Sub-Regional Workshop on Inclusive Education – Caribbean Inclusive Policies and Curricula in the Caribbean , 21-24 November, 2011.

Introduction This workshop, which was hosted by various UNESCO offices with support from the Ministry of Education, Antigua and Barbuda, was attended by twenty-four (24) representatives from fourteen (14) countries. The main facilitator and presenter was Mr. Renato Opertti, Head of Curriculum Unit, UNESCO IBE, Curriculum Focus, Geneva Switzerland. The size of the group coupled with the style of the presenter allowed for a very interactive workshop with many opportunities for sharing and discussion.

The Aims of the workshop were to: -

1. Bring together senior management officials as well as curriculum planners and specialists; 2. Promote common understandings of a broadened concept of inclusive education and its implications for holistic education policy and curricular reforms; 3. Provide an interregional perspective; 4. Refine and conceptualize inclusive education policies and curricula to the Caribbean context especially in terms of strategies, institutional arrangements and programmes.

Objectives Development objective : broaden access to and improve the quality of education in global terms and in the Caribbean region specifically.

Specific objective : strengthen the national educational capacities to develop and implement inclusive policy and curricular frameworks, by (i) Establishing common conceptual understandings around holistic visions, experiences and strategies with regard to inclusive policies and curricula; (ii) Identifying, discussing and analyzing inclusive education policies, curricula, strategies, institutional arrangements and programmes in the Caribbean; (iii) Sharing and adapting existing guidance materials on inclusive education to the needs of the Caribbean region; and (iv) Supporting the development of international and inter-regional modalities for networking, information sharing and cooperation.

Opening

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Welcome remarks were given by Dr. Reginald Murphy, Secretary - General, UNESCO National Commission of Antigua and Barbuda which was then followed by a speech given by Mr. Renato Opertti, Head of Curriculum Unit, UNESCO IBE, Curriculum Focus, Geneva Switzerland. Mr. Opertti made the following points:- • Inclusive Ed today is at the core at the definition of EFA; • Quality and equity goes hand in hand; • Inclusive education is an opportunity to rethink our educational systems from mission to practice; • It implies democratizing the education system, not education for some, but for all.

Assistant Acting Director of Education, Antigua, Ms. Doristeen Etinoff, also brought welcoming remarks and commented that research has shown that there are better results for all in countries where inclusive education is practiced and that data has also indicated that children with disabilities educated in the regular system are more likely to go on to the world of work. The Minister of Education, Youth and Gender Affairs, Antigua, Hon. Dr. Jacqui Quinn-Leandro in welcoming the participants made the following comments:- • Antigua launched a special education council last week so this workshop is timely; • Currently moving to Universal Secondary Education.

o Inclusive Education • Maximising the potential of all children, greater opportunity; • Constant process of improving education; • Ongoing effort to identify and remove barriers; • Researchers have found that children learn and perform better when exposed to a wider range of approaches; • Opportunity to achieve high level through education along their peers.

The participants from the various regions introduced themselves. The following countries were represented:

• Antigua • St Vincent • • Barbados • Dominica • Bahamas •

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• St Kitts and Nevis • British Virgin Islands • Cayman Islands • • Curacao • Montserrat • Dutch St. Marteen

Summary of Day 1 After the brief opening ceremony Mr. Opertti led the workshop into the process of developing a concept of inclusion. The following are some of the key elements that were highlighted that began to shift, adjust and clarify our understanding of Inclusive Education.

Concept of Inclusion (key elements)

1. IE is a complex set of processes, moving through different levels all at the same time requiring a rethinking of relationships between school, community and society; 2. There is no unique model, tool or universal way of doing IE. There are different challenges. It is not about imitating but finding what is appropriate for your region and context; 3. It is about changing policies, practice and cultures- one cannot change without the other also being changed; 4. Not a destination that we arrive at but a never ending process… we are always striving to become more and more inclusive; 5. A strong look at outcomes disregards processes. Inclusive Education is not only about outcomes but processes are at the core; 6. Teacher education is very important, their preparedness and attitudes (openness to respect diversity of learners, needs and expectations). Reforming curriculum without moving teacher education from traditional to a modernized approach will not accomplish much. They are the ones who implement and must be seen as co-developers of curriculum. There must be buy in; 7. It is not about education of the average (there is no average, there are unique learners and so we must talk in terms of personalizing education).

Defining Inclusive Education (key elements) • Effective learning opportunities for all, regardless of their context, situation, adversity, disadvantage; • Fairness, justice, engagement of stakeholders and learners; 3

• empowerment of learners in the process; • student welfare; • school reform at the core of the educational reform; • rethinking policy - education policy is at the same time a social policy, an economic policy; • separate projects will only help if they are within a larger policy framework.

