teach critical thinking for reading and writing. The education system is getting better – in Karen State now the teachers get more training and more people are in school. Even when schools have to shut for months, they are getting restated again. When we stared KTTC, we just had 22 students. This year we have 35 first-year students. Scott O’Brien: Although a lot of villages are fleeing from the army 3-4 times a month, still, one of the first things to be opened up again is the school, even if it’s under a tree. So, here’s a huge commitment and Mobile Teacher Trainer Students connection with survival, development and Esther Thein: I am in my first year of training to be a education. We definitely need more mobile teacher trainer, I also attended KTTC for two financial support for our assistance years. Many teachers in Karen State don’t know how to programme for schools in Karen State. But teach. I want to be a mobile teacher trainer because I besides that we’re looking at how to want to help the teachers in Karen State. improve the quality of education provided in James Thomas: In most of Burma, teachers are only our teacher training programmes. We’re using teacher-centred methods. [But] in Karen State the looking to help transform the Karen teaching methods are very good so students want to education system to make it more reflective attend the school…they don’t leave the school. Instead of of Karen culture by maintaining academic using punishment, if students are not concentrating we integrity, but also looking at how schools will all stand and start a role play and maybe go outside can really support community needs. We’re and play and also ask questions about the topics. We try also trying to build networks among to make different activities to interest the students. Burma’s other indigenous groups. 22 EENET - ENABLING EDUCATION, ISSUE 11, AUGUST 2007

Family Friendly! Working with deaf children and their communities around the world Family Friendly! is a new book produced by the International Deaf Children’s Society (IDCS) in collaboration with EENET. It aims to inspire others to consider the involvement of parents and families in their work with deaf children.

We gathered case studies from our Parents and teachers Family Friendly! is about making network members in order to supporting each other a commitment to work together. ensure that the guidance contained “The teachers preferred children It challenges practitioners to take in the book was based on real to study manual subjects like an empowering approach to their experience from southern countries. woodwork, rather than academic work. This means recognising We also wanted to bring the voices subjects. However, I was sure that the unique expertise of families, of parents and practitioners in the Stephen could pass exams so teachers, and deaf people. south to a wider audience. We will I convinced the teachers to teach publish 35 contributions from 21 him these subjects. The teachers “Real inclusion requires a positive countries. wanted parents to be more environment at school and a involved. When teachers see that supportive family. We need to The book addresses many issues – a parent really cares for his child work hard to give more children this community-based work, information, and is motivated to help, then opportunity.” parents’ groups, keeping deaf they become more encouraged Snigdha Sarkar, children safe from abuse, working in their teaching role.” Parent Group leader, India with deaf adults and, of course, Geoffrey Mukonyoro Wathigo, father education. For IDCS, education for of a deaf child, Kenya International Deaf deaf children can take place Children’s Society anywhere – in local or special “Parent trainers who are parents of IDCS is dedicated to enabling deaf schools, at home or in the deaf children have unique skills in children to overcome poverty and community. But for inclusion to work communicating with deaf children. isolation worldwide. We support for deaf children, they must have They speak and teach from their the creation of local, national and access to the same learning and personal experience when they global family-led movements to social opportunities as other raise awareness and advocate for campaign for positive change for children. This means that deaf deaf children and their families.” deaf children and young people. children must be supported early to Amos Muyambo, Nyadire We have country programmes in learn language, and as many Primary School, Zimbabwe Kenya and India and have people as possible need to be able supported 39 short-term projects to communicate in a way that deaf “The teacher told me that if I could in 27 countries worldwide. children can understand. identify at least six deaf children in my district, I could open a deaf We are a network of organisations The book highlights how schools, class. I asked my school director for and individuals committed to sharing information and learning. communities and families can work permission to study Sign Language To join, see www.idcs.info/ together to support deaf children, and I am now a teacher of deaf thedirectory or write to us. improve education and campaign children. I have seven students, for change. including three girls.” Family Friendly! will be Un Sileap, father of two deaf available free of charge from Parents are the first teachers children and teacher of deaf IDCS at the end of 2007. “While good schools can provide a children, Cambodia positive learning environment, it is Kirsty Wilson, the parents who are the first Programmes Officer teachers of their children. The The International Deaf teachers provide sign language Children’s Society training for parents and show 15 Dufferin Street parents ways to assist their children London, EC1Y 8UR to learn. This enables children and UK parents to communicate more Tel: +44 (0)20 7490 8656 effectively.” (voice or text) Ms Yao Chang Zheng, Fax: +44 (0)20 7251 5020 mother of a deaf child, China Email: [email protected] Website: www.idcs.info

Fathers learning sign language, Nyadire, Kenya EENET - ENABLING EDUCATION, ISSUE 11, AUGUST 2007 23

Supporting inclusive education in Afghanistan – a father’s story My wife and I live in Herat. We have six children; one has a hearing impairment and three others are deaf. Until my children were born I had not had any contact with deaf people. I knew that my children would need me to support them, but I didn’t know how to do this.

