Parents Course Implementing Inclusion in Serbia

Richard Rieserwww.worldofinclusion.com

Ground Rules for Training•  

– Keep to time/timetable•  

– If you do not understand something ask•  

– Respect each others access needs•  

– Support each other•  

– Only one person speaks at once in group sessions•  

– Allow others who have not participated in the session to do so•  

– Keep personal information confidential•  

– Undertake assignments given•  

– Challenge the content of what people say, not the person•  

– Any others that you wish to add•  

What Are Inclusive Values?

• Working in Groups• From the list of statements pick out values

that support and enhance inclusion of disabled people.

• Add other important values that you think are missing.

• Discuss and Share Thinking

Traditional Thinking • 2.2 Traditional Ideas about Disabled People For

thousands of years in every culture and society physical and mental differences have been ascribed special meaning. This was usually negative and often persists in stigma, negative attitudes and stereotypes today. People were thought to be disabled because they or their parents had done something wrong and all-powerful gods, deities or fate had made them disabled (karma or sin). Disabled people were often subjected to inhuman treatment. Being seen as bringing shame on their families, they were locked away.

• 2.3 Traditional Ideas about people with disabilities and disability in Serbia

2.4 Medical & Social Models of Disability• Medical Model/Defectology. The ‘medical

model’ sees the disabled person as the problem. We are to be adapted to fit into the world as it is. If this is not possible, then we are shut away in some specialised institution or isolated at home, where only our most basic needs are met.

• Social Model views the barriers that prevent disabled people from participating in any situation as what disables them. The social model arises from defining impairment and disability as very different things. This lies behind the ‘paradigm’ or thought framework shift in the UNCRPD.

CHILD DEVELOPMENT TEAM SPECIALISTS

GPs

OCCUPATIONAL THERAPISTS

SPEECH THERAPISTS

BENEFITS AGENCY

DISABLED PEOPLE AS PASSIVE RECEIVERS OF SERVICES AIMED AT CURE OR MANAGEMENT

SHELTERED WORKSHOPS

DOCTORS

TRAINING CENTRES

SPECIAL SCHOOLS

EDUCATIONAL PSYCHOLOGISTS

SPECIAL TRANSPORT

SURGEONS

SOCIAL WORKERS

The dominant view is the Medical Model.

The Social Model of disablement focuses on the barriers

DISABLED PEOPLE AS ACTIVE FIGHTERS FOR EQUALITY WORKING IN PARTNERSHIP WITH ALLIES.

LACK OF USEFUL EDUCATION

INACCESSIBLE ENVIRONMENT

DE-VALUING

PREJUDICE

INACCESSIBLE INFORMATION

INACCESIBLE TRANSPORT

‘BELIEF’ IN THE MEDICAL MODEL

POVERTY

SEGREGATED SERVICES

DISCRIMINATION IN EMPLOYMENT

MEDICAL MODEL THINKING SOCIAL MODEL THINKING

Person is faulty Person is valued

Diagnosis Strengths and needs defined by self and others

Labelling/Deficit Identify barriers and develop solutions

Impairment becomes focus of attention

Outcome based programme designed

Assessment, monitoring, programmes of therapy

imposed

Resources are made available to ordinary services

Segregation and alternative services

Training for disabled people, parents and professionals

Ordinary needs put on hold Relationships nurtured

Re-entry if normal enough OR permanent exclusion

Diversity welcomed and person is included

Society remains unchanged Society evolves

Medical /Social Model thinking[1]

[1] Adapted from M. Mason 1994, R. Rieser 2000 http://www.worldofinclusion.com/res/altogether/AltogetherBetter.pdf

Environment Attitudes Organisation

Family life-getting married and having children

2.6 Identify Barriers In Your Country Which Lead to People With Disabilities Being Treated Unequally or Discriminated Against. Remember to think of the full range of persons with disabilities.

