Seminar on Inclusive Education Dakar, Senegal. West Africa June ...

Seminar on Inclusive Education Dakar, Senegal. West Africa

June 2013

‘Towards a shared vision’

Hannah Corps Gilles Ceralli

Inclusive Education Sector

Technical Resources Division Handicap International

With the support of the Directorate for Development Cooperation of the Ministry of Foreign Affairs of Luxembourg.

The opinions expressed in the present publication are the sole responsibility of the authors.

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Acknowledgements

The Education Sector would like to thank all the participants, both Handicap International staff and our partners, for making this seminar such a dynamic and rich experience for all who attended. Special thanks go to the Handicap International Senegal team for all the logistical support provided before, during and after the seminar with such a positive attitude. The event would not have been nearly so successful without it. Our sincere thanks also go to the main facilitator and the various note takers throughout the seminar whose role it was to guide the discussions and record the main points for lesson learning. The participants were struck by the open and participatory style of facilitation which was very much appreciated. Finally, Handicap International would like to thank the Ministry of Foreign Affairs in Luxembourg for their substantial financial contribution to the cost of the seminar and their ongoing interest in inclusive education.

Photos: All photos are (c) Handicap International

Quote: ‘When does treating people differently emphasize their differences and stigmatise or hinder them on that basis? And when does treating people the same become insensitive to

their difference and likely to stigmatise or hinder them on that basis?’ (Minow, 1990)

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Contents Background to the seminar p 04 About the seminar p 05 Day 1. Definitions and stakes p 06 Day 2. Case Study presentations and exchanges p 08

Topic 1. Strategies for referral, orientation and follow up Topic 2. Planning and coordination for the development of inclusive schools - inclusive action plans

Day 3. Case Study presentations and exchanges p 13

Topic 2. Planning and coordination for the development of inclusive schools - itinerant teachers

- cluster schools and resource centres Topic 3. Strategies for teaching and learning

- teachers training modules and welcome guides - teachers training curriculum and monitoring mechanisms

Day 4. Various presentations and exchanges p 18

How and Why to work with Disabled People’s Organisations on inclusive education? An inclusive education regional experience: APPEHL project Film on Good Practices in inclusive education in Cape Verde

Day 5. Open sessions, conclusions and evaluation p 23 General conclusion p 31 Appendices p 33

01. List of participants 02. Programme of the seminar 03. Welcome speech (Ministry of Education) 04. Education sector presentation 05. The cost of Inclusion 06. Strategies for identification, referral and follow-up 07. Inclusive Action Plans 08. Itinerant Teachers 09. Cluster schools and resource centres 10. Teachers training modules and welcome guides 11. Teachers training curriculum and monitoring mechanisms 12. APPEHL project presentation 13. Inclusion unit approaches 13. Seminar evaluation 14. Photo gallery

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Participants (see list in appendix 1) Algeria: Rahima Chehih (HI), Mohamed Kentache (partner) Burkina Faso: Estelle Koudougou (HI), Joséphine Nare (partner) Burundi: Elie Sabuwanka (HI), Chantal Banjinyura (Partner) Cambodia: Sandrine Bouille (HI) China: Marjorie Unal DR Congo Virna Marchesin (HI) Ethiopia: Desalegn Mebratu (HI) Indonesia: Singgih Purnomo (HI), Sumum Sudiyah Milan (partner) DPR Korea: Kim Yu Sun, Paek Hye Ok (partners) Liberia: Rebecca Stubblefield (HI) Madagascar: Edith Ramamonjisoa (HI), Lydia Sendraharisoa Raebendrainy (partner) Mali:Hassane Ide Hawidabou (HI), Mamadou Cisse (partner) Morocco: Chafaqi Rkia (HI) Nepal: Zoltan Mihok (HI) Niger: Amadou Alhadji (HI), Ouali Ilou Abdoulaye (partner) Rwanda: Vincent Murenzi (HI), Crescence Uwarurema (partner) Senegal: Aïssata Saou-Sane (HI), Vieux Inssa Sane (HI), Cécile Maout (HI), Simon Pierre Diouf (HI), Rebecca Alamo (HI), Rufina Dabo Sarr (partner) Sierra Leone: Aude Bumbacher (HI) Tajikistan/Kyrgyzstan Haque Mazedul (HI), Ansary Abu Jafar (HI) Togo: Bénédicte Lare (HI) Facilitator: Pierre Gallien HI), Note takers: Véronique Revol & Emmanuelle Ducasse (HI) HI Technical staff: Hervé Bernard, Gilles Ceralli & Hannah Corps Guests: Dr Nidhi Singal ( Cambridge University, UK), Sandra Boisseau (HI)

Background to the Seminar

Over the past decade Handicap International’s education sector has seen huge growth in the number of programmes with education activities. Currently the federation has projects (existing or in development) in 20 countries worldwide. Although the sector has reached a certain level of maturity in terms of field experience, its impact remains to a large extent at pilot level. 2013 is the year in which the sector is paying greater attention to how its actions can be scaled up to make lasting change, not just at local level but at national and international levels. As such, the seminar was a focal point for inclusive education project managers and partners to come together to review the past and to look to the future. The seminar is also part of the wider Federation technical resources department and its Inclusion Unit’s five year strategic plan. The overall aim of the week long seminar was to provide a forum for dynamic exchange in order to contribute to the Federation’s institutional learning, policy and practice on inclusive education. The event created a forum for collaborative thinking and team-building, allowing participants to develop important professional contacts and peer support networks. The exchanges allowed participants to develop a common understanding of what inclusion in education really means and how this can translate effectively into everyone’s day-to-day work, with a view to achieving greater impact on a larger scale. Objectives of the seminar:

• To present and discuss Handicap International’s policy on Inclusive Education

• To exchange internal good practice case studies which demonstrate this policy in action

• To learn from external experiences with our partners

• To discuss our failures and operational difficulties and how they can be overcome (including a review of requirements for practical tools, technical support or training)

• To identify innovations and new approaches which could influence future policy and programming

Expectations from the participants included:

o “Establish contacts with inclusive education project managers from other countries”

o “Exchange experiences and share best inclusive education practices with other countries’ Ministries of Education”

o “Share ideas on how to improve the visibility of our field work in inclusive education in national and international education networks”

To find out more about the seminar, the participants and the presentations made click here http://www.hiseminars.org/seminar-education-inclusive/index.html

http://www.hiseminars.org/seminar-education-inclusive/index.html�

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About the seminar

This inclusive education seminar, held in Senegal in May 2013, was the first opportunity of its kind to bring together all Handicap International inclusive education project managers and selected partners from around the world to share on their work.

The seminar took place at the Ndiambour hotel in Dakar over a one week period. A series of interactive discussions took place on themes selected by participants relating to their work on inclusive education in the field.

The seminar had a main facilitator whose role was to manage the programme and ensure that the discussions stayed focused and kept moving. Each day the facilitator used different techniques to lead the group either as a whole or in smaller groups. The two main languages were French and English, French being the dominant language given Handicap International’s extensive presence in French-speaking countries.

The main inclusive education topics discussed were 1) strategies for referral, orientation and follow up, 2) planning and coordination to develop inclusive schools and 3) strategies for teaching and learning. The sessions on these main topics were led by pairs of HI field staff.

A guest speaker from the University of Cambridge, UK was invited to present and share on the issue of ‘the cost of inclusion’. This contemporary topic is of global interest and has not yet been worked on in any great depth by HI and its partners, which is why it was chosen.

Key points from each of the sessions were recorded by the designated seminar note taker. The conclusions were recorded under the sub-headings: ‘practices we should STOP’, ‘practices we should REINFORCE’ and ‘practices we should INNOVATE’.

Overall the seminar was well received by all participants who particularly appreciated the excellent atmosphere and the participatory nature of the seminar programme.

The full programme can be found in appendix 2.

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Day One Thematic: definitions and stakes Sessions:

Welcome Speech: Mr Benoît Couturier (HI Director Senegal), Mrs Rufina Dabo Sarr (Technical Advisor, Ministry of Education of Senegal)

Objectives and seminar programme: Mrs Hannah Corps & Mr Gilles Ceralli (HI Inclusive Education Technical Advisors)

How the seminar will run: Mr Pierre Gallien (HI Head of Knowledge management team and facilitator)

Education sector background: Mrs Hannah Corps (HI IE Technical Advisor)

HI and Inclusion: Mr Hervé Bernard (HI Head of Inclusion Unit) (See appendix 13)

Cost of inclusion: Dr Nidhi Singal, (Guest speaker University of Cambridge, UK)

Round table on the cost of inclusion: Mrs Chantal Banjinyura Mr Mamadou Cisse Mr Ouali Ilou Abdoulaye Mrs Rufina Dabo Sarr

Description The morning of the first day aimed to set the scene for the week with the welcome speeches (see appendix 3) and introductions to Handicap International’s Inclusion Unit and Inclusive Education sector (see appendix 4). The participants were also invited to take part in small group activities by way of an introduction. Each group created a team coat of arms (see the examples in the margin). The afternoon was dedicated to a session on the Cost of Inclusion, presented by a guest speaker (see appendix 5).

Photo: Guest speaker Dr Nidhi Singal The presentation was followed by a question and answer session and a round table discussion with a panel of institutional partners during which discussion on the topic continued in reference to the different national contexts.

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Mr Sumum Sudiyah Milan Mrs Joséphine Nare Photo: Example of group coats of arms

Photo: Round table with institutional partners HI policy point Cost of inclusion: Handicap International has not yet looked at the issue of the cost of inclusion in any great depth; however, significant amounts of data on children with disabilities in and out of school have been collected over the course of the field projects implemented by our partners. Future work should look more carefully at how this data is collected, disaggregated and used in a systematic way as evidence to develop an argument based on cost. The argument should encompass components such as unit cost per child, ‘special education versus mainstream inclusive education, measuring the cost of exclusion on communities and their local economies, the cost to an individual/school in terms of equipment and appropriate adaptations to the environment, curriculum adaptations, and the cost of specialist and inclusive services. Future strategic work on education undertaken by the programmes should allow for evidenced based research to take place in collaboration with universities both in the global North and South.

Key points from the day

The cost of inclusion Three key questions from Dr Nidhi Singal: 1. Is the cost of inaction greater than the cost of inclusion? 2. How successful and meaningful can a rationale for inclusive education be if it is based solely on rights and not on evidence? 3. Is it better to shift the emphasis from focusing merely on issues of cost to a greater focus on the experiences of children with disabilities? Conclusions Cost is an important issue to tackle which poses serious challenges If we are to interest politicians and change policy we need hard

evidence, especially given the importance placed on cost within the context of national economies (ensuring disability/accessibility are provided for in national budgets)

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Challenges in terms of research methodology (what to measure, how to measure efficiency, quality of life?)

A need for standardised studies Problems with samples in terms of data viability (definitions of

disability/impairment?) Overcoming the issue of dialogue between the academic world and

the political world (finding our niche within the contexts where we work)

Ultimately – what is the most efficient way of increasing the rate of enrolment worldwide and the success rate in providing education for children with disabilities?

STOP - Collecting data

without using it to influence governments and change policy.

REINFORCE

- The education

leader’s understanding of ‘cost’ and ways of measuring it

- Ensure people with disabilities are leaders in the ‘cost’ research not simply research samples.

INNOVATE

- Invest in research

on the cost of inclusion with universities from the global South and North.

Day Two Thematic: Case Study presentations

Sessions: Topic 1. Strategies for identification, referral, and follow up: Presented by: Mrs Estelle Koudougou (Burkina Faso) and Mrs Rahima Chehih (Algeria) (see appendix 6)

Description Prior to the seminar, selected project managers had been asked to prepare a presentation to stimulate discussion on a given topic with a counterpart from another country. The topics were chosen in collaboration with the field staff and partners. These different topics were presented over the course of the week. HI policy point Identification, referral and follow up: historically Handicap International has taken a Community Based Rehabilitation approach (CBR) to this aspect of inclusive education. It is now acknowledged that although it is vital that local organisations and individuals play an active role in carrying out such work, it is vital that there is buy-in at national level to put policies and practices into place in order to provide a more systematic and holistic approach to support before, during and after schooling. Identification, referral and follow up - the three distinct stages should therefore take a multi-stakeholder approach which puts the child with a disability and

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their family at the centre of the actions. The main stakeholders are active in the fields of health, social and education and belong to the “triangle of services”: Authorities/deciders – Users – Service providers. Session notes Education, social and health professionals should all have clear roles.

Education professionals should not take the place of health specialists. Equally health specialists should have sufficient training on disability so that they do not judge a child on what they cannot do but on what they can do, and that they know what medical support they to fulfill their potential. Inappropriate ‘labelling’ can have a negative impact on a child for the rest of their lives and families may have little control over this (e.g. Issuing a medical certificate which states the child cannot attend the local school due to an impairment rather than looking at the bigger picture, looking at what support the child needs and liaising with the local education and social services to provide the child with the best possible education

Important to reinforce our partners’ knowledge on disability in order to offer a more professional service

Use of the ‘map of the excluded’ (carte des exclus) used by children themselves (UNICEF Madagascar) to self-identify ‘ability’

Collecting data on children can be a challenge as some children go by different names in different documents

In certain contexts the ‘services’ available are exclusively public (China) or privately run or delivered by civil society (Algeria), but in most cases are mixed

There are three important levels of follow up (family & child/civil society/national)

Follow-up should be carried out throughout the process and not only at the end.

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Key points from the session: Topic 1a (identification)

STOP

(identification) - Identification without

a clear objective as it creates expectations, especially on the part of the child/family which may not be met (e.g. lack of resources, decision not to continue service taken by local partners )

- Collecting data solely for the purposes of a a project – it is the property of the child and the local authorities

- Not respecting confidentiality

REINFORCE (identification)

- Understanding about

how identification, referral, and follow up can be set up and managed

- Structures such as DVFP (Disability and Vulnerability Focal Point) or CLIO (Centre Local d’Information et d’Orientation)

- Continue adopting a multi-disciplinary team approach to the identification process but with a much more nuanced approach

- A system which includes the public and private sectors.

INNOVATE

(identification) - Put into place

national and international actions to raise awareness about the identification of children with disabilities.

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Key points from the session: Topic 1b (referral)

STOP

(referral) - Systems which are

not multi-actor - Informal systems

which are not supported by the state

- Creating ‘innovative’ systems which are not sustainable in the long term

- Making promises to children and families about the support they will receive as it may not be available or affordable

- Providing school kits to children with disabilities without taking into account their economic circumstances.

REINFORCE

(referral) - How we inform

parents about their child’s situation

- Training for those in charge of referral

- The creation of a list of services (directory) to support parents in their choices

- The link between families and services

- Be clear about the services’ mandate/role to avoid disappointment/confusion

- Ensure the tools used are developed and approved by the authorities

- Ensure parents and children are central to the process.

INNOVATE

(referral) - Welcome the child’s

opinion - Ensure the child

participates in the referral process

- Develop guidelines on the referral process

- Look at the broader referral picture (education/health/social).

Key points from the session: Topic 1c (follow up)

STOP

(follow up) - Working as

individuals and work more with institutions

- Seeing the child as only a beneficiary and consider them as an actor.

REINFORCE

(follow up) - A multi-stakeholder

approach - Work with DPOs - Consideration of the

child as an actor - Review tools /

assessment used with children

- Work with local committees.

INNOVATE (follow up)

- Use more games to

put the child at ease and to make the experience a happy and positive one

- Create an epidemiological tool for use in health centres to ensure early intervention.

Common points from all three groups: Topic 1.

Taking a multi-actor approach Reinforcing existing frameworks and not creating new ones Considering the child as an actor not a beneficiary Ensuring good management of processes including: information

confidentiality, transparency, and accurate data collection

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Reinforcing the actors knowledge and providing good continuous training.

Topic 2. Planning and coordination for the development of inclusive schools: Subject 2.1. Inclusive Action Plans presented by: Mr Vincent Murenzi (Rwanda) and Mr Singgih Purnomo (Indonesia) (see appendix 7) Photo: example of an action plan at school level which is incorporated into district level planning and monitoring (Rwanda)

HI policy point Planning and coordination for the development of inclusive schools Whilst innovation will inevitably be necessary in terms of developing inclusive schools in contexts where this is a new concept, it is important that such innovations do not create systems and procedures that are either unsustainable or undesirable within the context. Examples of innovations where HI and its partners will need to carry out rigorous evaluations are the itinerant teacher systems (Cambodia/Togo) and CTIS (Burkina Faso). Both are examples of systems which have been set up to support inclusive practices in schools but which are new to the context. They therefore require on-going analysis. In addition, it is important to note that whilst HI does not build separate structures such as schools and specialist centres, it does offer advice on how to ensure that any building constructed is done so according to international standards and norms. Notes from the session on subject 2.1: Inclusive Action Plans Do not put the HI logo on any action plan as it takes away ownership

from the partners Ensure the plan has a local authority stamp A plan can include areas for improvement such as: the school

environment, teacher training, parental involvement, community awareness, support for satellite schools, and the development of assessment tools.

The plan must have a realistic timeframe & budget. The budget may be drawn from schools’ per capita grants.

It is important to present clear and simple indicators to ensure a shared understanding (use of the Index for Inclusion)

It is challenging to understand how an action plan at school level works especially in centralised education systems

It is important to be clear about which actors are involved, and at what level (school/community, district education authorities)

Plans need to be embedded into existing planning frameworks at all levels to ensure responsibility for their implementation and monitoring

Important to have an advocacy strategy behind the planning/coordination and development.

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Day Three Thematic: Case Study presentations Sessions: Topic 2. Planning and coordinating the development of inclusive schools:

Subject 2.2. Itinerant teachers. Presented by: Mrs Bénédicte Lare (Togo) and Mrs Sandrine Bouille (Cambodia).

(see appendix 8)

Subject 2.3. Cluster schools and resource centres Presented by: Mr Vincent Murenzi (Rwanda) and Mr Desalegn Mebratu (Ethiopia). (see appendix 9)

Description: The presentations and discussions on Topic 2 continued. Handicap International and its partners’ first experience of itinerant teachers was in Cambodia. This experience was then implemented in Togo. The presentation notes some interesting similarities and differences in term of the challenges in both countries. Notes from the session on subject 2.2. Itinerant teachers (IT) There is a question as to who the itinerant teachers are/should be (special

school teachers who already have a notion of supporting children with different needs, or a mainstream teacher who has more experience of mainstream systems?). The IT is more than a teacher and also has to work as a coordinator which requires a different skills set – is this sufficiently taken into account when selecting and training the IT?

One challenge is managing the expectations of the IT and of the mainstream teachers in the classrooms where the IT intervenes., There may be incidents of competitiveness or jealousy, misunderstandings about the role and who the IT is in the classroom to support

Is the IT’s role somehow compensating for a lack of other services within a local authority?

Should the training be on inclusive education or special education if the children who are being supported have specific needs - children with visual impairments, for example?

In Togo the Regional Education Board (Direction Régionale) designed the job description with a minimum entry requirement

In Cambodia the IT have taken on a more general role, supporting all children in the class rather than acting as specialists supporting just one child

The Togo IT system has seen improvements in the performances of all the classmates of a child with a hearing impairments as the teacher has been obliged to adopt a more child-centred teaching style

The cost of such a system has not been measured Links should be made with the longitudinal research carried out by the

University of Birmingham (Dr Paul Lynch) and Itinerant Teachers in Malawi.

Notes from the session on subject 2.3. Cluster schools and resource centres A resource room is essentially a place with teaching and learning

materials, a place for children and teachers to meet, and to which parents and community members can be invited to support the children’s learning

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Resource centres require a trained manager, a teacher who also someone who knows about cataloguing etc.

