2. Community Based Inclusive Education Katharina Pförtner CBR Advisor CBM International Estelí, NicaraguaEmail: katharina@turbonett.com.nikatharina@turbonett.com.ni

5. FINDINGS UNESCO 2009 72 Mio children not enrolled in school 30% are children with disabilities Literacy rate for persons with disabilities is 3%, women with disabilities 1% Studies in OECD and non-OECD countries indicate that students with disabilities achieve better results in inclusive settings

7. CBR: Strategy for the inclusive community development Access to quality education is the key for social integration and the identity of citizens (Gordon Porter, Managua Nicaragua 1997)

9. The ultimate goal of inclusive quality education is to end all forms of discrimination and foster social cohesion. UNESCO 2009

10. PRESENT SITUATION ???

12. INTEGRATIONINCLUSION Ethics of equality Conditional insertion The persons should adequate to the conditions Ethics of diversity Unconditional Insertion The conditions should adequate to the person

13. REQUISITS FOR INCLUSIVE EDUCATION Neighborhood school Children of the same age Obtain necessary support Adequate equipment Teacher Training Resolve problems at school level Accept diversity of students Teaching methods reaching out for individual advance

14. INCLUSIVE LEARNING FRIENDLY ENVIRONMENT SAFE ENVIRONMENT CULTURAL SENSITIVE STIMULATES LEARNING OF ALL CHILDREN PROMOTES PARTICIPATION COOPERATION COLABORATION PROMOTES HEALTHY LIFESTYLES AND SKILLS LEARNING IS RELEVANT TO CHILDRENS DAILY LIVES PROMOTES OPPORTUNITIES FOR TEACHERS TO LEARN AND BENEFIT FROM LEARNING GENDER FAIR AND NON DISCRIMINATION FAMILIES TEACHERS AND COMMUNITIES INVOLVED IN STUDENTS LEARNING INCLUDES ALL CHILDREN: BOYS AND GIRLS FROM DIFFENT CULTURES, WITH DISABILITIES, LEARNING NEEDS, ETC

15. STRATEGIES FOR INCLUSIVE EDUCATION

16. Inclusive education starts in pre- school Early detection system Home based early education Detection of children with learning needs in pre-schools Referral system to specialized attention if needed

17. SENSIBILISATION FAMILIES TEACHERS STUDENTS COMMUNITY

20. Assessment Exploration of family live, the family is expert (CBR program develops Mapping by fieldworkers) Observation during the class Level of development and advances Individual learning profile and objectives

21. Teamwork Itinerant teachers work together with classroom teachers + developing individual programs + referrals for specialized attention + supporting classroom adaptations + organizing support in the classroom + facilitating activities of sensitation and training

23. Solve problems with school resources Teachers working in teams (include parents, CBR staff, support persons if indicated) Organize structured meeting with limited time (30 minutes) Elaborate priority of the case Discuss alternatives and elaborate action plan based on needs of the student Implementation plan to evaluate results

25. ACTIVITY BASED LEARNING Start from life reality of the students Integrate all senses Movement is the door of learning “trial and error” allowed Self evaluation

26. LEARNING BASED ON INTERESTS, ACCEPTING THE DIVERSITY 1. Find out common interests in the classroom 2. Evaluation: K W L K = What do I know W= What do I want to know L = What did I learn

28. DIVERSITY IS AN ADVANTAGE Teamwork (everybody contributes) Cooperative skills (share and help) Face to face interaction (seat order!) Homogeneous and heterogeneous groups Time management adapted to student´s abilities Individual accountability

30. Multiple Intelligences HOWARD GARDNER 1983 logical/ mathematical verbal / linguistic musical bodily / kinesthetic visual / spatial interpersonal intrapersonal

31. Blooms Taxonomy (1956) Analyze difficulty degree of activities 1. Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation

32. Multi level activities 1. Identify concepts of the class 2. Establish method of presentation 3. Establish method of practical activities 4. Establish method of evaluation

34. Individualized Adaptations SAME ACTIVITY, BUT ADAPTED Instructions Form of presentation of information Material we use Difficulty degree Form of evaluation Opportunities to practice Time table of assistance Physical assistance direct or indirect

35. WE CANNOT WAIT FOR BETTER SYSTEMS INICIATION IMPLEMENTATION INSTITUTIONALIZATION