EDP 2201 PPT PRESENTATIONS

1. COLLEGE OF EDUCATION
EDP 2201 (EDP 201)
INCLUSIVE EDUCATION AND CHILD
FRIENDLY SCHOOL PRACTICES
ACADEMIC YEAR: 2017-2018
UNIT 5: CONTEXT OF RWANDAN INCLUSIVE
EDUCATION
LECTURER: BUGINGO M. M. SOLANGE 1

2. Mainstream
learners
INCLUSIVE EDUCATION
SEN IN RWANDAN EDUCATION
Sustainedretention
Access to basic education
Learners with SEN
 Children with
disabilities & other
deviant learning
disorders
 Unsupported children
 Children from minority
groups
 Children with social and
emotional difficulties
 All other groups with
other educational
barriers (HIV/AIDS & other
chronic illnesses)
Source: Rwandan draft SNE policy
(MINEDUC, 2007)
2

3. UNIT 5: CONTEXT OF RWANDAN INCLUSIVE
EDUCATION EXAMPLE OF SEN - RELATED TO
MINORITY GROUPES
(EXAMPLES OF RWANDAN RUKIGA/RUNYANKORE SPEAKERS)
3

4. EDUCATION
Schools of
learners with
SEN in Rwanda
Schools with
more than 100
students with SEN
Schools with
about 70 students
with SEN
Secondary
schools
Universities
Child-Friendly
school
Note:
1. All the 41 Special
schools are private
2. All the Child-friendly
school model schools
are disadvantaged-
poor rural primary
schools.
4

5. INCLUSIVE EDUCATION
WHERE CAN WE TRACE INCLUSIVE EDUCATION IN RWANDAN
EDUCATION?
The survey conducted in
December 2010 for the
Ministry of education,
considers the six key channels
of inclusive education in
Rwandan education:
 The curriculum in schools;
 The school environment and
its accessibility;
 The teaching approaches and
capacities;
5

6. INCLUSIVE EDUCATION
WHERE CAN WE TRACE INCLUSIVE EDUCATION IN RWANDAN
EDUCATION?
The survey conducted in
December 2010 for the Ministry
of education, considers the six
key channels of inclusive
education in Rwandan
education:
The parent-community
support;
The teaching resources;
Support services and
resources.
6

7. INCLUSIVE EDUCATION
BASIC CONCEPTS AND CONTEXT OF RWANDAN INCLUSIVE
EDUCATION
 The survey considers
those who usually
present limitations and
barriers in the learning
and teaching processes,
to the extent that the
educational system is
expected to make
adjustments, or/and avail
extra support in order to
help them access or/and
proceed in education
attainments.
7

8. INCLUSIVE EDUCATION
BASIC CONCEPTS AND CONTEXT OF RWANDAN INCLUSIVE
EDUCATION
o However, the majority of
young Rwandans with
SEN appear to attend
ordinary schools which are
increasingly adjusting
their teaching/learning
approaches and
environments to
accommodate them. These
include over 120 Child-
Friendly Schools or
Inclusive schools often
supported by international
organizations such as
ADRA and Handicap
International through their
collaboration with
UNICEF, EU and
MINEDUC. 8

9. EDUCATION
BASIC CONCEPTS AND CONTEXT OF RWANDAN INCLUSIVE
EDUCATION
It is thus the practice
and services in these
settings that ought to
be inclusive in
nature.
9

10. INCLUSIVE EDUCATION
BACKGROUND& DEVELOPMENTS IN RWANDAN
INCLUSIVE EDUCATION
The current Education Sector Strategic Plan
(ESSP) 2010-2015 and other strategic policy
documents:
1.emphasize providing the “human capital”
required for the country’s socio-economic
development, or the reason for inclusion.
2.Clarify priority to universal equitable access to
good quality 9-year basic education “through
specific interventions to raise performance of girls
and learners with special educational needs.’
3.The Rwandan constitution of 2003, Art. 28 and
40, law No. 1/2007, art. 11-13.
10

11. BACKGROUND& DEVELOPMENTS IN RWANDAN
INCLUSIVE EDUCATION
0
100
200
300
400
500
600
M F M F M F M F M F M F M F M F M
Chn with P.H Chn with M.H Chn wth H.I Chn
V.I
Chn with multiple
Disability
h Chn with
Epilepsy
Chn with HIV
Str. Kids
Others
Increasing No. of learners with disabilities & other
SEN in 32 model schools with Inclusive
perspectives in 10 districts of Rwanda - 2010
No..
Types of Special Educational Needs
11