A rota system is essential for use of the resource room and the whole school should be trained on how to use it

The resource room can also be used to support children who need ‘time out’ for whatever reason

It is important to respect the confidentiality of the information kept in the resources room and to keep the children’s records safe

It is important to ensure that this type of system does not become a ‘special system’ but one which promotes inclusion

Attention should be paid to the ‘status’ of the resource room (recognised by the local government and therefore receiving financial support?)

Conclusions It is vital that before any system such as the itinerant teacher

system/resource rooms is put into place the context and its viability are carefully assessed

Such systems require a good understanding of different impairments and how they may impact in a child’s learning and therefore what resources will best support the child as a learner and education staff as inclusive teachers

It is important not to neglect the need for specialist training and resources as they are an essential part of inclusive education

Any system such as itinerant teacher/cluster schools/resources rooms must have a robust coordination mechanism. Having teachers in place to visit schools and support children, or resource rooms with materials run by teachers is not sufficient for sustainability.

The current examples are not managed in this way and therefore will potentially be difficult to sustain in the long term.

Topic 3. Strategies for teaching and learning Subject 3.1. Teacher Training Modules and Welcome guides. Presented by: Mrs Edith Ramamonjisoa (Madagascar) and Mr Elie Sabuwanka (Burundi).

HI policy point Teacher training Activities should always be carried out in collaboration with a teacher training college/institute or university. Project-designed teacher training will always have a limited lifespan and generally will not be recognised by the local authority. Teacher training often takes place in two stages 1) training on general inclusive practices 2) more disability and impairment-specific training. Not all teachers require the latter. More investment should be put into pre-service training, however in-service training maybe necessary to boost the knowledge of teachers in the current pilot schools. Training should be offered to all school staff and not exclusively to those who have children with disabilities in the class as IE is a whole school issue. Those responsible for monitoring (inspectors, head teachers, local education authority leaders) the quality of teaching and teacher training should also receive training – not just on the content but also on monitoring and which tools could be effective. Teacher training activities should aim to effect long

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(see appendix 10) Subject 3.2. Teacher Training curriculum and monitoring mechanisms. Presented by: Mrs Aïssata Saou Sane (Senegal) and Mr Amadou Alhadji ((Niger) (see appendix 11)

term systemic change as well as having a local impact.

Training should include a period of time for awareness-raising (knowledge development) before the actual teacher training (skills transfer). The best results will be obtained if teacher training is carried out over an extended period allowing trainees to go over the knowledge and skills presented – a series of one to two-week training sessions twice a year over two years. Training should include a practical placement in a school which is supported by trainers who come to the schools to provide onsite advice. Teachers who wish to develop their skills in special education should undertake a teaching placement in a special school.

Before any teacher training course the needs and current skills of the teachers should be adequately assessed.

Before any training course, the teacher trainers should themselves be provided with additional training sessions. The use of a cascade approach to training whereby teachers who have received awareness-raising and training are expected to return to schools and train their colleagues is not recommended in this case. On a large scale this is rarely effective and often leads of feelings of frustration for both the teacher trainer and the recipients who often receive poor quality information with no follow up or credit for the sessions attended. All teacher training work should be carried out in reference to the HI guidelines which have been written to support the development of teacher training and also the contents of the IE training.

Activity The participants listed training needs (as observed in their respective countries) and then classified them according to 2 strategies: pre-service and in-service training.

Image: Word cloud from the workshop on training needs.

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Classification

Pre-service training In-service training Teaching methodology concepts

Interactive teaching and learning (active pedagogy) Basic (and/or new) Inclusive Education concepts

Differentiated education Child-centered teaching

Individual Education Plans (IEP) Teaching adaptation techniques

Educational material development Initiation to sign language

Initiation to Braille

Alternative evaluations Basic concepts on disability and impairment Child development Child follow-up Class management Curriculum development Play as a teaching tool Learning skills and participatory learning methods. Parents training Positive discipline

Adapted training for deaf children Autism Cooperative learning General inclusion principles Intellectual impairment Mental health Mediation pedagogy Multiple intelligences Objectives based analysis Psycho-pedagogy Skills-based approach

Notes taken from both sessions Current teacher training does not allocate enough training days There is a confusion between awareness raising and teacher training Teacher training follow up is an issue Catch-up teacher training is complicated and costly in countries where

there are large numbers of teachers in schools with no initial training at all (Madagascar 70%)

Monthly meetings between teachers very useful for providing peer support and continued learning

It is also important to provide training for the children so they understand why the new inclusive teaching techniques are being used

There is an overall lack of teacher training on basic educational concepts There is a need to develop the teachers’ understanding and skills in

differentiation – without this being misunderstood as special education Inclusive education as differentiated teaching and learning should be

included in basic teacher training Individual education plans are part of differentiated teaching and teachers

need them Braille and Sign Language can be a training need in relevant

circumstances but it is not possible to train all teachers in both.

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Key points from the session

STOP (Itinerant teachers)

- Expecting the IT to be

able to manage the whole IT system as well as being the IT teacher themselves.

REINFORCE (Itinerant teachers)

- Carry out a rigorous

analysis of the context before introducing a new system

- Continued assessment of system.

INNOVATE (Itinerant teachers)

- Assess which other

local resources could support children in schools (parents trained in specific impairments).

STOP

(Resource rooms) - Expecting one teacher

to be in charge of the room (it should be a coordinated approach with a manager and a rota of support from teachers/parents).

REINFORCE

(Resource rooms) - The resource room

content (quality practical teaching and learning resources) and how it is used (not just there for show).

INNOVATE

(Resource rooms) - Get the children to

decorate the rooms with messages and pictures of inclusion

- Use the rooms for after-school clubs

- Invite parents to meet here (especially to encourage interaction between the parents of disabled and non-disabled children and adult literacy).

STOP

(Teacher training) - Dispensing short

teacher training courses with no follow up

- Creating standalone teacher training projects (they should form part of a national training plan)

- Conducting inadequate training needs assessments

- Allocating insufficient time and financial resources to this activity

- Failing to ensure it forms part of a national teacher training plan.

REINFORCE

(Teacher training) - The teacher training

needs aspect - Practical training

sessions in the classroom (teaching practice)

- The quality of the content of teacher training courses – more practical guides rather than long wordy textbook documents

- Training for the teacher trainers

- Awareness and training for the

INNOVATE

(Teacher training) - Ask the children for

feedback about what makes an inclusive teacher

- Use video to film good examples of inclusive teaching in action and use this in training sessions

- Build links with special schools for teacher exchange programmes as part of their training.

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children so they understand why the teacher is using more inclusive techniques.

Day Four Thematic: Various presentations and exchanges

Sessions How to work with Disabled People’s Organisations (DPOs) on inclusive education and why this is important Presented by: Mrs Rebecca Alamo

Description The morning of day four was spent on a boat trip to Gore Island, just off the coast of Dakar. It was an opportunity for the participants to discover a small part of Senegal and to share on a more informal basis. The afternoon was taken up with a discussion on Disabled People’s Organisations and their role in inclusive education, with two presentations on current inclusive education projects. HI policy point Adopting a multi-stake holder approach to inclusive education is essential. This means including young people and adults with disabilities and disabled people’s organisations in the inclusive education process, to the greatest possible extent. HI encourages collaboration with DPOs and people with disabilities who have a shared vision of inclusion rather those who wish to work exclusively in the special education sector. Notes from the session: The participants were divided into three key groups (see triangle below) and were asked to respond to the following question:

“What can DPOs bring to the IE process at these three levels of intervention”

Feedback from the groups: Users

• Identification and referral of children with disabilities • Parental guidance • Refer parents to relevant services • General public awareness raising • Follow up support for children with disabilities at home

Deciders/Authorities

Service Providers Users

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• Support to parents

Deciders/Authorities

• Advocate for people with disabilities • Advocate for the legal frameworks relating to people with disabilities

to be upheld • Advocate for the accessibility of schools and reasonable adjustment

of buildings for people with disabilities • Advocate for the accessibility of learning materials • Advocate for adequate resourcing for inclusive education

Service Providers

• Specialised training (Braille, Sign Language, welcoming disabled children at school)

• Awareness raising in schools and amongst head teachers • Training and follow up for service users to ensure services are

inclusive/accessible • Teacher training: producing manuals and training of teachers

Notes from session

The following session took the form of a ‘for’ and ‘against’ debate working with DPOs. The debate focused on the themes of: advocacy, training, awareness raising and frameworks for dialogue.

‘For’

DPOs are closer to the beneficiaries so have a better understanding of their needs and can represent people with disabilities

DPOs play a role in coordinating the different actors involved DPOs have expertise in Sign Language and Braille which can be

used to support children in their education The DPOs can play an important role in school/home follow up as

they have experience of the needs in this area DPOs have the expertise to work in inclusive education; but much

depends on the legislation in the country and therefore their status. Special education is often ignored by the authorities so it is left to the

DPOs to create opportunities for children with disabilities DPOs are very important because they are the ones who act first.

They should be integrated into all decision-making processes and be given specific responsibilities

‘Against’

The people who run DPOs are often only in it for themselves and as such are not always representative

DPOs are not education specialists and should not automatically work on education issues (teacher training, support in schools)

DPOs are often unstructured, not well-organised, DPO networks do

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not function well and they are not willing to share knowledge unless there is the promise of financial gain. There is a lack of cohesion between DPOs working on different types of impairments.

Conclusions

It is important to seek out people with disabilities who can act as role models in the inclusive education process. This may mean liaising with university students.

It is important to jointly assess the skills of any stakeholder working on education (including HI staff) to ensure that the necessary training is put into place. DPOs are not experts in everything but have vital knowledge and skills to transfer

The DPOs’ expectations and roles must be clear from the start along with means to support their actions (e.g. DPO representatives may not have the skills nor the authority to go into schools to work alongside children, but can make changes at awareness raising and advocacy levels effectively and within their means).

An inclusive education regional experience: APPEHL project: Presented by Mrs Cecile Maout (see appendix 12)

APPEHL is a French acronym for: ‘Taking action for the full participation of children with disabilities through Education’ This regional project is deployed across six countries in West Africa: Burkina Faso, Niger, Mali, Togo, Senegal and Liberia, the latter being the only English-speaking country. Work in West Africa prior to APPEHL: Handicap International has worked on Inclusive Education in Burkina Faso since 1998, in Niger since 2006, in Togo since 2009, and in Senegal since 2008. In Liberia and Mali we started the APPEHL project in January 2012 although we have worked in Mali, in Timbuktu within the education sector for years. Project partners are: National Federations of Organisations of and for Persons with Disabilities Ministries of Education through the directorates/divisions for the education of children with disabilities. General Objective(s): Contribute to meeting the commitments made by the governments of Burkina Faso, Liberia, Mali, Niger, Senegal and Togo in terms of universal access to primary education. Contribute to the development of a civil society that fully recognizes the rights of children with disabilities and which is attentive to inclusion and diversity. Contribute to the full participation of persons with disabilities in society, especially children with disabilities, through an inclusive approach. Specific Objective: Improve access to quality education for children with

21

disabilities in six (6) countries in West Africa (Burkina Faso, Liberia, Mali, Niger, Senegal and Togo) by the end of 2014. Project sustainability: The authority has developed an inclusive education policy at different levels (local, regional and international) and has standardised procedures and harmonised the law on education reform and sector plans in order to take CWDs into account. A national steering committee involving institutional and civil society actors from the education sector will ensure countries understand IE issues. The integration of an IE module into the national teacher training curriculum will ensure sustainable professional inclusive teaching. The accessibility of schools will allow all children to benefit from an inclusive educational setting.

22

Film on Good Practices in inclusive education in Cape Verde: Presented by Jandira Monteiro

What is Making It Work? MIW is a methodology for documenting good practices and using this to effect positive changes in the lives of persons with disabilities MIW offers a set of tools and guidelines that help steer a group through a collaborative process to define:

– the types of changes they can realistically achieve – the types of good practices needed to influence these

changes – the advocacy strategies that are required to make this work

What is its added value?

• Empowerment: Giving voices and decision-making power to DPOs and persons with disabilities and giving voices to grass-roots initiatives

• Capacity building: Multi-stakeholder decision making; learning process

• Partnership and network building: A collaborative process allows for stronger networks

• Learning alliances = Sharing expertise across different domains • Unified voice for greater impact to effect positive change; validation

of GP by a larger number = legitimacy • Constructive approach: Promoting solution-based practices • Practical application: Using practices to train different actors

implementing services and activities • Relevant: Promoting what works locally using local resources and

engaging local actors.

What is its impact?

• Ministry of Education (the resource centres and other inclusive education departments on the islands) asked for teacher training and pedagogical resources in order to include children with disabilities in the schools

• After the study dissemination, several teachers requested support from the MOE in order to include children with disabilities in their classrooms.

• They also advocated for more resource centres.

23

Day Five Thematic: Open sessions, conclusions and evaluation

Sessions: Market place: led by participants (materials produced by the different projects are put on display) Open Space ‘Parking Lot’: led by participants (working groups on selected topics taken from a list) Working-groups on “what to stop?”, “what to continue?”, “what innovate?” (“ambassadors” facilitation method) Seminar conclusion and evaluation Presented by Pierre Gallien (see appendix 14) Closing speech from Mrs Aïssatou Cissé, special advisor to the president of Republic of Senegal, in charge of the promotion and protection of vulnerable groups.

Description: The final day of the seminar began with a ‘Market Place’ to which participants brought tools and resources from their projects around the world.

The day also provided an opportunity to tackle some of the issues which had come up in previous discussions but had not been developed due to time constraints. Participants themselves were asked to facilitate small discussion group on the topics they had noted on a ‘Parking Lot’ style board throughout the course of the week. The issues/concerns raised by the participants and listed on the “parking lot” were:

- Where are the tools? - Diagnosis/assessment - Specific IE budget lines - Individual Action Plans versus Group Action Plans - The role of institutional stakeholders in implementing IE (when

initiated by HI in the participants’ countries)? - The importance of Health in IE projects? - The impact of IE projects (after 5 to 10 years) on children with

disabilities? - How to mobilise public opinion regarding IE promotion - How to get stakeholders from DPOs, parents associations, and

school management committees, to work together o, IE awareness-raising and advocacy?

- How to harmonise the various existing identification tools and IE training manuals used in our programmes?

- The cost of IE in developed countries - Children’s psycho-motor development - Sharing tools and understanding of IE concepts with other

international NGOs (Plan, Save the Children, Unicef etc.) - Children with disabilities’ participation in extra-curricular activities

(sport, culture, leisure) - Peer-to-peer approach (child-to-child) - CBR and IE.

24

Synthesis on “what to stop?”, “what to continue?”, “what to innovate?”

STOP

(collected by category of issue)

Project design Stop:

• designing projects in a hurry • designing over-ambitious projects and action plans • designing projects without involving HI’s teams and partners, and

without preliminary assessment • designing unsustainable pilot projects • drawing up projects with a short-term vision • thinking in terms of project years • fragmented actions • creating new structures, parallel mechanisms;

Approach Stop:

• seeing children only as “beneficiaries” • putting the child “on the edges” of the project • considering the child only in the school setting • only focusing on the disabled children • Pointing the finger at children with disabilities in front of other children

in the classroom • Encouraging the enrollment of disabled children if the means to keep

them in the school system are not in place • providing children with individual support (e.g. medical care) • expecting the Itinerant Teachers to be able to manage the whole IT

system as well as being the IT teacher themselves.

Partnership Stop:

• investing in zones and developing projects with partners who are not committed

• working with illegitimate associations • creating new roles and responsibilities for actors • working alone: it is important to reinforce civil society • parallel approaches (make sure we work with other NGOs and,

institutional partners / ensure a multi-sector approach) • seeing the project as HI project (to increase ownership) • acting as a substitute for the State • deciding and doing things for others, and in a very short period of

time

Activities

Data collection Stop:

• collecting vague data/ undertake more rigorous analysis • collecting data by and for HI (data collection should be done under

the existing system in the country)

25

• collecting data without using it to influence governments and change policy.

Identification Stop:.

• identification without a clear objective as it creates expectations, especially on the part of the child/family which may not be met (e.g. lack of resources, decision not to continue service taken by local partners )

• collecting data solely for the purposes of a project – it is the property of the child and the local authorities

• not respecting confidentiality

Referral Stop:

• systems which are not supported by the state • creating ‘innovative’ systems which are not sustainable in the long

term • making promises to children and families about the support they will

receive as it may not be available or affordable • providing school kits to children with disabilities without taking into

account their economic circumstances.

Follow-up Stop: working as individuals and work more with institutions seeing the child as only a beneficiary and consider them as an actor.

Training Stop:

• implementing training for which there is no means of measuring impact

• using didactic teaching methods • providing training to the same stakeholders (the parents also should

benefit from training) • dispensing short teacher training courses with no follow up • creating standalone teacher training projects (they should form part

of a national training plan) • conducting inadequate training needs assessments • allocating insufficient time and financial resources to this activity • failing to ensure it forms part of a national teacher training plan.

26

REINFORCE

(collected by category of issue)

Project design Reinforce our capacity to:

- allocate time and resources to project design, - conduct feasibility studies, - involve HI’s teams & partners in needs assessment and project

design, - design sustainable projects,

- design longer term projects , beyond the usual "3 year" format, with long-term indicators

- improve cohesion between actions, - work with existing structures, within existing mechanisms.

Multi-stakeholder approach and networking Reinforce: working with a multi-stakeholder approach what exists global networking with NGO, HI and partner staff collaboration between national stakeholders working on

inclusion/education effective involvement of the key stakeholders, DPOs, school

management committees, parents associations, “Educational Mothers”

work with all stakeholders and increase our presence at local level in the local development plans

work to empower the stakeholders links between sectors links and bridges between associations managing special schools,

CLIS, ordinary schools, and between different education systems links between HI projects, adapt a cross-cutting approach institutional links (social services, education, health) cooperation between ministries opportunities for studies, exchanges between projects IE programme coordination, in liaison with the various stakeholders. work with national/local authorities our partners’ and beneficiaries’ capacities for improved

implementation and ownership collaboration with DPOs and other stakeholders, based on clearly

identified needs education leaders’ understanding of the ‘cost of inclusion’ and how it

can be measured. the CBR approach to education projects (the CBR approach is the

“right hand” of inclusive practice implementation).

DPOs Reinforce: DPO involvement DPO capacity building and help them to communicate between them DPO networks working on several types of impairments links between DPOs and the structures working in education, to

27

improve the communications tools and adapt them to the context (as many people are illiterate, oral or video awareness-raising tools are needed)

activities to build the capacities of our partner DPOs ensure people with disabilities are leaders in research on the ‘cost of

inclusion’, and are not merely research “samples”.

Activities

Assessment, studies, data collection Reinforce: need assessments, action planning, monitoring the mapping of participants at community level, to know who the

participants are within the community research on CWDs (innovation) statistics collection the testimonies of institutional experts the continuous assessment of systems the rigour of the analysis

Identification Reinforce: Understanding about how identification, referral, and follow up can

be set up and managed Structures such as DVFP (Disability and Vulnerability Focal Point) or

CLIO (Centre Local d’Information et d’Orientation) Continue adopting a multi-disciplinary team approach to the

identification process but with a much more nuanced approach A system which includes the public and private sectors

Referral Reinforce: how we inform parents about their child’s situation training for those in charge of referral the creation of a list of services (directory) to support parents in their

choices the link between families and services be clear about the services’ mandate/role to avoid

disappointment/confusion ensure the tools used are developed and approved by the authorities ensure parents and children are central to the process.

