Supporting inclusive education for SEN students in MENA

OUTLINE Overview of the British Council Our understanding of inclusion: - Access and Engagement - Medical and Social models - Single, two-track and Multi-track approaches Our work on inclusion in MENA 2www.britishcouncil.org

3 ABOUT US UK's international organisation for educational opportunities and cultural relations Founded in 1934, we work in over 100 countries Our purpose: “to create international opportunities for, and trust between, the people of the UK and other countries worldwide”

ABOUT US Three core activity areas: Education and Society English Arts

Our belief is that every child needs high quality education that is suitable for their needs

Inclusion is not a PRODUCT it is a PROCESS. It is not a destination at which we arrive, it’s a road upon which we travel. Inclusion this way! 6www.britishcouncil.org

Inclusion means promoting... Children attending school... Children’s needs being met when they do attend... 7 ENGAGEMENT ACCESS

Access and engagement are the two major components of an inclusive school or classroom. 8 ENGAGEMENT ACCESS

Access and engagement are not necessarily finance driven solutions. They can be equally driven by innovation and creative thinking. 9 © Mat Wright

Medical and social models of inclusion 10 © Mat Wright

11Developing Inclusive Schools and Classrooms

12Developing Inclusive Schools and Classrooms

MEDICAL MODEL THINKINGSOCIAL MODEL THINKING Child is faultyChild is valued Diagnosis and treatmentRemoval of barriers Labelling and categorisationAcceptance of individual Inputs identified and deliveredOutcomes identified and planned Therapy programmes are central Resources are made available to ordinary services Segregation and alternative servicesFully integrated services Professionals identify needsIndividual rights are expressed Isolation is perpetuated Diversity is welcomed; child is included Society remains unchangedSociety Evolves 13www.britishcouncil.org

Approaches for Inclusion © Mat Wright

All children within the same school All services focus on the school All policies work towards all children being in a mainstream setting No need for special schools A ‘single track’ approach 15www.britishcouncil.org

Based on establishing two distinctive systems Special schools & units for special needs groups Pupils in special sector not following mainstream requirements Often different legislation for different sectors 16 A ‘two-track’ approach

A ‘multi-track approach’ A multiplicity of approaches Two systems run in parallel Special schools as ‘resource centres’ Heavy emphasis on ‘integration’ Offers more flexibility and responsive to individual needs 17www.britishcouncil.org

There is no right or wrong way to travel down the road of inclusion, but it is important to be clear about the track you are on. 18www.britishcouncil.org

Background about the British Council work on Inclusion in MENA MENA Inclusion Conference Abu Dhabi, February 2013 Study Visit to UK, October 2013 Second MENA Inclusion conference Oman, May 2014 Commissioned research on the successful British Council inclusion work in Lebanon and Yemen, November 2014 Global Inclusion conference Dubai, December 2014 Developing Inclusive Schools and Classrooms19

The impact of the British Council events Significant changes in attitudes towards SEN Initiating and implementing change at a national policy level Inclusive approaches refined and improved Creating a forum for influencers and policy makers to work together and share best practice Developing Inclusive Schools and Classrooms20

Thank You