International Rescue Committee in Afghanistan:
March 2008
IRC Afghanistan Education & Child Protection Program INCLUSIVE EDUCATION PROJECT
Social Inclusion Starts at School: Children who learn together, learn to live together Inclusive Education: WHAT is it and WHY is it important in Afghanistan? Inclusive Education (IE) is a strategy to improve education systems for all children. IE works to minimize and remove barriers to access, participation and learning for all children, especially those who have been socially discriminated against because of poverty, gender, disability, ethnicity or any other factor that leads to marginalization or exclusion. IE challenges education systems and schools to make education activities more learnercentered, flexible and diversity-friendly. Through promoting IE and diversity in classrooms, all children benefit from the variety of teaching & learning styles. IE asserts the right of children to be included in mainstream education and mainstream development opportunities. IRC believes that inclusive education is a crucial step towards an inclusive society. “Schools with an inclusive orientation are the most effective means of combating discriminatory attitudes, creating welcoming communities, building an inclusive society and achieving education for all.” (UNESCO, Salamanca Statement 1994)
IRC’s Inclusive Education Initiative – Emphasis on Disability There are approximately 196,000 school-aged children with disabilities in Afghanistan, 34,700 of whom are sensory impaired; and 64% of these children are not accessing education opportunities. Children with sensory disability, particularly girls, are the group most often deprived of education because of social prejudices. Compounding the problem, educators and administrators lack the skills to meet the needs of children with sensory disabilities. There is a desperate need to include these children in schools and train teachers in appropriate teaching approaches that are understood by all children in the classroom. Since 2005, IRC has been involved in the development of inclusive education initiatives in Afghanistan, in particular for children with disabilities. IRC began its IE program with a pilot project in Hirat Province to mainstream children with visual and hearing impairments into government schools. This work was expanded in 2006 with support from USAID’s Displaced Children & Orphans Fund (DCOF). In 2007, IRC again expanded this project to four additional provinces (Kabul, Paktya, Laghman and Nangarhar), with support from the European Commission, and incorporated inclusive education activities into an ongoing community-based education project. Currently, IRC, along with a local partner the National Association for the Blind (NAB), conducts integration activities in government and communitybased schools for nearly 200 children with sensory disabilities in more than 80 communities. IRC is also partnering with Disabled Persons Organizations (DPOs) to support their organizational capacity and promote mutual learning. First Steps for Inclusion: Community Awareness and Mobilization General awareness-raising among community members is a critical first step to improve understanding of the ability of sensory impaired children to participate in mainstream school, play with non-disabled children, and participate in other social activities. Community members and parents participate in training on communication skills (Braille or Sign) and conflict resolution skills to be the first level of mediation should problems arise during the integration of sensory impaired children. Inclusive education promotes the rights and values put forth in the Convention on the Rights of the Child (1990), the Salamanca Statement (1994), the Education for All Declaration (Dakar 2000) and the E9 Declaration (Recife 2000).
Creating Inclusive Classrooms: Making Education Better for ALL Children Teaching material development: IRC develops teacher training materials in child-friendly and active learning methodology and innovative teaching/learning styles benefiting not only children with sensory impairments but all children. These materials are reviewed and updated regularly with inter-agency working groups to share experiences and best practices. Awareness campaigns for classmates are conducted to ensure that key components of successful integration are happening, such as social inclusion among peers including play and social engagement with other classmates. Teacher training & classroom support focus on awareness raising and skill building of teachers to overcome negative attitudes toward children with disabilities. IRC’s training builds the knowledge and skills of the teachers to support children, in particular those with sensory impairments, in the classroom, which includes Braille and/or Sign Language skills and inclusive, participatory teaching methodology. Through discussion and demonstration lessons, teachers are trained to understand the abilities of children with sensory impairments to participate fully in a mainstream classroom environment. Teaching & learning materials for accessibility are provided to promote active classroom participation of children with sensory impairment. These materials include flash cards, shape blocks, visual aids/posters, Braille machines, recorders, and Sign Language books/posters. Supporting Successful Inclusion of Children Supporting children prior to enrolment with a focus on communication proficiency (Braille and Sign Language), mobility (especially for visually impaired students), psychological preparation for the challenges of entering a mainstream classroom, and tutoring in the appropriate level classroom curriculum are essential before integration. IRC provides support through home visits and tutoring, while working closely with families, classmates, teachers and community members to build their capacity to support the needs, both academic and personal, of the integrated children. Establishing peer support through Child-to-Child (CtC) groups allows children to share experiences and learn from each other. Inclusive Education Stakeholder Networking IRC is active in the development of a strong coordination and referral network, both at national and provincial levels, with stakeholder organizations. Through networking, stakeholders are able to share resources, plan complementary and collaborative activities, and promote national advocacy and policy initiatives. Currently, the network of major actors include UN Agencies such as UNESCO, UNICEF, UNMACA; international NGOs such as Save the Children, Swedish Committee for Afghanistan, SERVE, and ICRC; and local NGOs and Disabled Persons Organizations, including Afghan Amputee Bicyclists for Rehabilitation and Recreation (AABRAR), National Association of the Blind, Family Welfare Focus, and the Afghan National Association of the Deaf. INTERNATIONAL RESCUE COMMITTEE (IRC) www.theIRC.org/afghanistan House No 61, Kochai Afghanha, Shash Darak, District (9) Kabul, Afghanistan For more information, contact: Nicole Walden [email protected]
