Opportunities for Vulnerable Children (OVC)

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

2. Helen KellerInternational 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. 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) Education Situation

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

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: http://www.unescobkk.org/education/appeal/topic08.htm

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

15. 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. Itinerant Resource Teacher

16. 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. Training Module for Resource Teacher

17. 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) LearningProcess Teachers working in a group modify science material for students with visual impairments

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

19. TeacherTraining 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