Follow-up Reinforce: a multi-stakeholder approach work with DPOs consideration of the child as an actor review tools / assessment used with children work with local committees.

28

Teacher training Reinforce: teacher training in-service training in IE, for teachers, inspectors and local

communities on the inclusion of CWDs (speak the same language) awareness-raising on sign language and IE training for children and

teachers the introduction of a training manual into teacher training schools work at the pre-service teacher training level trainee follow up harmonisation of training modules at regional level and creation of

modules where these do not exist advocacate that ministries of education introduce an IE module as

part of initial teacher training programmes The teacher training needs aspect Practical training sessions in the classroom (teaching practice) The quality of the content of teacher training courses – more practical

guides rather than long wordy textbook documents Training for the teacher trainers Awareness and training for the children so they understand why the

teacher is using more inclusive techniques Awareness raising and advocacy Reinforce: advocacy to the government IE awareness amongst authorities follow up of awareness-raising campaigns advocacy in IE (with a standard film for all IE sectors) work with the media

Children’s participation Reinforce: disabled children’s participation in extra-curricular activities children’s involvement the empowerment of parents and children with disabilities

Material and equipment Reinforce: equipping schools with specific teaching and play materials (and

support material design) provision of basic materials to all pupils

Monitoring and evaluation Reinforce: real project impact (not only the evaluation), evidence to supporting

stopping/continuing with a project. How to see the impact within the project framework? Imagine long-term indicators. Project indicators which measureo long-term sustainability

implementation checks

the standardisation of capitalisation the strategies to keep children at school and the follow up on this

29

retention rate.

Others increase the “absorption” period for new concepts in new projects make the actions sustainable to ensure continuity the school as “living space” for the pupils, where the child is

protected.

INNOVATE

(collected by category of issues)

Project design design regional projects design projects based on local initiatives, design projects in collaboration with other education sectors (informal

sector, non-formal education, pre-school sector, and secondary school.

Multi-stakeholders approach mix together more education, social and health stakeholders work on economic issues (e.g. social protection) with institutional

partners. national education strategy between various ministries better coordination of IE stakeholders at central level include other stakeholders in training (psychologists, social workers) systematise links with special education stakeholders develop links with day-care centres /social centres support APE parents associations (through income generating

activities?)

Activities

Identification put into place national and international actions to raise awareness

about the identification of children with disabilities.

Referral welcome the child’s opinion ensure the child participates in the referral process develop guidelines on the referral process look at the broader referral picture (education/health/social).

Follow-up use more games to put the child at ease and to make the experience

a happy and positive one

30

create an epidemiological tool for use in health centres to ensure early intervention

Health develop health support at school create links with the health stakeholders to develop school health

(with the available resources for inclusive education) - to develop closer relationships between the school and the medical profession

Research conduct studies with universities to measure/show the impact of IE

at international level conduct research into impact for international dissemination invest in research on the cost of inclusion with universities from the

global South and North.

Link with IT and IC technologies use more local equipment & IT use more/push for IC Technologies (smartphone, tablets, dedicated

software etc.) when developing projects develop operational tool kits and the role of ICTs / inclusive library

Training and teaching/resource material put inclusive education onto university curricula develop teaching tools for hearing and sight impaired children develop extra-curricular activities (sport, leisure, culture) inside and

outside of schools and include a training on these activities in the IE module

encourage pre-service training and develop standard lessons (with inspectors) to take into account all the children in the class

develop a handbook of practical inclusive tools and games develop a HI website with IE resources (tools, material) pilot new methods and resources ask the children for feedback about what makes an inclusive teacher use video to film good examples of inclusive teaching for use in

training sessions build links with special schools for teacher exchange programmes as

part of their training.

Itinerant teachers assess which other local resources could support children in schools

(parents trained in specific impairments).

Resource rooms get the children to decorate the rooms with messages and pictures of

inclusion use the rooms for after-school clubs invite parents to meet here (especially to encourage interaction

between the parents of disabled and non-disabled children and adult literacy).

31

Child participation include children when producing guidelines on the referral system children should attend class meetings more child participation (school committees, school government) create strategies to place the child at the centre of projects

(increased child participation)

Changes at school level include cross-cutting areas (gender, DRM, etc.) in IE work on IE in secondary schools develop sports, leisure and cultural activities inclusive library in the schools for pupils and teachers (with

interactive books) systematically set up transition classes in schools open classes for children with various impairments (e.g. for blind

children)

Advocacy improve relations with the media, TV, journalists use television more to promote IE better communicate on IE through the media HI to lead the post MDGs and IE campaign establish an international IE day reward mayors who are exemplary in IE award for the best town with inclusive education policy post MDGs– one IE objective develop a model of an ideal inclusive school for communication develop a model of an ideal school positive discrimination put into place national and international actions to raise awareness

on the identification of children with disabilities. General Conclusion Over the course of the week, participants engaged in valuable discussions and numerous recommendations were made. The main recurrent themes are listed below: Ensure: That people with disabilities, especially children and young adults, are actively involved in the

inclusive education process as leaders and decision makers. IE requires a paradigm shift to shift the emphasis from the school to the child.

Viable data collection, which is essential to move from rights-based work to an evidence-based arguments in order to effect sustainable change.

A multi stakeholder approach is used to provide an education that is relevant and accessible to all children, especially those with disabilities.

That we work within existing frameworks and do not create new structures. That the IE tools developed are technically sound and available for use by all. That the dilemmas faced when we engage in education are addressed, particularly in the areas of:

32

1. Identification – labelling learner differences: what tools do we use, why identify at all, are there sensitive cultural questions? How do we label differences?

2. Curriculum: what to learn / teach – how to learn? Should this be the same for everyone?

3. Location: where to learn? Special schools or inclusive schools, in the same class or different classes, in transition classes? Do not create parallel systems but ones which incorpoarte all learners according to the context.

Handicap International and its partners’ work in inclusive education has a solid foundation and is in a positive period of expansion. The seminar provided an excellent opportunity to exchange on existing practices and look to the future to develop a shared vision. It is now time to implement that vision by ensuring coherence in terms of what we want to STOP, REINFORCE and INNOVATE in our practices. This implementation will be on the inclusive education sector agenda for the end of 2014.

33

APPENDICES

Countries Names Positions Adresses E-mailMrs Rahima Chehih IE Project manager HI Algeria [email protected] Mohamed Kentache Vice president association of parents of children with CP [email protected]

Benin Mrs Sandra Boisseau HI Coordinator Bénin [email protected] Estelle Koudougou IE Project manager HI Burkina Faso [email protected] Joséphine NARE/Korgo Inspector Basic Education department Burkina Faso - (DDEB) [email protected] Mr. Elie Sabuwanka IE Project manager HI Burundi [email protected] Chantal Bajinyura Director pedagogy bureau, Ministry of Education [email protected]

Cambodia Mrs Sandrine Bouille IE technical advisor HI [email protected] Mrs Marjorie Unal HI Inclusion Coordinator [email protected]

DR Congo Mrs Virna Marchesin HI Operational coordinator [email protected] Mr Desalegn MEBRATU IE Project Manager HI Ethiopia [email protected]

Mr Hervé Bernard HI Head of inclusion unit [email protected] Emmanuelle Ducasse HI Deputy-desk Western Africa [email protected] Véronique Revol HI Desk assistant Western Africa [email protected] Pierre Gallien HI Head of Knowledge management department [email protected] Singgih Purnomo Project Manager EI HI [email protected] Sumum Sudiyah Milan Head Of Basic Educat°Section, Lombok Tengah Educat°

Liberia Mrs Rebecca Stubblefield IE Project manager HI Liberia [email protected] Mr Gilles Ceralli HI Technical Advisor Inclusive education [email protected]

Mrs Edith Ramamonjisoa IE Project manager HI Madagascar [email protected] Lydia Sendraharisoa RABENDRAINY Executive Secretary of Platform of DPOs federations [email protected]

Mr Ide Hassane Hawidabou HI Project Manager Local Inclusive Development [email protected]

Mr Mohamed Cisse Head of special education (Ministry of Education of Mali) [email protected]

Morocco Mrs Chafaqi Rkia HI Project manager "support to associations" [email protected] AMADOU Alhadji IE project manager HI Niger [email protected] Ouali Ilou Abdoulaye Director of Basic Education Minsitry of Education of Niger [email protected] Kim Yu Sun Education project officerMrs Paek Hye Ok External affairs of KFPD department

Mr Vincent Murenzi IE Project manager HI Rwanda [email protected]@hi-rwanda.org

Sister Crescence Uwarurema In charge of IE in CEFAPEKMrs Cécile Maout HI Coordinator APPHEL project [email protected] Simon Pierre Diouf Assistant coordinator APPHEL project [email protected] Francesca Piata HI projects coordinator [email protected] Aissata SAOU-SANE IE Project manager HI Senegal [email protected] Vieux Insa Sane IE Assistant project manager [email protected] Mrs Rebecca Alamo HI Technical advisor support to DPOs project [email protected] Rufina DABO SARR Technical advisor minister of Education of Senegal [email protected]

Sierra Leone Mrs Aude Bumbacher HI Social Inclusion and Rights Coordinator [email protected] Mr Mazedul Haque HI CBR technical advisor [email protected] Mr Abu Jafar Ansary Project manager Quality of Life project [email protected]

Togo Mrs Bénédicte Lare IE Project manager HI Togo [email protected] Hannah Corps HI Technical advisor Inclusive education [email protected]

Mrs Nidhi Singal Senior Lecturer in Inclusive Education, Faculty of Education, Cambridge [email protected]

UK

Madagascar

Mali

Niger

DPR Korea

Rwanda

Senegal

LIST OF PARTICIPANTS - INCLUSIVE EDUCATION SEMINAR - DAKAR 27-31/05/2013

Algeria

Burkina faso

Burundi

France

Indonesia

ANNEXE 1

32

mailto:[email protected]






















mailto:[email protected]@hi-rwanda.org

mailto:[email protected]@hi-rwanda.org












08:30 - 08:45 08:30 - 08:45

08:45-09:00 08:45-09:00

09:00-09:15 09:00-09:15

09:15-09:30 09:15-09:30

09:30-09:45 09:30-09:45

09:45-10:00 09:45-10:00

10:00-10:15 10:00-10:15

10:15-10:30 10:15-10:30

10:30-10:45 10:30-10:45

10:45-11:00 10:45-11:00

11:00-11:15 11:00-11:15

11:15-11:30 11:15-11:30

11:30-11:45 11:30-11:45

11:45-12:00 11:45-12:00

12:00-12:15 12:00-12:15

12:15-12:30 12:15-12:30

12:30-14:00 12:30-14:00

14:00-14:15 14:00-14:15

14:15-14:30 14:15-14:30

14:30-14:45 14:30-14:45

14:45-15:00 14:45-15:00

15:00-15:15 15:00-15:15

15:15-15:30 15:15-15:30

15:30-15:45 15:30-15:45

15:45-16:00 15:45-16:00

16:00-16:15 16:00-16:15

16:15-16:30 16:15-16:30

16:30-16:45 16:30-16:45

16:45-17:00 16:45-17:00

17:00-17:15 17:00-17:15

17:15-17:30 17:15-17:30

17:30-17:45 17:30-17:45

17:45 - 18:00 17:45 - 18:00

18:00 - 19:00 18:00 - 19:00

33

Transport to the French Institute

Poster exhibition

Film on good practices in Inclusive Education in Cape-Verde, and exchanges(Presentation: Jandira Monteiro)

Cocktail

Final speeches

Objectives and programme of the seminar(Hervé Bernard, Inclusion Unit - Hannah Corps -

Gilles Ceralli, IE technical advisors)Intro to how the seminar will run

(Pierre Gallien, Knowledge Management)

Presentation of the participants and warm-up(Pierre Gallien)

Lunch break

Working groups on Topic 2, subject 1

Restitution and exchanges on Topic 1, subject 1

(facilitation: Pierre Gallien and Hannah Corps)

Group 1 (facilitator 1)

Group 2(facilitator 2 )


Coffee break

Presentation (30') and discussion (1h): Cost of Inclusion

(Dr Nidhi Singal, Cambridge University)

Working groups on Topic 3, subjects 1 and 2

Coffee break

Round-table on cost of inclusion with HI institutional partners from ministries of education

(facilitation: Pierre Gallien)

Briefing on logistic and security issues(HI Senegal program)

HI and Inclusion (Herve Bernard, Inclusion unit)

HI Education sector: background and situation (Hannah Corps)

Coffee break

Restitution and exchanges on Topic 3, subjects 1 and 2

(facilitation: Pierre Gallien and Hannah Corps)

CONCLUSIONS OF THE DAY(Grands Témoins: Dr Nidhi and Sandra Boisseau)

Period

Lunch break

Official words (according to guests)

The thematic : definition(s) and stakes

Tuesday 28th May Wednesday 29th May

Morning free(Boat trip to Gorée Island )

Group 3(facilitator 3)

Welcome speech (Benoît Couturier, director HI Senegal)

Seminars Accord-cadre Lux (Gilles Ceralli)

Arrival and registration



Topic 1: Strategies for Identification, orientation and follow-up

(Presentation: Burkina Faso and Algeria project managers)

Topic 2: Planning and Coordination for developing inclusive schools :

Subject 2: Itinerant teachers(presentations : Cambodia and Togo PMs)


Subject 1: Inclusive action plans (Presentation: Indonesia and Rwanda PMs)

Exchanges on Topic 2, subject 2(facilitation: Pierre Gallien and Hannah Corps)

Topic 3: Strategies for teaching and learning:

- Subject 1: Teachers Training modules and welcome guides (Burundi and Madagascar PMs)

- Subject 2: Teachers Training curriculum and monitoring mechanisms (Niger and Senegal

PMs)


Subject 3: Developing Cluster schools & Resource centres

(presentations : Ethiopia and Rwanda PMs)

Working groups on Topic 1, Subject 1 (continuation)

Coffee break

Introduction to day 2

Lunch break Lunch break

Thursday 30th May

Various presentations and exchanges

Monday 27th May

Case study presentations

Coffee break

Case study presentations

Lunch break

Period

Open Space sessions: (small groups on complementary thematics according to

individual interests - to be defined during the week)

Coffee break


Friday 31st May

Open sessions and conclusions

CONCLUSIONS OF THE DAY(Grands Témoins: Dr Nidhi and Sandra Boisseau)

Exchanges on Topic 2, subject 3(facilitation: Pierre Gallien and Gilles Ceralli)




Coffee break


Inclusive Education Seminar Programme AC3 - DAKAR, Senegal - 27-31 May 2013



Group 3(facilitator 3)

Restitution and exchanges on Topic 1(facilitation: Pierre Gallien and Gilles Ceralli)



Working groups on topic 1,


Open Space sessions: continuation

An inclusive education regional experience: the APPEHL Project

(Presentation: Cécile Maout)

Coffee break

Restitution of evaluation (Pierre Gallien)

Coffee break

Open Space sessions: continuation

Elements for seminar statements:Strengths and weaknesses

(facilitation : P. Gallien - G. Ceralli - H.Corps)

Workshop (plenary and small groups) :How and Why to work with DPOs on

education?(Facilitation: Rebecca Alamo)

Recommendations : What next ?(facilitation : P. Gallien - G. Ceralli - H.Corps)


ANNEXE 2

ANNEXE 3

34

MINISTERE DE L’EDUCATION NATIONALE

SEMINAIRE INTERNATIONAL ORGANISE PAR HANDICAP INTERNATIONAL

MOT DE BIENVENUE DE MONSIEUR LE MINISTRE DE L’EDUCATION

NATIONALE

REPRESENTANTE : MADAME LA CONSEILLERE TECHNIQUE CHARGEE DE

L’EDUCATION SPECIALE

…

Mesdames, messieurs les membres de HI, en vos rangs et qualités,

Mesdames et messieurs les partenaires, cher/es invitées,

…

C’est avec un réel plaisir que je prends la parole devant vous, distingués participantes et

participants au nom de Monsieur Serigne Mbaye THIAM, Ministre de l’Education nationale

du Sénégal qui vient de rentrer de mission. Avec l’espoir que votre séjour sera des plus

agréables au pays de la Teranga (hospitalité en wolof), monsieur le Ministre souhaite la

bienvenue à toutes les délégations ici présentes et regrette fort de ne pouvoir être à vos côtés.

Le Ministre de l’Education nationale se réjouit du choix de Dakar pour abriter une si

importante rencontre et voudrait exprimer ses remerciements à Handicap International qui

œuvre inlassablement pour offrir la meilleure éducation qui soit à tous les enfants du monde

sans discrimination aucune : une éducation inclusive. C’est l’objet de ce séminaire

international qui regroupe 20 pays.

Monsieur le Ministre voudrait vous rassurer que le gouvernement du Sénégal place au cœur

de ses préoccupations la situation des personnes vivant avec un handicap, leur prise charge en

termes de réadaptation fonctionnelle et dans le secteur de l’éducation, de la formation et de

l’insertion professionnelle. La volonté politique du gouvernement permet des actions

décisives de même que celles des organisations de la société civile (ONG, associations, etc.)

dans cette croisade contre toute forme d’exclusion. Le but ultime étant la « construction »

d’une société inclusive. C’est ainsi que Son excellence le Président de la République,

Monsieur Macky SALL, a réaffirmé son attachement à l’inclusion effective des compatriotes

handicapés dans notre société dans sa communication lors du conseil des Ministres du 6

décembre 2012. Il a, à ce sujet, rappelé que c’est cela qui fonde sa détermination à faire de la

protection des groupes vulnérables, une des priorités de son agenda pour un nouveau Sénégal,

mais également son engagement à rétablir l’équité et la justice sociales entre tous les citoyens

du pays. (Extrait du communiqué du Conseil des Ministres du 6 décembre 2012).

Monsieur le Ministre se réjouit du partenariat fécond initié par Handicap international avec

son département, depuis 2008, en éducation inclusive dans le cadre du projet Agir pour la

Pleine Participation des enfants Handicapés par l’Education (APPEHL) développé dans la

région naturelle de la Casamance (Kolda, Ziguinchor, Sédhiou). Ce projet touche plus de 650

enfants handicapés (dont 50% de filles), 70 écoles élémentaires, 30 inspecteurs de l’Education

nationale et 1 000 enseignants.

Par ailleurs, Monsieur le Ministre confirme le fait que l’éducation inclusive figure en bonne

place dans la Lettre de politique générale du secteur de l’éducation (LPG/SE) et le nouveau

programme sectoriel qui vient d’être validé pour la période 2013/2025. Il s’agit du

Programme d’Amélioration de la Qualité, de l’Equité et de la Transparence (PAQUET).

ANNEXE 3

35

Le Sénégal s’est résolument engagé dans le processus de la réalisation des OMD, de l’EPT

donc d’une société qui n’exclut aucune catégorie de sa population quelque soit le statut de la

personne, égalitaire qui intègre toutes les classes sociales, basée sur la justice et l’égalité des

traitements.

Mais bien avant ces résolutions, des lois, textes réglementaires et conventions ont été

promulgués, signés et ratifiés.

Au niveau national, la Loi d’orientation sur l’Education nationale 91-22 du 30 janvier 1991 en

son article 19 stipule que « L’éducation spéciale, partie intégrante du système éducatif, assure

la prise en charge médicale, psychologique et pédagogique des enfants présentant un

handicap de nature à entraver le déroulement normal de leur scolarité ou de leur formation.

