Concept note on Awareness and sensitization of normal ...brotherhood94.org/siedprogramme/1. concept Sept 15.doc · Web viewSchool Inclusive Education Development Programme (SIED-P)

BROTHERHOOD

School Inclusive EducationDevelopment Programme

(SIED-P)

A Leadership Initiative to Overcome Attitudinal Barriers to

Educate Children with Disabilities

BY:NABET, QCI

PROF. N K JANGIRAExpert in the field of Special and Inclusive Education

Retired from NCERT worked as advisor to UNESCO, World Bank and other National and International organizations

Dr. Srilatha Juvva,Professor, CDSA, School of Social Works, TISS, Mumbai.

Dr. Sandhya Limaye,Associate Professor, CDSA, School of Social Works, TISS, Mumbai and

SATISH KAPOOR, UN Volunteer and Founder Director, Brotherhood

B-4/156, (Basement), Safdarjung Enclave, New Delhi-110029 Tel, 9899472065Email:[email protected], [email protected], Website: wecarefilmfest.net

mailto:[email protected]

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School Inclusive Education Development Programme (SIED-P)

Inclusive education

Inclusive education is based on the premise that all children have equal opportunity for education in mainstream schools. These are schools for all children and they should meet educational needs of all children irrespective of their social, economic, ethnic, linguistic and religious background. It implies that schools will have to meet the challenges of meeting diverse educational needs.

The equal education opportunity envisages barrier-free access and participation. Besides physical access, equal education opportunity for access to curriculum is still more important. Curriculum and assessment is directed to success of all children according to their full potential. Undoubtedly, this requires teachers trained to meet diverse educational needs. General teachers take responsibility for learning and play of Children with Disability - cognitive, sensory and learning impairment (CWD). Additional resources are required to make inclusive education functional in the school.

Inclusive schools reflect inclusive values. All children are welcome. All students respect each other. They cooperate with each other. They participate in learning activities. Children help each other. Everyone is treated on equal footing. Sharing of ideas and feelings is encouraged.

Policy Indicators

In India, the Right to Education Act -2009 (RTE Act) has made education of all children mandatory. This implies that the federal and state governments are committed to make provision for each child up to the age 6-14 in general schools at the elementary level. The RTE Act for the first time has gone beyond access and participation. The Right to Learn has been emphasized in the RTE. Inclusive education is the keyword for ensuring all children to learn together. The Rashtrya Madhyamik Shiksha Abhiyan (RMSA) is an extension of Universal Elementary Education (UEE) focused Sarva Shiksha Abhiyan (SSA) to secondary stage. Inclusive education is at the core of both programs. The focus in this document is on CWD.

International declarations, such as the Salamanca Statement (UNESCO, 1994) and the United Nations Convention on the Rights of Persons with Disabilities have also facilitated policy and advocacy for educating CWD. Global agencies and NGOs have



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developed inclusive education models and incorporated them into their education programming with the broader goal of promoting inclusive societies. Several high-profile declarations in the past decade signaled growing regional interest in providing access to education for CWD.

The National Action Plan for inclusive Education of Children and Youth with Disabilities (IECYD) developed by the Ministry of Human Resource Development (MHRD) envisages their access and participation in all general educational settings from early child education, through school to higher education. The goal of the Action Plan is “to ensure the inclusion of children and youth with disabilities in all available general educational settings, by providing them with a learning environment that is available, accessible, affordable and appropriate.” It implies that all of them get equal opportunity for education and play.

The National Curriculum Framework on School Education provides guidelines for making the curriculum flexible and appropriate to accommodate the diversity of school children including those with disability in both cognitive and non-cognitive areas.

Quality Indicators for Inclusive Education

In India, National Accreditation Board of Education & Training (NABET) of Quality Council of India (QCI) in collaboration with Brotherhood Delhi based NGO has developed Quality indicators for Inclusive Education. Quality Indicators are developed through action learning and by observing the practices in the classrooms of 8 mainstream schools, including Government and Private schools that have been educating CWD in their schools. The practices are based on the guidelines issued by the various Government Departments / agencies such as SSA, CCD, CPWD, NCPCR, SCERT, NCERT, RCI, DoE etc. and accreditation agencies such as CBSE and ICSE. Inputs were also obtained from various Experts in inclusive / special education, general teachers, special educators, counselors and parents of CWD who made significant contribution to this exercise.


Guidelines provide us knowledge - how can we give quality education to children with special needs in a regular classroom along with children without special needs and indicators help as technical assistance tool – not a monitoring device. These quality indicators are NOT a compliance

checklist and are not recommended for compliance reviews.


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These indicators will help to determine whether the policies and guidelines are inclusive; policy barriers to inclusive practices; and gaps between policies and practices of inclusive education.

The Quality Indicators trigger out discussion about areas in which the school is inclusive as well as identify practices that can be improved. Participant School shouldn't feel that this is a test at which they can fail. The school will have areas to celebrate and areas which need to be addressed. Indicators will work as a technical assistance tool - not a monitoring device. The document is designed to be a catalyst for change which is divided in three parts:-

o Educational implications for improving curriculum access to meet the diverse learning needs of Children with Disabilities in inclusive settings – comprise of barrier free environment, class room management, sitting management, curriculum adjustment, teaching pedagogy, use of assistive devices and technology, Government schemes related to inclusive education, Government circulars, CBSE relaxations etc.

o Quality Indicators for Inclusive education that can be referred by schools i. to assess the current status of inclusive education practices;

ii. to identify areas of strength as well as areas in which further development is needed; and

iii. to generate a strategic school improvement plan for inclusive education.

o Guidance Document which will help the management, teaching and non-teaching staff to understand the background of each indicator and how to use indicators.