I heard about an organisation training we received to the teachers Also, many other deaf children in working with disabled people, in the school, and we all received the city could be supported if we including deaf children. I went to more sign language training. Some could expand the programme. find out about it. My children expert deaf adults came to train us became involved in the both in inclusive education and in I really enjoy my work and being programmes and started learning sign language. I was very involved in my own children’s Afghan Sign Language. I even encouraged to meet strong, education. Other parents can see volunteered for this organisation for confident deaf adults. the positive changes in their deaf five years and learned sign I can now see a positive future children and that the school is language so I could support my for my children. supporting them. However, it is not children better. always easy to encourage these At first my children were nervous parents to become more involved, However, I started to worry about about going to school. Now they especially when it comes to learning their longer-term education. I could are excited and help each other get sign language. I have contact with see that they were very intelligent ready in the mornings. They have parents of deaf children who are not and I longed for them to go to learned lots and help each other yet involved in the programme. school. My oldest daughter has with their homework. I have noticed They want their children to go to some hearing and the local school a big change in their feelings and school as well. agreed to take her. She sits at the behaviour at home and they are front and has a bit of extra input making more friends among I find it difficult to convince other from the teacher. She is doing well. neighbours’ children. Their friends professionals working on deaf But no school would take my deaf come to visit or support my children education in Afghanistan that our children. in their classrooms. programme is possible. Many believe that special schools or At that time the International Rescue At first the schools and principals special classes are the only way. Committee were making plans to were concerned about having deaf They don’t believe me. But I see the start an education programme for children in their classes. But after deaf children in class every day. I deaf and blind children in Herat. training and meetings with the see that they are happy and are They planned to select schools, families, all the teachers are now learning. I see teachers trying hard train some teachers and then place committed to making the to find ways to communicate with some children with visual or hearing programme successful. We now deaf children. And I am also a father impairments into regular classes. I have 16 deaf children receiving who sees that my own deaf children wondered if my children could be education in regular schools. My are happy and learning and making selected. They were! And I was colleague and I visit each classroom friends. I am a father who only chosen to be a programme officer at least once a week. We give the wants to support my children in the for the hearing impairment section. teachers encouragement and more best way I can. ideas and help them to solve I wasn’t sure if this inclusive problems. Our programme is new, This article has been adapted education method would work. and we still need to work on from a case study submitted for Would the other children tease my improving the quality of education. the IDCS book, Family Friendly! children? How would the teachers communicate with my children? I Inclusion and deafness had been to see two special There are many different ways in which families, schools and deaf adults schools for deaf children in other can work together to improve deaf children’s access to quality education cities of Afghanistan and I thought in their communities. Case studies, such as this one from Afghanistan, maybe that was the only way. But can be found in the new IDCS publication (see previous page), on the after receiving some training on IDCS website and in the deafness section on EENET’s website. Please what inclusive education is and how send EENET your experiences of including deaf children in education so it benefits all children, I decided to that we can share them through our website. give it a go. We passed on the 24 EENET - ENABLING EDUCATION, ISSUE 11, AUGUST 2007

Inclusive school design, Indonesia

Yusep Trimulyana is the head teacher of SLB Pembina NTB, a special school and inclusive education resource centre on the island of Lombok, Indonesia. Yusep’s school needed a new library. But instead of asking the government to build it for them, Yusep believed the school could take charge of the design and create a building which is accessible and suits the needs of students and teachers.

Yusep consulted teachers and How did you come up with the students. He then used ‘open design for this building? source’ design software to create a I used an ‘open source’ software basic model of the ideal building on programme called ‘Sketch Up’ (see: a computer. ‘Open source’ software www.sketchup.com) which is freely can be downloaded free of charge available to anyone with Internet from the Internet. Yusep has access. The software is not very recently convinced the Indonesian difficult to use. It’s very practical. I government to provide the funds for discussed the design with the building. In this interview with Ian teachers and incorporated their Kaplan, Yusep explains how he ideas about the colour, the size and worked with his school community other things. We have also to design and build a new library. consulted some of the children A popular berugaq style gazebo on the school grounds about the design. We haven’t asked So the building is a mixture all of the children directly, but we of modern and traditional have tried to take account of their building styles? needs in the planning of the Yes, of course it is not the traditional building. Many of our students have berugaq, but is modified to fit with disabilities which make the modern building. We can put all communication difficult. It wasn’t the basic library equipment and possible to involve all of them supplies, like bookshelves and directly in the planning because of typewriters, inside the modern part the difficulties of communication, of the building. But we will be able but we have tried to understand to read or do activities both inside what they need. and outside in the berugaq. We will Yusep Trimulyana – head teacher not put many chairs in the library, We discussed the placement of the but we will have carpet because building on the school grounds. What were the reasons for many of the children, particularly the building this new library? younger children, prefer reading We are trying to build a new library and writing while sitting on the floor. in the local style where we use a berugaq…a kind of traditional gazebo which is very common in Lombok. A berugaq provides a raised and shaded platform on which people like to sit and chat and do lots of things. Many people would prefer to spend their time in the berugaq rather than indoors. So we thought we can combine the modern building with a traditional building. We hope a design like this will help make it easier for children to enjoy to read and learn in the library.