Son objet est de dispenser aux jeunes handicapés une éducation adaptée à leurs besoins et à

leurs possibilités, en vue de leur assurer l’évolution la meilleure, soit par l’intégration dans

les structures scolaires ou de formation communes, soit par une préparation spéciale,

adaptée aux activités professionnelles qui leur sont accessibles.

De plus, la Loi d’orientation sociale n° 2010-15 du 6 juillet 2010 (LOS), relative à la

promotion et la protection des droits des personnes handicapées votée en 2010 (26 mai 2010)

« vise à garantir l’égalité des chances des personnes handicapées ainsi que la promotion et la

protection de leurs droits contre toutes formes de discrimination. Par personnes handicapées,

on entend toutes les personnes qui présentent des incapacités physiques, mentales,

intellectuelles ou sensorielles durables dont l’interaction avec diverses barrières peut porter

atteinte à leur pleine et effective participation à la société sur la base de l’égalité ». Le décret

n° 2012-1038 du 2 octobre 2012 relatif aux commissions technique et de l’éducation spéciale

pris en application de ladite loi est entré en vigueur en novembre 2012.

Au plan international, le Sénégal a ratifié la Convention des Nations Unies relative aux Droits

des Personnes Handicapées (CDPH) le 7 septembre 2010 de même que la Convention sur les

Droits de l’Enfant (CDE) et la Charte Africaine des Droits et du Bien-être de

l’Enfant(CADBE).

Nous avons donc un contexte favorable au développement de l’éducation inclusive.

Monsieur le Ministre souhaite plein succès à vos travaux dont les recommandations seront

sans aucun doute partagées et déclare ouvert le séminaire International sur l’Education

inclusive organisé par Handicap International.

Merci de votre bien aimable attention

Looking back, looking forward: the growth of the

Inclusive Education Sector

Hannah Corps and Gilles Ceralli Technical Advisors for Inclusive Education Inclusive Education Seminar Dakar, Senegal 27th – 31st May 2013

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ANNEX 4

“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

37

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)

Inclusive Education Seminar

Dakar, Senegal. May 2013

The journey so far: 1996 – 2004

38

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)

Inclusive Education Seminar Dakar, Senegal. May 2013

The journey so far: 2005

39

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 clips Listen 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

40

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)

Inclusive Education Seminar Dakar, Senegal. May 2013 41

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


43

Handicap International’s approach Based 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.



44

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





45

DPOs

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)

*** PTAs Special schools

Parents club

Oth

er m

inis

tries

(h

ealth

, soc

ial

affa

irs)

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 partner PTA: Parents and Teachers associations

The myriad of stakeholders

46

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



http://www.handicap-international.org/



Faculty of Education

Cost of inclusion in education Dr Nidhi Singal

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Regular schools with this inclusive orientation are the most

effective measures of combating discriminatory attitudes, creating

welcoming communities, building an inclusive society and achieving

education for all; moreover they provide an effective education to

the majority of children and improve the efficiency and ultimately the

cost-effectiveness of the entire education system.

(Salamanca Statement, UNESCO 1994)

52


Very little research addressing cost-effectiveness of inclusion

• Lack of an operational definition

• Comparisons notoriously difficult

• Non-comparability of samples

Research concerning inclusion has limited validity

(OECD, 1990s)

53


Economic imperative…the necessity to balance needs and resources

• Generally agreed, inclusive settings are less expensive than segregated ones

• OECD (1995) segregated setting 7 to 9 times more expensive than mainstream

• Average expenditure on learners in special needs education institutions in South Africa is more than four times that of the corresponding investment in public schools (Wildeman & Nomdo, 2007 )

- 54


Heightened cost-effectiveness through inclusion, especially in the long term (McGregor & Vogelsberg, 1998; Parrish, 2001)

55


Cost-benefit of inclusive education

• Better social and communication skills, wider social networks, fewer behaviour problems and higher academic achievement (Carlberg & Kavale, K. 1980; Baker et. al.,

1995)

• Higher levels of academic achievement (Peterson and Hittie, 2002)

• Increased employment prospects (Woronov, 2000)

56


Not unequivocal support

• A Dutch study of 9-12 year olds with behavioural problems: more likely to face exclusion within school (Monchy et al., 2004)

• Farrell (2002) in a UK study noted children with SEN in mainstream benefit socially but at the expense of academic achievement

• Bullying of children with SEN (McLaughlin et al., 2010)

57


Effectiveness of inclusion best described as ‘marginally

positive….although equally, there was little evidence of the

superiority of special education’ (Lindsay, 2007)

-Level of support implied in the Salamanca Statement does not exist

• Methodological concerns

• Studies limited to developed economies

58


• Disability Education and Poverty Project (2005-2010)

• Young people who attended both special and mainstream reflected on their experiences and outcomes

• Special and mainstream valued by young people with disabilities, for different reasons

• Unpacking these are complex but essential

<http://recoup.educ.cam.ac.uk/>

59


Tensions in the literature

• Negative evidence reflects current limitations in practice, rather than challenging universal inclusion

• Central issue is of rights rather than evidence (thus it is irrelevant and not critical)

I propose…. issue of efficacy rests on empirical evidence, values are not open to evaluation

-need for a dual approach: rights of children and the

effectiveness of their education

60


A few ???s

How successful and meaningful can a rationale for inclusive education, based solely on rights (and no evidence) be?

How successful have we been in the interpretation and

implementation of inclusion, shaped by cultural-contextual realities?

How successful have we been in moving beyond merely focusing on inputs and location to a focus on experiences and outcomes?

61


Reflections…

• The cost of inaction is far too greater than the cost of inclusion

• While cost is a vital policy consideration, the greatest emphasis should be on experiences and outcomes

“Without data you are just another person with an opinion”

62


Thank you!

63

Learning Lessons

from Experience:

good practice case

studies

Inclusive Education Title : Identification and referral of the Children with disabilities in Burkina Faso and Algeria Country: Burkina Faso and Algeria Specific Topic Area : Identificatio, referral and monitoring Strategies Presented by: Estelle KOUDOUGOU, Head of IE Project-Burkina Rahima CHEHIH, Head of IE Project Algeria Date : May 2013

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SUMMARY OF IE CONTEXT (WITH SPECIFIC RELATION TO THE TOPIC – NOT A GENERAL DESCRIPTION OF THE COUNTRY OR PROJECT)

In Burkina Faso:

Context of decentralization transfer of the educational skills and resources to the municipalities

Adoption of the law 012 on the promotion and protection of the rights of the persons with disabilities in 2010

Adoption of the baseline framework document on the 2012-2021 education policy including the IE

Creation of municipal pluridisciplinary committees to better involve and empower the elected officials

Renewal of the town councils during the local elections of December 2012

Need to join forces and work in synergy towards IE at the communal level

-

65

ABSTRACT OF THE IE BACKGROUND

In Algeria:

2003: beginning of HI’s interventions

2007 to 2009, project on the rights of CWDs

May 2009:ratification of the UNCRPD

January 2010: comprehensive initiative with 3 partner

associations

December 2010: local diagnostic/barriers and enabling

factors of the schooling of CWDs in mainstream schools

2011-2012: 7 innovative initiatives in terms of IE/ creation of

inclusive mechanisms (SNA, multidisciplinary itinerant

teams…)

2012: improved accessibility of 3 pilot schools

66

Set of approaches used to register the children

with disabilities, particularly from their

families and to provide them with referral

in an appropriate facility to respond their

rights and for the delivery of adapted

effective services.

Guidance must consider both the

ability and disability of the child,

his/her age, the type of his/her

deficiency, the distance between

his/her home and the host

structure or school in order to

better meet his/her specific

educational needs. Therefore

the child’s awakening and

learning processes are subject

to a regular monitoring on the

basis of well-developed tools.

What do the referral, guidance and monitoring strategies mean?

67

TITLE: IDENTIFICATION AND REFERRAL/GUIDANCE OF

CHILDREN WITH DISABILITIES IN BURKINA FASO AND

ALGERIA: MAIN OBSTACLES

In Burkina Faso Illiteracy among the community workers in charge of the identification

(difficulties in filling out the identification forms)

Persistence of some parents in their negative perceptions of disability

Poor reputation of some elected officials in their own constituencies because of

unkept political promises

Difficulties to delineate the identification zone (some neighbourhoods or

villages are located in-between 2 primary education districts).

In Algeria The lack of statistical data on the schoolchildren with disabilities or children at

school age

The lack of trained teachers

The poor adaption of the teaching aids and school curricula

Difficulties to formalize the pilot structures created by the associations

68

DESCRIPTION OF THE GOOD PRACTICE AND MEASURES

TAKEN TO OVERCOME BARRIERS

(RELATED TO THE TOPIC; BUT IT IS NOT A DESCRIPTION OF THE PROJECT OR COUNTRY)

In Burkina Faso

Creation and support of municipal committees

Transfer of expertise from HI to the municipalities, strong involvement of the elected officials, parents, and DPOs in the implementation of the inclusive education system, and the empowerment of the municipalities during the identification-guidance-registration stage .

Community workers are trained to use the identification tools and the mayors utilise their usual communication channels for the registration of the children.

Measures taken to overcome the obstacles

-Constitution of two-person teams composed of a literate member and an illiterate one for the identification per village/neighbourhood

-Monitoring /supervision of the identification

69

DESCRIPTION OF GOOD PRACTICE AND MEASURES

TAKEN TO OVERCOME THE OBSTACLES RELATED TO THE TOPIC; BUT IT IS NOT A DESCRIPTION OF THE PROJECT OR COUNTRY)

In Algeria Local Diagnosis

Proposal of a training programme for the Support Teaching Assistant (STA)

Analysis of the quality and monitoring of the interventions

Raising the awareness of the institutions interested in IE

Measures taken to overcome the obstacles

Feedback of the local diagnosis outcomes to the local institutional officials + awareness and advocacy campaigns

Training of trainers

Training of STA

Creation of a local dialogue committee composed of all the relevant institutional and community stakeholders.

70

MOST SIGNIFICANT CHANGES

(RELATED TO THE TOPIC; BUT IT IS NOT A DESCRIPTION OF THE PROJECT OR COUNTRY).

In Burkina

Springboard for providing parents with important

information about the disability and schooling

Better involvement of the community workers who

become increasingly autonomous

Interaction among the different stakeholders at the local

level: Mayor-Inspector-social welfare-DPOs-parents-health

services

71

MOST SIGNIFICANT CHANGES (EN LIEN AVEC RELATED TO THE TOPIC; BUT IT IS NOT A DESCRIPTION OF THE PROJECT OR COUNTRY).

In Algeria Implementation of the STA

mechanism ( 22 persons trained

and supported by an official

appointed by the Department of

Education)

Establishment of an cross-cutting

dynamics (Department of

Education, Social welfare,

Associations, Parents…) to

improve the schooling of the

CWDs

72

IM OBSERVABLE IMPACTS

(FROM THE 2 COUNTRIES + PICTURES

In Burkina

Significant increase and

retention in the number of the

schoolchildren with disabilities

in the project area.

In Algeria

Impact on the adaptation of

the teachers’ methods:

teamwork with other relevant

stakeholders.

73

REPLICATING OR SCALING UP THIS PRACTICE:

WHAT DO WE NEED TO DO?

(IN THE TWO COUNTRIES)

Adapt the mechanism to the current policy

management context

Involve the community workers

Allow more time to training in the filling out of

the identification tools

Control the mechanism by organizing an

assessment with the community workers

Capitalize on the good practice

74

SUMMARY POINTS

(FROM THE TWO COUNTRIES)

The experience of the community identification of disabled children in Burkina Faso and their support through the “Support teaching Assistant" (STA) mechanism in Algeria is telling of the extent which the intervention of a multidisciplinary team is important. The success of the identification, guidance, and educational monitoring process, as well as all the educational activities require the commitment and involvement of all. The sustainability of the identification mechanism remains the major challenge of both the community approach and the SNA.

75

THANK YOU FOR YOUR ATTENTION

76

Learning Lessons

from Experience:

good practice case

studies

Inclusive Education Title: Inclusive education planning in school and local authority levels Countries: Rwanda & Indonesia Specific Topic Area: Action plans for developing inclusive education (school & local authority level

Presented by: Vincent MURENZI (Rwanda) Singgih PURNOMO (Indonesia) Date: 28th May 2013

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The Inclusive Education development action plan was developed as an innovative and responsive action suitable to enable district and sector officials, school practitioners, parents, educational officials, children and other actors to

own the issue of Inclusive Education, get involved in its implementati

Practically, it involved different stakeholders mainly the District Education Officer (DEOs), the Sector Education Officers (SEOs), head teachers and other people sampled on a representative basis. Overall, they sat in a participatory approach and analyzed the needs they had in inclusive education, assessed the current

baseline matrices in the area, planned for the next activities to be done, identified people who should be involved in the accomplishment, set goals and

indicators to achieve, strategies to use and target dates of evaluation and review.

What do we mean by Action plans for developing inclusive

education (school & local authority level)

78

Exchanges with District Education Departments helped them to identify actions to support the implementation of inclusive education and implement it based on their

resources. Education Department identified the budget available and defined action based on their role for the implementation of inclusive education.

The process involved head of inclusive school, school supervisor, member of DPO,

teacher, and strategic officer of District Education Departments to define an inclusive education action plan in line with challenges of implementation in the field.

The action plan document will serve as guidance for District Education Department in ensuring adequate support for inclusive education in term of activities and budget in

the annual District action plan. .

What do we mean by Support to provincial and district education authorities for upgrading their action plans

79

Summary of IE context

• RWANDA In Rwanda, since the year 2012, the Inclusive Education

development plans were annually done at district level. This practice was an opportunity for school head teachers and Sector Education Officers (SEOs) to plan for the future of IE in their respective schools. The achievements were evaluated on a regular basis at the end of every semester. At this event, head teachers had to present their achievements upon the prior planning made. As a result, successful schools were congratulated and slow ones encouraged. The utmost purpose of the innovation was to empower local actors to enable them set new strategies for a more brilliant success of IE and stimulate a better monitoring process by SEOs.

80

Summary of IE context (with specific relation to the topic – not a general description of the country or project)

INDONESIA • In 2009, release of Ministry Policy No.70 supporting the implementation of inclusive

education. This policy is not well implemented yet in the provincial and district level. In Lombok island, there are no local regulations (District), systematic plan and budget for the development of inclusive education. Level of understanding Education Department staff in provincial and district level about inclusive education and policy no.70 are still limited. The situation affect the inclusive education implementation.There are no specific plan to improve implementation in districts. At school level, despite 36 schools recognized as inclusive schools, they are not inclusive in the implementation. To improve education department’s support for inclusive education, HI and education department work together to develop an action plan to define specific support measures in each District for a better implementation of inclusive education.

81

Action plans for developing inclusive education (school & local authority level): main barriers

Rwanda • Untimely implementation of Inclusive Education

development and action plans; • Few resources allocated to the implementation

of the District Inclusive Education action plans. Indonesia • High staff turn over in Education Departments

District and provincial level • Budgetting system in Education Departments

refer to district annual budget 82

Description of the good practice and measures taken to overcome

barriers

Rwanda • Keep regular meetings with head teachers

and SEOs to review implementation process and mechanisms;

• Advocate for including the IE development and action plans in the district annual budget.

83


barriers Indonesia • Maintain regular coordination and meeting, formal and

informal with Provincial and District Education key person

• Develop action plan in Education department level. Build capacities of Education Departments ( District level) who will bring the action plan to the level of parliaments and governments developments committee for budgeting.

84

Most significant changes

Rwanda • Change of behavior for district, sector and education officials

towards ownership and understanding of IE; • The District strategic documents took IE into account in long,

medium and short plans; • School head teachers worked on pre-determined and set targets; • It enhanced commitment of all IE stakeholders, created synergy and

lead to optimum and effective use of resources; • Effective school monitoring by Sector Education Officers (SEOs); • Quick and positive changes within school in terms of IE

development.

85


Indonesia • Number of inclusive school in are increase ; from 9 to 19 in Lombok Barat and 7 to 76

(70 elementary school) in Lombok Tengah. • In Lombok Barat and Lombok Timur District, inclusive school forum are established

as media to sharing an experience of head teachers and teacher of inclusive school, and partners of Education Department in giving an information related to inclusive education issues.

• Establishments of inclusive education policy in Lombok Tengah and Lombok Timur. This ensures inclusive education is sustained as part of district government concern.

• Activity related to support the good implementation of inclusive education are inserted in district annual action plan with budget.

• Identification of children with disabilities in all Sub Districts at school level in Lombok Tengah (PADATI) and Lombok Barat.

• Increase awareness of head of school and school supervisors in inclusive education through dissemination of information in school supervisor meeting and school cluster.

86

Impact statements

• Quotations + photos Change on everyday school practices A head teacher of St John Bosco KAMONYI Secondary School, said:

‘’before planning in a participatory way at sector level, I was not sure of

what do. I thought HI would come with a ready- made plan and, for sure,

was ignorant in IE concepts. As now I’ve been involved in planning activities

for IE in my school, I really feel comfortable and responsible. I had to coach

myself to understand IE concepts and monitor the process of implementing

the IE development plan in my school’’ end of quotation.

87

Impact statements

• Quotations + photos Change on everyday school practices A head teacher of Jembatan Kembar Elementary school Imanto Said, said:

‘’Through my involvements in inclusive education action plan, I can share

the difficulties i faced in my school to Education Department. I am very

happy because now my school already formally mentioned as inclusive

school with another 19 schools. I am more confident to share inclusive

concept to another school through cluster meeting”

88

Replicating or scaling up this practice – what do we need to do? • HI needs to disseminate the good practice to different

actors and practitioners at policy, service and community levels;

• Other districts need to replicate this type of practice in the plannings (District Development Plans, Medium Term Expenditure Framework and Annual Performance Contract).

89

Replicating or scaling up this practice – what do we need to do? • HI continue working in developing inclusive education

action plan with wider stakeholders involved in regulation and policy development such as District planning and developments Departments and Parliaments members.

90

Summary points

Our experience in planning activities for inclusive education in Rwandan schools shows that IE programs are owned by head teachers, district and sector education officials and have transformed them into active activists.

91

Summary points The development of District action plan shows that : 1. Participatory method in developing action plan which involves all inclusive

education stakeholder ( teachers, head teacher, school supervisor, DPO,and higher level of Education Departmets staff ) give a clear pictures on the challenge faced and helps to define suitable action by Education Department based on real situation

2. Establishments of inclusive education action plan by Education Departments helped Education Departments decision-makers to propose a clear support for inclusive education in the formal development of district annual action plan and ensure support activity, budget, regulation or policy related to inclusive education support are included.

3. The development of the action plan by Education Department helps teacher, head teacher, school supervisor and officer of education departments to be more commited and confident in the implementation of inclusive education within their specific roles

92

93

Lessons learned

from experience:

good practices

case studies Inclusive Education Title : Planning and coordination strategy for the development of inclusive schools Countries: Togo and Cambodia Specific thematic: Itinerant teachers Presented by: Bénédicte LARÉ and Sandrine BOUILLE Date: Tuesday, May 28 2013

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Who are itinerant teachers?

An « itinerant teacher » is a teacher in charge of the school progress monitoring of pupils with disabilities in mainstream schools. One itinerant teacher can work with several pupils in several schools, and supports children as well as mainstream teachers.

97


TOGO • A working group on the schooling of children with

disabilities (institutional validation of the training manual); • A growing interest of education authorities, of parents

associations, of specialized schools and of disabled people organisations;

• A favourable and encouraging legal context; • The reopening of teachers’ training schools; • An innovative itinerant teachers’ system: availability of

three state teachers at the inspectorate; • An education system in crisis for a number of years

(repeated teachers’ strikes).

