1. Training on INCLUSIVE EDUCATION for teachers
Twinning Project to Support Implementation of the Kosovo Education Sector Strategic Plan 2011 – 2016
MTE Marja Matero
March 2015

2. Background
Exclusion
Segregation
Integration
Inclusion

3. From exclusion to inclusion of persons with disabilities
Paradigm shift from Special Education to Inclusive Education
From exclusion to inclusion of persons with disabilities
Exclusion
Segregation
Integration
Inclusion
No services only family
Services to persons with disabilities
Needs of persons with disabilities
Rights of persons with disabilities
Despised
Categorising persons with disabilities
Changing persons with disabilities
Changes in schools, colleges, organisations
Ignored
'Special' / different
treatment
Equal treatment
Equality - each
receives support they need to thrive & achieve their potential
Cursed,
possessed by devil, witch craft
Disability is a problem to be fixed (in a special place)
Disability is a problem
to be fixed
Everyone has gifts to bring
Jesper Holst Ethiopia, May 2010

4. What is inclusive education?
Ultimate goal is a society where all members are able to fulfil their potential and participate optimally
Education system that is open to ALL learners, regardless of poverty, gender, ethnic backgrounds, language, learning difficulties and impairments.

5. Pertti Kurikan nimipäivät

6. I always have to https://www.youtube.com/watch?v=ePhjs-3q068
I always have to clean I always have to do the dishes I always have to work I always have to go to the doctor I am not allowed to go to the computer I am not allowed to watch television I am not allowed to see my friends
I always have to be at home
I always have to do chores
I always have to eat well
I always have to drink well
I can't eat candy, drink soda,
I can't even drink alcohol
I always have to rest
I always have to sleep
I always have to wake up
I always have to shower

7. Inclusive education
An approach to manage human diversity in the educational system
”ALL learners can learn” and in regular settings
A right to be educated alongside peers
Reduces and eliminates exclusion in and from education

8. Inclusive education (UNESCO 2009)
a key to establishing inclusive societies.
a process of strengthening the capacity of the education system to
reach out to all learners regardless of poverty, gender, ethnic background, language, disabilities and impairments.
respond positively to student diversity and seeing individual differences as opportunities for enriching learning.
increasing participation of all in learning, cultures and communities.
strives for high quality education for all students.
an essential element to achieve social equity and lifelong learning.

9. Education through the inclusion lens (UNESCO 2009)
The education system has the full responsibility to ensure the right to education
Education through the inclusion lens (UNESCO 2009)
Flexible teaching and learning methods adapted to different needs and learning styles
It is equipped and ready to handle diversity through:
Reorienting teacher education
Flexible teaching methods with innovative approaches to teaching aids, and equipment as well as the use of ICTs
Flexible curriculum responsive to diverse needs and not overloaded with academic content
Welcoming of diversity
Responsive, child-friendly environments
Involvement of parents and community
Professional environment working deliberately and actively to promote inclusion for all
Early identification and remediation of children at risk of failure

10. Benefits of inclusive education
Quality education
Academic and social benefits for all students
An appreciation of the diversity in society
A greater recognition of social justice and equity
More caring attitude
Human rights aspect: ALL students learn together
Positive economic factors (especially in rural areas)

11. Discussion: Who are the children in your community who are excluded or about to drop out from the education system?

12. Inclusion in Kosovo – video clip

13. Steps to take towards inclusive education
Legislation towards inclusion
Awareness raising, attitudinal change
Training head teachers, teachers, special teachers, administrators, other key role players
Establish means to provide adequate support to students with SEN, teachers and principals
Empower parents to actively participate in their children’s education
Reduce class size and improve classroom organization
Establish close ties between schools, health care, social welfare and transport officials
Change school organization, routines and practices
Improve access to the physical environment
Transformation of special schools into resource centers
Access to curriculum, curriculum differentiations and use of IEPs
Early intervention and assessment

14. Legal framework for development of inclusive education system in the Republic of Kosovo
The Law on Pre-University Education in Republic of Kosovo;
The Kosovo Education Strategic Plan (KESP )
The Kosovo Curriculum Framework (KCF)
The Strategic Plan for Organizing Inclusive Education for Children with Special Educational Needs in Pre-University Education in Kosovo (2010 – 2015)
The Strategy for Integration of Roma, Ashkali and Egyptian communities in Kosovo 2009 – 2015
Administrative Instructions

15. Administrative instructions
No. 24/2014 The Conversion of Attached Classes in Resource Rooms
No. 26/2013 Selection of Employees for Provision of Professional Services in Pre-University Instructive-Education Institutions (Includes psychologists, pedagogues etc…)
No. 18/2013 The use of Individual Education Plan
No. 22/2013 The Maximal Number of Students per Class and the Report (Ratio) Teacher-Student
No. 23/2013 Resource Centres

16. Administrative instructions (continues)
No. 26/2012 Personnel qualifications working with Students with Special Education Needs
No. 12/2012 Criteria’s for Election of Assistants and Instructors for Inclusive Education and their Obligations
No. 07/2012 Professional Assessment of Children with Instructive- (should be Special) Educational Needs
No. 19/2012 Establishment and enforcement of teams for prevention and response toward abandonment and non-enrolment in compulsory education
No. 7/2011 Creating and Strengthening of Teams for Prevention and response toward Abondonment and Non-registration in Compulsory Education

17. The Law on Pre-University Education in Republic of Kosovo (Article 40)
“the principle of inclusive education should be applied in the Republic of Kosovo as best practice in accordance with international norms as set out in the UNESCO Convention on the Rights of the Child (1989), the Statement of Salamanca (1994), the UN Convention of the Rights of Disabled Persons (2007) and other relevant international conventions or recommendations”.

