INCLUSIVE SCHOOL IMPROVEMENT HANDICAP INTERNATIONAL DWG 20/11/09
Content <ul><ul><li>What is the tool </li></ul></ul><ul><ul><ul><li>Another inclusive education tool? </li></ul></ul></ul>...
1.1 Another inclusive education tool? <ul><ul><li>Inclusive school improvement is a  process  that aims to support the dev...
1.2 Definitions <ul><ul><li>Broad definition of inclusive education: </li></ul></ul><ul><li>‘ Teaching and learning which ...
2.1 Indicators and key questions <ul><ul><li>Instead of using a predefined set of indicators and key questions, the stakeh...
2.1 indicators and key questions <ul><ul><li>Examples from Laos </li></ul></ul><ul><ul><ul><li>All pupils feel welcome in ...
2.1 indicators and key questions <ul><ul><li>All pupils feel welcome in the school </li></ul></ul><ul><ul><ul><li>Does the...
2.2 Cycle
2.3 Success factors <ul><ul><li>Discussion, Openness, Honesty </li></ul></ul><ul><ul><li>Willingness to accept the need fo...
3. Importance of the tool <ul><ul><li>It encourages development of local inclusive education practices instead of copying ...
4. Progress in Bac Kan <ul><ul><li>Study visit to Laos </li></ul></ul><ul><ul><li>Training with Peter Grimes about the too...
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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

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Presentation on Inclusive school improvement by Handicap International

  1. 1. INCLUSIVE SCHOOL IMPROVEMENT HANDICAP INTERNATIONAL DWG 20/11/09
  2. 2. Content <ul><ul><li>What is the tool </li></ul></ul><ul><ul><ul><li>Another inclusive education tool? </li></ul></ul></ul><ul><ul><ul><li>Definitions </li></ul></ul></ul><ul><ul><li>How does it work? </li></ul></ul><ul><ul><ul><li>Indicators and key questions </li></ul></ul></ul><ul><ul><ul><li>Cycle </li></ul></ul></ul><ul><ul><ul><li>Success factors </li></ul></ul></ul><ul><ul><li>Importance </li></ul></ul><ul><ul><li>Progress in Bac Kan </li></ul></ul>
  3. 3. 1.1 Another inclusive education tool? <ul><ul><li>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 </li></ul></ul><ul><ul><li>Ultimate aim: school where all children from the community are enrolled and are successful </li></ul></ul><ul><ul><li>It offers a framework for school self-evaluation, prioritizing needs, taking action </li></ul></ul><ul><ul><li>As simple and clear as possible </li></ul></ul><ul><ul><li>Based on the Index for Inclusion </li></ul></ul>
  4. 4. 1.2 Definitions <ul><ul><li>Broad definition of inclusive education: </li></ul></ul><ul><li>‘ Teaching and learning which supports the participation and learning of all students’ </li></ul>
  5. 5. 2.1 Indicators and key questions <ul><ul><li>Instead of using a predefined set of indicators and key questions, the stakeholders develop their own indicators and key questions </li></ul></ul><ul><ul><li>Indicators are statements or aspirations against which the practice in the school can be compared in order to set priorities for school development </li></ul></ul><ul><ul><li>Involvement of different stakeholders and discussions are very important </li></ul></ul>
  6. 6. 2.1 indicators and key questions <ul><ul><li>Examples from Laos </li></ul></ul><ul><ul><ul><li>All pupils feel welcome in school </li></ul></ul></ul><ul><ul><ul><li>All students support each other in their learning </li></ul></ul></ul><ul><ul><ul><li>All students are supported by the school staff </li></ul></ul></ul><ul><ul><ul><li>Teachers and parents cooperate well </li></ul></ul></ul><ul><ul><ul><li>… </li></ul></ul></ul>
  7. 7. 2.1 indicators and key questions <ul><ul><li>All pupils feel welcome in the school </li></ul></ul><ul><ul><ul><li>Does the school have a policy to enroll/include all children? </li></ul></ul></ul><ul><ul><ul><li>Do teachers welcome all parents and their children when they come to school? </li></ul></ul></ul><ul><ul><ul><li>Do all teachers feel ownership of the school? </li></ul></ul></ul><ul><ul><ul><li>Do students feel ownership of their classroom? </li></ul></ul></ul><ul><ul><ul><li>Does the school celebrate local cultures and communities in signs, displays and events? </li></ul></ul></ul><ul><ul><ul><li>Do all children equally exercise their rights/ participate in all school activities? </li></ul></ul></ul>
  8. 8. 2.2 Cycle
  9. 9. 2.3 Success factors <ul><ul><li>Discussion, Openness, Honesty </li></ul></ul><ul><ul><li>Willingness to accept the need for development </li></ul></ul><ul><ul><li>Involvement of all the stakeholders </li></ul></ul><ul><ul><li>Sharing between different schools </li></ul></ul>
  10. 10. 3. Importance of the tool <ul><ul><li>It encourages development of local inclusive education practices instead of copying ideas from other contexts </li></ul></ul><ul><ul><li>The highly participative tool improves the feeling of ownership of all stakeholders, which leads to more sustainable changes </li></ul></ul><ul><ul><li>It brings inclusive education into the mainstream school debate </li></ul></ul>
  11. 11. 4. Progress in Bac Kan <ul><ul><li>Study visit to Laos </li></ul></ul><ul><ul><li>Training with Peter Grimes about the tool </li></ul></ul><ul><ul><li>Development of first draft of the indicators </li></ul></ul>
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