Computer sketch for the new library with the berugaq on the right. Note the high contrast colours to help students with low-vision. EENET - ENABLING EDUCATION, ISSUE 11, AUGUST 2007 25

Space, light, materials, and even colour affect the way we experience education. Schools can make excellent use of these elements in creating buildings and grounds which reflect the needs and desires of students and staff. Unfortunately, schools are often designed and built without fully considering the community’s needs.

Schools are often poorly designed. They may be too hot (or cold), dark or inaccessible. One way to address these issues is to involve the school community more actively in designing (or re- designing) their schools. This may seem difficult because teachers, The new library under construction students and parents probably Some teachers thought it would be How have you convinced the lack experience in planning and nice to have the building at the front government to fund this project? building schools. However, there of the school, because it would look Usually the government has a are practical ways of consulting them about designs, by asking nice there. But we decided it would building plan for schools, but this what kind of school they want, be better to place the building year the government asked “Do you what their needs are and how they further inside the school grounds so want to build this yourself, or do you use existing schools. the students would be less want the government to build it for distracted by the noisy road outside you?” I told them we would try to A process of inclusive school the school. design it ourselves, if we can have design gives members of a school an idea how much money we can community a feeling of pride and Also, I consulted with the teachers get to design and build it. We have ownership of their school. It can who know the disabled children tried to design this as ideally as also lead to the creation of school about ways to make the building possible, but some of our plans spaces which are appropriate, accessible for the children. Although haven’t matched the funds we’ve accessible and pleasant, the basic plans are finished, we been offered, so we have had to enhancing learning and need to consider how to make the make compromises as well. participation. This can provide an building even more accessible by opportunity to fit a school more adding a ramp for wheelchair users. Sometimes in the past, the effectively with its community, for Even things like the colour of the government has made decisions example by incorporating elements walls and flooring affect about the planning and design of of local culture and art into the accessibility. We have considered school buildings which have not buildings and grounds. Easy-to- what colours and patterns will make always been appropriate for the use software that can be the library more accessible for school, but I think they are downloaded for free from the children with low vision. changing for the better and not Internet, can make this process fun working like that anymore. They are and accessible. After I made a basic plan of the trying to get the ideas from the building using Sketch Up, I gave the school community and working in a design to an architect who helped more inclusive way. Yusep can be contacted at: turn it into a usable building plan. SLBN Pembina Prov. NTB The new library is now under Would you use this way of Jl. Sonokeling no.1 Dasan Geria, construction. working again to design future Lingsar, Lombok Barat - NTB school buildings? Indonesia Yes, I think we will try to use this Email: kind of working in the future. [email protected] 26 EENET - ENABLING EDUCATION, ISSUE 11, AUGUST 2007

Making pictorial learning aids, Liberia Bob Linney and Petra Röhr-Rouendaal

There is a widespread absence of visual stimulation for young children in many education systems around the world. Stimulation of all the senses is beneficial for brain development in young children. In many countries, however, classrooms may have few books, no pictures on the walls and no learning aids. Teaching methods frequently involve rote learning and copying, which fail to engage and challenge children fully. Yet a few colourful pictures on the walls or some simple, attractive home-made pictorial learning aids can transform a classroom – without costing much.

