This slide describes about the Inclusive Education in Nepal with reference to community practice in Nepal and is presented by Loonibhah Chitrakar as a Director of Patan Community Based Rehabilitation (CBR) Organization in a workshop organized by MEXT (Ministry of Education Sports and Culture), Japan in coordination with UNESCO Nepal, UNESCO, Bangkok, Sophia University, Japan in 1st February 2015.

1.  Loonibhah Chitrakar
Director
Patan Community Based
Rehabilitation Organization
Call: 5260291
Web site: www.patancbr.org.np
Email: patancbr@ntc.net.np
Subjects of Inclusive Education
and its Possibilities in Nepal
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2. 2
Subjects of IE
and its Possibilities
in Nepal
Preparation
Out of
School
Children
Data
Government Policy
Possibilities
Way Forward

3. PREPARATION
 Community Preparation
 Family Preparation
 Child Preparation
 School Preparation 3

4. PREPARATION: COMMUNITY
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 Mass rally
 Advocacy
 Radio Programs
 Street drama
 Film shows

5. PREPARATION: FAMILY
 Home visit
-Counseling
-Skills transfer to the parents
a. PRT
b. Knowledge on handling children
c. ID card
 Income Generation programs
 Medicine distribution
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6. PREPARATION: CHILDREN
 Collection of data and
assessment of each child
 Early intervention like,
medication , ADL,
therapies -speech,
physio/physical
 Early intervention lead to
physical, emotional,
cognitive, language and
communication,
stimulation, selp help
development
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7. PREPARATION: CHILDREN
 ECD centers
 Make socialize
 Send to transition
classes like, resource
class, special class,
rehabilitation centers
 Skill development class
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8. PREPARATION: SCHOOL
 Orientation to the
mainstream school
 Units within school
a. Assessment centre
b. Counseling unit
c. Therapy unit
d. Medical unit
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9. PREPARATION : SCHOOL
 Teachers training- generic
training is good
 Classroom management
 Teaching material
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10. PREPARATION : SCHOOL
 Disable friendly
environment
 Flexible curriculum
 Extra teacher and extra
time in exam, if necessary
 Individualized Educational
Plan
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11. OUT-OF-SCHOOL CHILDREN DATA
 Out-of-school children data helps in
segregating children
a. Some need to refer to special school
b. Some need rehabilitation facilities
c. Some need home based education
d. Rest for mainstream school
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12. DISABILITY POLICY
 Include student teacher’s ratio, support and
Individual Educational Plans in policy
 Mandatory rules and regulation
 Strengthen Special Education
 Increase in budget of IE
 Free education
 Inclusion of right holders, stake holders and
duty bearers in the decision process
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13. DISABILITY POLICY
 Increased aid to the community organization
working in education
 Simple ID card process
 More exam time for the children with severe
disabilities
 Financial support to integrated and inclusive
schools on the basis of number of classes
 Support for home based/vocational education
through resource center (support centre)
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14. POSSIBILITIES
 More than 50% of the CwDs are still not
getting education
 Global estimate 70% of the CwDs including
mild MR can attend regular schools
 ICT based education will increase possibilities
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15. WAY FORWARD
 Comprehensive data of CwDs
 Different inclusion models should be developed
including the classroom model.
 At least one support center per district
 The existing definition of education is better to
change which ultimately helps in educational
classification of disability.
 long term master plan of inclusion rather than
short term plan 15

16. COMPONENTS OF SUPPORT CENTER
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17. WAY FORWARD
 Develop university curriculum and introduce
courses like disability and development, disability
rehabilitation, CBR management etc.
 Alternative education like home education, for
those who can not go to school
 Inter-ministerial coordination will increase the
chance of inclusion
 Recognition to the schools and courses run by
different community organizations
 Search and enroll to school policy. 17

18. WAY FORWARD
 Vocational skill development
is also a pre education.
 Need of programs in the areas
like psychological disorder,
learning disability, mental illness
 Generic teachers training will be cost effective and
effective in making children inclusive.
 Special education policy, 2053 should revise
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