learning lessons from experience: good practice case studies

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Learning Lessons from Experience: good practice case studies Inclusive Education Title: Cluster schools & Resource centres (school & author Countries: Rwanda & Ethiopia Specific Topic Area: Developing Cluster schools & Resourc Presented by: Vincent MURENZI (Rwanda) Desalegn MEBRATU (Ethiopia) Date: 28 th May 2013

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Learning Lessons from Experience: good practice case studies. Inclusive Education Title: Cluster schools & Resource centres (school & authority level) Countries: Rwanda & Ethiopia Specific Topic Area: Developing Cluster schools & Resource centres Presented by: Vincent MURENZI (Rwanda) - PowerPoint PPT Presentation

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Page 1: Learning Lessons from Experience: good practice case studies

Learning Lessons from Experience: good practice case studies

Inclusive Education Title: Cluster schools & Resource centres (school & authority level)

Countries: Rwanda & Ethiopia

Specific Topic Area: Developing Cluster schools & Resource centres

Presented by: Vincent MURENZI (Rwanda) Desalegn MEBRATU (Ethiopia)

Date: 28th May 2013

Page 2: Learning Lessons from Experience: good practice case studies

Cluster schools are schools that become inclusive due to being sensitized and developed by their neighboring pilot

schools to accommodate learners with special educational needs including those with disabilities and meet their needs in the same practices and approaches as the ones used in

pilot schools.

A resource room is a classroom where students come for part of their instructional day to receive special education

services. It benefits to the students with special educational needs in addition to what they receive in the regular

classroom placement.

What do we mean byCluster schools & Resource centres (school &

authority level)

Page 3: Learning Lessons from Experience: good practice case studies

Summary of IE context

• Rwanda In Rwanda, 36 pilot schools have developed 104 cluster schools in

two years. The latter brought positive and significant achievements notably the change of mindset, the change of pedagogical practices with respect of inclusive principles and approaches, the enrollment of 2961 vulnerable pupils including 1475 children with disabilities (647 female and 828 male).

Parallel with this increment in size, the 36 model inclusive schools have developed resource rooms with available local means and support from parents. The resource rooms helped parents to assist teachers and regularly support their children with provision of learning materials. It served for special educational assessment, guidance and counseling, multidisciplinary team meeting, educational materials production, private rooms for boys and girls for eventual first aid, parental advice and supplementary teaching.

Page 4: Learning Lessons from Experience: good practice case studies

Summary of IE context

• Ethiopia In Ethiopia, six pilot cluster schools have

developed inclusive environment Especially, the enrollment of children with disabilities in the six pilot clusters has increased to 791 from 535 in in a short time, just a year and half. 30 schools which are satellites to the pilot cluster schools are taking lessons and practicing inclusive principles.

Page 5: Learning Lessons from Experience: good practice case studies

Summary of IE context-CONT

Ethiopia The six pilot schools have developed their own

resource centers which also serve the 30 satellite schools. Special needs teachers who are in charge of the centers provide professional assistance to mainstream teachers, school staff, parents and individual students. Excluding teachers and students from the 30 satellite schools, the resource centers have benefited 17 270 students / 791/ with disabilities.

Page 6: Learning Lessons from Experience: good practice case studies

Cluster schools & Resource centres (school & authority level): main barriers

• Cluster schools are so many that they are not easily manageable;

• Some schools do not have enough rooms to develop resource rooms.

Page 7: Learning Lessons from Experience: good practice case studies

Description of the good practice and measures taken to overcome

barriers

Rwanda

• To empower cluster schools in a bid to render them autonomous in the future;

• To advocate for availing resource rooms throughout the process of building Nine Year Basic Education (9YBE) classrooms.

Page 8: Learning Lessons from Experience: good practice case studies

Description of the good practice and measures taken to overcome barriers

ETHIOPIA

1.Establishment of functional resource centers in cluster schools: managed by SNE teachers, where mainstream teachers can look for support to improve their skills.

2.Involvement of DPOS in the promotion and practice of inclusive education for vulnerable groups together with the cluster schools.

3.The involvement of children in the IE process through students’ parliament and various clubs.

Page 9: Learning Lessons from Experience: good practice case studies

Most significant changes

Rwanda• In sum, 104 clusters were born and 2961 vulnerable children

including 1475 children with disabilities were included in them;• The assessment of children’s needs was done;• The individual Education Plans were done and evaluated by the

schools;• The culture of inclusion was developed by the pioneer teachers;• Schools were equipped through teachers and head teachers’ own

initiatives;• The relations between the community, cluster and model inclusive

schools were tightly tailored.

