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Lessons learned from experience: best p ractices case studies. Inclusive Education Title: Training modules development and student guide Countries: Madagascar and Burundi Specific thematic: Teaching and learning strategy Presented by: Elie SABUWANKA and Edith RAMAMONJISOA Date: May 29 th.
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Lessons learned from experience: best p ractices case studies Inclusive Education Title: Training modules development and student guide Countries: Madagascar and Burundi Specific thematic: Teaching and learning strategy Presented by: Elie SABUWANKA and Edith RAMAMONJISOA Date: May 29th
What are teaching and learning strategies? Teaching and learning strategies form the system in which the various education players (pedagogical offices, support/inspection services, schools, teachers and pupils themselves) participate, each at its level; this system has to be put in place to create an environment conducive to the academic full development of pupils in class.
Summary of IE context (related to thematic; this is not a description of the project or the country). • Madagascar • a ministerialorderstipulatingmainstreameducation for all in Madagascar, • the lack of information, • the fairlylowlevel of teachers • Burundi • the education of childrenwithdisabilitiesisleft to privateinitiaves (mostlyreligiousones) • A few specialized centres not recognised by the Ministry of Education • Education for disabledchildrenismentioned in the national education plan adopted in July 2012 (PSDEF) • In both countries, the education of children in a disabling situation isstill in itsearly stage and the initiatives put into place are still pilot projects.
Training modules development and student guide: main obstacles • Lack of local expertise in matter of disability (sensorial and intellectualones); • Lack of legalframework • The political situation which leads to educationinstability, such as in Madagascar (frequent change of officials in ministries and decentralized services, relocation and resignation of education staff members, unlimitedstrikeleading to an almostwastedyear); • The country isstillfacingdeadlock and educationreforms are not a priotity (Madagascar)
Description of the good practice and measures taken to overcome obstacles(related to thematic; this is not a description of the project or the country). • In Madagascar, • training modules weredeveloped and given to teachertrainers and ordinaryteachers of pilot schools • Close folow up system set up • a more child-centeredteachingpedagogy set up instead of ex cathedra pedagogy • For more sustainability, and to beduplicated by the Ministry of National Education, the suggested pattern has been the one recommanded by the Ministry (training of offcials and pedagogicalsupervisorswhothenbecometeachertrainers for pilot schoolslocated in their areas
Description of the good practice and measures taken to overcome obstacles(related to thematic; this is not a description of the project or the country). • In Burundi • a “resource team” has been set up at the early stage of the project:to gather various expertises scattered throughout the services of the Ministry of Education, these of its education partners and specialized centres • to brainstorm (based on HI instruments designed by other programmes) on a “contextualized” IE module • Training of 32 teachers trainers (TOTs) • monthly TOT’s exchanges: • exchanges on pupils with disabilities practical cases of their classes and on strategies aimed at a better supervision. • Elaboration of a Student Guide for pupils with disabilities in mainstream schools, whith a preface by the Minister.
The most significant changes(related to thematic; this is not a description of the project or the country). Madagascar: • the disabled pupil is fully integrated in class and taken into consideration. • Though teachers are still awkward in their educational approach, they take into account the presence of the child and his specific needs
The most significant changes(related to thematic; this is not a description of the project or the country). • Burundi: • school headmasters and tachers endeavour to know the pupils better, to know their names, their abilities, • Cases of disabilities are detected for a better support centered on these abilities. • Government takes into account compensatons needed to alllow blind pupils to sit for national exams • For both countries: • Each disabled child has an IEP defining his learning and socialization objectives according to his abilities and limitations which propose compensations needed to be taken into account.
Noticeable Impacts (in both countries + pictures) The support provided to schools for the reception of disabled pupils and the implementation of an appropriate educational action enabled: • To change the way of teaching; teachers are more focused on the pupil than on the programme. • to allow disabled pupils to be socially accepted and to evolve towards a greater autonomy. • To improve exchange between families and schools to get to the same objective • To move towards a greater acceptation of pupils among themselves This process also allows a better learning environment for even other pupils with difficulites and specific needs
How to duplicate or develop these practices?(in both countries) • Advocacy: • Show first the feasability of inclusive educationand the beneficialeffects of the differentiated instructionrecommanded for children in a disabling situation, but also for otherpupils, • pleadwithpolicymakers to correct theirclassical perception (incorrect) of the quality of educationwhichconsiderseverybodyequally in the teaching-learningprocess, includingassessments (namely national examinations). • Improveour instruments and our practices in class: • the development of instruments like IEP • Implementation of inclusive teachingworksheets (corollary of the good understanding of the usefulness of IEPs). This preoccupationcannotemergespontaneously in the teacher’smind if the pupilswithdisabilities do not have an IEP first. And EVERY pupils in the classroomwillbenefitfromthis.
Summary Points(from both countries) Our experience in teaching and learning strategies shows that: • Inclusive education is still a field to reinforce • the schooling of children in a disabling situation is still at its early stage and the initiatives implemented are still pilot projects, which points to a need for further pleas; • The training/sensitization of teachers to inclusive methods enables a better integration of pupils with disabilities in mainstream classes and a constant awareness of their presence in class; • IE gives more importance to the differentiated instruction than to the traditional didactic methods; • The involvement of teachers in the designing of inclusive educational instruments really improves the reception of pupils with disabilities in classes; • The family-school synergies are essential for the educational and social development of pupils with disabilities; • The designing of an individualized education plan for each disabled pupil facilitates the integration of children with disabilities in mainstream schools through the individualization of their schooling and the consideration for their abilities during assessments.