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Learning Lessons from Experience: good practice case studies

Learning Lessons from Experience: good practice case studies. Inclusive Education Title : Identification and referral of the Children with disabilities in Burkina Faso and Algeria Country: Burkina Faso and Algeria Specific Topic Area : Identification, referral and monitoring

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Learning Lessons from Experience: good practice case studies

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  1. Learning Lessons from Experience: good practice case studies Inclusive Education Title : Identification and referral of the Children with disabilities in Burkina Faso and Algeria Country:Burkina Faso and Algeria Specific Topic Area : Identification, referral and monitoring Strategies Presented by: Estelle KOUDOUGOU, Head of IE Project-Burkina Rahima CHEHIH, Head of IE Project Algeria Date : May 2013

  2. In Burkina Faso: • Context of decentralization transfer of the educational skills and resources to the municipalities • Adoption of the law 012 on the promotion and protection of the rights of the persons with disabilities in 2010 • Adoption of the baseline framework document on the 2012-2021 education policy including the IE • Creation of municipal pluridisciplinary committees to better involve and empower the elected officials • Renewal of the town councils during the local elections of December 2012 • Need to join forces and work in synergy towards IE at the communal level - SUMMARY of IE CONTEXT(with specific relation to the topic – not a general description of the country or project)

  3. In Algeria: 2003: beginning of HI’s interventions 2007 to 2009, project on the rights of CWDs May 2009:ratification of the UNCRPD January 2010: comprehensive initiative with 3 partner associations December 2010: local diagnostic/barriers and enabling factors of the schooling of CWDs in mainstream schools 2011-2012: 7 innovative initiatives in terms of IE/ creation of inclusive mechanisms (SNA, multidisciplinary itinerant teams…) 2012: improved accessibility of 3 pilot schools ABSTRACT OF THE IE BACKGROUND

  4. What do the referral, guidance and monitoring strategies mean? Guidance must consider both the ability and disability of the child, his/her age, the type of his/her deficiency, the distance between his/her home and the host structure or school in order to better meet his/her specific educational needs. Therefore the child’s awakening and learning processes are subject to a regular monitoring on the basis of well-developed tools. Set of approaches used to register the children with disabilities, particularly from their families and to provide them with referral in an appropriate facility to respond their rights and for the delivery of adapted effective services.

  5. In Burkina Faso • Illiteracy among the community workers in charge of the identification (difficulties in filling out the identification forms) • Persistence of some parents in their negative perceptions of disability • Poor reputation of some elected officials in their own constituencies because of unkept political promises • Difficulties to delineate the identification zone (some neighbourhoods or villages are located in-between 2 primary education districts). In Algeria • The lack of statistical data on the schoolchildren with disabilities or children at school age • The lack of trained teachers • The poor adaption of the teaching aids and school curricula • Difficulties to formalize the pilot structures created by the associations Title: Identification and referral/GUIDANCE of Children with disabilities in Burkina Faso and Algeria: main obstacles

  6. In Burkina Faso Creation and support of municipal committees Transfer of expertise from HI to the municipalities, strong involvement of the elected officials, parents, and DPOs in the implementation of the inclusive education system, and the empowerment of the municipalities during the identification-guidance-registration stage . Community workers are trained to use the identification tools and the mayors utilise their usual communication channels for the registration of the children. Measures taken to overcome the obstacles -Constitution of two-person teams composed of a literate member and an illiterate one for the identification per village/neighbourhood -Monitoring /supervision of the identification Description of the good practice and measures taken to overcome barriers(related to the TOPIC; but it is not a description of the project or country)

  7. In Algeria • Local Diagnosis • Proposal of a training programme for the Support Teaching Assistant (STA) • Analysis of the quality and monitoring of the interventions • Raising the awareness of the institutions interested in IE Measures taken to overcome the obstacles • Feedback of the local diagnosis outcomes to the local institutional officials + awareness and advocacy campaigns • Training of trainers • Training of STA • Creation of a local dialogue committee composed of all the relevant institutional and community stakeholders. Description of good practice and measures taken to overcome the obstaclesrelated to the TOPIC; but it is not a description of the project or country)

  8. Most significant changes(related to the Topic; but it is not a description of the project or country). In Burkina • Springboard for providing parents with important information about the disability and schooling • Better involvement of the community workers who become increasingly autonomous • Interaction among the different stakeholders at the local level: Mayor-Inspector-social welfare-DPOs-parents-health services

  9. most significant changes(en lien avec related to the TOPIC; but it is not a description of the project or country). In Algeria • Implementation of the STA mechanism ( 22 persons trained and supported by an official appointed by the Department of Education) • Establishment of an cross-cutting dynamics (Department of Education, Social welfare, Associations, Parents…) to improve the schooling of the CWDs

  10. Im observable IMpacts(from the 2 countries + pictures In Burkina Significant increase and retention in the number of the schoolchildren with disabilities in the project area. In Algeria Impact on the adaptation of the teachers’ methods: teamwork with other relevant stakeholders.

  11. Adapt the mechanism to the current policy management context • Involve the community workers • Allow more time to training in the filling out of the identification tools • Control the mechanism by organizing an assessment with the community workers • Capitalize on the good practice Replicating or scaling up this practice: What do we need to do? (in the two countries)

  12. The experience of the community identification of disabled children in Burkina Faso and their support through the “Support teaching Assistant" (STA) mechanism in Algeria is telling of the extent which the intervention of a multidisciplinary team is important. The success of the identification, guidance, and educational monitoring process, as well as all the educational activities require the commitment and involvement of all. The sustainability of the identification mechanism remains the major challenge of both the community approach and the SNA. summary POINTS(from the two countries)

  13. thank you for your attention

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