98


CAMBODIA • An innovative itinerant teachers’ (IT) system (pilot

project); • An inclusive education thematic relatively undevelopped in the country; • The growing interest of education authorities and education NGOs working with people with disabilities within the framework of the inclusive education thematic and the IT system; • A favourable and encouraging legal context; • An education system undergoing reconstruction and relatively low internal capacities. 99

Planning and coordination strategy for the development of inclusive schools

main obstacles TOGO • The limited availability of some accredited teachers; • The distrust of mainstream teachers towards

itinerant teachers; • The absence of the itinerant teacher status in the

education system; • The too small experimentation scale; • The poor training of itinerant teachers.

100

Planning and coordination strategy for the development of inclusive schools

main obstacles CAMBODIA • The limited availability of accredited teachers; • The distrust of mainstream teachers towards

itinerant teachers; • A too specialized initial orientation of the itinerant

teachers’ system; • The weakness of the link between school and

families; • Migration and the precarious socio-economic

situation of the families of children with disabilities; • The cost of the system and the shortage of available

funds for its sustainability at ministerial level.

101

Description of the good practice and measures taken to overcome obstacles

TOGO: description of the good practice • Job profile definition and recruitment; • Development of monitoring instruments; • Development of selection criteria of children to

monitor; • Monitoring of children selected in mainstream

schools; • Link between ITs, parents of pupils with disabilities

and CBR agents; • Trainings in specialized schools; • Trainings and brainstorming workshops; • Assessment of the system.

102


Measures taken to overcome obstacles • The optimal use of the time available with an

education specialist; • Positionning of ITs as state teachers supporting

children with learning disorders.

103


CAMBODIA: description of the good practice • Job profile description and recruitment; • Training; • Educational sessions; • Monitoring of every children in a disabling situation; • Link between ITs and community partners. Measures taken to overcome obstacles • Optimal use of the time available; • Positionning of ITs as IE « experts »; • Reorientation of the system to boost inclusion.

104

The most significant changes

TOGO • Local authorities: brainstorming on the sustainability

of the system and search of internal solutions. • Specialized schools: acceptance of the system and

opening for advanced trainings. • Mainstream teachers: recognition of the added

value of the support provided by ITs and a better reception of children with disabilities in classrooms.

• Itinerant teachers: specialization of mainstream teachers.

• Children with disabilities: self-confidence, higher success rate.

105


CAMBODIA • Local authorities: brainstorming on the sustainability

of the system and search of internal solutions. • Mainstream teachers: recognition of the added

value of the support provided by ITs and a better reception of children in a disabling situation in classrooms.

• Itinerant teachers: from a specialized support in home to a support in school and to the monitoring of every children in a disabling situation.

• Children with disabilities: dropouts and school failures are continually decreasing since the beginning of the project.

106

Noticeable impacts TOGO

• Impact on school success • Impact on the life of pupils

with disabilities • Impact on mainstream and

specialized teachers • Impact on the school

environment of children with disabilities

• Impact on pupils with disabilities’ parents

• Impact on educational policy makers

CAMBODIA • Impact on the school

success of disabled pupils and on the abandonment rate

• Impact on the life of disabled pupils

• Impact on mainstream teachers

• Impact on the school environment of disabled children

• Impact on the attitude in school

• Impact on pupils with disabilities’ parents

107

Noticeable Impacts TOGO CAMBODIA

108

How to duplicate or develop these

practices?

TOGO and CAMBODIA • Involve all state actors and the civil society in the

definition and the implementation of the system; • Consider the itinerant teachers’ training as an absolute

prerequisite for their assumption of duty + move from the general to the particular;

• Ensure the consideration of the intinerant teacher’s status by the Ministry for the purpose of sustainability and clear definition of the job profile;

• Work on monitoring instruments and concrete strategies related to the school programme of each country and definition of the system management process.

109


practices?

TOGO and CAMBODIA • Include itinerant teachers’ trainings in the programme of

teacher-training schools as electives; • Dispatch itinerant teachers by intervention zones and opt

for the multi-specialization of each itinerant teacher; • Inform the community, parents, school headmasters and

mainstream teachers about the system; • Define the support modalities for children as well as

mainstream teachers; • Work with the community (health services and/or social

services) for referencing.

110

Point Summary Our experience with the implementation of an

itinerant teacher’s system shows that:

Strengths • The system satisfies a

demand; • The system enables the

regular support of both pupils with disabilities and mainstream teachers on a regular basis;

• Mainstream teachers feel less alone to face their pupils disabilities and are therefore more inclined to receive disabled children.

Weaknesses • The system can quickly

turn into an exclusively specialized system instead of an inclusive one;

• Without the financial commitment of the Ministry and the legal recognition of the ITs status, the system will be short-lived.

111

112

Learning Lessons

from Experience:

good practice case

studies

Inclusive Education Title: Cluster schools & Resource centres (school & authority level) Countries: Rwanda & Ethiopia Specific Topic Area: Developing Cluster schools & Resource centres Presented by: Vincent MURENZI (Rwanda) Desalegn MEBRATU (Ethiopia) Date: 28th May 2013

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ANNEX 9

Cluster schools are schools that become inclusive due to being sensitized and developed by their neighboring pilot

schools to accommodate learners with special educational needs including those with disabilities and meet their needs in the same practices and approaches as the ones used in

pilot schools.

A resource room is a classroom where students come for part of their instructional day to receive special education

services. It benefits to the students with special educational needs in addition to what they receive in the regular

classroom placement.

What do we mean by Cluster schools & Resource centres (school &

authority level)

114


• Rwanda In Rwanda, 36 pilot schools have developed 104 cluster schools in

two years. The latter brought positive and significant achievements notably the change of mindset, the change of pedagogical practices with respect of inclusive principles and approaches, the enrollment of 2961 vulnerable pupils including 1475 children with disabilities (647 female and 828 male). Parallel with this increment in size, the 36 model inclusive schools have developed resource rooms with available local means and support from parents. The resource rooms helped parents to assist teachers and regularly support their children with provision of learning materials. It served for special educational assessment, guidance and counseling, multidisciplinary team meeting, educational materials production, private rooms for boys and girls for eventual first aid, parental advice and supplementary teaching.

115


• • Ethiopia In Ethiopia, six pilot cluster schools have

developed inclusive environment Especially, the enrollment of children with disabilities in the six pilot clusters has increased to 791 from 535 in in a short time, just a year and half. 30 schools which are satellites to the pilot cluster schools are taking lessons and practicing inclusive principles.

116

Summary of IE context-CONT

Ethiopia The six pilot schools have developed their own

resource centers which also serve the 30 satellite schools. Special needs teachers who are in charge of the centers provide professional assistance to mainstream teachers, school staff, parents and individual students. Excluding teachers and students from the 30 satellite schools, the resource centers have benefited 17 270 students / 791/ with disabilities.

117

Cluster schools & Resource centres (school & authority level): main barriers

• Cluster schools are so many that they are

not easily manageable; • Some schools do not have enough rooms

to develop resource rooms.

118


barriers

Rwanda • To empower cluster schools in a bid to

render them autonomous in the future; • To advocate for availing resource rooms

throughout the process of building Nine Year Basic Education (9YBE) classrooms.

119

Description of the good practice and measures taken to overcome barriers

ETHIOPIA 1.Establishment of functional resource centers in cluster schools: managed by SNE teachers, where mainstream teachers can look for support to improve their skills. 2.Involvement of DPOS in the promotion and practice of inclusive education for vulnerable groups together with the cluster schools. 3.The involvement of children in the IE process through students‘ parliament and various clubs.

120


Rwanda • In sum, 104 clusters were born and 2961 vulnerable children

including 1475 children with disabilities were included in them; • The assessment of children‘s needs was done; • The individual Education Plans were done and evaluated by the

schools; • The culture of inclusion was developed by the pioneer teachers; • Schools were equipped through teachers and head teachers‘ own

initiatives; • The relations between the community, cluster and model inclusive

schools were tightly tailored.

121

Most significant changes Ethiopia 1. Positive change towards the education of the most vulnerable groups among parents and improved IE practice by service providers and better physical accessibility which has all lead to an increase in enrollment of children with disabilities from 535 to 791 and better learning environment for another 17,270 students

2. Active participation of DPOS in the expansion of education for the most vulnerable groups and the establishment of inclusive education steering committee at school level.

3. Interest and recognition for the promotion of inclusive school environment by satellite schools, Regional Education Bureaus and Ministry of education.

122

Impact statements • Quotations + photos Trained teachers created a multiplier effect A teacher of NYAGISOZI cluster school in KAMONYI district said: ‗‘ At first, I was not

sure of what to do when I saw CwDs coming to my class. I wondered if I could

manage to handle them as I was not trained in inclusive pedagogy. Once the trained

teacher from MUGINA primary school came to train us, I felt comfortable and became

used to. In turn, I do mobilize and sensitize my peer teachers on a regular basis ‘‘,

end of the statement. Resource rooms enriched the capacity of teachers to conduct assessment and

use individual Education Plan A teacher of St Stephen SHYOGWE Secondary School, said: ’’the development of

resource room was a good opportunity to me to conduct special educational needs

assessment and plan individual education plans for those who were seen to be

deviating from the normal curriculum. More importantly, I taught a learner who could

not keep attention any more supplementary way. With toys, I managed to develop his

attention slowly’’, end of quotation.

123

ETHIOPIA : Impact statements • PHYSICALLY DISABLED CHILD AND HER MOTHER TALKS ABOUT ACCESS

―I stayed in bed all day and did nothing,‖ ―I didn't have friends, I didn't go to school—I knew nothing about the world.‖ says Hodan Abedulqader, 17 years old child with physical disability seen on the photo / middle/ below , when describing her situation before joining school, On April 2013, Hodan had the opportunity to meet privately with Jessica Cox, the world's first armless pilot (she flies with her feet).

124

Ethiopia: SNE TEACHER AND A STUDENT EXPLAINS ABOUT RESOURCE CENTER ―Now we have a center with various materials to assist the students,‖ says Genet Wolde, SNE Teacher. She added, ―Mainstream teachers come to the resource center looking for technical support from us and we do our‖ Tiyan Bushira, visually impaired students said , ― now, we have braille , and other audio visual equipments helping our learning,‖ she concludes, ― i wish all children who are blind like me get the chance .‖

125

Replicating or scaling up this practice – what do we need to do?

• District authorities need to set strategies for supporting the emerging cluster schools to remain on the inclusive track.

• Other schools need to replicate this practice of developing resource rooms.

126

Replicating or scaling up this practice – what do we need to do?-ETHIOPIA

1. All schools in the regions and country need to take lesson promote and practice inclusive principles to reach more vulnerable children.

2. All schools should establish resource centers, managed by SNE teachers to provide technical assistance to mainstream teachers and to provide additional teaching –learning resources to students and teachers.

3. People with disabilities and Disable People Organizations should be exploited as a resource, especially in awareness raising campaigns for parents.

127

Summary points

Our experience in developing cluster schools and resource rooms in Rwandan schools shows that cluster schools have helped teachers to build capacity for their peers to accommodate needs of children with disabilities in mainstream schools and resource rooms have enabled teachers to offer supplementary teaching services.

128

Summary points-ETHIOPIA

In Ethiopia a cluster school serves us a hub of resources and technical support for at least five satellite schools in the locality. Our experience indicates that senior teachers and SNE teachers in the cluster schools have served as trainers for beginner and junior teachers from satellite schools regarding inclusive education, on ways of teaching children with disabilities and quality education in general. The resource centers in the cluster schools have benefited teachers and students including those from the satellite ones.

129

I. THE RESOURCE ROOM HAS TWO PRIVATE ROOMS FOR EVENTUAL FIRST AID

130

II.VENUE FOR EXCHANGE, PARENTAL ADVICE AND COUNSELING.

Scenario before: Scenario today: Under a tree In the resource room

131

III. RESOURCE AND DOCUMENTATION ROOM.

Teachers have made a study trip: they are receiving explanations from their peer teachers.

132

IV. Synergy: Teachers, parents and children

work together 133

V .VENUE FOR ASSESSMENT AND ORIENTATION (BY

SCHOOL MULTI DISCIPLINARY TEAM)

134

ETHIOPIA: Teachers Attending Training, Dire Dawa, Photo February 2013

135

ETHIOPIA:SNE TEACHER HELPING A STUDENT READ BRAILLE

136

THANK YOU

INCLUSION IS POSSIBLE!

137

Lessons learned

from experience:

best p ractices

case studies Inclusive Education Title: Training modules development and student guide Countries: Madagascar and Burundi Specific thematic: Teaching and learning strategy Presented by: Elie SABUWANKA and Edith RAMAMONJISOA Date: May 29th

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ANNEX 10

What are teaching and learning strategies?

Teaching and learning strategies form the system in which the various education players (pedagogical offices, support/inspection services, schools, teachers and pupils themselves) participate, each at its level; this system has to be put in place to create an environment conducive to the academic full development of pupils in class.

140


• Madagascar a ministerial order stipulating mainstream education for all in

Madagascar, the lack of information, the fairly low level of teachers • Burundi the education of children with disabilities is left to private initiaves

(mostly religious ones) A few specialized centres not recognised by the Ministry of Education Education for disabled children is mentioned in the national education

plan adopted in July 2012 (PSDEF) • In both countries, the education of children in a disabling situation is

still in its early stage and the initiatives put into place are still pilot projects.

141

Training modules development and student guide: main obstacles

• Lack of local expertise in matter of disability

(sensorial and intellectual ones);

• Lack of legal framework • The political situation which leads to education

instability, such as in Madagascar (frequent change

of officials in ministries and decentralized services,

relocation and resignation of education staff

members, unlimited strike leading to an almost

wasted year);

• The country is still facing deadlock and education

reforms are not a priotity (Madagascar)

142


• In Madagascar, training modules were developed and given to teacher

trainers and ordinary teachers of pilot schools

Close folow up system set up

a more child-centered teaching pedagogy set up instead

of ex cathedra pedagogy

For more sustainability, and to be duplicated by the

Ministry of National Education, the suggested pattern

has been the one recommanded by the Ministry (training

of offcials and pedagogical supervisors who then

become teacher trainers for pilot schools located in their

areas

143


• In Burundi

a “resource team” has been set up at the early stage of the project:to gather various expertises scattered throughout the services of the Ministry of Education, these of its education partners and specialized centres

to brainstorm (based on HI instruments designed by other programmes) on a “contextualized” IE module

Training of 32 teachers trainers (TOTs) monthly TOT’s exchanges: - exchanges on pupils with disabilities practical cases of their classes

and on strategies aimed at a better supervision. - Elaboration of a Student Guide for pupils with disabilities in

mainstream schools, whith a preface by the Minister.

144


Madagascar:

the disabled pupil is fully integrated in

class and taken into consideration.

Though teachers are still awkward in their

educational approach, they take into

account the presence of the child and his

specific needs

145


• Burundi:

school headmasters and tachers endeavour to know the

pupils better, to know their names, their abilities,

Cases of disabilities are detected for a better support

centered on these abilities.

Government takes into account compensatons needed to

alllow blind pupils to sit for national exams

• For both countries:

Each disabled child has an IEP defining his learning and

socialization objectives according to his abilities and

limitations which propose compensations needed to be

taken into account. 146

Noticeable Impacts

The support provided to schools for the reception of disabled pupils and the

implementation of an appropriate educational action enabled:

-To change the way of teaching; teachers are more focused on the pupil than

on the programme.

- to allow disabled pupils to be socially accepted and to evolve towards a

greater autonomy.

-To improve exchange between families and schools to get to the same

objective

-To move towards a greater acceptation of pupils among themselves

This process also allows a better learning environment for even other pupils with difficulites and specific needs 147

An inclusive classroom in Kanyosha 3 primary school

148

Theoritical and practical training of teachers

149


practices? (in both countries)

• Advocacy:

Show first the feasability of inclusive education and the beneficial

effects of the differentiated instruction recommanded for children in a

disabling situation, but also for other pupils,

plead with policy makers to correct their classical perception (incorrect)

of the quality of education which considers everybody equally in the

teaching-learning process, including assessments (namely national

examinations). • Improve our instruments and our practices in class:

the development of instruments like IEP

Implementation of inclusive teaching worksheets (corollary of the

good understanding of the usefulness of IEPs). This preoccupation

cannot emerge spontaneously in the teacher’s mind if the pupils with

disabilities do not have an IEP first.

And EVERY pupils in the classroom will benefit from this.

150

Summary Points (from both countries)

Our experience in teaching and learning strategies shows that: • Inclusive education is still a field to reinforce • the schooling of children in a disabling situation is still at its early stage and

the initiatives implemented are still pilot projects, which points to a need for further pleas;

• The training/sensitization of teachers to inclusive methods enables a better integration of pupils with disabilities in mainstream classes and a constant awareness of their presence in class;

• IE gives more importance to the differentiated instruction than to the traditional didactic methods;

• The involvement of teachers in the designing of inclusive educational instruments really improves the reception of pupils with disabilities in classes;

• The family-school synergies are essential for the educational and social development of pupils with disabilities;

• The designing of an individualized education plan for each disabled pupil facilitates the integration of children with disabilities in mainstream schools through the individualization of their schooling and the consideration for their abilities during assessments.

151

Learning Lessons

from Experience:

good practice case

studies

Inclusive Education Title : Teaching and learning strategies Pays: Niger / Senegal Specific topic: Designing a teacher training curriculum, Manuals, and monitoring mechanisms in the schools. Presented by: SAOU Aïssata and AMADOU Alhadji Date : 29/05/2013

ANNEXE 11

152

This consists in including specific modules in the initial teacher training, designing new teaching aids, and developing support mechanisms for the teachers in order to achieve a better integration of the children with sensory, intellectual, and physical disabilities.

What does the design of a teacher training curriculum, manuals and monitoring mechanisms in the schools

mean?

153

Summary of IE Context NIGER

• Designing a teacher training curriculum The inclusive education module integration process started in Niger in 2012 with the revision and approval of the said handbook by the Ministry of National Education. in April 2012 this process culminated in the signature of an order of the Ministry of National Education calling for the integration of the inclusive education module developed by HI from the 2013-2014 school year. • Monitoring mechanism Niger is using the existing formal monitoring system. The tools are suitable for addressing the specific needs of the CWDs. • Manual Niger has an inclusive education manual. HI has been working closely with the Ministry of Education to adapt, revise, and validate it.

154

Summary of IE Context SENEGAL

• Designing a teacher training curriculum An integrated training module was developed late December 2011 by the chief education officers from the academies of Ziguinchor and Kolda. It is intended to the trainee teachers and includes elements drawn from the HI inclusive education training manual included in the regional Training Centres’ training Guides for Education Personnel (RTCEP). • Monitoring mechanism There is a nationwide monitoring mechanism for the teachers. In the intervention regions, a specific monitoring mechanism was put in place to control the practice of inclusive education in the partner schools. This standardized mechanism was coordinated and implemented by the school inspectors. • handbook There is a manual to train the teachers in the practice of the inclusive education; this was elaborated by other partner organizations under the control of the Ministry of Education.