Session 3 Segregation, Integration and Inclusion• UNESCO sees inclusive education as a process of addressing and

responding to the diversity of needs of learners through increasing participation in learning, cultures and communities, and reducing exclusion within and from education. It involves changes in content, approaches, structures and strategies, with a common vision which covers all children within an appropriate age range. It embodies the conviction that it is the responsibility of the mainstream education system to educate all children. UNESCO Guidelines for Inclusion: Ensuring Access to Education for All, 2005, UNESCO, Paris, p. 13.

• In practice the UNESCO definition means that:• • One ministry is responsible for the education of all children;• • One school system is responsible for the education of all children in

their region;• • There is a diverse mix of students in classes;• • Teachers use classroom strategies that respond to diversity, such as

multi-level instruction, co-operative learning, individualised learning modules, activity-based learning and peer tutoring;

• • There is collaboration between teachers, administrators and others in responding to the needs of individual students

Segregation

Integration

Inclusion

Thinking/Model

Characteristics Form of Education

1 Traditional DP a shame on family, guilt, ignorance. DP seen as of no value.

Excluded from education altogether.

2 Medical 1 Focus on what DP cannot do. Attempt to normalize or if cannot make to fit into things as they are keep them separate.

Segregation

Institutions/ hospitals

Special schools (with ‘expert’ special educators)3 Medical 2 Person can be supported by minor

adjustment and support, to function normally and minimize their impairment. Continuum of provision based on severity and type of impairment.

Integration in mainstream:-

a)At same location-in separate class/units

b)Socially in some activities e.g. meals, assembly or art.

c)In the class with support, but teaching & learning remain the same.

What you cannot do determines which form of education you receive.

Social Model Barriers Identified-solutions found to minimize them. Barriers of attitude, environment and organization are seen as what disables and are removed to maximize potential of all. DP welcomed . Relations are intentionally built. DP achieve their potential. Person centred approach.

Inclusive education- schools where all are welcomed and staff, parents and pupils value diversity and support is provided so all can be successful academically and socially. This requires reorganizing teaching, learning and assessment. Peer support is encouraged.

Focus on what you can do.

3.2 Types of thinking about disabled people and forms of education.

Typology Segregation,Integration and Inclusion (Adapted from Somerset Inclusion Project, Sue Rickell & Dave Walker

SEGREGATION(Tends to emphasise)

INTEGRATION(Tends to emphasise)

INCLUSION(Tends to emphasise)

Services to Disabled People Needs of Disabled People

Rights of Disabled People

Categorising Disabled People

Changing Disabled People

Changing schools / colleges / organisations

‘Special’ / different treatment

Equal treatment Equality – each receives support they need to thrive & achieve their potential

Disability is a problem to be fixed (in a special place)

Disability is a problem to be fixed

Everyone has gifts to bring

Services available in segregated setting

Benefits to disabled person of being integrated

Benefits to everyone, including all

Professional / experts Professional / experts Political struggle, friends & support

‘Special’ therapies Technique Power of ordinary experience

Categorisation & marginalisation

Learning helplessness Assertiveness

Competition for parts of Disabled Person

Technical interventions Transforming power of relationship

Stress on inputs Stress on process Stress on outcomes; have a dream

Separate curriculum Curriculum delivery Curriculum content

Integration ‘for some’ is not desirable

Integration can be delivered

Inclusion must be struggled for

Activities 3• Think about education in your district. Which of

the four above applies to children with disabilities and in what rough proportions?

• Excluded % Segregated % Integrated % Included %

• 3.3 Exclusion, Segregation, Integration or Inclusion in Education: Activity

• Are these people being excluded, segregated, integrated or included in education?

• Read through as a group and decide for each example.