We recently helped to facilitate a five- Their classmates can agree or The teachers and student-teachers day workshop for teachers and disagree with any decisions. Picture appreciated the usefulness of these student-teachers in Liberia. cards were made to help children materials. Such training is already Participants learned how to make learn about or discuss numbers, the being given in Liberia by workshop and use low-cost pictorial learning alphabet, food and nutrition, war, organiser Topiyoo Nya Blimie who aids for pre-school and primary level HIV/AIDS, palm oil production teaches at a teacher training college children. These included picture methods, transportation and in Monrovia and is planning to share cards, maps, discussion starters and religious education. Large maps of these ideas with other colleges. educational games. Participants also Africa were made into jigsaws for practised using these aids in ways use in a geography class. One All teachers, with a little help, can that encourage pupils to participate participant made a board game for make their own innovative pictorial and interact with each other and the learning about blood circulation. learning aids at low-cost, using teacher. Another made a simple game to help locally available materials. They can young children match cut-out also teach their pupils how to make The learning aids produced at our shapes with shapes drawn on paper. such aids. workshop were all made from paints, paper, etc, bought in Monrovia – Only one participant had previously More widespread use of such such materials would be available in had training in drawing, yet they all materials can help to make learning many other towns in developing made useful pictorial learning aids. more fun. Schools can become more countries. Some materials can even Participants were shown some basic creative as pupils gain the be obtained free (e.g. printing guidelines for drawing faces, figures confidence to ask more questions companies might give away off-cuts and animals and were given further and play a more active role in their of paper or card). Also, the learning drawing advice when needed. After own education. Pictorial learning aids are generally small, so are easy four days, all participants had aids can help children to develop to make in crowded classrooms. designed and made at least one valuable thinking skills for use in pictorial learning aid. Then they adult life. Participants created a range of practised using these aids, pictorial learning aids for use across demonstrating to the group how they Bob and Petra are graphic artists the curriculum. For example, one set would help pupils to learn by using and facilitators with the group of picture cards was made to help their materials. Other participants Health Images, which provides children learn about how a fruit tree provided feedback and suggestions training for people who want to grows from seed. Pupils place the on how to promote participation and make and use participatory, pictures in the correct sequence of interaction. people-centred pictorial learning growth. aids for formal and informal learning. Pictorial learning aids are intended for use in a participatory and interactive Contact:Bob Linney and way. The teacher needs to use them to encourage all pupils – even those Petra Röhr-Rouendaal, who are normally quiet – to ask questions, discuss topics and participate in Health Images class. The approach gives children a chance to move around and take an Holly Tree Farm, Walpole, active, hands-on role in using their learning materials. Such learning aids Halesworth, Suffolk IP19 9BD, UK. can stimulate discussions, helping children learn how to make causal Email: connections and develop their analytical and problem-solving skills. They [email protected] gain confidence through interacting with each other and their teacher, and Website: www.healthimages.co.uk are less likely to get bored or distracted. Consequently, they learn more and have more fun doing so. The use of such aids helps pupils to improve Topiyoo Nya Blimie, visual literacy skills, helping them extract information or meaning from other LIVAP Community School, images they encounter. SKD Sports Complex, Elwa Road, Paynesville, Liberia EENET - ENABLING EDUCATION, ISSUE 11, AUGUST 2007 27

The first UN convention of the millennium: inclusive education is a right! Richard Rieser Here, Richard reflects on the significance of the new UN Convention on the Rights of Persons with Disabilities. It was adopted by the UN General Assembly on 13 December 2006, and has been signed by 101 governments so far. Richard highlights its importance as a lobbying tool to make education inclusive for all children and young people.

This was a difficult document to Article 24 – Education What is significant about Article 24? negotiate because of the diverse views Article 24 requires all signatories to • All disabled children are entitled to around the world on this issue. Yet the ensure that all disabled children and education in an ‘inclusive system’. negotiators succeeded in shifting the young people “can access an • It should no longer be possible for position on education from one of a inclusive, quality, free primary and governments to make children choice between segregated or secondary education on an equal repeat grades if they fail an end of mainstream education, to the right to basis with others in the communities year test. attend inclusive primary and secondary in which they live” (Art 24 2b). • Disabled people are not excluded schools. from the general education system It also states that there should be, on the grounds of disability. It is a historic document - the first “reasonable accommodation of the • The focus must be on removing UN Convention: individual’s requirements” (Art 24 2c) barriers to the development (to • in which civil society (and disabled and that support should be provided, their fullest potential) of disabled people, in particular) played such a “within the general education system, people’s personality, talents and central role throughout the to facilitate their effective education” creativity, as well as their mental negotiations (Art 24 2d). and physical abilities. • to be negotiated within such a short • All disabled people should receive time (five years) The following section of the article the support they need within the • which includes provision for allows for the possibility of general education system. international co-operation – to make segregated education for children • Large classes make inclusive the Convention a reality. with sensory impairments: education more difficult – this “Ensuring that the education of should be challenged when It is based on a ‘paradigm shift’ from a persons, and in particular children, implementing the Convention. medical model (seeing the problem in who are blind, deaf and deafblind, is • The Convention outlaws the person) to a social model delivered in the most appropriate demeaning and degrading approach (seeing the problem in languages and modes and means of treatment and torture (e.g. society and the barriers it creates for communication for the individual, and corporal punishment). disabled people). The Convention in environments which maximize • Every state will need to engage covers all areas of life and is based on academic and social development” with disabled people’s strong principles of equality. (Art 24 3c). organisations in implementing this Article and the Convention. The Chair of the Ad Hoc Committee • Disabled people’s organisations which negotiated the Convention Many international NGOs are now need to develop their capacity to applauded the role that disabled advocate for inclusive education. people and their organisations played seeking to lead the implementation process. This must not happen. • All disabled children and learners in the process. Over 80 of the state need to be consulted (Article 7). party representatives were disabled Organisations led by disabled people people at the last session in August need to lead. For more information on this, see the Manifesto for Disability 2006. Over 800 civil society Richard Rieser is Director of organisations took part in the Equality in Development (www.un- convention.info/manifesto.html). Disability Equality in Education, a negotiations, though only a few were disabled-led organisation that from the South. A ‘Disability Caucus’ of The important task now is to build the provides resources and training for over 100 organisations spoke directly inclusion. He represented the UK with governments as they negotiated. capacity of disabled people’s organisations to advocate for inclusive Council of Disabled People at the Now disabled peoples’ organisations UN negotiations and is keen to must take the lead in convincing education. They need to work with allies who are committed to developing support disabled people’s governments to build capacity to organisations in the South. develop inclusive education. inclusive education to ensure effective programmes in every country. We need to increase South-South and Contact: Disability Equality You can download the full Convention North-South collaboration to make this in Education (DEE) text at www.un.org/esa/socdev/ happen (Article 32). Unit 1M, Leroy House, 436, enable, or write to DEE for a copy. Essex Road, London N1 3QP, UK Email: [email protected] 28 EENET - ENABLING EDUCATION, ISSUE 11, AUGUST 2007

