Local Conformity of Inclusive Education at Classroom Levels in Asian Countries

Transcription

1 Local Conformity of Inclusive Education at Classroom Levels in Asian Countries University of Tsukuba JUN Kawaguchi 27 th Oct, th APEID-UNESCO Conference 1

2 Presentation contents International trend of education for pupils with disability in developing countries The situation of IE in developing countries Local conformity of Inclusive Education at classroom level 2

3 Schooling situation of pupils with disability Schooling situation of pupils with disability in developing countries There is a possible gap in recognition of education for pupils with disability. World statistics : mainly recognize students with disabilities in only special class. Real situation:many pupils are schooling with normal class. Pupils with disability are under worse condition compared with normal pupils. Last 5%, 10% :One of the most important issues in EFA 3

4 International trend of education for pupils with disability in developing countries International trend of education for pupils with disability : After WW ~Salamanca Universal Declaration of Human Rights International Year of Disabled Persons -Slogan Complete participation and equality 1983~1992 International Decade of Disabled Persons From Special education to Integrated education Convention on the Rights of the Child World Conference on Education for All Salamanca statement Inclusive education 4

5 Salamanca statement 1 We believe and proclaim that: every child has a fundamental right to education, and must be given the opportunity to achieve and maintain an acceptable level of learning every child has unique characteristics, interests, abilities and learning needs, education systems should be designed and educational programmes implemented to take into account the wide diversity of these characteristics and needs, those with special educational needs must have access to regular schools which should accommodate them within a child-centered pedagogy capable of meeting these needs 5

6 Salamanca statement 2 We believe and proclaim that: regular schools with this inclusive orientation are the most effective means of combating discriminatory attitudes,creating welcoming communities, building an inclusive society and achieving education for all; moreover, they provide an effective education to the majority of children and improve the efficiency and ultimately the cost-effectiveness of the entire education system. Source: Salamanca statement/unesco

7 After the Salamanca statement International trend of education for pupils with disability Special needs education is recognized not only for pupils with disability but also for pupils in special situation World Education Forum Inclusive education was recognized. But Dakar Framework for Action did not focus on this issue MDGs The recognition and attention on this issue was not high Convention on the Rights of Persons with Disabilities *Recently, international attention on this issue is being increased International Conference on Education, Recent EFA/GMRs, etc Incheon declaration: Inclusion is a key word

8 The situation of IE in developing countries Challenges of Inclusive Education The definition of Inclusive Education become fixed, but it is not clear how we can provide Inclusive Education (Forlin 2012). There are no experts of Inclusive Education even in most teacher training colleges. The situation is same in most of developed countries. Experts of education for pupils with disability teach Inclusive Education (K. Tait 2012). Challenges in developing countries In general, there is a lack of teachers (UNESCO 2005) Supply side factors are insufficient (teacher training system, textbook, curriculum and other teaching materials) It is often misunderstood with Integrated Education (Armstrong 2010). In many cases, Inclusive Education has become just Dumping Education in many developing countries. 8

9 Local Conformity of Inclusive Education at the Classroom Level -Case studies in India, Maldives, and Thailand- 9

10 Case 1:India There are various types of schools and related policies. Other education policies affect on the acceptance of Inclusive Education Integrated Education policy was introduced in 1968, targets are lower caste, special designated tribes. EFA (Sarva Shiksha Abhiyan, 2001) was introduced Acceptance situation on IE It depends on types of school. NGO, Low fee private schools: The school recruit pupils with disability Public schools: If there are experts in the school, they accept pupils with disability and proceed with IE. NGOs have initiatives: dispatched trained teachers to public schools NGO accept pupils with disability for their vocational training or re-study. 10

11 Case 1:India The connectivity: Community, NGOs and Public schools Picture 1:teachers and resource teachers dispatched by NGO are consulting in class room. Picture 2:Students learn vocational skills NGO school. 11

12 Case 2:Maldives Parallel education setting 1. Special Needs Education 2. Inclusive Education (2012) 3. Individual Education Planning Picture 3,4:Special needs education is relatively high quality 12

13 Case of a boy A 2012, A entered G1 at SEN class in a school. A received a diagnosis of ADHD A was temporarily suspended for violent acts against other students 2013, A transferred to G1 of SEN class in a school located at neighboring island, then he feels at ease and sometimes joins normal class 13

14 Case 3: Thailand Pictures 5 and 6:Inclusive education setting with special needs education 14

15 Case 3: Thailand Picture 7:University students teach special needs students Picture 8:Pair learning 15

16 Case of Lady B Hearing Impairment (Hearing aid, sing language) Primary : Special school Secondary: Inclusive school She said that Classroom subjects are special education, inclusive education in P.E. is appropriate for us 17 years old: started to play Taekwondo * participated in the event hosted by Korean NGO Taekwondo is not good for health. She made some good friends by playing Taekwondo Started jogging with friends who have visual impairments She wants to stop playing Taekwondo

17 Conclusion Local conformity : Each country needs to create original Inclusive education depends on the various local contexts Activities and classroom education: different types of disabilities might have different conformity Thailand : There are a lot of Good Practice which should be spread. 17

18 Thank you very much for your attention 川口純 /Jun Kawaguchi 筑波大学人間系教育研究科助教 University of Tsukuba Master Program in Education Assistant Professor つくば市天王台 Tennodai Tsukuba Ibaraki, JAPAN TEL:

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