EnvironmentOrganisation,

Teaching &Curriculum

School

Find Barriers and thenAfter film Solutions

Medical, Personal & Equipment Needs

Attitudes & Culture

THE CONTINUUM OF PROVISION

SCHOOL WITH OWN RESOURCES

SCHOOL WITH EXTRA RESOURCES FROM LEA

SPRECIAL UNIT ATTACHED TO MAINSTREAM

SPECIAL DAY SCHOOL

INDEPENDENT SCHOOL (LEA funded)

SPECIAL RESIDENTIAL SCHOOL (weekly or full boarding, up to 52 weeks a year)

SECURE UNITS

line of invisibility

The Constellation of Services

CHILD

TEACHER

Transport Department

LearningSupport Assistant

Friends

Brothers and Sisters

Visually Impaired

service

Individual Support Teacher

SENCO Aids AdvisorVoluntary

Sector Specialists

Parents

Head teacher

Educational Psychologist

LEA Inclusion Officers

Physiotherapist

VolunteersSpeech

TherapistBehaviour

Support Team

Hearing Impaired

Service

4.Examples of Inclusive Practice• UK For each note down the barrier being

addressed and the solution• India Mumbai ECCE . How did they go about

convincing people?• Zambia Mapika. How are Child to Child Methods

used?• Spain. Read the passage. What do you think

made Pablo’s inclusion possible?• How could you bring disability equality into the

Serbian Curriculum?

5.What are Human Rights(HR)?• Human rights - these are the rights that everyone

has just by being human• Universal: human rights apply to every person in

the world, regardless of their race, colour, sex, ethnic or social origin, religion, language, nationality, age, sexual orientation, disability, or other status.

• Inherent: human rights are a natural part of who you are.

• Inalienable: human rights automatically belong to each human being.

5. What are Human Rights -2• Human rights relate to one another in important ways.

They are:• Indivisible: human rights cannot be separated from

each other;• Interdependent: human rights cannot be fully realized

without each other;• Interrelated: human rights affect each other.• The Universal Declaration of Human Rights (UDHR)

was adopted by the United Nations in 1948. Many other documents have since been developed to provide more specific details about human rights; however, they are all based on the fundamental human rights principles laid out in the UDHR

The Human Rights Framework• Universal Declaration of human Rights 1948• The International Covenant on Civil and Political Rights (ICCPR,

into force 1976) • The International Covenant on Economic, Social and Cultural

Rights (ICESCR, entered into force 1976) • These three are known as the International Bill of Rights• Governments have a legal obligation to respect, protect, and fulfil

human rights. • Respect: States must not interfere with the exercise and enjoyment

of the rights of people with disabilities.• Protect: The State is required to protect everyone, including people

with disabilities, against abuses by non-State actors.• Fulfil: States must take positive action to ensure that everyone,

including people with disabilities can exercise their human rights

The Human Rights Framework-2INSTRUMENT

ENTEREDINTO FORCE

Universal Declaration of Human Rights (UDHR) Not Applicable

International Covenant on Civil and Political Rights (ICCPR)     1976

International Covenant on Economic, Social, and Cultural Rights (ICESCR)

    1976

Convention on the Elimination of All Forms of Racial Discrimination (CERD)

    1966

Convention on the Elimination of all forms of Discrimination  Against Women (CEDAW)

    1979

Convention Against Torture and Other Cruel, Inhuman or Degrading Treatment or Punishment (CAT)

    1984

Convention on the Rights of the Child (CRC)     1989

Convention on Protection of the Rights of All Migrant Workers and Members of their Families (ICPRAMW)

    1990

International Convention for the Protection of All Persons from Enforced Disappearance (ICAED)

2010

Convention on the Rights of Persons with Disabilities (CRPD) 2008

Which has Serbia signed?

The Message is in the Process• UN International Year of the Disabled, followed by Decade• Standard rules of Equalisation of Rights people with

disabilities• Need to establish widespread human rights abuse• 2001 Mexico proposed at General Assembly• Ad Hoc Committee 8 meetings over 5 years• First international treaty where the people it is about were

part of making it. DPOs and NGOs speaking rights• Treaty was made by consensus• 118 countries were involved in the last session• Over 80 disabled people were part of state delegations• Adopted by General Assembly 13th December 2006• Adopted by 82 countries 30th March 2007

Nothing About Us, Without Us

International Collaboration• International Disability Alliance-8 disability organisation

recognised for permanent consultative status by UN formed core.

