Presentation on Inclusive school improvement by Handicap International
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Presentation on Inclusive school improvement by Handicap International

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Presentation on Inclusive school improvement by Handicap International at the Disability Working Group meeting on November 20, 2009

Presentation on Inclusive school improvement by Handicap International at the Disability Working Group meeting on November 20, 2009

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Presentation on Inclusive school improvement by Handicap International Presentation on Inclusive school improvement by Handicap International Presentation Transcript

  • INCLUSIVE SCHOOL IMPROVEMENT HANDICAP INTERNATIONAL DWG 20/11/09
  • Content
      • What is the tool
        • Another inclusive education tool?
        • Definitions
      • How does it work?
        • Indicators and key questions
        • Cycle
        • Success factors
      • Importance
      • Progress in Bac Kan
  • 1.1 Another inclusive education tool?
      • Inclusive school improvement is a process that aims to support the development of sustainable inclusive practice in schools through an ongoing school improvement involving self-evaluation
      • Ultimate aim: school where all children from the community are enrolled and are successful
      • It offers a framework for school self-evaluation, prioritizing needs, taking action
      • As simple and clear as possible
      • Based on the Index for Inclusion
  • 1.2 Definitions
      • Broad definition of inclusive education:
    • ‘ Teaching and learning which supports the participation and learning of all students’
  • 2.1 Indicators and key questions
      • Instead of using a predefined set of indicators and key questions, the stakeholders develop their own indicators and key questions
      • Indicators are statements or aspirations against which the practice in the school can be compared in order to set priorities for school development
      • Involvement of different stakeholders and discussions are very important
  • 2.1 indicators and key questions
      • Examples from Laos
        • All pupils feel welcome in school
        • All students support each other in their learning
        • All students are supported by the school staff
        • Teachers and parents cooperate well
  • 2.1 indicators and key questions
      • All pupils feel welcome in the school
        • Does the school have a policy to enroll/include all children?
        • Do teachers welcome all parents and their children when they come to school?
        • Do all teachers feel ownership of the school?
        • Do students feel ownership of their classroom?
        • Does the school celebrate local cultures and communities in signs, displays and events?
        • Do all children equally exercise their rights/ participate in all school activities?
  • 2.2 Cycle
  • 2.3 Success factors
      • Discussion, Openness, Honesty
      • Willingness to accept the need for development
      • Involvement of all the stakeholders
      • Sharing between different schools
  • 3. Importance of the tool
      • It encourages development of local inclusive education practices instead of copying ideas from other contexts
      • The highly participative tool improves the feeling of ownership of all stakeholders, which leads to more sustainable changes
      • It brings inclusive education into the mainstream school debate
  • 4. Progress in Bac Kan
      • Study visit to Laos
      • Training with Peter Grimes about the tool
      • Development of first draft of the indicators