T.D.T.L. Dhanapala Dept. of Special Needs Education The Open University of Sri Lanka January, 2006

1. Suggestions on Promoting and Developing the Processes of Mainstreaming Inclusive Education in Sri Lanka.- a concept paper- T.D.T.L. Dhanapala Dept. of Special Needs Education The Open University of Sri Lanka January, 2006

2. Philosophy of Inclusion • Students are more similar than dissimilar. • All children can learn together regardless of their disability. • Learning often occurs through participating with and modelling competent peers in the regular classroom. • Divers instructional supports that allow a student to overcome disabilities. • Education system should be designed and educational programmes implemented to take into account of the divers needs of children. • All benefit from including students with divers learning and behavioural features in the same classroom.

3. Measures to be strengthened in the 5-year Plan of Action on Inclusive Education. Priority areas to be promoted • Policies and practices. • Teacher education and Recruitment. • Professional development. • Family and community partnership. • School Improvement • Support services. • Assessment, monitoring and evaluation.

4. Policies and practices. • “…In keeping with the philosophy of “one school system for all” these words will be changed to “Inclusive Education” which conveys the concept of inclusion and of equity.” (National Policy on Disability for Sri Lanka – MOSW, 2003 )

5. Inclusion of children with special educational needs should be an integral part of national plans for achieving education for all. • Educational policies should take full account of individual differences. Community Based Rehabilitation (CBR) has been a global strategy for supporting inclusive education.

6. National authorities have a responsibility to monitor financial arrangements and external funding to special needs education and, working in co-operation with international partners, to ensure that it corresponds to national priorities and policies aimed at promoting inclusive education.

7. Teacher Education and Recruitment • “ The knowledge and skills required are mainly those of good teaching and include assessing special needs, adapting curriculum content, utilizing assistive technology, individualizing teaching procedures to suit a larger range of abilities, etc…” (The Salamanca Statement, 1994). • “…there must be a special trained teacher in every school…” (Tangerine Report, Sri Lanka, 2003) • “ A scheme should be developed by the National Institute of Education, to promote teacher education curriculum for the advancement of children with special educational needs” (Tangerine Report, Sri Lanka,2003)

8. Professional development. • “….All school personnel such as principals, teachers and officers must get adopted according to the child’s need. It can not be done by a single teacher but has to be a team approach… (Tangerine Report, Sri Lanka 2003) • “For gaining of international experiences relating to inclusive education, all opportunities should be made available to professionals by NGOs (Tangerine Report, Sri Lanka 2003)

9. The competencies in following areas are developed: • Inclusive concept and practices • Identification and assessment of special needs in children • Strategies for change • Adaptation of curriculum • Utilizing appropriate technology • Collaboration and co-operation • Monitoring and evaluation

10. Family and community partnership. • “”parents have to recognise that they share the responsibility with the teachers for education of their children” (Tangerine Report, 2003) • “All the members of the team should act as partners of the community who are involved in the community participation, making the child the central figure in the inclusive school” • (Tangerine Report, 2003)

11. Parents and families partnership • Community participation Ministry Of Education should take a lead in promoting partnerships.

12. School Improvement. • “…our current school system must change for this and prepare the most suitable method on the basis of our culture, economic, religious and the available resources“ (Tangerine Report, Sri Lanka, 2003) • “ A mechanism should be evolved by the Ministry of Education to make every school an “Inclusive School”,…” (Tangerine Report, Sri Lanka, 2003)

13. School Curricula and its flexibility Curricular should be adapted to the needs of all children, not –vice versa. i.e. Schools should provide curricular opportunities to suit children with different abilities and interests. Children with special needs should receive additional instructional support in the context of the regular curriculum, not a different curriculum.

14. School management School principals have a special responsibility in promoting positive attitudes throughout the school community. Teachers have to play a key role in the educational process as a member of educational team rather than the individual teacher within and outside the classroom.

15. Support services. • “ Ministry and Social Welfare and the Children Secretariat should promote the early childhood….” (Tangerine Report, Sri Lanka, 2003) • “ The Ministry of Health should adopt strategies…..” (Tangerine Report, Sri Lanka, 2003) • “…..the necessary human and physical resources at least at the minimum level with the corporation of NGOs….” (Tangerine Report, Sri Lanka, 2003

16. Assessment and evaluation. • “Should be developed an alternative evaluation system for children with SEN, in a way which is most appropriate to the child, so that they could sit for national examinations …” • (Tangerine Report Sri Lanka, 2003)

17. School Based Assessment system (SBA) should be improved for children with Special Education Needs (SEN) and an alternative evaluation system should be developed for children with SEN.

18. Alternative to Examinations • Portfolio of Work • Project Work • Direct Observation • Functional Assessment • Student’s Self-assessment

19. Degree of Priority for IE and Priority areas in the system. • “ There should be structural changes in system such as; organisation, evaluation, teaching and community participation, teacher development, organisation of consultancy services, early childhood development programme, pre school teacher training course” • (Tangerine Report, Sri Lanka 2003)

20. Priority areas in the system • Capacity Building - Educate Education Officers/Principals/ Teachers /ISAs • Early Identification and Intervention • Early Childhood Education • Information and Research • School Curricula

21. Priority areas in the system.. • Community Awareness • Continuing Education • Collaboration with Govt and Non-Govt Organizations • Parental Education • Equipment • Infrastructure Facilities

22. Classification of children with SEN. • “…recognise the educational system to cater to the educational needs of all children without being deterred by their disabilities and strengths and also by not taking into consideration their language, religion, race or colour.” (Tangerine Report, Sri Lanka, 2003)

23. . The ideal inclusive setting would enrol disabled children of all categories and also of different levels of disability. • All does mean all. • All of them may not require the same kind of assistance. Some may require guidance rarely whereas some others need continue help.

24. Responding to Diversity

25. Nine Golden Rules… • Include all pupils • Communicate • Manage the classroom • Plan your lesson • Plan for individuals • Give individual help • Use assistive aids • Manage behaviour • Work together

26. Factors should we consider as necessary to be added to meet the overall requirements in the Inclusive Education. • Role of Special schools Special school concept is still an existing service provider for children with disabilities in Sri Lanka and it will continue to be years to come.

27. Existing Strategies • Existing Integrated education system could be utilised to promote Inclusive Education. • In this regard special unit will change to a resource room for the school. • Role of special education teacher will change as resource teacher to school. • Regular teacher is responsible for all children including children with special educational needs.

28. Monitoring and Evaluation • National Level Monitoring Committee • Provincial Level Monitoring Committee • Zonal Level Monitoring Committee

29. Thank You