12. BACKGROUND& DEVELOPMENTS IN RWANDAN
INCLUSIVE EDUCATION
However, the study of December 2010 estimates
that approximately 5% of children with disabilities
are not yet enrolled due to:
Decreased measures to access schooling in their
community neighborhood;
Tuition-free and other support services and
resources in education;
support to children with disabilities and other
SEN;
Failure of communities and families to fully
support inclusive and equitable schooling for all
children.
12

13. BACKGROUND& DEVELOPMENTS IN RWANDAN
INCLUSIVE EDUCATION
13

14. EDUCATION
EMERGING SCHOOL ORGANIZATIONAL MODELS
THAT ARE INCLUSIVE
14
Adapting
Services in
both
special &
ordinary
schools
Adapting
the school
environmen
t
Adapting
the school
curriculum
& programs
Adapting
School
policy to
suit all
categories
of learners
Reinforcing
Joint
Community
participatio
n
Sharing
Educationa
l Resources
Special
School
/centre
& Regular
schools
Non-
segregation
Equity &
Equality
Safety
promotion
Health
promotion
School-
community
partnership
Effective
quality
teaching
Inclusive Education model 1: The Child-Friendly Schools project

15. EDUCATION
FUNDAMENTAL PRINCIPLES OF INCLUDING YOUNG PEOPLE
WITHSENS IN RWANDAN SCHOOLS
 Children and youths of
varying disabilities;
abilities, cultures, socio-
economic backgrounds,
languages, gender and
religions, access and
share the learning
environment. This is
increasingly apparent in
the educational reforms
that include the recent 9
year basic Education
strategies (9YBE).
15
A coordinator of Inclusive education in Kamonyi
district explaining her tasks and limitations in
extending inclusive services to other schools.

16. EDUCATION
FUNDAMENTAL PRINCIPLES OF INCLUDING YOUNG PEOPLE
WITHSENS IN RWANDAN SCHOOLS
 Education
administration works
collaboratively with all
stakeholders to ensure
that each and every
student feels welcome,
is learning and
thriving, apparent and
developing in the
growing number of
CFS and Inclusive
schools around the
country. 16
A coordinator of Inclusive education in Kamonyi district
explaining her tasks and limitations in extending
inclusive services to other schools.

17. INCLUSIVE EDUCATION
FUNDAMENTAL PRINCIPLES OF INCLUDING YOUNG
PEOPLE WITHSENS IN RWANDAN SCHOOLS
 Families are expected
to participate in their
children’s education,
and communities
surrounding the school
are expected to
embrace the principles
of inclusion. This is
apparent in the 9YBE
programs, as well as
the reinforcements of
PTAs in basic
education decision
making committees, in
which the local
communities and
17
A coordinator of Inclusive education in
Kamonyi district explaining her tasks and
limitations in extending inclusive services to
other schools.

18. INCLUSIVE EDUCATION
FUNDAMENTAL PRINCIPLES OF INCLUDING YOUNG
PEOPLE WITHSENS IN RWANDAN SCHOOLS
 Inclusive schools and
CFS which are clearly
increasing in Rwanda
are leading in shaping
the future of its
education system.
18
A coordinator of Inclusive education in
Kamonyi district explaining her tasks and
limitations in extending inclusive services to
other schools.

19. KEY ASPECTS OF INCLUSIVE
SCHOOLING
1. School administration
 The school
administration play a
crucial role in the
development of inclusive
education. All centres and
schools with Inclusive
perspectives failed or were
innovative where the head
teacher is visionary and
open to changes, school-
based innovations towards
inclusion.
 Many Rwandan education
administrators continue to
ignore the opportunities for
inclusive education.
19
A head teacherin explaining one of the
innovative teaching approaches for
learners with difficulties.

20. EDUCATION
KEY ASPECTS OF INCLUSIVE SCHOOLING
2. School curriculum
 Adaptation of the whole
School curriculum is an
important aspect in order
to achieve inclusive
education
 To deliberately design an
adapted school program
to suit transformations in
both CFS and Special
schools demand a
nationally coordinated
program, in which all
stakeholders would review
the formal and none-
formal school curriculum,
by enriching it with
20
Posterin Gitongati P.S. of Muhanga District addressed to the public
An educatorpresenting the educational resources
production unit forthe classroomand resource room.