Regional news

Citizens of the World – a publish its own Portuguese-language wider East Africa region. This will network for Portuguese- newsletter containing articles from include a two-day workshop for speaking countries relevant countries on issues of EENET’s members. The first day interest to parents, community focuses on discussions around the workers, educators and other concept of inclusive education. The Citizens of the World is an NGO professionals. This newsletter will be second day looks at EENET’s which aims to contribute to the disseminated electronically. The approach to inclusive and accessible elimination of all kinds of network is working under a networking, and how to take forward discrimination and exclusion, and to Memorandum of Understanding with a regional network. promote the equalisation of EENET. It will also link with the opportunities for all individuals in Brazillian network, Ed Todos. If you would like to find out more vulnerable situations. As part of its about the development of this work, Citizens of the World has Citizens of the World is working regional network, or would like to launched an inclusion network, to to build contacts with individuals contribute in some way, we would support the development of inclusive and organisations in Portuguese- love to hear from you. An update of education in Portuguese-speaking speaking countries. They really progress will be provided on countries (Angola, Brazil, Cape want to hear from you if you live EENET’s website Verde, East Timor, Guinea Bissau, or work in one of these countries. (www.eenet.org.uk/reg_networking/r Mozambique, Portugal, and São Please contact: eg_networking.shtml) following the Tomé and Principé). Citizens of the World meeting, and we hope to bring you Rua Gago Coutinho more news in the 2008 newsletter. This network is already developing 2710-566 Sintra its own website. This will be Portugal expanded to contain books, articles, Asia Email: policy documents and other [email protected] translated/adapted materials from In May 2007, EENET Asia’s editorial around the world, information about team held a meeting in Bangkok, best practices in inclusive education, East Africa Thailand, to discuss the useful links, etc. development of a strategic plan for In September 2007 EENET is the regional network. The meeting Citizens of the World will continue to holding meetings in Nairobi, to was kindly supported by UNESCO. translate the EENET newsletter discuss the development of a This was followed by an open ‘Enabling Education’. It will also network for Kenya and/or for the meeting, at which people from local and international NGOs and UN agencies gathered to discuss EENET Don’t forget Asia’s work and comment on the Ed Todos in Brazil and Girl Child Empowerment Nigeria are also draft plan. still networking in their countries, sharing information on inclusive education issues. EENET Asia is now seeking wider feedback on its plans for future work Contact: – so if you have any comments or GCEN email: [email protected] address: P.O. Box 4433, Garki, Abuja, Nigeria ideas, please do contact the team. A summary of their strategic plan is Ed Todos email: [email protected] presented here. You can read the full address: Rua Dr. Nicolau de Souza Queiroz, no. 953/82, document in the ‘EENET Asia Vila Mariana, São Paulo, Brazil, CEP 04105-003 Newsletter’ number 4. This is available online at: www.idp- Regina Martins and Windyz Ferreira from Ed Todos have just published a europe.org/eenet or in printed format new book called ‘From Teacher to Teacher: Teaching practices and diversity from: in basic education’. It is available in Portuguese and provides stories and EENET Asia voices of teachers who are using inclusive teaching strategies to respond to Jalan Panglima Polim X No. 9 a wide range of pupils’ needs and styles of learning. For information on how Kebayoran Baru to buy this book, please email: [email protected] Jakarta - Selatan 12160 Indonesia EENET - ENABLING EDUCATION, ISSUE 11, AUGUST 2007 29

