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Teacher Education for Children with Disabilities Literature Review

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Teacher Education for Children with Disabilities Literature Review Teacher Education for Children with Disabilities Literature Review For UNICEF REAP Project Richard Rieser, World of Inclusion Assisted by Sue Stubbs, Juliette Myers, Ingrid Lewis, Kalpana Kumar of EENET Edited Version February 2013 1 Contents Abbreviations .............................................................................................................................................. 4 1. Introduction ............................................................................................................................................. 5 1.1. Methodology ................................................................................................................................................. 5 1.2. Research topics .............................................................................................................................................. 6 2. Orientation for the review ........................................................................................................................ 7 2.1. The UNCRPD .................................................................................................................................................. 7 2.2. Impact of the paradigm shift at the heart of the UNCRPD ............................................................................ 9 2.3. Application of the paradigm shift to the education of children with disabilities ........................................11 2.5. Do numbers matter? ...................................................................................................................................20 3. Literature review findings ....................................................................................................................... 23 3.1. Concepts of inclusion and education of children with disabilities ..............................................................23 3.2. The stakeholder context ..............................................................................................................................35 3.3. Models of delivery and structure of teacher education ..............................................................................40 3.4.Culture, values, belief, ethos ........................................................................................................................53 3.5. Teacher educators .......................................................................................................................................59 3.6. Teacher trainees ..........................................................................................................................................62 3.7. Curriculum ...................................................................................................................................................64 3.8. Pedagogy .....................................................................................................................................................66 3.9.Twin-track approach .....................................................................................................................................73 3.10. Practice ......................................................................................................................................................76 3.11. Assessment ................................................................................................................................................78 3.12. Leadership .................................................................................................................................................81 3.13. Change management.................................................................................................................................85 3.14. Poverty dimensions ...................................................................................................................................90 3.15. Involvement of DPOs, parents and community groups ............................................................................91 4. Useful resources..................................................................................................................................... 98 4.1. Resources to develop the capacity of teachers to meet the needs of children with disabilities in inclusive settings ...............................................................................................................................................................98 4.2. Resources that support screening practices..............................................................................................100 4.3. Tools that can support teachers ................................................................................................................101 4.4. Pedagogy ...................................................................................................................................................113 4.5. Access to environment and information ...................................................................................................120 4.6. Resource centres, itinerant teachers and advisory teachers that support quality education for children with disabilities. ................................................................................................................................................122 4.7. Specific education methods for different impairment groups ..................................................................124 2 This section looks at the ways in which specific special education ..................................................................124 4.8. Ideas we liked ............................................................................................................................................127 5. Conclusion and recommendations ........................................................................................................ 132 5.1. Key ingredients ..........................................................................................................................................132 5.2. Conclusion and next steps .........................................................................................................................135 6.Bibliography ......................................................................................................................................... 139 3 Abbreviations ACAMO Association of the Blind and Partially Sighted in Mozambique CAPP Culturally Appropriate Policy and Practice CBR community-based rehabilitation CEE/CIS Central and Eastern Europe / Commonwealth of Independent States CEF Commonwealth Education Fund CFA continuous formative assessment CFS child-friendly schools CIDA Canadian International Development Agency DPI Disabled People’s International DPO disabled people’s organisation EADSNE European Agency for the Development of Special Needs Education EAPRO East Asia Pacific Regional Office ECOSOC United Nations Economic and Social Council EENET Enabling Education Network EFA Education for All ETF Education Training Foundation IBE International Bureau of Education ICIDH International Classification of Functioning, Disability and Health IDA International Disability Alliance IMF International Monetary Fund INEE Inter-agency Network for Education in Emergencies KRT key resource teacher MDG Millennium Development Goal NGO non-governmental organisation NUT National Union of Teachers OECD Organisation for Economic Co-operation and Development PDR [Lao] People’s Democratic Republic PIED Project Integrated Education for the Disabled[India] PNG Papua New Guinea REAP Rights, Education, and Protection ROSA Regional Office South Asia SADPD Secretariat of the African Decade of People with Disabilities SBTD school-based teacher development SEN special educational needs SIDA Swedish International Development Cooperation Agency SNE special needs education SSA Sarva Shiksha Abhiyan [India] TARCO The Americas and Caribbean Regional Office UK United Kingdom UN United Nations UNCRPR UN Convention on the Rights of Persons with Disabilities UNDESA United Nations Department of Economic and Social Affairs UNESCO United Nations Educational, Social and Cultural Organisation UNICEF The United Nations Children’s Fund UPIAS Union of Physically Impaired Against Segregation USA United States of America WASH water, sanitation, hygiene WHO World Health Organization 4 1. Introduction This literature review has been carried out for UNICEF , as part of a process of mapping strategies and identifying gaps in teacher education in relation to children with disabilities. The literature review is based on the ideas and concepts developed and agreed with UNICEF in the Inception Report to this project on 4 th August 2012. 1 1.1. Methodology The literature review was carried out by a team of researchers, under the guidance of the lead researcher/author, Richard Rieser from World of Inclusion. The team consisted of two literature reviewers, a research assistant and an editor, drawn from the global consultancy team of the Enabling Education Network ( EENET ). All team members and the lead researcher have extensive experience in the field of inclusive education, disability, teaching/teacher education, and researching and writing about these issues. The team was brought together during the initial bidding process. This meant that it was possible to draw on their knowledge and experience when finalising the
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