Inclusive Education Trend of Development & Conceptualization Professor Tirussew Teferra, Department of Special Needs Education Addis Ababa University

Layout of the Presentation Understanding Inclusive Education 1.1 Shortcomings of Special Education 1.2 Implications of Inclusive Education 1.3. Defining and Planning Incluisve education

1. Inclusive Education Grounds for the Shift to Inclusive Education : Shortcomings of Segregated Education Practical considerations Implications on development & learning Economical benefits Ethical & human rights issue … Foundation for building inclusive society

Shortcomings of Segregated Education → Deficit oriented [does not address environmental factors] → Limits the participation rate or coverage → Develops psychosocial problems → Breeds discrimination & negative attitudes & →Costs a lot & violates human right

Inclusive Education Implications Development & Learning Psychological Implications Social Implications Learning/ Educational Implications

IE-Psychological Implications Proximal Sensory Exposure [Reciprocal -fear of the unknown ] →Develop trust on the surrounding &self →Learn to cope with difficulties →Build-up self-esteem & confidence →Learn to develop positive feeling & bridge attitudinal barriers.

IE-Social Benefits →Fosters reciprocal & service interaction →Enhances social skills through observational learning →Learn to live & play together & appreciate diversity →Learn to understand differences & cooperate with others →Develop pro-social behavior

IE-Educational Implications Quality Education “ Where diversity and flexibility are seen as important ingredients for the development & personal growth of all learners”

IE-Educational Implications cont.. → Accommodating the needs of all children → Promoting group work & cooperative learning → Providing additional educational support for children in need → Using disability-specific instructional materials &adaptive technology →Working with parents etc.

IE-Educational Implications cont… Flexible system, change the system to the child Difference valued: age, disability, gender, ethnicity, religion, health status etc. (Stubbs,2008)

IE-economic Benefits →Children with disabilities go to local schools (costs society when it does not provide education for its citizens) →Reduces wastage of repetition and drop out →Children with disabilities live with their parents & →Use other community infrastructure such as health and social services.

IE-ethical & human rights UN Convention on the Rights of Persons with Disabilities, 2007 Conventions on the Rights of the Child,1989 Universal Declaration of Human Rights,1948

IE-Foundation for building inclusive society → Formation of mutual understanding & appreciation of diversity → Building up empathy, tolerance & cooperation → Promotion of sustainable peace and stability

IE-Practical considerations → Enables all children to have access to educational services without any form of discrimination → Promotes self-enhancement & growth → Opens the door for employment & independent living → Breaks the vicious circle b/w disability & poverty

The road to Inclusion /UNESCO, 2008/ → The process of increasing the participation of students in curricula, cultures and communities of local schools → Reorient the cultures, policies and practices in schools, → Presence, participation and achievement of all students → Inclusion is combating exclusion and seen as an on-going and never-ending process

Inclusive Education Defined Inclusive education is defined as a process of addressing and responding to the diversity of needs of all learners through increasing participation in learning, cultures and communities, and of reducing exclusion within and from education (Conceptual Paper, UNESCO,2003)

Key Elements in Conceptualization of Inclusion Is a process Is concerned with the identification & removal of barriers (policy & practice) Is about the presence, participation and achievement of all learners Gives a particular emphasis on those groups of learners who may be at risk of marginalization & exclusion

“SMART” Planning for Inclusion Suzane M “SMART” Planning for Inclusion Suzane M. Winter, University of Texas (Childhood Education,1997,Vol73,No.4) Select Curriculum/ appropriateness (success & integration) Match Instruction to the Child (learning styles) Adapt When Necessary (assistive technology) Relevant Skills Targeted (skills in real life) Test to Inform Instruction (progress, effectiveness & outcomes)

Discussion Points Group-Work Identify inclusive practices in the Ethiopian school system. Identify exclusive practices in the Ethiopian school system. Discuss the consequences of exclusion. Discuss the consequences of inclusion. What should be done to address learning barriers in schools.