On the basis of these documents participants will be trained to document the processes while practicing inclusive education. We are sure that this will

o provide inclusive educational services that enhance the satisfaction level of all stakeholders,

o establish systems for self-development and improved performance,o provide for holistic development of all students and



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Methodology

Constitution of School Inclusive Education Development team (SIED-team)

School Inclusive Education Development Team (SIED Team) will be formed in each school comprising five to eight members led by an administrator (e.g., Principal / Director) Special Educator(s), counselors, parents of children with and without disabilities, non-teaching staff and other stakeholders. The overall purpose of SIED team will be to enhance and improve the inclusive education practices in the school so that it becomes inclusive and supports the achievement of all students.

Capacity building of SIED Team through series of sharing workshops9 days sharing workshops will be split into four workshops as follows:

i. First month : Two day workshop to share the concept and quality documents developed by QCI and its constitution board, NABET in collaboration with Brotherhood Delhi based organization. This workshop will be organized by NABET team, experts in the field and Brotherhood team. During the participatory workshop customized checklist will be prepared by each team for their schools.

ii. Second/Third month: Three day workshop will organized to share the reports

documented by each team and how to document the processes/procedures while practicing inclusive education. This workshop will be organized by NABET team of QCI and Brotherhood Team.

iii. Third / Fourth month: Two day Leadership Programme for the SIED team will be organized by the team of Centre for Disability Studies and Acton (CDSA) of Tata Institute of Social Science, Mumbai

iv. Sixth/Seventh month: Two day workshop will be organized by NABET of QCI,

Brotherhood Team and experts in the field in which each school will share the manual/documents developed by them. The team will ratify the documents.



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Key PromotersProf. N K Jangira

Most importantly Prof. N K Jangira is heading this project. He

Retired as Professor Education with additional expertise in special education from NCERT

Worked as Senior Education Specialist in the World Bank Led the team on District Primary Education Project and Sarva Shiksha Abhiyan in

India Designed and implemented the field research Project Integrated Education for

Disabled (PIED) with support from UNICEF. Chaired the UNESCO team to develop cycle plan in in 1988 for education of

children with special Needs, Worked on the UNESCO international team for the Development of Teacher

Education Resource Pack for Inclusive Education, Key intervention in the Salmanca Conference 1994 on special needs Worked as Principal, Elementary Teacher Training Institute in Sikkim and

Secretary Education with the Government of Sikkim.

National Accreditation Board of Education and Training (NABET) of Quality Council of India (QCI)

Quality Council of India (QCI) is an autonomous body set up by Government of India and Indian Industry, to establish and operate accreditation structure and promote quality through nation-wide quality campaign.

QCI functions through various accreditation boards in their respective areas that implement the strategy, policy and operational guidelines set by the council. Accreditation for schools comes under the purview of National Accreditation Board for Education & Training (NABET). The board while being supported by all stakeholders has full functional autonomy in its operations.

Brotherhood

Brotherhood is working in disability sector for more than two decades with the mission of inclusion of all CWD in the inclusive settings. CWD should attend the school along with their peers without any disability. A truly inclusive schooling environment is one in



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which students with the full range of abilities receive their education in the same settings with appropriate support. In an inclusive education system, the proportion of students with and without impairments should reflect the proportion of people with disabilities in society at large.

We believe that Inclusion is a philosophy of supporting children with and without disability in their learning and how students, teachers, and administrators view the potential of all children with a belief that all students can learn and achieve together

Deputy Chief Commissioner for Persons with Disability

Since 2011, Mr. T D Dhariyal, Deputy Chief Commissioner for Persons with Disability supporting the project. He coordinated with stake holders including Education Departments of Delhi Government, New Delhi Municipal Council (NDMC) and Kendriya Vidhalaya Sangthan and arranged curriculum and access audit of the Government schools.

Centre for Disability Studies and Acton (CDSA)

Centre for Disability Studies and Acton (CDSA) of Tata Institute of Social Science, Mumbai (TISS) has also provided consultation for the documents. Since 2011, Discussions have been held with Dr. Srilatha Juvva, Professor and Dr. Sandhya Limaye, Associate Professor, CDSA, School of Social Works, TISS. (Both are former Chairperson of the CDSA).

We Care Film Festival

Short films and documentaries will be used as advocacy tool …………………

A team will be formed comprising of NABET, TISS, Brotherhood and professionals who will work closely with all the selected schools to implement Inclusive Quality Education documents, providing expertise during curriculum and access audit; developing SIEDP manual of each school and also in developing curriculum for certificate course on Inclusive education as and when required



BROTHERHOODSchools

1. Govt. School Moti Bagh2. Govt. School R K Puram3. KV, JNU4. St. Mery School, Safdarjung Development Area5. Salwan Public School6. Balwant Rai Mehta School7. St. Thomas School8. Mira Model School



Documents

Concept note on Awareness and sensitization of normal ...brotherhood94.org/siedprogramme/1. concept Sept 15.doc · Web viewSchool Inclusive Education Development Programme (SIED-P)