Save the Children. Inclusive Education programs in Albania

Transcription

1 Save the Children Inclusive Education programs in Albania Exploring collaboration in Inclusive Education meeting Geneva, May 2010

2 Save the Children in Albania view on Inclusive Education Inclusive education ensures that the education system adapts to the child so that they can achieve their full potential, rather than expecting the child to adapt to the system. It involves changing and modifying teaching methods, school management and education planning. It also requires education authorities to improve legislations, policies and practices towards better service provision in education system.

3 Methodology towards achieving Inclusive Education Save the Children pursue its commitment to the right to education through support and advocacy for inclusive education. SC works: with schools to build capacity for developing inclusive cultures, policies and practice, with national and local governments lobbing for the improvement of the necessary legislation, policies and resources with children to enhance their development and education in order to achieve their full potential, work with families and school communities to build their understanding on IE issues.

4 Issues as relates to IE in Albania 1. Inclusive education concept is not included in the National Strategy for Education In respond to EU accession requirements, MoE has drafted an action plan to address access to education for marginalized groups of children (those who drop-out, children suffering from blood feud, children with disabilities, Roma/Egyptian children, children having no birth certificate). This plan provides access to schools and no quality of education. 3. Law for Pre-University education as well as its by laws, considers special education as the first and main alternative of education for CWD in the country. 4. MoE officials as well as LEA specialists understanding is that integration is equal with inclusion. In addition, inclusion is considered merely enrollment in mainstream settings and education provisions don t need to differ from the one provided for other children.

5 Issues as relates to IE in Albania ( to be continued) 5. Disability is still perceived only as a medical issue. Due to this education system lacks provisions and mechanisms to offer educational support in accordance with CWD education needs. 6. There are not available and reliable data on the number of children with special education needs in the country. Existing data on disability are based on medical way of identification. 7. Schools are lacking capacities to accommodate CWD. Teachers lack knowledge on IE issues and how to deal and respond to class diversity and individual children's needs, mechanisms to identify children s special education needs are lacking, There are no assistant teachers in education system, There is no support services for CWD in the schools to meet their needs, Special schools are supposed to offer the best option for a qualitative education to CWD. 8. Children with disabilities in Albania have especially low rates of school enrolment and high drop-out rates. Most of them do not go to school, and there are no services to promote their inclusion. 9. According to the National Strategy against Child Trafficking, children with disabilities are at high risk of exploitation and trafficking, mainly being used for begging in the streets.

6 Issues as relates to IE in Albania ( to be continued) 10. There are large rates of drop-out and non-enrollment to basic education for Roma children in the country, as a result of discrimination, emigration, language issue, poverty, insecurity for girls reaching adolescence and being ashamed to return in school after interruption % of Roma/Egyptian children at school age (6-16) have not yet completed school. One in two Roma/Egyptian children of school age has dropped out of school

7 Save the Children in Albania response: 1. is promoting inclusive education knowledge and practice to teachers, education specialists in LEA and MoE officials in order to make them aware of the great need for changes in the education system in the country. 2. is establishing models to offer inclusive education to children with disability and Roma/Egyptian children in order to: ensure children s right to basic education and make use of the achievements to lobby to MoES for education policy and legislation change

8 Providing IE for CWD ( ) We support schooling of children with disability in order to provide them opportunities to learn and socialize with their peers in mainstream schools and preschools. 393 children with disability are enrolled and supported to develop and socialize with their peers in mainstream basic education and preschool settings of 6 cities from other CWD expected to benefit in Children with special education needs are identified and assessed in project areas Development of Individual Education Plans (IEP) to support their progress. IEP are prepared and implemented as a group effort, with the participation of school director and school psychologist, teachers and parent. This helps teachers in sharing the responsibility with the involved actors. Consent and cooperation of parents in the process is considered as crucial in achieving success. Still, parent s cooperation remains a challenge. A monitoring system of school achievements for CWD is established at school level. LEA staff members and school directors are trained and assisted to improve their monitoring skills in regard to measure school achievements of CWD.

9 We build capacities of human resources in order to make them better support CWD in project schools and preschool settings Project teachers, school directors, school psychologists and LEA staff members have been improving their knowledge on types of disability; the rights of children with disability with focus at the right to inclusive education; teaching methodologies (interactive teaching, child centered teaching methodology); monitoring the progress of CWD in the class; monitoring the inclusive environment in school. Knowledge is transmitted from the trained teachers to their school colleagues through on the job training activities at school/kindergarten. Parents have been an important target of the human capacity building activities through training and parenting sessions. Open discussions have been organized with them through local TV channels, university or school auditors. Specialists have been invited to give answer to parents concerns on child development issues and children progress in school

10 We promote tolerance towards diversity in order to make school and its community acceptive and supportive towards the presence of children with disability Bimonthly information days have been organized to raise awareness of school children and teachers, of parents of CWD and those of other children in regard to the rights of CWD. Distribution of information through posters, leaflets, booklets, books and information sheets promoting the right of CWD to inclusive education and socialization in schools and preschools. Awareness raising and massive celebration of events that are meaningful for children, such as 1 June, 20 November, 3 December in cooperation with children councils in schools. Discussions in local TVs with the participation of disability specialists, teachers, psychologists, parents and children.

11 Inclusion of Roma Children ( ) Improve teachers knowledge and capacity on quality and inclusive education, as well as on Roma culture and history. Enhance school curricula with Roma history and culture. Increase understanding and awareness of parents and community members on the importance of education for Roma children. Awareness raising on the wider community on Roma culture and traditions. Offering support to school progress of Roma children through catch up classes, school courses on some school subject and home work assistance. Recreational activities with Roma and other children to promote their socialization. 581 Roma/Egyptian children receive improved basic and preschool education in two cities.

12 Promoting inclusion country wide in the in-service teacher training system 1. About 400 teachers coming from all over the country have been prepared to serve as teacher trainers. They received training on inclusive education, methods of teaching with child in the center and understanding the differentiation among children in the class. 2. Teacher trainers organize colleague-to-colleague training in schools. Knowledge among colleagues is shared through: open lessons where teachers observe their experienced colleagues when they are teaching, Formal training sessions in schools where teacher trainers share knowledge with their school colleagues, on the job training where experienced teachers support their new colleagues while teaching in the class, Teaching videos have been prepared where experienced teachers use their knowledge in the class with children. These videos have been used as a tool to open professional discussions among teachers. Publications produced have also served to sharing knowledge from pilot projects to the mass of teachers.

13 Advocating for changes in education policy and legislation by making use of learning from project implementation Our advocacy aims to push MoE to achieve the following: Improve Pre-University Education Law and By Laws to ensure respecting of the rights of vulnerable groups, to promote tolerance towards diversity as well as towards non-discrimination on any basis; race, disability, social and ethnic inheritance etc. To change the focus from special to inclusive education for CWD, by gradually transforming special schools into resource centers. To make the enrollment of CWD compulsory in mainstream schools and push schools to make adjustments in the physical environment to comply with special needs of CWD. To establish a state structure (multidisciplinary group with participation of teachers, education specialists, psychologist, social worker and doctor) in every LEA to assess the special education needs to CWD instead of medical assessment which does not help to support these children s education. The recommendations of this group will support schools in preparation of IEP for each assessed child. To provide with auxiliary services (resource environments, assistant teachers etc) in schools where CWD are being educated. To require schools to asses the school progress of these children in accordance with objectives set for them in IEP avoiding the regular measurements used for other children.

14 Thank you!