155

Teaching and learning strategies: main obstacles

- High turn-over of the teachers trained in the practice of IE in the partner schools; this makes it difficult to perpetuate the on-going actions and to achieve a true sustainable inclusive education system,

- Large number of contract teachers without any basic training in the partner schools,

- Endless strikes of teachers throughout the year, - Multiple stakeholders (UNICEF, PLAN, SAVE …) in the

domain of Education, but a poor coordination of their interventions,

156


• Designing teacher training curriculum In Niger, the process started at a high level. Actually, a committee was set up to reflect on the integration of the IE module in the initial teacher training schools. The objective of this committee is to look into the implementation agenda of the IE module and identify the initial subject matters as well as the monitoring and assessment mechanisms.

• Monitoring mechanism In Niger, the monitoring mechanism was implemented in the project intervention zone after an inventory of the monitoring tools for pupils and teachers. Subsequently, a workshop gathering the educational advisers and school inspectors was organized to integrate some aspects related to the CWDs’ educational integration and monitoring into the existing tools. These tools are under experimentation in the project intervention zone. Once validated, these tools will be brought into general use throughout the zone and even in the country. In concrete terms, information related to the CWDs has been integrated in the educational monitoring scorecard of the children in the schools and data related to the CWDs are included in the end-of-school-year report of the intervention zone.

• Manual In Niger, since 2009 has been a handbook which place more emphasis on disability than inclusion. This manual was reviewed in collaboration with the Ministry of Education to further put the issue of inclusive education at the centre of the debate. This manual was validated and prefaced by the Minister of Education in 2012. On April 2012, a decision of the Ministry of Education officially introduced this module from that date. An implementation agenda was established in collaboration with the Ministry of National Education to test out this manual in three regions of Niger during the 2013-2014 school year.

157


• Designing a teacher training curriculum In Senegal, the curriculum design process was entirely managed by the local educational stakehoders(AI and DINE). The AI of Ziguinchor took the initiative to convene the representatives of the two other academies (Sédhiou and Kolda) to develop the integrated module during an inter-academic workshop. This module which is meant to be cross-disciplinary integrates some elements from the inclusive education training manual into the initial disciplines taught in the RTCEP. • Monitoring mechanism In Senegal, the implementation of the inclusive education principles is monitored by the school inspectors solely in the partner schools of the project. This monitoring is done on the basis of a scorecard developed by the school inspectors. Two focal point inspectors are responsible for the monitoring in each Departmental Inspection of National Education and carry out at least one follow-up visit per term in each of the schools. At the end of the follow-up visits, reports are written and submitted to the AI (Academic Inspection) and HI. • Manual HI was associated in the elaboration process of the IE manual initiated under the coordination of the COSDPE (Coalition of the Organizations in Synergy for the Defence of Public Education) in collaboration with the Department of Elementary Education (DEE) and funded by SAVE The Children / Sweden. This initiative resulted in the elaboration of a first draft manual which has been subject to successive revisions and improvements. Despite the erratic funding from the stakeholders and the poor coordination of the process, HI managed to submit its recommendations and provide its technical support for the production of the first version of the teacher handbook. Under the aegis of the Ministry of Education, this handbook was officially presented by the COSDPE and Save The Children in November 2011. HI promised to follow up the experimentation of this tool in 10 schools of the Casamance region in order to develop an improved version upon receipt of the handbook in question. 158

Most significant Changes NIGER

• Designing a teacher training curriculum and a manual In Niger, the elaboration and integration of a training module on IE result from the necessity realized by the educational stakeholders to take into account the needs of the children with special educational requirements in the school curricula and teacher training curricula. This integration of IE in primary education culminated in the designation of three focal points respectively trainers at the Department of 1st basic cycle Education, the Department of programming, and Department of educational Innovations. • Monitoring mechanism In Niger, the specific needs of the CWDs are taken into account in the tools of the project intervention zone.

159

Most significant Changes SENEGAL

• Designing a teacher training curriculum and a Manual The integration of a training module and the elaboration of a specific manual result from the necessity realized by the educational stakeholders to take into account the needs of the children with special educational needs in the school programmes and teacher training curricula. This will take into account the children with specific educational needs resulted in the top-level appointment of a technical adviser responsible for special education at the Ministry of National Education (in 2012)..

• Monitoring mechanism In their usual monitoring missions, the school inspectors further lay an emphasis on the integration of the CWDs in the schools of their intervention zone , and even in schools that are not partners of the project.

160

Observable impacts NIGER

• Training module According to Mrs. Kaka Houaila, an official at the Department of Initial and Continuous (DIFC) Training: “The IE

module, once integrated into the initial teacher training, will facilitate not only the educational integration of the CWDs,

but also the access of this often left-out category of children to school.'' • Monitoring mechanism ADO Mamane, an educational adviser at EIB Niamey 5: “The CWDs monitoring scorecards and the supervision reports

are tools that favour the inclusion because they enable not only to supervise “all the children” i.e. the able-bodied and

the children with disabilities, but also to ensure that the courses meet the interests of the whole class.

SENEGAL • Training module The education authorities in the intervention regions carry out advocacy initiatives with the Ministry in order to get the on-going pilot mechanism assessed and generalized nationwide. • Monitoring mechanism As part of their regular monitoring missions in schools (and not just in the partner schools of the project), inspectors appreciate the presence of the children with disabilities and sensitize the teachers on their integration.

161

How to duplicate and develop

these practices? • It is necessary to launch an advocacy campaign both at the local and

national levels in collaboration with the Civil Society Organizations (DPOs, Federation of Schoolchildren's Parents, etc.). It is also necessary to publish more reports and/or studies that would allow to revise this experience and explain the implementation of these initiatives.

• It is important to strengthen the partnership alliances and involve the other actors of the domain in the process (national and international NGOs, Education work teams, Disability, etc.)

• It would be appreciable to exchange on our experience with the state bodies, civil society organizations, regional structures, and the donors.

162

Points of summary Modules • Include specific modules in the initial teacher’s training

requires a strong collaboration with the governement. Monitoring mechanism • Use the existing formal monitoring system instead of

setting up a specific monitoring system. Manual • Manual should be more practical for the teachers.

163

PHOTOS

Niger : IE module adaptation workshop

Niger : Training of teachers on the IE module

Senegal : Training of inspectors-Trainers on IE training manual

164

Project « Taking actions for the full participation of children with disabilities through Education »

Area of intervention : Togo, Burkina Faso, Liberia, Mali, Niger et

Senegal

APPEHL Regional Program 165

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ANNEX 12

Handicap International’s experience in West Africa before the APPEHL project

(jan.2012/dec.2013) Handicap International has worked on Inclusive Education in Burkina Faso since 1998 , in Niger since 2006, in Togo since 2009, in Senegal since 2008. In Liberia and Mali we started in January 2012 with the APPEHL project although we have worked in Mali, in Tombouctou within the education sector for years.


Project partners National Federations of Organizations of and for Persons with Disabilities Ministries of Education through the directorates/divisions for the education of children with disabilities


It has been ratified in Mali (2007), in Niger (2008), in Liberia (2008), Burkina Faso (2009), in Senegal (2010) and Togo (2010).

Legal framework The Convention on the Rights of Persons with Disability (UNCRDP) has been ratified by the six countries. Article 24 refers to Education


Objectifs du projet

General Objective(s): Contribute to the fulfillment of the commitments of the governments of Burkina Faso, Liberia, Mali, Niger, Senegal and Togo in terms of universal access to primary education. Contribute to the development of a civil society that fully recognizes the rights of children with disabilities and which is responsive to inclusion and diversity. Contribute to the full participation of persons with disabilities in society, especially children with disabilities, through an inclusive approach. Specific Objective: Improved access to quality education for children with disabilities in six (6) countries in West Africa (Burkina Faso, Liberia, Mali, Niger, Senegal and Togo) by the end of 2014.


Barriers and expected results

APPEHL regional program APPEHL Regional Program 172

Parents of Children with disability don’t recognize the skills of their children


The conditions for the inclusion of children with disabilities in their communities and schools and for their retention at school are created.

APPEHL regional program 174

Teachers are not willing to welcome children with disability into their class and have few skills to do it.


Ministries of Education, Organizations of and for Persons with Disabilities and other local stakeholders have the capacity to implement more inclusive educational policies

in the light of a clear and concerted strategy.


Community members don’t consider that children with disability have any skills.


Innovative mechanisms for the inclusion of children with severe disabilities in mainstream schools, in conjunction with the specialized schools are fully operational in Togo and Burkina Faso, and opportunities to replicate such mechanisms in other countries are explored.


Togo : itinerant teachers


Togo : family support


Burkina Faso : « transitory classrooms » for inclusive education

Last results: 11 children with a hearing impairment from Tanghin Dassouri succeded in June 2012 in their primary studies exams.


Public policies don’t consider the inclusive dimension of education.


The experiences and good practices developed in the areas of intervention are capitalized on, shared and they lead to the implementation of awareness-

raising and advocacy activities at regional and international levels.


Project sustainability

• The authority has developed an inclusive education policy at different levels (local, regional and international) and standardized procedures and harmonized the law on education reform and sector plan in order to take CWDs into account.


• A national steering committee involving institutionnal and civil society actors from the education sector will allow countries to understand IE issues.

APPEHL regional program

185

Integration of an IE module in the

national curriculum of teacher training

will allow a sustainable

professional inclusive teaching


• Accessibility of schools will allow all children to benefit from an inclusive educational context.


[1]

Get service providers more inclusive to persons with disabilities

Foreword

This document has been developed for Handicap International’s teams (HI) and their partners in order

to explain how to get service providers more inclusive to persons with disabilities.

The suggested method involves focusing on mainstream services to get them inclusive to persons with

disabilities. The intended goal of projects of the Inclusion Unit of the Technical Resources Division (TRD)

of Handicap International is the effective social participation and inclusion of persons with disabilities in all

aspects of society. This goal will be achieved thanks to approaches of the Inclusion Department1 which are

part of the Twin-track approach. The main idea is that inclusion and participation of persons with

disabilities will depend on a double action of HI on both persons with disabilities and services that address

their needs. The method treated in this document, called AIATAC (an acronym that means: Assessment,

Information, Awareness, Training, Advocacy, Coaching) focuses on services and works hand in hand with

other approaches2 among which: the Personalized Social Support (PSS)3 or Access to services4.

The services targeted by the AIATAC: usually, a distinction is made between three main categories of

services:

Mainstream services: they are the services intended for the global population. They should be

inclusive of persons with disabilities. The method is addressed as a priority to mainstream services

from some sectors (economic services, social services, education and DRR5) but it could be

expanded to other mainstream services.

Support services6: persons with disabilities could have additional needs for which mainstream

services are not ready. Support services enable to counterbalance this lack and make easier the

1 See: HI – DRT – Domaine Insertion, Approches domaine. 2 To go further on the Twin-track approach and the PSS and Access to services: Ibid. 3 HI, Accompagnement social personnalisé : Réflexions, méthode et outils d’une approche en travail social de proximité, 2009 4 HI, Access to services for persons with disabilities, Practical guide n°5, December 2010

5 Disaster Risk Reduction 6 The locution “support services” has been officially mentioned for the first time in The standard rules on the equalization of

opportunities for persons with disabilities (UN) in 1993

Twin

Tra

ck a

pp

roac

h

Participation and inclusion of persons with disabilities

in all aspects of society

PERSONS

Empowerment of

persons with

disabilities, families

and DPOs

Using PSS

SERVICES

Inclusive system of

services

Using AIATAC

Using Access to

services Using PSS

http://www.hiproweb.org/fr/annexes/recherche-de-documents/docs/liste.html?tx_hidrtdocs_pi1%5BuidDoc%5D=162&cHash=aa6e44a65b

[2]

participation of persons with disabilities to social, cultural or economic life7. In other words, theses

services support persons with disabilities to access mainstream services, in particular by bridging

the gap between disability-specific and mainstream services.

Disability-specific or specialized services: they are addressed specifically to persons with

disabilities. We notice a trend for these services of working in isolation or being the only option for

persons with disabilities. They should link to mainstream and/or support services.

The AIATAC method is so addressed to mainstream services in order to get them more inclusive to

persons with disabilities.

7 This definition is the one chosen by HI, DRT in GM05, access to services for persons with disabilities, December 2010

[3]

TABLE OF CONTENTS

Foreword ................................................................................................................ 1

I- Action on mainstream services: a necessity .................................................... 4

A- Background of the AIATAC method ......................................................................... 4

B- What is an inclusive service? ................................................................................... 6

II- Key principles of organisational change ........................................................... 7

A- Planning and managing change .............................................................................. 8

B- Understanding the notions of change and transition ............................................... 9

C- Understanding resistance to change ....................................................................... 9

III- The AIATAC method ...................................................................................... 13

A- Presentation of the method............................................................................................. 13

Assessment ................................................................................................................. 13

Information ................................................................................................................. 14

Awareness ................................................................................................................... 16

Training ....................................................................................................................... 17

Advocacy ..................................................................................................................... 18

Coaching ..................................................................................................................... 18

B- Frequently asked questions (FAQ) on the AIATAC method ............................................... 19

Why notion of participation does not appear clearly in the AIATAC? ................................... 19

Why the notion of accessibility does not appear clearly in the AIATAC? .............................. 22

APPENDICES.......................................................................................................... 24

APPENDIX 1: Assessment tool – is the service inclusive? .................................................... 24

APPENDIX 2: Information sessions check list ...................................................................... 24

APPENDIX 3: Awareness-raising check-list .......................................................................... 24

[4]

I- Action on mainstream services: a necessity

The AIATAC approach highlights six actions, which enable, at the end of the project, to make services

inclusive to persons with disabilities. These activities are: an initial assessment of the targeted structure,

information, awareness and training of the staff, internal advocacy and long-term coaching.

The Inclusion department has reached this method after a simple review: approaches and methods

which are applied until now in HI projects did not enable to explain how to get a service inclusive to

persons with disabilities, and often tended to explain what an inclusive service is but without giving the

means to achieve this goal. Moreover, a significant number of projects of Inclusion Department tend either

to act on users of the service (persons with disabilities), or on public authorities thanks to national advocacy

and without acting genuinely and efficiently on services themselves to change their attitudes, practices,

policies and strategies. The AIATAC enables to fill that lack.

A- Background of the AIATAC method

Key actors in providing services to persons with disabilities8

HI projects could act on three key actors:

- Service users, that is to say persons with disabilities and their families

- Authorities or decision makers, that is to say public or international authorities. The goal is, through

advocacy, to make evolve the local, national or international legal framework in order to improve

the participation and the inclusion of persons with disabilities.

- The service providers, that is to say public or private companies that provide a market or non-

market service to a given population in a given geographical area.

Why do we act on service providers? Over the past few years, HI comes to a simple review that the

action on service users is not enough to improve the quality of life of persons with disabilities. If a CBR9

agent implements a personalized project to guide a person with disabilities in achieving a personal project

and in participating to the social life, nothing could ensure that this person with disabilities could have

access to the same services that a non-disabled person. Yet, these services could enable to participate in

society. Action on service users faces barriers to answer the needs of persons with disabilities.

After this review, many projects have been focused on public or international authorities in order to

create rights and obligations towards persons with disabilities to ensure equality between persons with

disabilities and persons without disabilities. In this background, the UN created the Convention on rights of

8 HI, Access to services for persons with disabilities, Practical guide n°5, December 2010, p 19, figure 6

9 Community-Based Rehabilitation

[5]

persons with disabilities (CRPD)10. This convention recognizes economic and political rights to persons with

disabilities and is sometimes used as a referent guide to develop tools to measure and assess quality of life

of persons with disabilities. Beyond that, this Convention lists rights that are directly addressed to

mainstream services (e.g. the article 24 deals with the right to education for persons with disabilities) by

creating legal obligations.

Nevertheless, we notice that the action on public or international authorities is therefore a necessity to

make evolve the current situation, in particular regarding the vicious circle between disability and poverty

(diagram below11), but it represents a very long-term work that would be very difficult to implement. The

response to the problem of exclusion and lack of social participation of persons with disabilities thanks to

the action on authorities is therefore a global response but that take time and the efficiency of which is not

necessarily guaranteed.

Indeed, if legal frameworks evolve in support of persons with disabilities, in particular thanks to creation

of laws, international convention, or thanks to the coverage of disability in the millennium development

goals, this evolution is not necessarily reflected in effective actions: many laws on disability are not put into

practice or are the subject of derogations that create an unequal application over the territory, the

Convention on rights of persons with disabilities was not ratified by all the states (130 countries have

ratified it12) and some states still have to transpose it in their national law to come into effect. The change

brought by the approaches on public or international authorities is a long-term process, as is demonstrated

by the millennium goals (PNUD)13. Thus, the visible results of actions on authorities (in particular national

advocacy) will be positive in a long-term, or even in a very long-term. Moreover, taking into account

disability in policies is not necessarily a social priority for governments. Issues like the fight against poverty,

the access to employment and housing for vulnerable groups are generally preferred to the fight against

exclusion of persons with disabilities. In addition, governments tended to privatise mainstream services.

Yet, private companies often consider that persons with disabilities are note productive, and this prejudice

has an impact on the taking into account of disability in mainstream services. Thus, it is even more

necessary to act directly on service providers to change their knowledge, attitudes and practices towards

persons with disabilities.

Action on service providers is so an alternative solution, but also a complementary action to the ones

conducted on users and authorities. It enables an effective improvement, at a local level, of participation

and inclusion of persons with disabilities. Moreover, action on service providers fits in a shorter term than

action on authorities, even if it is a long-term work because coaching and change take time. Lastly, action

on service providers enables to ensure that the legal framework provided by actions on authorities is

implemented at a local level of one or more services (e.g. the minimum number of persons with disabilities

in a private or public company).

The AIATAC method works hand in hand with direct actions on persons with disabilities and also

important projects on public or international authorities. It enables to ensure that accessibility,

10 The CRPD has been taken by the General Assembly of the United Nations the 13 December 2006. 11

HI, Access to services for persons with disabilities, Practical guide n°5, December 2010, p 19, figure 1 12 http://www.un.org/disabilities/documents/maps/enablemap.jpg 13 The Millennium Goals (created by the UN in 1999 in order to reduce extreme poverty, to achieve universal primary education, to

promote gender equality, to reduce child mortality, to improve health, to preserve environment and to develop a global

partnership for development until 2015) are not achieved yet, even if an improvement of the situation is noticeable (see report

2013)

http://www.un.org/disabilities/documents/maps/enablemap.jpg

[6]

participation and inclusion of persons with disabilities in services are effective and that the legal

framework provided by authorities is implemented locally.

B- What is an inclusive service?

For the understanding of the AIATAC method, it is necessary to understand what a “service” and an

“inclusive service” are.

First, the notion of service refers to two meanings:

- The service can be the immaterial marketable (if it is exchanged on a market) or non-marketable

(when the factors that enable to product it are exchanged on a market) product. This definition is

the one used by economists in the locution “goods and services”14.

- The service can also be the structure or the legal or physical person that provides the service (in the

meaning of the previous definition). We can also talk about service providers. This sense is the one

used by HI in the AIATAC.

The goal of the AIATAC is to get service providers more inclusive to persons with disabilities. These

service providers could be a legal person (an economic entity such as a private or public company) or a

physical person (e.g. a social worker).

To get evolve the perception of disability and inclusion in services/organisations, it is necessary to

understand some key principles of organisational change15.