• International Disability Caucus IDC had 100 disability organisations.

• Policy made in e-mail discussion groups.• South was under represented-Project South and some

subsidised places from UN-25 places• IDA has now agreed to admit regional bodies such as

European Disability Forum, Arab Disability Organisation, Latin American and the Pacific Disability Forum.

• Key body for implementing the Convention• http://www.internationaldisabilityalliance.org/

General Principles• Respect for inherent dignity, individual autonomy

including the freedom to make one’s own choices, and independence of persons

• Non-discrimination• Full and effective participation and inclusion in society• Respect for difference and acceptance of persons with

disabilities as part of human diversity and humanity• Equality of opportunity• Accessibility• Equality between men and women• Respect for the evolving capacities of children with

disabilities and respect for the right of children with disabilities to preserve their identities

Article 24 Education1“States Parties recognize the right of persons with

disabilities to education. With a view to realizing this right without discrimination and on the basis of equal opportunity, States Parties shall ensure an inclusive education system at all levels and life long learning directed to:– The full development of human potential and sense of

dignity and self-worth, and the strengthening of respect for human rights, fundamental freedoms and human diversity;

– The development by persons with disabilities of their personality, talents and creativity, as well as their mental and physical abilities, to their fullest potential;

• Enabling persons with disabilities to participate effectively in a free society

• 24.2.In realizing this right, States Parties shall ensure that: – Persons with disabilities are not excluded from the

general education system on the basis of disability, and that children with disabilities are not excluded from free and compulsory primary education, or from secondary education, on the basis of disability;

– Persons with disabilities can access an inclusive, quality and free primary education and secondary education on an equal basis with others in the communities in which they live;

– Reasonable accommodation of the individual’s requirements is provided;

– Persons with disabilities receive the support required, within the general education system, to facilitate their effective education;

– Effective individualized support measures are provided in environments that maximize academic and social development, consistent with the goal of full inclusion.

• 24. 3.States Parties shall enable persons with disabilities to learn life and social development skills to facilitate their full and equal participation in education and as members of the community. To this end, States Parties shall take appropriate measures, including: – Facilitating the learning of Braille, alternative script,

augmentative and alternative modes, means and formats of communication and orientation and mobility skills, and facilitating peer support and mentoring;

– Facilitating the learning of sign language and the promotion of the linguistic identity of the deaf community;

– Ensuring that the education of persons, and in particular children, who are blind, deafor deafblind, is delivered in the most appropriate languages and modes and means of communication for the individual, and in environments which maximize academic and social development.

Making Reasonable Adjustments for disabled pupils

• Sent out 9000 schools. Received nearly 400 nominations

• 54 LEA’s nominated schools• Chose a mix of schools• Visited 41 schools for filming-3DVDs & CD Rom• Gained many examples of reasonable

adjustments• Now available 1 free copy per school. You have

to send & for it. Implementing the Disability Discrimination Act in Schools and Early Years

• Ref 0160-2006DOC-EN Tel. 084560 222 60• Online www.teachernet.gov.uk/publications • Small box £20 from DEE or Stationary Office

Promoting Positive Attitudes to Disabled People

• Make sure disability is covered in a positive way in all parts of the curriculum. e.g. Art, History, Geography Science

• Gather examples from national press and media –use in displays

• Relate to TV –Pete on Big Brother-Tourettes• Help pupils critiques stereotypes English• Use a social model approach-identify barriers• Exa mine ethical issues from a human rights perspective • Ensure hidden curriculum is disability friendly• Challenge disabilism• Develop strong self esteem in disabled pupils• Identify prominent People with Autism.• www.ukdisabilityhistorymonth.com • http://www.redweather.co.uk/disabilityinthecurriculum

6.1 UNESCO toolkit for creating inclusive learning-friendly environments (ILFE)

• Booklet 1 Becoming an Inclusive Learning Friendly Environment

• Booklet 2 Working with Families and Communities to Create an ILFE

• Booklet 3 Getting All Children in School and Learning• Booklet 4 Creating Inclusive Learning-friendly

