1. Opportunities for Vulnerable Children (OVC)
Workshop no. 9
Opportunities for Vulnerable Children (OVC)
Itinerant Teacher Support Towards Inclusive
Education in Jakarta, Indonesia
By: Mimi M. Lusli, HKI Inclusive Education Trainer

2. Helen Keller International
Mission Statement:
To save the sight and lives of the most vulnerable and disadvantaged. We combat the causes and consequences of blindness and malnutrition by establishing programs based on evidence and research in vision, health and nutrition.

3. Education Situation Number of Children in School: 39,117,214
Drop out rate from primary school to junior high: 28.6%
Drop out rates from junior high to High: 17.4%
66,425 Students with Disabilities attending school (est. less than 5%)
17,885 (26.9%) public supported
48,540 (73.1%) private school
(source: Ministry of National Education, Republic of Indonesia)

4. Opportunities for Vulnerable Children
Situational Analysis
Opportunities for Vulnerable Children
CONCEPTUAL FRAMEWORK
SCHOOL
Vulnerable
CHILD
RESOURCE
CENTRE
Barriers to Access
Barriers to Resources
Poor Accessibility
Poor
Home
Environment
Lack of Human
Resources
Too Far to Travel
Stigma/Lack of
Information
Inadequate
Policy
Lack of
Sufficient
Budgets
Human
Adequate
Curriculum
Lack of Obligation

5. Opportunities for Vulnerable Children’s Program Goals
Strengthen the management and teaching capacity
Develop working models of schools for inclusion
End systemic exclusion and/or segregation of disabled children
Increase public awareness
A blind student enrolled in mainstream school works on a specially equipped computer at a satellite resource centre.

6. Review: Inclusive Education
IE aims to ensure that all children have access to an appropriate, relevant, affordable and effective education within their community. This education starts in the home with the family, and includes formal, non-formal and all types of community-based education initiatives.
Source: “What is Inclusive Education – Concept Sheet”, Sue Stubbs, Save the Children (UK)
Inclusive education is an approach that looks into how to transform education systems in order to remove the barriers that prevent pupils from participating fully in education.
Source:
These are the definitions that I feel best capture what Inclusive Education is…. Inclusive Education and the OVC in particular are innovating because they start with the understanding that every child can learn. The OVC works with stakeholders to develop systems of support systems that are supported by policy, skilled teachers and funds.
From the Agra seminar report, "Towards Inclusion: Making a Difference". Integrated education essentially follows the medical model of disability which sees the child as a problem and demands that the child is changed, or rehabilitated, to fit the system.
Inclusive education is more in tune with the social model of disability which sees the system as the problem. The school and the education system as a whole is enabled to change in order to meet the individual needs of all learners.
I will further simplify this by saying that integrated education is about 'going to school' whereas inclusive education is about 'participating in school'. However it is important not to become too school-focused and remember that education is much broader than schooling. Inclusive education should incorporate a range of strategies within a community which ensure that all children have equal access to education. This education should equip them for life as part of that community and help develop their potential. For a child with severe learning difficulties this may mean education within the home and family which focuses on self-help skills together with support from the community in the long-term care of the child. For a deaf child it may mean having access to deaf adults and developing a local sign language in order to be included in school and society on an equal basis.

7. Developing Access and Systems

8. Developing Access and Systems

9. Developing Access and Systems

10. Developing Access and Systems

11. Developing Access and Systems

12. Developing Access and Systems

13. Developing Access and Systems

14. Itinerant Resource Teacher
Giving support to:
student
family
curriculum
mainstream teacher and school
Roles:
team teaching
consultant
administrator

15. Itinerant Resource Teacher
Policies:
Provincial Department of Education – DKI Jakarta number 727/2004, concerning appointment of special schools as resource centers.
Provincial Department Education – DKI Jakarta number 54.B/2006, concerning on credit point for resource teacher inclusive education guideline in DKI Jakarta.
Provincial Department Basic Education and Provincial Department of Middle and Higher Education – DKI Jakarta number 630/2005 & 376/2005, concerning inclusive education guidelines.

16. Training Module for Resource Teacher
For students with visually impairment: 18 month training in partnership with the Royal National Institute For Blind, UK.
For students with hearing impairment: 12 month training in partnership with Gallaudet University, USA.
For students with intellectual and cognitive disability: 12 month training in partnership with Yayasan Pantara and consultant.
For students with physical disability: 12 month training in partnership with Yayasan Pendidikan Anak Cacat.

17. Learning Process child centred flexible and accommodative approaches
using variety of methods and media
material adaptation (modification, omission, substitution)
evaluation based on child achievement (scoring and description)
Teachers working in a group modify science material for students with visual impairments

18. Itinerant Resource Teacher
Now in 7th grade, Fachry has attended mainstream school since the 5th grade. This past semester Fachry ranked 3rd in his class.
Heri, a resource teacher, provides support to his student Adit, a student with cognitive disabilities.

19. Teacher Training
Mimi conducts inclusive education training for teachers at SDN Johar Baru 29 in Jakarta. This 3-day training focuses on inclusive class management and is given to all OVC partnership schools.
Teachers work in groups to make student profiles, assessments and IEP’s. This is an important part of the Inclusive Education Training.

20. Friendly Class Management
Students at SDN Kramajati 24 learn in groups and are supported by learning aids to explain about geometric design.
A teacher uses an individual approach to support a child with a learning disability.

21. Key Issues & Next Steps
Empowering Resource Teachers and other Community Stakeholders
Resource teachers networks should be expanded
Government, legislature and community understanding of recent policy on the local level are vital to the potential impact of IE on every child
Children with special needs should always be included in all education programs working towards Millennium Development Goals 2
More data is needed and should be incorporated into EMIS

22. Thank You