IRC Afghanistan Education & Child Protection Program INCLUSIVE EDUCATION PROJECT
Social Inclusion Starts at School: Children who learn together, learn to live together Inclusive Education: WHAT is it and WHY is it important in Afghanistan? Inclusive Education (IE) is a strategy to improve education systems for all children. IE works to minimize and remove barriers to access, participation and learning for all children, especially those who have been socially discriminated against because of poverty, gender, disability, ethnicity or any other factor that leads to marginalization or exclusion. IE challenges education systems and schools to make education activities more learnercentered, flexible and diversity-friendly. Through promoting IE and diversity in classrooms, all children benefit from the variety of teaching & learning styles. IE asserts the right of children to be included in mainstream education and mainstream development opportunities. IRC believes that inclusive education is a crucial step towards an inclusive society. “Schools with an inclusive orientation are the most effective means of combating discriminatory attitudes, creating welcoming communities, building an inclusive society and achieving education for all.” (UNESCO, Salamanca Statement 1994)
IRC’s Inclusive Education Initiative – Emphasis on Disability There are approximately 196,000 school-aged children with disabilities in Afghanistan, 34,700 of whom are sensory impaired; and 64% of these children are not accessing education opportunities. Children with sensory disability, particularly girls, are the group most often deprived of education because of social prejudices. Compounding the problem, educators and administrators lack the skills to meet the needs of children with sensory disabilities. There is a desperate need to include these children in schools and train teachers in appropriate teaching approaches that are understood by all children in the classroom. Since 2005, IRC has been involved in the development of inclusive education initiatives in Afghanistan, in particular for children with disabilities. IRC began its IE program with a pilot project in Hirat Province to mainstream children with visual and hearing impairments into government schools. This work was expanded in 2006 with support from USAID’s Displaced Children & Orphans Fund (DCOF). In 2007, IRC again expanded this project to four additional provinces (Kabul, Paktya, Laghman and Nangarhar), with support from the European Commission, and incorporated inclusive education activities into an ongoing community-based education project. Currently, IRC, along with a local partner the National Association for the Blind (NAB), conducts integration activities in government and communitybased schools for nearly 200 children with sensory disabilities in more than 80 communities. IRC is also partnering with Disabled Persons Organizations (DPOs) to support their organizational capacity and promote mutual learning. First Steps for Inclusion: Community Awareness and Mobilization General awareness-raising among community members is a critical first step to improve understanding of the ability of sensory impaired children to participate in mainstream school, play with non-disabled children, and participate in other social activities. Community members and parents participate in training on communication skills (Braille or Sign) and conflict resolution skills to be the first level of mediation should problems arise during the integration of sensory impaired children. Inclusive education promotes the rights and values put forth in the Convention on the Rights of the Child (1990), the Salamanca Statement (1994), the Education for All Declaration (Dakar 2000) and the E9 Declaration (Recife 2000).
Creating Inclusive Classrooms: Making Education Better for ALL Children Teaching material development: IRC develops teacher training materials in child-friendly and active learning methodology and innovative teaching/learning styles benefiting not only children with sensory impairments but all children. These materials are reviewed and updated regularly with inter-agency working groups to share experiences and best practices. Awareness campaigns for classmates are conducted to ensure that key components of successful integration are happening, such as social inclusion among peers including play and social engagement with other classmates. Teacher training & classroom support focus on awareness raising and skill building of teachers to overcome negative attitudes toward children with disabilities. IRC’s training builds the knowledge and skills of the teachers to support children, in particular those with sensory impairments, in the classroom, which includes Braille and/or Sign Language skills and inclusive, participatory teaching methodology. Through discussion and demonstration lessons, teachers are trained to understand the abilities of children with sensory impairments to participate fully in a mainstream classroom environment. Teaching & learning materials for accessibility are provided to promote active classroom participation of children with sensory impairment. These materials include flash cards, shape blocks, visual aids/posters, Braille machines, recorders, and Sign Language books/posters. Supporting Successful Inclusion of Children Supporting children prior to enrolment with a focus on communication proficiency (Braille and Sign Language), mobility (especially for visually impaired students), psychological preparation for the challenges of entering a mainstream classroom, and tutoring in the appropriate level classroom curriculum are essential before integration. IRC provides support through home visits and tutoring, while working closely with families, classmates, teachers and community members to build their capacity to support the needs, both academic and personal, of the integrated children. Establishing peer support through Child-to-Child (CtC) groups allows children to share experiences and learn from each other. Inclusive Education Stakeholder Networking IRC is active in the development of a strong coordination and referral network, both at national and provincial levels, with stakeholder organizations. Through networking, stakeholders are able to share resources, plan complementary and collaborative activities, and promote national advocacy and policy initiatives. Currently, the network of major actors include UN Agencies such as UNESCO, UNICEF, UNMACA; international NGOs such as Save the Children, Swedish Committee for Afghanistan, SERVE, and ICRC; and local NGOs and Disabled Persons Organizations, including Afghan Amputee Bicyclists for Rehabilitation and Recreation (AABRAR), National Association of the Blind, Family Welfare Focus, and the Afghan National Association of the Deaf. INTERNATIONAL RESCUE COMMITTEE (IRC) www.theIRC.org/afghanistan House No 61, Kochai Afghanha, Shash Darak, District (9) Kabul, Afghanistan For more information, contact: Nicole Walden [email protected]