18. International declarations recognized by Kosovo
Universal Declaration of Human Rights (1948)
Declaration on the Rights of Disabled Persons (1975)
Convention on the Rights of the Child (1989)
The World Declaration on Education for All, Jomtien Thailand (1990)
Standard Rules on the Equalization of Opportunities for Persons with Disabilities (1993)
Salamanca Statement (1994)
Dakar World Education Forum (2000)
The UN Millennium Developmental Goals, MDGs (2000)
The UN Convention on the Rights of Persons with Disabilities (2007)

19. The Law (Article 40;2) stipulates the meaning of inclusive education
Educational and/or training institutions should accommodate all children regardless of their physical, intellectual, social, linguistic or other conditions and should promote integration and contact between children;
Relevant support should be offered based on pupils’ individual needs; and
Separate educational settings or special schools are justified only where after expert assessment it is considered impractical to enrol a child in a regular municipal school or training institution.

20. By Law municipalities are authorized to
to take measures to support the inclusion of children in municipal schools, including the establishment of resource rooms and adapted classes for pupils with physical and sensory disabilities.
to provide free, safe, and suitable transport, according to the individual expert assessment, for children with disabilities or learning difficulties attending municipal schools.

21. The Kosovo Curriculum Framework (KCF)
sets out the vision for developing and implementing a learner-centred and competency-based curriculum in Kosovo integrating and reflecting the fundamental values and principles of human rights, living together, social justice and inclusiveness;
one of the three leading principals of the KCF is inclusion: “the right of every child to have equal access to quality education”;
customized solutions to address students’ diversity and their special needs in the learning process, contributing to the full development of the learning potential of every child;
envisages curriculum solutions by considering students’ needs and providing equal access and quality education to all;
requires alignment with teacher education and training, assessment and school and classroom management.

22. Community involvement Commitment Identification
Knowledge
Access to school
VISION TO DEVELOP AN INCLUSIVE SCHOOL
What is needed?
Changes in the school
Awareness
Access to curriculum
Support
Changes in the classroom
Resources

23. What is needed and what to do?
Awareness
Awareness raising in the school and in the community
Rights of all children to education
Rights of persons with disabilities
Law and other policy documents, international declarations and conventions
Knowledge
Principals of inclusive education
How to manage inclusive school and classroom
Head teacher and teachers participating to in-service trainings
Information to the members of SGB, parents and community members
Commitment
The whole society, community, school, management, teachers, parents are committed to the development of inclusive education system and school, school development plans (SDPs) with inclusive education approach

24. Community involvement
Community members are active in developing and supporting the school
Parents are actively supporting the development of the school
Minority groups are participating to the development of the school
Identification
Situation analysis in the community of school-aged children having no access to school
Identification of students with special educational needs
Municipality assessment teams
Access to school
Facilities for all children to have access to school including infrastructure, transportation etc.
Multi-professional municipality teams

25. Changes in the school
SDPs with inclusive education approach
Physical accessibility
Optimal class size
Resource rooms
Support teachers
Child-friendly school (hygienic facilities, no bullying, etc.)
Support systems build in the school (see support)
Networking with service providers
Access to the curriculum
Access to learning for all
Individual needs are being met
Curriculum differentiations
Use of IEPs

26. Changes in the classroom
Creating an inclusive classroom (e.g. classroom climate)
Classroom organisation
Differentiations of instructional content, strategies, materials, and learning assessment practices
Various teaching and learning methods in use
Students’ learning styles and diverse needs
Teaching and learning equipment and supplies, assistive devices available

27. Resources
Sufficient human and material resources available in the school
Optimal teacher-learner ratio
Qualified teachers
Support teachers
School assistants
Teaching and learning materials
Assistive devices
Support
Internal support: support team, support teachers, reading clubs
External support: itinerant teachers, municipality assessment teams, NGOs

28. Pre-university education system in Kosovo
MED
Municipality assessment teams
MEST
Early childhood education
Vocational education
Resource centres
(special school & support services )
Pre-primary, primary and lower secondary
Upper secondary
Support
Attached classes
Itinerant teachers
Support teachers

29. Support systems in Finland: Three steps of support
Special support (7,3 %)
- SNE decision, IEP , curriculum differentiations, general classroom (19%), special class (42%), partly in both (39 %), assistance and interpretation services (57%), extended compulsory education (27%), teaching according to activity areas (5 %)
Part-time special needs education 22 %, - resource rooms, co-teaching
Intensified support (6,5%)
- Learning plans, assistive and interpretation services (42%), supplementary teaching (57 %), part-time special needs education (74%)
General support
- School culture, teacher guidance, learner support team, differentiations, co-teaching, flexible grouping, supplementary teaching, part-time SNE, assistant services

30. Valteri- Resource centre network
Operates under the Finnish National Board of Education
6 RCs, some with special school
Specific expertise
Consulting visits
Support periods
Assessments
Special support programmes
Rehabilitation
Courses and seminars
Creation of individual learning material
Workplace counselling