14

INSEE (Institut National de la Statistique et des Etudes Economiques), http://www.insee.fr (services, services marchands, services

non marchands) 15

IDDC – International Disability and Developpement Consortium, Making Inclusion a Reality in Development Organisations, A

manual for advisors in disability mainstreaming

http://www.insee.fr/

[7]

As regards the mainstreaming:

We have realized that mainstreaming disability in an organisation (that is

to say trying to improve inclusion of persons with disabilities in society) is in

fact a process of change that has implication at all the levels of the

organisation. Different opinions exist about the organisational change

process and a better understanding of the theories of change in

management can reduce frustrations and failures. Before the explanation of

all these theories, we should highlight that:

Mainstreaming is a process of change that is to say that we need to

plan goals, outcomes and possible resistance to change before

beginning the process. If we talk about change in a service / an

organisation, it is necessary to understand the actual situation and

what people in this service /organisation think about the situation and

the change. That is the purpose of an initial assessment of the

structure (we will see that below).

Mainstreaming is a long-term process: it is impossible to mainstream a

service or an organisation without understanding that it is a long and

hard work, which is engraved since the plan (before any change) to the

goal’s achievement. That is the purpose of coaching the service or the

organisation to anchor a sustainable change (we will also see that

below).

Doing mainstreaming is also a way to link mainstream actors with

specialized actors. It is not focusing on action on mainstream services

so that they can respond to all specificities. Mainstream actors

generally have to tackle with many problems and cannot deal with the

inclusion of persons with disabilities in the same way as specialized

actors do.

Doing mainstreaming requires being realistic on objectives to be

reached. We cannot get mainstream services fully inclusive to people

with disabilities but we can get them more inclusive. It is a main

difference. Handicap International is realistic here.

II- Key principles of organisational change

The problem: access to services is important to ensure the participation of persons with disabilities in

the aspects of life that are important for them on a personal level. From a disability perspective, services

can be classified in three main categories:

Mainstream services: they should be inclusive of persons with disabilities.

Support services16: these services support persons with disabilities to access the above services

including by bridging the gap between disability-specific and mainstream services.

Disability-specific or specialized services: they should link to the above services instead of working

in isolation or being the only option for persons with disabilities.

The key concept used in HI

projects is “mainstream”, which

means, in a general sense,

“opening towards a larger

audience”. In development

programmes, it is a term

commonly used to refer to

efforts to ensure persons with

disabilities access mainstream

services. For some17, it is a

strategy for making disabled

people’s concerns and

experiences an integral

dimension of the design,

implementation, monitoring and

evaluation of policies and

programmes, so that they benefit

equally of the political,

economical and societal spheres.

Thus, it is a process bringing

marginalized people (in our case,

people with disabilities) into

society18. This process could be

achieved by bringing an organism

to include a specific issue.

Changing an organisation, a

structure, a service is a topic

studied by theoreticians in

several ways. Some of them

focus on planning the change in

an organisation. Others focus on

16 The locution “support services” has been officially mentioned for the first time in The standard rules on the equalization of

opportunities for persons with disabilities (UN) in 1993 17

KAR, Lessons from the disability knowledge and research programme, 2003-2005 18 HI Nepal, Mainstreaming disability into Disaster Risk Reduction: a training manual, 2009

[8]

understanding the change and the resistance to change. These two approaches are highly interesting for HI

methods, mostly because inclusion and mainstreaming mean that a structure, and its members, must

change.

A- Planning and managing change

Change in an organisation requires hard work. Careful planning and building a solid foundation is vital

to make the implementation process of change much easier and it will improve the chances of success.

Kotter suggests eight steps to manage the change in an organisation19:

- Step 1: Create urgency. For change to happen, it helps if the whole organisation really wants it.

This can be achieved when a sense of urgency is developed around the need for change. Kotter

puts forward some examples to create this sense of urgency (assessment, communication,

exchanges, dialogues, etc.).

- Step 2: Form a powerful coalition. To convince people that change is necessary, strong leadership

and visible support from key people within the organisation is needed. Therefore, a coalition (a

team) of influential people needs to be brought together whose power comes from a variety of

sources. This team needs to work together and to continue to build urgency as well as momentum

around the need for change.

- Step 3: Create a vision for change. A clear vision of the change that you want to take place can

help people to understand why they need to do something differently. Kotter puts forward some

examples to create this vision for change: information, instructions, to create a strategy, to practice

the ‘vision speech’...

- Step 4: Communicate the vision. The vision needs to be communicated frequently and powerfully

and be embedded in everything that the organisation does. If the vision is used daily to make

decisions and solve problems, people will remember it and respond to it.

- Step 5: Remove obstacles. It is important that obstacles are removed so that people are

empowered to implement the vision.

- Step 6: Create short-term wins. The change is a long-term process and people must be motivated

during the whole process. Early in the change process, some visible wins be noticeable to people

and that may inspire them. Without them, people may lose interest.

- Step 7: Build on the change. As a real change takes time, Kotter advises not to declare victory too

soon. Keep looking for improvements, as each success provides an opportunity to build on what

went according to plan, as well as needs to be improved to achieve the vision.

- Step 8: Anchor the change in the organisation. To create sustained change, it should become

embedded in and be part of the routine practice of the organisation. The values behind the vision

must be evident in day-to-day work, and the changes should be visible in all the aspects of the

organisation.

Using this theory is very interesting, in particular when it is used in our method to guide services in

becoming inclusive to persons with disabilities. Indeed, it enables to understand the functioning of the

19

This process in 8 steps is also advised by Light for the world in their guide Count me in, Include people with disabilities in

development projects , 2013

[9]

different steps of our method: first an assessment to observe the situation, “create urgency” and build a

plan of action that will be supported by a “powerful coalition”, then information, awareness-raising and

training to communicate the vision contained in the plan of action and to remove obstacles, and finally

coaching to build on the change and anchor it in the organisation.

Nevertheless, it is also necessary to focus on the understanding of the concepts of change and

resistance to change to understand the path through which the service and its members will walk.

B- Understanding the notions of change and transition

First we can make a distinction between transition and change. According to William Bridge’s model,

change is something that happens to people whereas transition is internal that is to say that it is what

happens in people’s minds as they go through change. Some changes can happen quickly, whereas

transition is a slower process. This model highlights three stages:

- Stage 1: Ending, losing and letting go. This stage is often characterised by resistance and emotions.

It is the time of mourning. People are obliged to let go of something that they are comfortable with

(e.g. the structure and operating of an organisation). If the people/organisation at the root of the

change do not accept the emotions that people are going through, it is probable to encounter

resistance throughout the whole process. To avoid resistance: open communication and emphatic

listening.

- Stage 2: The neutral zone. People affected by change are often confused, uncertain and impatient.

Depending on how well people/organisations are managing the change, they may also experience a

higher workload as they need to learn a new way of working. To make people feel more

comfortable with what they do it is important to provide frequent feedback and help them

experience success and encouragement.

- Stage 3: The new beginning. This stage is the time of acceptance and energy. People begun to

embrace the change initiative.

This model enables to understand that every change brought in an organisation (in our case in a service)

has first impacts on the members of this organisation. More than an organisational change, it is a transition

in attitudes and practices of the staff. This idea is particularly important to understand the functioning of

the AIATAC. Indeed, the different actions of the AIATAC will target one by one key stakeholders of the

structure (staff, members of the human resources division, members of the board) in order to change the

level of their knowledge, their attitudes and practices. This work, focused on transition of the members of

the service towards acceptance of the change, will enable an effective change of the structure in itself (that

is to say an organisational change) thanks to advocacy (changing political will, influencing internal policies

and strategy) and coaching (effective change).

If the change appears as an easily reachable objective, in fact it is a hard long-term work which could

face barriers within the structure. These obstacles are called resistance to change.

C- Understanding resistance to change

The locution ‘resistance to change’ should be defined before presenting the different models about

resistance. According to Coch and French20, the resistance (in humanities and social sciences) has a

negative acceptation and means refusal to obey, disobedience, opposition, rebellion, but also blockage,

20 Human relations, “overcoming resistance to change”, 1947.

[10]

obstacles and obstruction. In other words, resistance to change is the implicit or explicit expression of

defence reactions towards the idea of change21. It is also the individual or collective attitude, conscious or

unconscious, that appears when the idea of changing is mentioned22. To identify the phenomenon,

several typologies exist:

- Individual or collective resistance

- Implicit (passive) or explicit (active) resistance

To understand why people resist to organisational change, we can identify 6 causes:

Individual causes:

o Defence mechanisms (inhibition, denial of reality)

o Socio-demographical characteristics

o Lack of motivation23

o Stability preference

o Fear of the unknown

o Feeling of loss (security, power, usefulness, skills, social relationships, management,

territory)24

Collective and cultural causes:

o Loss of acquired rights or privileges

o Beliefs, taboo, ritual, tradition, customs, morals, ethics. Some culture are more or less

receptive to change25

o Values, rituals and history of the organisation

o Hostility towards foreign

Political causes:

o Union forces, dominant and followed coalitions.

o Loss of power and influence

Causes linked to change’s implementation:

o We must create in the organisation conditions to succeed in the change process

(orientation, awareness, and empowerment)26.

o Lack of information, consultation

o Conditions to avoid resistance to change: respect for people who are members of the

organisation, respect for skills, time and means needed to adapt to change, credibility of

change

Causes linked to organisational system in place:

o Inertia, absence of environmental pressures27.

o Background, culture, human potential, leadership28.

Causes linked to the change in itself: the change is complex, not or few legitimated by the

organisation, opposed to the values

The consequences of the resistance to change are numerous and serious. The first one for development

programmes will be the fail of the change process and the lack of inclusion. Others consequences could be

21

Collerette, Delisle and Perron, 1997. 22

Lamoureux and Gosselin, 1996 23 Alain, 1996 24 Kotter and Schlesinger, 1979 25 Francesco and Gold, 1998 26 Rondeau, 2002 27

Ibid. 28 Hafsi and Demers, 1997

[11]

found either for the structure (economical consequences) or for the member of the organisation (conflicts,

absenteeism, deterioration in the work atmosphere, deterioration of working relationships, stress,

accidents at work, exhaustion, depression...) To deal with this problem in the organisation, theoreticians

suggest improving communication, participation, listening and empowerment in the structure29. Others

suggest explaining the reasons of the change to all the members of the organisation, and make them

participate to the change process30. One of these suggestions could summarise them all31 and offer a

strategy which is to identify intensity and source of resistance, to establish appropriated strategies to

reduce the resistance and to assess the results (these strategies could be focused on communication and

exchanges).

To identify the presence of resistance to change in a structure, we can use the Beckhard’s change

equation. It is a powerful but simple model. The formula reads:

The equation helps to make sure that, before the change, all three elements are built into the change

initiative. During the change, it can be used as a reminder to analyse why people may be resisting to the

change.

- Dissatisfaction = can be any factor that makes people uncomfortable with the current situation.

Without dissatisfaction, it is unlikely that anyone will feel very motivated to change. It could include

concerns about achieving the goals of the organisation, or reduced interest from funders.

- Desirability = the proposed solution must be attractive and people need to understand what it is.

If people do not have a clear vision of what things will be like after the change, and why things will

be better, they probably will not be willing to work to make it happen.

- Practicability = people must be convinced that the change is realistic and executable.

- Resistance to change = includes people’s belief in the limits of change, persistence toward any

change, or general inertia and lack of interest at the beginning.

This model enables to identify the resistance and its intensity. Once this step is achieved, we can assess

the different causes (individual, collective, political, etc.) to identify the source of the resistance, thanks,

for example, to open communication or exchanges with the members of the structure. In addition, we

could also focus on approaches to manage resistance to change. One of these approaches is derived from

management theories and in particular from theories about the decision-making process. Indeed, there

are two ways of taking a decision:

- Hard management: it is the traditional way of taking decisions. It is when the leaders of a strategy

(in this case the change process) use a strict code of behaviour to manage the employees who are

expected to do the work in a timely fashion.

- Soft management: it is a more flexible and lenient style of management. More control is given to

the employees to pick their own methods of operation.

29 Lawrence (1969), Kotter and Schlesinger (1979), Alain (1996) 30

Coch and French, 1947 31 Hultman, 1998

Dissatisfaction x Desirability x Practicality > Resistance to change

[12]

Applying this dichotomy to the change process, we can understand that a flexible strategy of change is

longer than the ‘hard’ strategy. In the second one, Handicap international gives orders to people, services

or organisations so they have to change quickly. The performance is searched. It is a short-term result: the

visible change (even though the change is not accepted in the stakeholders’ minds). On the contrary, the

‘soft’ method is more based on bringing people to change. They change because they have understood the

need of change. The goal here is a long-term result: a sustainable change in the targeted organisation /

services.

This approach could be connected to a sociological and psychological approach that we can call

‘comprehensive approach’32. In that approach, it is possible to avoid, or at least manage, the ‘resistance to

change’ by including the new skills in habits (the new skills becoming the traditional way of working). In

fact, an action will have more success if it is owned, relayed and adjusted by the stakeholders themselves

(thus, they are taking part of the change process and they are not just passive recipients of it who silently

resist to the change). Moreover, the change must be global (the change process can’t be successful if it

focuses on one person). This ‘comprehensive approach’ is based on open exchanges and speaking and

listening with all the stakeholders.

32 Pr. Dejours, in DMT (Document pour le Médecin du Travail), Comprendre la résistance au changement.

Advice on the way to take into account in the projects the resistance to change:

We must be careful with the notion of “measuring resistance to change”. In fact, several

criticisms of the theories of resistance to change highlight that the topic suffers from several

difficulties

1- Measuring and predicting resistance to change is very difficult.

2- These theories are misleading. Indeed, they cause an individual condemnation, partially

because the individual causes to resistance are the easiest to find. Therefore, we must

remember of all the causes (individual but also political, cultural...). In fact, in some

regions, countries, information, awareness and training sessions should be adapted

regarding to culture, customs and beliefs of the area.

3- These theories elude the fact that resistance is the natural response to any change:

there is no change without pain.

4- For those who want to measure resistance to change, it will be counterproductive to

qualify this resistance because this notion suffers from a pejorative and negative

definition. It is advised to identify the issues and challenges for each service (and not

for each individual).

5- It is not necessary to clearly identify the source and the intensity of the resistance to

change. The conscious of the existence of the resistance, for Handicap International

and for the supported structure, is sufficient in order to justify the plan of action and

the gradual approach to answer the problem.

[13]

III- The AIATAC method

How can we (HI and our partners, with a special mention to DPOs) accompany stakeholders (in

particular service providers) to become inclusive of person with disabilities and in a sustainable manner?

A- Presentation of the method

To achieve this end, the “AIATAC” approach highlights six activities. With this approach, we aim to

support projects to ensure their expected results and activities overcome the barriers faced in service

provision.

The AIATAC refers to the activities to support a service to become inclusive to persons with disabilities.

These activities are: Assessment, Information, Awareness, Training, Advocacy and Coaching.

Assessment

The notion of assessment in development programmes is not consensual. There are two types of

assessment:

- The initial assessment which is at the beginning of the inclusive programme and which enables HI

to know about the current situation of the service / organisation regarding to the knowledge, the

attitudes, the professional practices and the policies. The goal of this assessment is to have a clear

picture of the service/ organisation before the beginning of the change process. This is the

assessment targeted in the first step of the AIATAC.

- A continuous assessment that is done during the whole change process to evaluate that each

steps of the programme are well done. These analyses focus on the effects of the project. This type

of assessment is not ignored by HI. In fact, it is part of the coaching of the programme.

Here, we will focus on the initial assessment that provides a clear picture of the situation of the service.

To understand the initial assessment, we can refer to another method used by HI (in particular by the

Landmines Department in MRE – Mines Risk Education): the KAP survey33. In that method, before the

beginning of the educative programme, an explorative study is lead to identify the needs and the most

efficient communication networks. This study establishes a database about knowledge, attitudes and

practices of the targeted population. Moreover, the assessment is adapted according to the culture and

beliefs of the targeted population. The KAP method suggests some tools to assess: surveys, closed

questionnaires, statistic comparisons, interviews and listening of participants...

We can be inspired by the KAP surveys to emphasize some points in the assessment stage of the

AIATAC:

- The assessment must make persons with disabilities participate to the several surveys,

questionnaires, interviews.

- The assessment must highlight the current situation of the service about knowledge, attitudes,

practices and internal policies, so that HI could put in place information, awareness and training

sessions, and advocating and coaching.

- The assessment should pay attention to the possible resistance to change that some service users

and service providers could feel. To understand resistance to change, the assessment could focus

33 To go further on the KAP method : HI Mines Department, Un guide pour mettre en œuvre les études CAP

[14]

on some categories of the population that is analyzed according to their socio-professional

category, age, culture, beliefs, etc.

In practice, the assessment of the AIATAC enables HI to understand barriers and facilitators that persons

with disabilities face to access a given organisation/ service. This assessment should be made at two

levels34:

MACRO: here we should assess the systemic organisation. It means that we will focus in the

systemic organisation of services, in global, without making a distinction according to geographical

factors (local/regional/national).

Some indicators should be taken into account: the effective existence of diversified services, the

physical and geographical access to services for persons with disabilities, the existence of

information widely distributed about available services, the administrative background, the

existence of policies about disability.

To have access to the information about the systemic organisation, we could use the DNR tool

(Demands, needs, resources) to evaluate the problems faced by the system concerning the

inclusion of persons with disabilities. This DNR will enable to identify the demands expressed by

DPOs, the needs expressed by disability professionals in general and in the particular sector of the

targeted service, and the global and sector-specific resources (in particular the legal framework).

MICRO: here we assess the internal organisation of the target service. It means that we will focus

on the internal operating of the service itself. First, we could assess the level of inclusion of the

targeted structure. A tool, inspired by the one suggested by Light for the world35, has been adapted

to HI programmes (see our chart in appendix 1). After having assessed the level of inclusion, we use

the DNR tool to collect data about staff’s perception of disability, accessibility of the service for

persons with disability. This DNR will enable to identify the demands expressed by persons with

disabilities who have access to the service (as consumers but also as employees) or who will

potentially have access to it, the needs expressed by the members of the service (at all levels) to

become inclusive, and the resources in terms of internal policies and strategies of the organisation.

This part of the assessment enables to see if demands and needs match. In the surveys suggested

by NGOs36, they often make a difference between assessment of service providers and assessment

of beneficiaries. This distinction enables to highlight the demands and needs in the target structure.

To summarize, our assessment may involve:

Identifying the main demands, needs and existing resources related to the systemic

organisation and the intern organisation (macro / micro analysis)

Identifying and qualifying the level of inclusion of the structure

Identifying the key barriers and facilitators that persons with disabilities face to access the

service

Establishing a participatory plan of action based on the findings.

Information

In the information stage, we focus on improving the knowledge.

34 HI, DRT, GM05, access to services for persons with disabilities, December 2010 35 Light for the World, Count me in, Include people with disabilities in development projects, 2013 - “How inclusive is your

organization?” 36 For an example: HI Cambodia, TIGA assessment tools

[15]

ALWAYS REMEMBER THE OLD

CHINESE ADAGE

I hear and I forget

I see and I remember

I practice and I can do it

In that way, it is important to define first “knowledge”. For the oxford dictionary, it refers to “facts,

information and skills acquired through experiences or education” and to “the theoretical or practical

understanding of a subject”. In the KAP surveys, HI defines knowledge as the “set of information acquired

by persons on a given topic”. Thus, information refers to the facts and theories provided or learned about

a subject (in our case: disability).

Consequently, the goal targeted in the information sessions is to increase the knowledge of participants

about disability. Here, we make no distinction between persons with disabilities and persons without

disabilities because the set of knowledge provided is the same.

Nevertheless we must be careful to the different sessions (IAT: Information – Awareness – Training)

provided by HI in the AIATAC. The chronological order of the IAT is very important. The goal in the

information sessions is to convince people that the disability topic is important, whereas in the awareness

stage the goal is to persuade them to change their attitudes37. Moreover, basic knowledge is necessary to

understand that there is a problem (in attitude, in practices or both) and why it is important to change.