Paradigm of IE o Education seen as a universal right and public good • Implies a strong leadership capacity by the government • Government has to play a big role in bridging the gaps o Cycle of policies – it may be 20+ years for a policy to be developed; o Mindset training – much more beneficial to localize training at the school; o Practices – there are not best practices but many unique ways to deal with a situation – open minded to approaches.

Key concepts – Special Education, Integration and Inclusive Education

o Special Education • Attention for all students with special needs (disabilities); • Specialized schools; • Differentiated curriculum; • Special education teachers.

(Personalisation of education, which is providing unique but not separate education, is needed).

o Integration • Students with special needs integrated into the regular schools; • Improvement of infrastructure/equipment; • Special Education teachers and classes in regular schools.

o Inclusion • Variety of learning strategies to accommodate diverse learners; • Education systems have to respond to the expectations, needs and learning styles of all children, youth and adults.

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IE and Education for all (EFA)

IE as the way to renew and accomplish EFA

Four (4) core features of IE • Processes to address the diversity of expectations and needs of all students; • Identification and removal of all barriers to participation and learning; • Inclusive Education is about attendance, participation, and quality outcomes achieved for all students; • Support of those groups who are in risk of exclusion and marginalization.

Summary of day 2 Education for all & Inclusive Education  The traditional perspective of “Education for all” is one of access to education for children with disabilities and girls;  Globally, we find that late entry, access and high dropout rates are barriers to education for all;  In the Caribbean context entry is not so much a problem, but there are issues of access and dropouts;  Inclusive Education is a mechanism for addressing these barriers.

Three Levels of Inclusion 1. Presence - which children 2. Valued - children feel they can participate 3. Learning - achievement

o Challenges to Inclusive Education (group discussion and presentation)

 Communication  Elitism  Local legislation  Mindset  Curriculum  Inequity in resources  Recognition of the problem  Differentiation versus Inclusion 5

o What does “an inclusive school” mean? Groups were asked to discuss and present on what does “an inclusive school” mean to us. There were a lot of similarities in the views expressed. The following is a summary of the responses from the various groups.

 Philosophy and culture of inclusiveness  Consensus  Discussion  Respect  Individuality  Learning assessment  Flexible relevant curriculum  Parent involvement  Professional environment  High expectations  Development orientation  Child seeking school

o Closing remarks by Mr. Opertti

 Inclusive education is not simply accommodation  Uniqueness of the person is the core of inclusive education.  It requires educational system change

Summary of day 3

Viewing of Introductory Video on Inclusive Education – St. Paul’s Primary, Manchester, U.K The right to education for all children, where opportunities to learn are provided in a safe and conducive environment, is one of the main guiding principles upon which this school operates. Interventions/approaches/areas of focus include • Inclusive curriculum • Participatory approach – working together • Peer support • Team work – pupils • Buddy approach – advance students take the place of the teacher • Acceptance – the acceptance of differentiation 6

• Active participation in governance – student council e.g. prevention of bullying • Play hour • School culture • Educational opportunities eg Art, writing, music, etc • Freedom of choice – “learn what they need to learn” • Co-operation between parents and teachers: parents attend, observe, dialogue, learn and reproduce teaching techniques at home The challenge here is for schools to include all children in learning opportunities which embraces tolerance, values and acceptance as key concepts in inclusive education. Nelson Mandela: “Education is the most powerful tool that can be used to change the world”.

The Inclusive Curriculum The aim here is to improve the curricula so as to make it a tool for inclusive education leading to an inclusive society. The following the key elements, which contribute to the development of an Inclusive Curriculum, were highlighted • Child-centred - empowerment – engagement in the learning process as active participants • A philosophy of education rounded on inclusivity • Diversity – commonalities and differences • Flexibility • Promotion of linkages and partnerships between and among all stakeholders • Common solid base – curriculum framework • Curriculum audit and review • Cultural shift • Greater student involvement • Assessment approaches/Alternative assessment/certification, eg Competency based • Incorporating authentic assessment • Applying direct and indirect modalities • Unpacking the curriculum – development of cross-curricula approaches • Demystifying core curriculum and extra-curriculum (co-curricula) • Establish broad based communities at national level to develop curricula (framework) • More emphasis on formative and other alternative assessments • Include ‘buddy’ concept • Encouraging school based mentoring and coaching • Parental involvement • Special programmes – does not mean separation • Job placement/experience – eg. CVQs and experiential learning 7

• Differentiation and integration All subjects should be conceptualised under a common Policy Framework. This should be grounded on a strong/solid, well rounded, common/national framework that allows diversity and flexibility. This meets the needs and expectations of the entire society. It engages the learner, understands the learner and respects the rights of the learner.