EENET Asia draft strategic plan • work with, learn from and support 4. Influencing EENET Asia is a network of EENET-affiliated networks in other • influence policies – by highlighting individuals and organisations with parts of the world. inclusive and child-friendly different backgrounds but a set of developments in schools, common values. It is facilitated by a 3. Documenting communities and countries team of volunteers based in five • invite stories on inclusive and throughout Asia countries in the region. The child-friendly practices from • influence practices in schools and network’s vision and mission is to children, parents, teachers and all communities – by highlighting encourage and support the sharing others involved in education socially, emotionally and of information, ideas and • invite stories on innovative pre- academically successful and cost- experiences among all those and in-service teacher education effective initiatives that have short- involved in improving access to and and training programmes term and long-term impact quality of education in Asia. It • publish information about • influence pre- and in-service promotes inclusive and child-friendly inclusive and child-friendly teacher education and training education systems and practices to policies from throughout Asia programmes – by facilitating ensure that education for all is really • facilitate capacity building among discussions about innovative for all. Its work focuses on education children, parents, teachers and programmes throughout Asia initiatives targeting learners others involved in education to • influence networking – by vulnerable to marginalisation and help them write about their practising inclusive and interactive exclusion in formal, alternative and experiences, e.g. through small networking within EENET Asia indigenous education systems. workshops and individual • influence attitudes and cultural guidance and coaching practices – by highlighting Objectives • ensure that all documentation is examples of good practices and accessible and reader-friendly, as the consequences of continued 1. Enrich current understanding most readers will have English as marginalisation and exclusion in • facilitate the development of a their second or third language schools and communities. more comprehensive • encourage translations of all understanding of inclusive and EENET and EENET Asia Join us! child-friendly education publications into different We believe everyone can help with • investigate existing definitions and languages used in the region sharing ideas and experiences understandings of ‘inclusive and • invite contributors to write articles about the development of more child-friendly education’, ‘rights- in their own language inclusive education policy and based approach to education’, • ensure that publications are practice. So, we would like to hear and ‘quality education’ to facilitate available in Braille and that online from you if: a wider discussion on these terms versions are compatible with in Asia. screen-reader software • you wish to join any of the • publish stories that invite existing national/regional 2. Networking reflection, and that inspire action networks • inspire and support partnerships and change of practice towards and information sharing between inclusive, child-friendly education • you have ideas about starting a regional and national education • collaborate with other publications new national/regional network stakeholders related to inclusive and child- (please note that EENET does • facilitate networking between friendly education, child/human not finance such networks, but different initiatives and rights as well as a right-based we offer advice and guidance to programmes to encourage approach to education new and existing networks) increased collaboration • identify and collect information • moderate online discussions (in about training materials and • you would like to help share English and later other languages) research done in Asia that could information or disseminate on different topics related to be redesigned, edited and newsletters in your local area inclusive and child-friendly promoted for wider use (town, district, etc). education. These discussions will • promote useful free publications also be published in the EENET • promote video and audio Asia Newsletters and online materials. 30 EENET - ENABLING EDUCATION, ISSUE 11, AUGUST 2007

Your letters/emails One of our goals is to encourage readers to engage with the information they read in EENET’s newsletter, website and other documentation that we share. We want readers to feel inspired to respond, or to have a direct discussion with the authors. Here, Joseph Evans explains how EENET’s materials have inspired his work.

