Can a Defectologist Support Inclusive Education? Chris Johnstone

FYR Macedonia: Quick References Most well known historical figure: Alexander the Great Longstanding feuds with Greece over Greek Macedonia (including Salonica) Ethnically mixed (including Macedonian, Albanian, Serbian, Vlach, and Roma) Ethnic Macedonian majority Successor state of former Yugoslavia (1991)

My Association Worked with UNICEF to conduct an inclusive education assessment for Macedonia (includes recommendations and timeline for activities) 2 trips over the course of 4 months Linked with local researchers and teachers

Overview of Study “Inclusiveness” is the first of six dimensions of UNICEF’s Child Friendly Schools (CFS) approach

Conceptual Framework Inclusive education is an approach to meeting the learning needs of all pupils within an educational system Supported by Conventions on the Rights of the Child (CRC) Outlined in Dakar Education for All Agreement

UN Rationale UNESCO (2002): Inclusive Education is “a system of education in which all the pupils with special educational needs are enrolled in ordinary classes in their district schools, and are provided with support services and an education based on their forces and needs”. Called for in UN Convention on the Rights of Persons with Disabilities

European Training Foundation (in press) Macedonian Perspective: Inclusive Education is “a process by which a school attempts to respond to all pupils as individuals by reconsidering and restructuring its curricular organisation and provision and allocating resources to enhance equality of opportunity”.

Macedonian Policies Relevant to Inclusive Education Strategy for the Development of Education (2005-2015): Improve access and reduce discrimination Program of the Government of the Republic of Macedonia (2006-2010) : Free school textbooks and computer technology, compulsory primary and secondary education New Nine-Year Compulsory Education extends primary education to nine years, and includes statements that explicitly consider the “best interest of the child” (CFS)

Ethnic Minority Policies Framework Agreement outlined educational considerations in students’ native tongue Law on Primary Education calls for more ethnic minority teachers to teach children in native tongue (disparities exist) National Roma Strategy 2004 calls for better data on Roma demographics and inclusion in schools

Students with Disabilities Policies Law on Primary Education provides right for primary education (setting determined by Commission on Assessment) Law on Protection of Children outlines procedures for kindergartens for children with disabilities National Strategy for the Development of Education calls for increased focus on preparing teachers to work with children with special needs

Deinstitutionalization in Macedonia After independence, institutions for persons with significant disabilities were closed Children with disabilities are now either: “cared for” in a day care center Taught in a special school Kept at home At times, educated in mainstream schools

Policies Conclusion Policies generally inclusive in nature Dependent on schools for implementation May be infrastructure deficiencies preventing full implementation (facilities, level of training of teachers, attitudes of communities)

Examining Gaps in Policy and Practice Max’s (1999) decálage (gap between policy and practice) and bricolage (haphazard implementation of policy) Vavrus & Bartlett (2009) cultural interpretation of policy into practice

The Defectologist in Macedonia Term comes from Soviet professional trained to diagnose and rehabilitate disability Aim was to either rehabilitate and find suitable work for person with disability OR find suitable care institution Operating from deficit model of disability

Cultural Role of Defectologist Viewed as expert on disability Have full authority for disability identification Use a variety of diagnostic tools to support claims Work primarily in special schools and day care centers

Interview Data: Professional Barriers Assumption that defectologists do not teach, but rehabilitate Protectiveness of defectologists (believe children with disabilities will not be well cared for in mainstream schools) Lowered academic expectations for children with disabilities (deficit assumptions)

Interview Data: Fears about Inclusive Education Loss of job and income for defectologist Fear that professional status would be diminished in mainstream school Fear that rehabilitative practices would not be possible in schools

Group Discussion Can a professional designed to “care for” a person with a disability contribute to an inclusive system? Is the practice of “defectology” inherently contrary to inclusive practices? What professional and philosophical changes need to be made to promote inclusive education?

Recommendations 1. Bring out of school children into school 2. Equitable funding formulas to encourage inclusion 3. Anti-discrimination law passed 4. More informal assessment in schools 5. Inclusive education teams 6. MOES involved in planning curriculum at day care centers and kindergartens 7. Extend school day 8. Pre- and in-service training of teachers (leadership institute, tracks at faculty, integrated in-service training) 9. Parent involvement in creating school culture, resource center for parents

Conclusions Although the term may need to be changed, defectologists may be an untapped resource for inclusive education in Macedonia Re-learning for inclusive settings may need to occur Re-culturation of the professional role of defectologists (including, possibly, a name change) is necessary