Looking back, looking forward: the growth of the Inclusive Education Sector Hannah Corps and Gilles...

Looking back, looking forward: the growth of the

Inclusive Education Sector

Hannah Corps and Gilles CeralliTechnical Advisors for Inclusive Education

Inclusive Education SeminarDakar, Senegal27th – 31st May 2013

“The evidence from around the world is clear. When disabled people are included in education they can escape the inequalities and prejudices which for so long have confined them to poverty and a denial of their human rights.

Moreover, the changes in education systems that this will require will mean that all learners benefit, leading to a strengthening of civil society and the socio-economic well being of all. This will lead to more humane and equal societies around the world.”

Richard Rieser

Implementing Inclusive Education, 2008

Inclusive Education Seminar Dakar, Senegal. May 2013

© J.Clark for Handicap International

Sector wide approach (general education system, non specific target group, macro level - teacher training programmes, vocational training, schools infrastructure)

Activities with children with disabilities located in Community Based Rehabilitation projects (support to individual children and families and mainly linked to physical rehabilitation)


The journey so far: 1996 – 2004

More specific education activities targeted towards children with disabilities

Aims expanded beyond service delivery(Education as a means to accessing and exercising human rights and towards full participation and social inclusion of children and young people with disabilities)

Three projects at this time(Burkina Faso, Madagascar and Nicaragua)


The journey so far: 2005

Exponential growth of IE work worldwide alongside institutional and civil society partners(an organic growth)

Internal seminar in 2008 to reflect on existing IE activities, to see commonalities, to develop a strategic direction for the future

Film clipsListen to some of the challenges and obstacles to education faced by children with

disabilities across the world from the point of view of partners and Handicap International inclusive education project staff (past and present)


The journey so far: 2005 - 2008

A common voice

An organisational policy paper was produced based upon field level evidence and under pinned by international education influences(MDGs UPE, EFA goals, CRPD art.24)


Coverage of Inclusive Education work


Three basic intervention principles:

• Children with disabilities have the right to access a quality, inclusive education,

• Learning environments must respond to the physical, social, emotional needs and personal aspirations of individual children and young people,

• Education policy and practice must reflect and respect the diversity of learners, especially children with disabilities.

Handicap International’s approach

photo(c) Handicap International


Handicap International’s approachBased on these principles, the main objective, in collaboration with education, social and health care stakeholders is

‘to ensure quality education for children with disabilities

in the public inclusive education system.’

To do this we work on

• Changing attitudes,• Improving teaching and learning, • Developing inclusive education policies.



Levels of intervention

• Direct support to children with disabilities and their families, as part of local inclusive community development

• Improvement of services (education, social, health),

• Inclusive education policy development at national level.

Handicap International’s approach





Ministry of education (direction of special education, department of education and training, department of inclusive education) Teacher training colleges

Child

Parents/carers

District department of education and training,

Provincial, regional department of education

Community

Education Networks (e.g.

IDDC IE TG, F3E, EENET)

* TFP (EU, AFD, Usaid, MAE Lux., CIDA, Unicef, Unesco)

National associations

Mainstream schools (pre-primary, primary)

*** PTAsSpecial schools

Parents club

Oth

er m

inis

trie

s

(hea

lth, s

ocia

l af

fairs

)

Decentralised

authorities

DPOs

International organisations specialised in disability (e.g. CBM, Sight Savers, HI, Leonard Cheshire Disability)

International mainstream organisations (e.g. Save the Children, Action Aid, Oxfam)

TFP: Technical and financial partnerPTA: Parents and Teachers associations

The myriad of stakeholders

Successes to date

Worldwide portfolio of education projects demonstrating high level of buy-in from local communities and authorities

Significant increase in the number of children with disabilities accessing and participating in school and community life

Strong field teams (partners and HI staff)


Challenges ahead

Scaling up actions to produce systemic change Embedding standards and norms for inclusion

within national education policy and practice Marketing the ‘product’ Generating research based evidence, and

ensuring that all data collected at country level feeds into national and international data on disability and education


Opportunities to seize

Influencing the Post MDG discussions on education (key messaging around equality and inclusion)

Playing a lead role in the Global Campaign for Education 2014 work (theme: disability)


Abdul and his friends advocate for inclusion!

For further info about Handicap International’s inclusive Education work visit:http://www.handicap-international.org



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Looking back, looking forward: the growth of the Inclusive Education Sector Hannah Corps and Gilles...

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