Classrooms• Booklet 5 Managing Inclusive Learning-friendly

Classrooms• Booklet 6 Creating Healthy and Protective ILFE• Teaching Children with disabilities in inclusive settings• http://www2.unescobkk.org/elib/publications/

243_244/Teaching_children.pdf

Differentiated or Multi-level Instruction

• Assumes inclusion of all students• The teacher plans for all students within one lesson• The teacher is able to weave individual goals into the classroom curriculum and through instructional strategies.• The necessity for separate programs is decreased.

Instruction : steps 4

• 1. Identify the underlying concepts of the lesson or unit• 2. Determine method of teacher

presentation how concepts or skills will be presented• 3. Determine method of student practice• 4. Determine method of student evaluation

4 Key concepts

1. Zone of Proximal Learning -Vygotsky2. Principle of Partial Participation3. Use of Bloom’s Taxonomy of Cognitive Domains4. Use of Howard Gardner’s – “Model of Multiple Intelligences”

1 Partial Participation

• Diminishes readiness concept ( This student is not ready for my class!)• Doing part of the task has value (We know this

is true for each of us!) • Emphasizes sense of community (Being included• matters to all of us)• One lesson for all – (Teachers can only do so much in one time period!)

2 Bloom’s Taxonomy of Cognitive Levels

• Evaluation Complex• Synthesis• Analysis• Application• Comprehension• Knowledge• Basic Needs Simple

3.Multiple Intelligences

• Logical / Mathematical Intelligence• Verbal / Linguistic Intelligence• Musical / Rhythmic Intelligence• Body / Kinesthetic Intelligence• Visual / Spatial Intelligence• Interpersonal Intelligence• Intrapersonal Intelligence• Naturalistic Intelligence H. Gardner

Other Instructional Strategiesthat Support Inclusion

• Collaborative learning• Individualized learning modules• Activity based learning• Peer tutoring for all students• Child Friendly Layout of classroom• A wide range and level learning resources• Alternative assessments

Desired Outcomes . . .• Every child will be welcomed at the

neighbourhood school;• Every child will benefit from the social and

academic stimulation of education with his/her peers;

• Every school will develop strategies of support to make this approach successful.• Can you Justify the exclusion, inclusion. not

the inclusion? ”

Index for Inclusion• Valuing all students and all staff• Increasing the participation of all• Minimising all forms of exclusion• Acknowledging a right to a local mainstream

education• Restructuring schools to respond to the

diversity of students in the locality• Viewing differences between students as

resources to support learning• Fostering relationships between schools and

communities

Creating inclusive CULTURES

Prod

ucin

g inc

lusiv

e PO

LICIE

S Evolving inclusive PRACTICES

The Index dimensions

Dimensions and Sections

Dimensions A: Creating inclusive CULTURES1. Building community2. Establishing inclusive values

Dimension B: Producing inclusive POLICIES1. Developing the setting for all2. Organising support for diversity

Dimension C: Evolving inclusive PRACTICES1. Orchestrating learning2. Mobilising resources

Indicators/Questions

• Staff and students treat one another with respect.

• There are high expectations for all students• All new staff are helped to settle.• ‘Special educational needs’ policies are

inclusion policies.• Activities encourage the participation of all.• Staff expertise is fully used.

The Index process and the development planning cycle

Phase 5Review

Phase 4Implementation

Phase 1Getting started

Phase 2Finding out

Phase 3Planning

Inclusive Classroom

• In Groups • Make a list of the 5 most important things

that would tell you that you are in an inclusive classsroom!

• share with other groups

Circles of Friends • Circle 1 Circle of Intimacy. This is made up of those who are our Anchors-people

who are closest to us and whom we could not imagine living without. They will typically be members of our immediate family. They may be pets or people who are dead. Looked After children do not usually have secure angers and are the mot vulnerable.

