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Inclusive education and child friendly school environment


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Published in: Education

Inclusive education and child friendly school environment

  1. 1. Tashi Nima
  2. 2.  What is Inclusive Education?  What is a child-friendly school?  Why Child Friendly Schools ?  Why children don’t attend school or drop out from school?  Creating child-friendly classrooms  Managing child-friendly classrooms
  3. 3.  The term Inclusive education is more than a term. It means to welcome all children without discrimination into the regular school. According to international conventions, such as Salamanca Declaration from 1994, inclusive education is a human right. (Hegarty, S and Alur, M, 2008)
  4. 4.  It means the doors to schools, classrooms and school activities are open to every child and they are afforded every opportunity to be included with their minimum-disabled peers.  The focus is on giving every child the help s/he needs to learn.
  5. 5. What is a child-friendly school?  Child-friendly schools are not architectural phantoms from a strange place. They are schools with attributes typically associated with good schools in many countries. However, they have additional elements that complement and reinforce the principles and practices of the child-friendly approach to education. (Child friendly schools, UNICEF 2008)
  6. 6.  It is a concept based on children’s equal rights to education.  Promote equality, respect, non-discrimination and inclusiveness for all children  Satisfy the needs and abilities of different groups of children in one and the same classroom.
  7. 7.  It is to emphasize that the purpose of education is the optimal development of all children. a sanctuary against abuse and harm and to monitor the well-being and rights of children  Is diverse and flexible, to meet the differing learning circumstances and needs of all children,  Is child-centred, encouraging child participation for the development
  8. 8.  Lack of a safe and secure school environment, both within schools and for children who must walk long distances to reach facilities.  Beliefs and practices that discourage girls' enrolment.  Discrimination against orphans and girls within the education system and in classrooms.
  9. 9. Creating child-friendly classrooms Sequence. Break down tasks and give step-by-step instructions. Repetition and feedback. Use daily “testing” of skills, repeated practice, and daily feedback. Start small and build. Break down a targeted skill into smaller parts, and then help children to develop this skill step-by-step.
  10. 10. Reduce difficulty. Sequence tasks from easy to difficult, and provide hints and help only when Necessary Questioning. Ask process-related questions like; “how to?”, or content related questions like; “what is?” Graphics and illustrations. Emphasize pictures or other pictorial representations.
  11. 11. Group instruction. Provide instruction or guidance for small groups of students instead of the whole class. Group learning. Grouped to facilitate interaction between children with different abilities and disabilities, as well as from different backgrounds (each group should be “heterogeneous” in other words reflect the diversity of abilities and backgrounds found in the classroom, school and community). Supplement teacher and peer involvement. Use homework, parents, relatives, or others to assist in instruction.
  12. 12. Managing child-friendly classrooms  The school encourage rules and regulations, but also emphasize that they must be in the best interest of children and applied in a fair, transparent manner.  Teachers need to have the skills to apply alternative forms of discipline.  The mutual respect between a child and a teacher  Students share responsibility for helping to overcome the difficulties experienced by some students in lessons
  13. 13. Reference An Assessment of Inclusive Education Education in Bangladesh. (2000). UNESCO Dhaka. Betty c. Epanchin, Brenda Townsend, Kim Stoddard. (1994). Constructive classroom management. California: Brooks/Cole Publishing Company. Carrington, S. Symposium 26: Systems Models To Support Inclusive Education Practices. Retrieved on 10th sept, 2013 from Cole, R. W. (1995). Educating everybody's children. Virginia: Association for suprivision and curriculum development. Development and Implementation of Inclusive Education in Nepal, MOES, Nepal; DANIDA, March 2004 Gary A. Davis and Margaret A. Thomas. (1989). Efective Schools and Effective Teachers. massachusetts: Allyn and Bacon. UNESCO.(2004). Book 4: creating Inclusive, Learning- friendly Classroom. Retrieved on 6th sept 2013 from UNICEF. (2007). Community contracts help build child-friendly schools in Madagascar. Retrieved on 6th September 2013 from infobycountry/madagascar_39221.html.