Indeed, the IAT is based on a funnel-shaped theory: we must increase the knowledge of the participants

before any awareness-raising and training sessions that have specific and precise objectives. Thus, the

information sessions are the first step to involve the stakeholders in the change process and it can’t be

underestimate and neglect.

In order to ensure that basic knowledge about disability is assimilated by people targeted by

information (participants of information sessions or recipients of the documentation and information

messages), it is necessary to build on information plans that follow the principles of adult learning38. Adults

prefer learning situations which:

- Are practical and problem-focused

- Promote their positive self-esteem

- Integrate new ideas with existing knowledge (that is why

the chronological order of the IAT sessions is important)

- Show respect for the individual learner

- Utilize their experience

- Allow choice and self-direction

Related to these principles, we can highlight four advises for trainers:

1) Information provided must draw attention of recipients: information sessions or information

messages must be interesting, catchy and interactive.

2) An adult learns better if he/she has searched the information be himself/herself (autonomy).

Moreover, an assessment of the acquired knowledge is necessary at the end of the information stage to

ensure that the most important information have been provided and learnt: information on the legal

framework and the current situation of persons with disabilities in the country or the region (see the check

list in appendix 2).

To summarize, information stage usually involves organisation meetings and producing documentations

to inform stakeholders about:

- The international and national framework regarding persons with disabilities

- The obligations of governments and services providers

37

About the difference between convincing and persuading, see Platon, Gorgias 38 HI, Mainstreaming disability in Disaster risk reduction: a training manual and facilitating guide, 2011, p14-49

[16]

- Common barriers faced by persons with disabilities and simple ways to reduce them

Awareness

In the awareness stage, we focus on improving the attitudes.

In that way, it is important to define first “attitudes”. For the oxford dictionary, it is a “settled way of

thinking or feeling about something”. It is synonym of “behaviour”. In the KAP method39, HI defines

attitudes as “what the person perceives of the problem, his/her intentions, difficulties to apprehend the

problem, obstacles to change his/her practices. Attitudes are the ‘gap’ between knowledge and practices,

results of several confines on the person. We have to understand how the person is in relation to the

problem”.

It is necessary to define also “awareness” (syn. Sensitization) because this notion, used by every

development programme, is few consensual. To make somebody sensitive, it is making oneself attentive,

available to the situation of persons with disabilities. Awareness-raising means making perceptions evolve

to modify durably attitudes. Thus, it is a strategy and not just the distribution of information supports. It is

important to understand the causes of the wrong attitudes40. It could come from:

- Fear: it is the common cause. It could be fear of contagion but also fear of doing a blunder.

- Unattractiveness: some conditions can cause people to be perceived as unattractive, particularly in

cultures where outward beauty is highly valued. In that case, people with visible impairments may

be rejected because of the way they look.

- Unease: visible conditions may make people feel uneasy or uncomfortable. They may not know

how to behave in the presence of the person with disabilities and therefore choose to avoid the

person

- Association: this may occur with the impairment is (wrongly) associated with a condition that is

perceived to be undesirable.

- Values & beliefs: values and beliefs can play a powerful role in excluding people with disabilities.

- Policies or legislation: policies about how and where impairments are treated may cause stigma

and exclusion. This is especially seen when conditions are treated in separate locations.

We can notice here the visible link between awareness-raising and theories of resistance to change.

Most of the causes of the wrong attitudes are effectively the same (filed differently) as some of the causes

of resistance to change (individual, collective, cultural and political causes41).

39 To go further on the KAP method : HI Mines Department, Un guide pour mettre en œuvre les études CAP 40

ILEP – Guidelines to reduce stigma, guide 1, 2011. 41 See above I- B) (3) Understanding resistance to change.

Note: Information, awareness-raising and training stages focus on each understanding sphere of disability.

This idea could be expressed by the following diagram:

Intellectual Relational

Professional

TO KNOW TO BE

TO KNOW-HOW

[17]

In the awareness step, there is no difference between professionals and non-professionals. We focus

on wrong personal attitudes regarding disability. The goal is to improve these personal attitudes to create

disability-friendliness.

To summarise, awareness is about taking coordinated action to make people conscious of their attitudes

towards a specific topic (disability in this case) and start challenging these attitudes. It also aims to establish

some level of trust between two sectors / organisations to allow further work together. Raising awareness

for service providers can involve42:

- Discussing different perceptions of disability and disability models, as relates specifically to their

context.

- Organizing sessions where persons without disabilities can live for a few minutes the barriers faced

by persons with disabilities.

- Organizing cultural activities that challenge specific cultural beliefs related to disability.

- Facilitating contacts between the target public and persons with disabilities

Training

In the training step, we focus on improving practices.

Thus, we must define first “practices”. The oxford dictionary defines it as “(1)the actual application or

use of an idea, belief, or method ; (2) The customary, habitual or expected procedure or way of doing

something ; (3) Repeated exercise in or performance of an activity or skill so as to acquire or maintain

proficiency in it”. Here, we are interested in the third definition. Indeed, the goal of the training is to

improve professional practices and skills. In the KAP method, we define practices as: “real acts

accomplished by the person”.

In this stage, we focus on professional skills. The goal is to welcome persons with disabilities in the

service / organisation either as members of the staff, or as clients or customers of the service. For example,

in education, the training focuses on adapting either the physical accessibility of the service (for a teacher

or a pupil/student with disabilities), or the courses so that a pupil with disabilities can took classes.

As in the information stage and in awareness session, training is based on principles of adult learning43.

Related to these principles, we can highlight four advises for trainers:

1) People learn better when alternating theory and practice

2) People need to remember what they learn. The sessions must be interactive and attractive.

3) Learning is a continuous process. That is why training sessions are part of the coaching provided by

HI. Moreover, it is important to assess the results of the session and to act in consequence

(providing others IAT sessions if necessary).

To summarize, the objective of training is for persons to change their actual, day-to-day practices by

improving their skills to adapt their work to include persons with disabilities. This entails proposing a

training plan that includes both theory and actual support at field level, preparing training kits and

guidelines, providing support to review existing tools and procedures, organising sessions to exchange good

practices and lessons learned...

42 To go further: World Vision, Travelling together – how to include disabled people on the main road of development, 2010 43 See the part about information

[18]

Advocacy

The objective of advocacy is to change political will, inform decisions and influence policy-making.

First we should define “advocacy” which is a controversial notion because there is no consensus on its

definition. Indeed, in development programmes, NGOs often give their own definition of advocacy. Thus, its

often refers to the process where individuals, groups or community try to influence policy and decision-

makers44. It is about persuading other people or group to act differently – to change their policy, approach

or operations45.

Often, advocacy is linked to networking, lobbying or national advocacy. As regards networking, it

involves making connections with other relevant people and organisations which have responsibilities and

can help achieving successful results. The advocacy in the AIATAC must also not be confused with the

“national advocacy” of some HI programmes. It is possible to define national advocacy as the “exercise of

influencing policies thanks to a general public campaign or a more discreet lobbying. [...] The advocacy is

based on private positioning”46. The national advocacy is addressed to public authorities in order to

influence policies, laws and regulations on a given subject (in our case inclusion and participation of

persons with disabilities). In the AIATAC, it is not the same goal that is targeted. Indeed, in the AIATAC, we

focus on influencing the decision-making and the implementation of internal policies and procedures. The

advocacy in the AIATAC will not consist in lobbying with public authorities or in a testimony campaign for

the global population.

Coaching

Coaching involves ongoing support for organisations to change as whole: practices, policies,

procedures... including staff at different levels (field workers, managers, board members...) and different

departments (operations, human resources, etc.). This may involve:

- Improve the accessibility of the whole service (physical, communication, attitudes)

- Supporting the organisation to ensure strategy facilitates the inclusion of persons with disabilities

- Provide support to revise internal rules and functioning

- Provide support to review the internal Human Resources policy

- Provide support to review management procedures

- Share examples of good practices from similar organisations

- Propose a revision of the budgets to add extra resources if necessary.

The coaching is the final step of the project but certainly one of the longer in the timeframe of the

programme. It includes actual actions to change and become inclusive. In fact, in this step we must make a

continuous assessment of the structure to ensure the progression of the change.

Here, the main notion is “coach”. This locution, derived from the physical and sports education, is used

to refer to the person that support another in achieving its own objective. In the AIATAC, the concept of

coach refers to the fact, for a Handicap International’s team, to regularly go in the service and to help it to

achieve the objective that have been targeted in the plan of action.

44 International Online Resource Centre on Disability and Inclusion, http://www.asksource.ids.ac.uk 45 HI, Mainstreaming disability in disaster risk reduction: a training manual and facilitating guide, 2011 46

HI, Service Analyses et Positionnement, Rapport sur le témoignage, sur la base des entretiens réalisés auprès de dix ONG

françaises, 29/06/2009, p6 « F. Comment distinguez-vous témoignage et plaidoyer ? ».

[19]

To ensure that the coaching is effective, some programmes suggested a check lists47. At least, we must

ensure that, at the end of the project, accessibility of the service has been improved and is effective

(physical and environmental accessibility, accessibility to information), that internal policies are inclusive

and implemented, that disability referents are able to lead information, awareness-raising and training

sessions towards their colleagues...

Impact in sustainable change of practice and policies Number of stakeholders you can reach

B- Frequently asked questions (FAQ) on the AIATAC method

Some criticisms of the AIATAC highlight the absence of the notions of participation, empowerment and

accessibility in the method. We must respond to these questions.

Why notion of participation does not appear clearly in the AIATAC?

To answer this question, we must define first the notion of participation48. Indeed, several typologies

could be found about the different senses of the locution.

- Active participation / Passive participation:

47

E.g. HI, DRR Coaching Tool. 48 These definitions are a compilation of definitions found in Oxford dictionary online, Larousse en ligne and the website of the

(French) CNLE (Conseil national des politiques de lutte contre la pauvreté et l’exclusion) – www.cnle.gouv.fr and the OECD –

http://www.oecd.com/

Training

Advocacy

Coaching

Information

Awareness

Training

Awareness

Information

Coaching

Advocacy

Remark about the AIATAC: it is important to note that often “awareness-raising” is used to target

mainly the general public, while “advocacy” is used to target decision-makers involved with policy

work.We can see in the diagram below that the first few activities of AIATAC can target a larger number

of persons, while the later activities of training, advocacy on specific internal policies and coaching a

service, target a fewer number of stakeholders, however this impact is likely to be more sustainable.

And so, we encourage selecting only a handful of services to be take through the AIATAC process.

http://www.cnle.gouv.fr/

[20]

The active participation means that the person (in our case a person with disabilities) takes

part actively to the project (consultation, participation in the decision-making process,

present during each steps of the method...)

The passive participation means that the person, usually a member of the target

organisation / service, gives his/her opinion during surveys (as any member of the

organisation).

- Social participation / political participation49:

The social participation means that the person (in our case a person with disabilities) has

the possibility to make choices, has access to the social life... This meaning is the one kept

by HI in the goals of the Inclusion Department and also the one kept by the studies on

Quality of Life.

The political participation means that the person contributes to the decision-making

process, is consulted and is actively present during the project. This is in accordance with

the ‘active participation’ defines above.

In fact, in development programmes, the second typology is preferred because the locution ‘passive’ is

very pejorative. The main difference between social and political participation is that the social

participation is a goal and the political participation is more a mean or an indicator of inclusion.

The question about the lack of the notion in the AIATAC method is pertinent, because it does not appear

clearly in the acronym. In fact, the notion is not totally absent of the method. It is just that the method

refers to actions and not to goals or means. Indeed, the (social) participation of persons with disabilities is

one of the main goals of development programmes and in particular of the Inclusion Department of HI50.

Thus, the partial lack of the notion is due to the choice made by HI to focus on actions. Nevertheless we can

find (political this time) participation in several steps of the AIATAC:

- In the initial assessment: the persons with disabilities who are members of the staff or service users

participate to the surveys and discussions

- In the information sessions, people with disabilities who are members of the structure or DPOs

participate to the meetings. Moreover, one of the results of these sessions is that people with

disabilities increase their knowledge about disability and their rights.

- In the awareness sessions, people with disabilities really take part of the project. They begun to

empower themselves. Indeed, one of the methods to sensitize in a structure is to organise

meetings and exchanges lead by persons with disabilities. In this stage, people with disabilities are

not ‘consumers’: they are agent of change because they lead sessions of awareness.

- In the training sessions, people with disabilities empower themselves even more. They are

consulted during the training and give feedbacks about the different training seminars.

- In the advocacy, people with disabilities are consulted about policies and decision making in the

service / organisation.

- In the coaching, persons with disabilities are often consulted. Therefore, exchanges sessions are

organised, accessibility is improved, policies become inclusive, the service is adapted to the needs

of persons with disabilities...

49

To go further: UNCPRD – Art 3. 50 On this subject, see: HI, Cambodia – TIGA project, tools to measure the Quality of life (subjective indicators of social

participation: participation to the decision-making and to activities with the family ; participation to social, cultural, religious and

political activities of the community).

[21]

Even if the term “participation” does not appear clearly, HI does not ignore this notion. We just prefer to

use “consultation” and “participation” in each activity to explain to the organisation that it is necessary to

follow the process to achieve to become inclusive. Thus, the notion of participation is a transversal notion

which prove (if there is participation) that the service is inclusive or in the good way to become inclusive.

Moreover, the improvement of the participation of persons with disabilities must be searched for

qualitative reasons and not just because HI advised it to the service. Otherwise, it could be some failures:

- False participation of persons with disabilities (e.g. they are present during the meetings of the

project management committee but they don’t speak nor give their opinion).

- The project limits the inclusion into increasing the participation of persons with disabilities whereas

it is just a part of the inclusion process and not a synonym of inclusion.

- To have impairments is a condition and not a proof of expertise and knowledge. In some steps of

the method, listening to persons with disabilities is important but it could not be the only form of

assessment that could be done.

The question of the absence of the notion could be asked also for the notion of empowerment. This

notion, even if commonly used in NGO and development programmes, is a multidimensional term with

several acceptations that send back to the distinction between social and political participation.

- For some, empowerment means that the person is independent and has the power to make his/her

own choices. It is an individual perception of the notion that is used in development programmes

to highlight the fact that vulnerable people (in particular people with disabilities) progress from

exclusion to inclusion by taking part of the social life. In guides that use this sense of the notion,

empowerment is defined through the goals of the intervention: to increase self-esteem, to

stimulate positive identities...51

- For others, empowerment is a collective and political notion. In that way, the notion is used to

explain that vulnerable people are part of the change process and participate, as main

stakeholders, in the decision making and the planning.

To summarize, we can define empowerment of an individual, group or community as the process that

increases its strengths, and improves its capacity to achieve its goals. It allows for one to participate in,

negotiate with, influence, control, and hold accountable the institutions that affect one’s life52.

To illustrate (political) empowerment and participation we can refer to the diagram below53:

51 ILEP, Guidelines to reduce stigma, Guide 3, 2011 – STEP Programme in Nepal 52

HI, Towards equal access and participation of persons with disability in Kenya, 2012 53 Light for the world – Count me in, Include people with disabilities in development projects, 2013

[22]

HI makes the choice of non-using empowerment as an essential notion of the AIATAC method because,

as the notion of participation, it is a transversal notion that could be found in several steps of the process

(in fact, when participation increases, empowerment too).

Why the notion of accessibility does not appear clearly in the AIATAC?

First, we must define the notion of accessibility54:

- Accessibility could refer to physical access that is to say that physical structures, places are

accessible for persons with disabilities. Here, we should be careful to all sorts of impairments

(motor, visual, hearing, intellectual, psychological). Buildings and communication means must be

adapted to persons with disabilities.

- Accessibility could also refer to something that people could easily understand, something that is

reachable.

- Accessibility could refer to the right of using something

Accessibility could be either a goal of the project or an indicator that the targeted service/ organisation

became inclusive at the end of the project. In the first case, the main goal of the project will be to increase

accessibility for persons with disabilities. In the second case, the main goal will be the full inclusion of

persons with disabilities in the targeted service/ organisation. Thus, the second case is more global, and

one of the indicators of the inclusion will be the full access for persons with disabilities. To assess

accessibility, HI usually uses a method called RECU which means:

Reach: does the person with disabilities can reach the structure?

Enter: does the person with disabilities who have reached the structure can enter in it?

Circulate: does the person with disabilities can circulate everywhere in the structure?

Use: does the person with disabilities can easily use the service provided by the structure?

The lack of the term “accessibility” in the acronym AIATAC does not mean that HI refuses to use it or

ignore the notion. In fact, accessibility is often a targeted objective of HI55. Nevertheless, in the facts, the

methods suggested in HI projects that focused on accessibility were not as complete as the AIATAC. Indeed,

they generally gave guidelines to increase accessibility (or participation) of services, but these guidelines

were not necessarily accompanied by methods and activities to implement accessibility. In comparison,

54

These definitions are a compilation of several definitions found in Larousse en ligne (access and accessibility) 55 E.g.: HI, Sri Lanka, 2010 – ACAP Project (Access, Communication, Attitudes and languages, Participation)

[23]

AIATAC focuses on actions that enable to improve in a sustainable manner knowledge, attitudes, practices

and policies of a structure. In each step, activities and methods are given and clearly explained to achieve

successful results. Thus, in the AIATAC, the coaching and the monitoring seem to be more present. In

addition, accessibility and participation are implemented during the process of change because they are

goals of the AIATAC.

To ensure that accessibility is effective, HI56 (and others NGOs) uses a typology that could be used in

AIATAC.

- Physical environment must be accessible to persons with disabilities

- Social environment must be accessible to persons with disabilities

- Communication tools and information must be accessible to persons with disabilities

A short answer to the question is that HI does not use the notion ‘accessibility’ for two main reasons.

(1) On the one hand, as we have already said for participation, the AIATAC method focuses on actions

to become inclusive and not on goals or indicators of inclusion. Accessibility is, in other

development projects, either a goal57 or an indicator that the target service or organisation is

inclusive.

(2) On the other hand, accessibility is a transversal notion that we find in several stages of the AIATAC

and especially in the coaching part of the project.

56

HI Nepal, Training toolkit: Community Disability Worker Course, module 26, 2013 57 E.g. HI, Sri Lanka, 2010 – ACAP Project

[24]

APPENDICES

APPENDIX 1: Assessment tool – is the service inclusive?

chart qualification of the level of inclusion version2.doc

APPENDIX 2: Information sessions check list

Activity Check

Participants understand the background of the session (in particular: action of HI).

Participants understand properly concepts of impairment, disability, inclusion and the

specific terminology linked to inclusive services in the targeted sector.

Participants increase their knowledge about the current disability situation (vicious circle

of disability, poverty and exclusion, current rate of poverty, current rate of

unemployment of persons with disabilities, current rate of literacy of persons with

disabilities...).

Participants increase their knowledge about rights of persons with disabilities, national

and international legislation that promotes the rights of persons with disabilities.

APPENDIX 3: Awareness-raising check-list

Activity Check

Participants understand the background of the session (in particular: action of HI)

Participants understand properly concepts of impairment, disability, inclusion and the

specific terminology linked to inclusive services in the targeted sector

Participants understand theoretical models about disability

- Human basics needs (Maslow’s pyramid)

- Social and rights based models

- Disability Creation Process

- Twin-track approach

Participants can identify the different types of impairments

Participants can describe key barriers which can hinder the full participation and the full

access to the targeted service of persons with disabilities

Participants understand benefits of the increase of inclusion in the service

From top

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