• Circle 2. Circle of Friendship. This consists of those who are our Allies-people who are friends or close relatives who did not quite get into Circle One. These are people we would confide in and would expect to be on our side and support us in a difficult time. If Circle two has few people we are prone to feelings of isolation, anger and depression.

• Circle 3. The Circle of Participation. This is made up of all our Associates- people we are involved with because we see them regularly ion school class, in the staffroom, at clubs, organisations, church, line dancing. Also our extended family and neighbours. Identify by number in each sphere of live rather than name. We hang around with these people and they come and go. Our friends and partners are usually chosen from people we meet in this circle.

• Circle 4. The Circle of Exchange. This consists of people who are paid to be in our lives- doctors, teachers, dentists, social workers, therapists, consultants. They are paid by us or the state to provide us with services. Disabled children often have a large number of people in this circle. The Quality of relationship is different as the service provider is their in a professional capacity and can go at any time.

• 1.Now draw your circle. Draw your child’s circle.• 2.Read Maresa’s Story Explain how a circle of friends helped her.

Circle of Friends

1 Circle of Intimacy.2.Circle of Friends 3. Associates4. People paid to be in Life

Born to be different

Or

Making Difference Ordinary

Session 8-Parent’s OppressionWhat are the demands that society makes on parents?•To be perfect, rather than the best they can be.•To be criticised, rather than understood, helped and supported.•To be solely responsible for the young person their baby becomes.•To be made guilty for every shortcoming of that young person.•To produce a PERFECT young person in every way!!•In short to produce the impossible – rather than the achievable.•Parents of disabled children spend their life justifying what they/their offspring can and can’t do and why? Society always has a better idea and is always ready to impose a valued judgement.Experiencing the Medical Model of Disability at work through the mouths of Doctors, Health Visitors, Occupational Therapists, Physios, Teachers, LEA officers and others may have a devastating effect on the relationship between parent and child.

What does this picture tell you about parents and professionals?

Parent Oppression 2Were your parents on your side when you were a child?What did they do? Why?What would you have liked them to have done? What stopped them?

1.Remembering one’s own perspective as a child reminds how vital it is to understand that perspective.

2.Parents’ intentions are constrained by the sense of powerlessness that the oppression feeds.

3.A disabled child has exactly the same need for a parent to be on their side as any other. An Ally.

4.To be an ally to a disabled child parents need the support and information of disabled adults to break out of the oppression that threatens their relationship with their child.

5. A professional can be an ally by bringing in DET –the voice of the disabled child – into his or her own planning.

6. A professional can understand why some parents find it impossible to believe that practice and attitudes in mainstream will change to allow inclusive practice.

Kim-A Parents View

When I first had Kim he was my son.A year later he was epileptic and developmentally

delayed. At 18 months he had special needs and he was a special child. He had a mild to moderate learning difficulty. He was mentally handicapped.

I was told not to think about his future.I struggled with all this.By the time he was four he had special educational

needs. He was a statemented child. He was dyspraxic,

epileptic, developmentally delayed and he had complex communication problems.

Two years later, aged six, he was severely epileptic (EP), cerebral palsied (CP) and had complex learning difficulties.

At eight he had severe intractable epilepsy with associated communication problems. He was showing a marked developmental regression. He had severe learning difficulties.

At nine he came out of segregated schooling and he slowly became my son again. Never again will he be anything else but Kim – a son, a brother, a friend, a pupil, a teacher, a person.

[Pippa Murray, ‘Let Our Children Be,’ published by Parents with Attitude]

Teaching or Learning Support Assistants

Session 9 Presentation: Building a Campaign -The Key Ingredients of Change

To Develop Inclusive Education in your local area

• What you want to change!

• What will you do? • Who you will recruit to the campaign? • How will you research and publicise your

campaign? • How will you know you have succeeded? • Which parts of UNCRPD would you use?

Who you will recruit to the campaign?

How will you research and publicise your campaign?

What you want to change!

What you will do?

How will you know you have succeeded?