21. EDUCATION
KEY ASPECTS OF INCLUSIVE SCHOOLING
2. School curriculum
 An inclusive education
program demands that
the school program be
flexible enough to
accommodate diversity
of abilities and
educational needs.
 However, Rwandan
Schools and centres are
on average aware of
curriculum differentiation
and basic adapted
teaching resources
required, but do not use
curriculums that are
recognized and
21
Posterin Gitongati P.S. of Muhanga
District addressed to the public
An educatorpresenting the educational resources production
unit forthe classroomand resource room.

22. INCLUSIVE EDUCATION
KEY ASPECTS OF INCLUSIVE SCHOOLING
3. Teaching and
learning resources
 Adapted educational
resources are important
to be able to teach
learners who learn
differently.
 Rwandan
centers/schools have
relatively adequate
basic material resources
for teaching, most of
which are either
donations or
improvised. 22
Adapted educational resources to
teach days of the weekto learners in
Ndera Special School.

23. INCLUSIVE EDUCATION
3. TEACHING AND LEARNING RESOURCES
 Many CFS however,
have resource rooms
which seem to be far
from adequately
equipped. In other
words, the use of
adapted resources in
CFS appeared to be
dependent on the
teachers’ initiatives
and interest or the
amount of flexibility
the school allowed
him/her. 23
Adapted educational resources to teach
days of the weekto learners in Ndera
Special School.

24. INCLUSIVE EDUCATION
4. SUPPORT SERVICES
The support services, such as educational
assessment and therapeutic services, are
actually expected to be part of the
program, and are useful where early
intervention programs are available.
However, in all the centers and schools
visited, these are unknown and in some
isolated cases perceived by educators and
medical services that are alien to the
educational context.
24

25. INCLUSIVE EDUCATION
4. SUPPORT SERVICES
o The five Special schools run by HIV Gatagara
as part of the Brothers of Charity, the study
was drawn to its assessment centre in Gikondo,
which actually support all the establishments
for people with disabilities.
o However, it emerged clearly that though the
center had all the facilities to support schools
with educational assessment services, it was
established purely as an orthopedic center to
serve the general community. In other words, it
is not established to serve special educational
and inclusive education development.
25

26. INCLUSIVE EDUCATION
ADJUSTMENT OF THE SCHOOL ENVIRONMENT
 Though the Ministry of education has provided
standards for school infrastructural
developments, there is hardly evidence that
these are known. In other words, developing
accessible infrastructure and resources;
appropriate attitudes and school policies,
rendering all schools fully accessible for even
those at risk of exclusion still requires joint
efforts of both the community and government
stakeholders.
26

27. INCLUSIVE EDUCATION
SCHOOL - COMMUNITY PARTNERSHIP
 This is privileged by the Rwandan education
policies strategies.
 Was also perceived an important input that
would reinforce equal accessibility, progression
and completion in schooling for all children,
especially those whose limitations are little
known by their families and communities.
 This can only be achieved if all decision making
parties, especially those near the child feel
ownership of the school system, and are
therefore enabled to generate synergy to actively
put in place the range of provisions required by
schools. 27

28. INCLUSIVE EDUCATION
SCHOOL - COMMUNITY PARTNERSHIP
However, though parents retain their role
as parents and community leaders still
support local school developments, there
are evidences that facilitated Forums
geared towards improving educational
support for children with SEN is given
ample attention.
28

29. INCLUSIVE EDUCATION
SCHOOL - COMMUNITY PARTNERSHIP
o There is still need for improved
community-based impetus through
workshops for Parent-Teachers
Associations (PTAs), local authorities’
involvements and all key players in the
CFS/Inclusive Education programs,
preparing them for planning and the
implementation process of envisioned
standards, as a sure way of providing for a
well buttressed education for children
with SEN.
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30. UNIT 5: CONTEXT OF RWANDAN INCLUSIVE EDUCATION
RESOURCE CENTRE, SUPPORT SERVICES, SNE
ASSESSMENT & REHABILITATION
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31. EDUCATION
CONCLUSION
PATHWAYS FOR INCLUSION IN RWANDA
Community support
Quality & flexible
School curriculum
Adequate Support
services
Adequate Support
resources
Appropriate
teaching strategies
Accessible & Inclusive
school environment
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32. Thank you very muchThank you very much
ForFor
Your attentionYour attention
Conclusion
Children with SEN are children first, like their
peers & siblings! Equal opportunities is all they
require and not more and not less!
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