Child friendly schools – (CFS) It’s a means of transmitting the rights of the child. There are five (5) dimensions: • Proactively inclusive • Educationally effective (academic) and relevant • Healthy and safe for and protective of children • Gender responsive • Embedded in training at several levels Challenges to establishing child friendly schools: • What does a CFS look like? • It’s just another UNICEF project • Concept stuck at primary level • Planners don’t know how to integrate it, it’s not integrated into training at any stage • It’s too big a concept – we don’t know where to start • It doesn’t address labour market concerns • CFS should be incorporated into sector plans and in the entire education system.

A foundation based education (FBE) curriculum – A brief presentation by Dutch St. Marteen on the provisions of their curriculum • Primary level 4-11 plus • Based on principles of learning • Purpose of primary education • All learners must be able to deal with normal situations • There are 4 basic pillars of FBE (learning to learn, learning to be, learning together, etc.) • Educational areas – eight concentrations (Culture and Artistic, Health and Physical Education, Learning Communication, Math, Philosophy of Life, Sci. & Tec., Soc. & Emotional Dev, and Soc. Studies) The role of the teacher is critical in this framework. Teacher is seen as a facilitator. Curriculum guides are provided and it is assessment-able – acceptable to pupils and parents. Pupils move expressively and are self assured. Challenge - teachers remain in their comfort zone.

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Video presentation – An Antiguan Primary school - “The Road to Rebranding” • Disciplinary problems reduced • Higher academic excellence • Less truancy • More meaningful participation • Increased self esteem • More respect for peers and staff • Community linkages strengthened

Interventions/approaches used • CFS in 2008 • Inclusive education • Child participation • Peaceful conflict resolution • Colour wheel • Principal/teachers buying in • Active involvement in projects – agricultural gardens for production and sale • Teachers trained in CFS strategies • Teacher supervision during breaks/recess • Pupil governance/student council • Community involvement

Summary of Day 4 Mr. Opertti provided some information on the Diploma on Curriculum Design and Development (UNESCO) • 10 days intense face to face sessions • 30 weeks on an online platform • 10 modules (3 weeks each) • Always from a global perspective to a national perspective If interested write to Mr. Parua, UNESCO Office, Kingston. Teachers should possess • Sound knowledge and capacity to educate and engage learners • Ability to motivate learners • Multi-dimensional skills • Readiness to embrace diverse learners Other activities:- 9

• Video presentations and discussions. • Workshop evaluation exercise. • Draft proposals on the way forward post workshop.

Relevance for the way forward in Trinidad and Tobago The Ministry of Education has committed to the establishment of a seamless education system from ECCE to Secondary. For such a system to be truly seamless, programmes established must not only fit and flow but must meet the needs of all learners , eliminating issues of marginalization, push out and drop out. For such a commitment to be realized the values of fairness and equity need to be incorporated and made a reality in the education system. This has implications for all aspects of our education system including • Review of approaches to teaching and assessment (child centered and personalized); • Change in roles of teachers from implementers to co-developers of policies and curriculum; • Modernization of professional development practices for teachers; • Review of the process for curriculum design and development and • Reform of the entire education system within an inclusive policy framework to be responsive to diversity.

Key considerations • Inclusion as a process, not a destination. As such we should continuously strive to be more and more inclusive in our approaches and our provisions; • An inclusive education system cannot be accomplished by a series of disconnected projects. Each project must be part of a common policy framework; • The role of teachers must change - they must see themselves differently and the system must relate to them differently. They must be co-developers of the policies and programmes they are expected to implement; • An inclusive education policy must be part of a social policy and an economic policy framework.

Recommendations o Inputs should be made into the process of revising the curriculum for primary schools, through the Ministry of Education’s Seamless Education System Project team and the Programme Coordinating and Implementing Unit to lobby for o greater collaboration with all key stakeholders o and the development of a framework that is flexible and responsive to the needs of diverse learners

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o Engagement in dialogue with UNESCO-IBE and UNESCO, Kingston for the Diploma in Curriculum Design and Development (UNESCO) to be made available in Trinidad and Tobago so that teachers, curriculum officers and other MOE personnel as well as persons from the Caricom nations can be invited to attend/participate; o Input be made into the development of a strategy for understanding children and design of children services (a pilot involving sixteen schools in the Seamless Education System Project) to encourage the use of inclusive approaches; o Ongoing educational programmes be implemented to facilitate the transfer of Inclusive Education philosophies and principles and to foster positive attitudes to and acceptance of diversity. Participants should include Ministry of Education personnel and other key stakeholders (including government officials, policy makers, teachers, parents, students, employers, NGOs, FBOs and members of the various communities).

Expected outcomes o A curriculum framework developed that is flexible and all embracing in its target and appreciation of diversity; o The Seamless Education System Pilot Project re: Children Understanding be implemented with a wider net/focus for o the conduct of universal screening and assessment of students at identified schools; o and design of children services (interventions)for students at identified school;. o Ministry of Education staff and other key stakeholders with a new understanding and appreciation of Inclusive Education and diverse learners; o New roles for teachers as developers and owners of the curriculum, responding positively to diversity.

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