Using EENET and ISEC materials Extract from Joseph’s inclusive education flyer in Namibia On a regular check of the EENET Tips for teachers website, I saw you say that if I had Are you specialised? You do not need to be, this can come later. some information I would like to • Believe in yourself. You can be a victim of your own making. share with others I could write to • Build your awareness about your skills, abilities and knowledge. you. Recently, I published a flyer on • Build your self-confidence and try out innovative or creative teaching inclusive education, drawing most of strategies. my reference from material from the • Have a clear purpose when planning your lessons, bearing in mind that Inclusive and Supportive Education there are learners who have learning difficulties. Congress (ISEC) 2005. In this • Commitment to your work will be very satisfying. respect I wish to say a big thank • Share your knowledge with others. It makes teaching enjoyable. you for the ISEC 2005 CD that I • Recognise your sense of worth. Many times you undervalue your input. received from Inclusive Technology • Do not be afraid of valuing your practices and stressing on the positive aspects of being a teacher. [the company that sponsors • Listen to others’ experiences. Avoid working in isolation. EENET’s website]. The flyer I wrote • Recognise that as much as you do bad things you also have good things has now been distributed to our 61 that you do or are capable of doing. schools in the region, public • Do not be afraid of exposing your weaknesses. After all, each one of us libraries, Ministry of Education has some weaknesses. Headquarters and Voluntary Service • Know your learners in terms of their interests, abilities, background, and Overseas Namibia, among other. An family history and plan accordingly. extract of the flyer is reproduced • Refuse to be the owner of knowledge in the classroom. here. [The flyer focuses on teacher • Make your learners responsible for their own learning and let them development issues, which were participate fully. covered in EENET’s 2006 • Use different activities to keep the learners engaged. newsletter. You can find the full text • Manage your time. It is a strong weapon against weaknesses. from this flyer on EENET’s website.] • Assess your work frequently in order to establish your level of success • Remember, you always know more than you are aware of! I have also had an article – “Strides made in implementing inclusive education in Otjozondjupa Region” Contact us, contact each other! – published in the Ministry of EENET received about 40 emails and letters directly in response to the Education Official Newsletter (April 2006 newsletter. Many commented on the quality and usefulness of the 2007). I am just proud of you articles (so our thanks go to all of last year’s authors for their excellent people. I owe it all to you. The contributions). Some people wrote asking for more copies of the information on the EENET website is newsletter to share with their colleagues or to distribute more widely in not only rich and informative but their local area. Others asked us to send them documents, or help them also very entertaining to read. get hold of documents, listed in the Useful Publications page. We also Please keep it up. know that people contact article authors directly to discuss experiences and share ideas. Contact: Joseph M. Evans So, please contact us if: Regional Inclusive Education • you have any comments on this newsletter (e.g. was there anything you Advisor (VSO) found helpful, or anything you disagreed with?) Otjozondjupa Regional Education • you have any ideas for themes for future newsletters Office • you want to write an article Private Bag 2618 • you want help getting hold of any documents listed in the Useful Otjozondjupa Publications page Namibia And please feel free to contact any of the authors who have written articles Email: [email protected] in this year’s newsletter. Ask them questions, give them feedback, share ideas. That’s what EENET is all about! EENET - ENABLING EDUCATION, ISSUE 11, AUGUST 2007 31

Responding to learner diversity in the European Union

Responding to Student Diversity The handbook has been produced and significant numbers of learners in each of the seven languages of are excluded from school because These materials consist of a the partners. of the way they behave. teacher’s handbook, DVD with readings and video clips, and a Because the partners were diverse, To address these concerns, the local tutor’s manual. They can serve as a the project has covered an unusually authority has worked with schools to basis for teacher education through wide variety of issues. The six develop its ‘Inclusion Standard’. This reflective practice in opening up to, chapters cover: is an instrument for evaluating the understanding and responding to the 1. action research as a tool for progress of schools on their journey diversity of strengths and needs of professional development to becoming more inclusive. The students in the classroom. They 2. respect for student diversity, Standard focuses directly on student reflect the experience of a varied particularly culture, language, outcomes, rather than on international group of practitioners gender and exceptionality organisational processes, and uses in different European countries and 3. personal and social growth of the views of children as a major up-to-date research on teaching individuals within a caring and source of evidence. and learning. supportive environment 4. understanding diverse student So, for example, it does not require Creating the handbook characteristics a review of the quality of leadership The materials were produced 5. diversifying curriculum content, in a school. Rather, it focuses on through an EU-funded project by an the learning process, and the the presence, participation and international group from Malta, learning product achievements of students, on the Czech Republic, Germany, Lithuania, 6. reflective application of all these assumption that this is what good Netherlands, Sweden and UK. They principles holistically in teaching leadership is aiming for. Similarly, came from different institutions practice. the Standard does not examine (universities, colleges, and an NGO) Handbook, DVD and tutor’s whether or not students are given and disciplines (inclusive education, manual available from: the opportunity to take part in differentiated teaching, educational Dr Paul A. Bartolo school activities. Rather, it assesses psychology, learning disability Faculty of Education whether students, particularly those and special education, pedagogy University of Malta at risk of marginalisation or of mathematics and language). Msida MSD 2080, Malta exclusion, actually take part and All are engaged in teacher education [email protected] benefit as a result. and are concerned about social Price: free (plus 20 Euros for justice in education. airmail postage and packing) In these ways, the Manchester Will be available to download Inclusion Standard aims to: increase They started by sharing information (October 2007) from: understanding within schools that on their education systems and www.dtmp.org inclusion is an ongoing process; concerns. Five teachers from each foster the development of inclusive country were interviewed, which The Manchester practices; and use the voice of formed the basis of the handbook Inclusion Standard students as a stimulus for school and content. Collection of materials was staff development. Gradually, the done in pairs of partners; one was a Most of the accounts of practice Standard is becoming an integral writer, the other a critical friend. Four reported by EENET are from part of schools’ self-review and revisions were created over three countries of the ‘South’. However, development processes. years, through democratic this does not mean that education discussions. An additional editing systems in the economically richer Students on the University of process was done before the countries (the ‘North’) are already Manchester’s MEd course in materials were piloted. Various inclusive. For example, the story on Inclusive Education, work with piloting approaches were used by pages 8-9 – from a school in the city schools as they use the Inclusion the partners (e.g. in pre-service and of Manchester, England – explains Standard, helping them to collect the in-service training). efforts being made to reach out to views of children. Pages 8-9 show groups of children who experience how this can help to stimulate The materials were initially produced marginalisation. inclusive school development. as an online course, but were revised For more information contact: for use in face-to-face learning. The The education service in Manchester [email protected] revised handbook allows for more faces many challenges. Achievement flexible use (e.g. more choice over levels among children from poor www.manchester.gov.uk/ use of activities for student reflection families are a particular concern. education/sen/policies/ at the end of the chapter). School attendance is worryingly low inclusion-standard.htm 32 EENET - ENABLING EDUCATION, ISSUE 11, AUGUST 2007

Useful publications

Inclusion in Action: Report of an Making a Difference: Training Practising Gender Equality inclusive education workshop, materials to promote diversity and in Education Zanzibar, 7-10 February 2006 tackle discrimination Sheila Aikman and Elaine Unterhalter, and Save the Children, 2005 Oxfam, 2007 Activities used during the 'Inclusion This training manual aims to help This book looks at key challenges in in Action' workshop, Zanzibar, development practitioners understand achieving gender equality in 7-10 February 2006 how discrimination impacts on the education and the need to work Ingrid Lewis/Atlas Alliance, 2007 lives of children, and how they can towards an equitable education These two reports describe a plan their work in a way that system which allows all individuals, participatory workshop organised by embraces diversity. It contains many irrespective of gender, to develop Atlas Alliance. The first document concepts and workshop activities that their potential. details the main discussion points, are useful when promoting non- Price: £12.95 including: what is inclusive education discrimination and inclusion in Available from: and how to identify barriers to education. BEBC inclusion and their solutions. The Available on CD-ROM from EENET, or PO Box 1496 second report describes the download from: www.eenet.org.uk/ Parkstone methodology and activities used bibliog/scuk/scuk_home.shtml Dorset BH12 3YD during the event. Both reports are UK available in English and Kiswahili. Moving Away from Labels Tel: +44 (0) 1202 712933 Printed copies available from: This book looks at the differences Fax: +44 (0) 1202 712930 The Atlas Alliance between integrated education and Email: [email protected] Schweigaardsgt 12 inclusive education within India. Its PO Box 9218 Grønland objective is to help families and Resource Centre Manual: 0134 Oslo teachers at the grassroots level to How to set up and manage a Norway include all children in their resource centre Tel: +47 22 17 46 47 neighbourhood schools. The book is Healthlink Worldwide, 2003 Fax: +47 23 16 35 95 available in hard copy or electronic The manual contains practical Email: [email protected] format. Prices: ‘e’-book – free (courier information on all aspects of setting Or download from: charge: Rs 250 within India or $10 up and managing a resource centre, www.eenet.org.uk/key_issues/teached/ outside India). Hard copy – Rs 500 e.g. planning, fundraising, finding a teached.shtml plus 250 courier charge. suitable location, collecting and Contact: organising materials, developing Disability and Inclusive CBR Network (South Asia) information services, and monitoring Development 134,1st Block,6th Main BSK III Stage, and evaluating the centre’s work. It Edited by Tanya Barron and Penny Bangalore 560085, India includes information on how to use Amerena, 2007 Tel: + 91 80 26724273 computers, get the most out of the This book calls for a change in Email: [email protected] Internet and select database software. international policy and practice to Website: www.cbrnetwork.org.in Available online: ensure inclusion and participation of www.healthlink.org.uk/resources/ disabled people in social, economic, Practical Tips for Teaching Large manual.html community and political life. It Classes: A teacher’s guide Printed copies also available from: includes a section on inclusive UNESCO Bangkok, 2006 Healthlink Worldwide education. The guide aims to give teachers 56-64 Leonard Street Price £20. For details of how to order practical suggestions for teaching London EC2A 4JX and pay, contact: large classes successfully without UK International Co-ordination Manager compromising quality. It encourages Fax: +44 (0)20 7549 0241 Leonard Cheshire the idea that a large class can be Price: £15 developing countries, 30 Millbank seen as a resource, not a challenge, £25 other countries London SW1P 4QD to the teaching-learning process. It UK also encourages the use of child- Tel: +44 (0) 207 802 8217 centred and learner-friendly methods. Please tell us about any Fax: +44 (0)207 802 8250 Download from: publications you have produced Email: [email protected] www2.unescobkk.org/elib/publications/ or that you would recommend to 095/Teaching_Large_Classes.pdf other EENET readers.

EENET c/o Educational Support and Inclusion, School of Education, The University of Manchester, Oxford Road, Manchester M13 9PL, UK Tel: +44 (0)161 275 3711 Fax: +44 (0)161 275 3548 Mobile/SMS: +44 (0)7929 326 564 Email: [email protected] Web: www.eenet.org.uk