Page 10: Learning Lessons from Experience: good practice case studies

Most significant changesEthiopia

1. Positive change towards the education of the most vulnerable groups among parents and improved IE practice by service providers and better physical accessibility which has all lead to an increase in enrollment of children with disabilities from 535 to 791 and better learning environment for another 17,270 students

2. Active participation of DPOS in the expansion of education for the most vulnerable groups and the establishment of inclusive education steering committee at school level.

3. Interest and recognition for the promotion of inclusive school environment by satellite schools, Regional Education Bureaus and Ministry of education.

Page 11: Learning Lessons from Experience: good practice case studies

Impact statements• Quotations + photos Trained teachers created a multiplier effect

A teacher of NYAGISOZI cluster school in KAMONYI district said: ‘’ At first, I was not sure of what to do when I saw CwDs coming to my class. I wondered if I could manage to handle them as I was not trained in inclusive pedagogy. Once the trained teacher from MUGINA primary school came to train us, I felt comfortable and became used to. In turn, I do mobilize and sensitize my peer teachers on a regular basis ’’, end of the statement.

Resource rooms enriched the capacity of teachers to conduct assessment and use individual Education Plan

A teacher of St Stephen SHYOGWE Secondary School, said: ’’the development of resource room was a good opportunity to me to conduct special educational needs assessment and plan individual education plans for those who were seen to be deviating from the normal curriculum. More importantly, I taught a learner who could not keep attention any more supplementary way. With toys, I managed to develop his attention slowly’’, end of quotation.

Page 12: Learning Lessons from Experience: good practice case studies

ETHIOPIA : Impact statements• PHYSICALLY DISABLED CHILD AND HER MOTHER TALKS ABOUT ACCESS

“I stayed in bed all day and did nothing,” “I didn't have friends, I didn't go to school—I knew nothing about the world.” says Hodan Abedulqader, 17 years old child with physical disability seen on the photo / middle/ below , when describing her situation before joining school,

On April 2013, Hodan had the opportunity to meet privately with Jessica Cox, the world's first armless pilot (she flies with her feet).

Page 13: Learning Lessons from Experience: good practice case studies

Ethiopia: SNE TEACHER AND A STUDENT EXPLAINS ABOUT RESOURCE CENTER

“Now we have a center with various materials to assist the students,” says Genet Wolde, SNE Teacher. She added, “Mainstream teachers come to the resource center looking for technical support from us and we do our”

Tiyan Bushira, visually impaired students said , “ now, we have braille , and other audio visual equipments helping our learning,” she concludes, “ i wish all children who are blind like me get the chance .”

Page 14: Learning Lessons from Experience: good practice case studies

Replicating or scaling up this practice – what do we need to do?

• District authorities need to set strategies for supporting the emerging cluster schools to remain on the inclusive track.

• Other schools need to replicate this practice of developing resource rooms.

Page 15: Learning Lessons from Experience: good practice case studies

Replicating or scaling up this practice – what do we need to do?-ETHIOPIA

1. All schools in the regions and country need to take lesson promote and practice inclusive principles to reach more vulnerable children.

2. All schools should establish resource centers, managed by SNE teachers to provide technical assistance to mainstream teachers and to provide additional teaching –learning resources to students and teachers.

3. People with disabilities and Disable People Organizations should be exploited as a resource, especially in awareness raising campaigns for parents.

Page 16: Learning Lessons from Experience: good practice case studies

Summary points

Our experience in developing cluster schools and resource rooms in Rwandan schools shows that cluster schools have helped teachers to build capacity for their peers to accommodate needs of children with disabilities in mainstream schools and resource rooms have enabled teachers to offer supplementary teaching services.

Page 17: Learning Lessons from Experience: good practice case studies

Summary points-ETHIOPIA

In Ethiopia a cluster school serves us a hub of resources and technical support for at least five satellite schools in the locality.

Our experience indicates that senior teachers and SNE teachers in the cluster schools have served as trainers for beginner and junior teachers from satellite schools regarding inclusive education, on ways of teaching children with disabilities and quality education in general. The resource centers in the cluster schools have benefited teachers and students including those from the satellite ones.

Page 18: Learning Lessons from Experience: good practice case studies

I. THE RESOURCE ROOM HAS TWO PRIVATE ROOMS FOR EVENTUAL FIRST AID

 

 

Page 19: Learning Lessons from Experience: good practice case studies

 II.VENUE FOR EXCHANGE, PARENTAL ADVICE AND COUNSELING.

Scenario before: Scenario today:

Under a tree In the resource room

Page 20: Learning Lessons from Experience: good practice case studies

III. RESOURCE AND DOCUMENTATION ROOM.

Teachers have made a study trip: they are receiving explanations from their peer teachers.

Page 21: Learning Lessons from Experience: good practice case studies

IV. Synergy: Teachers, parents and children work together

Page 22: Learning Lessons from Experience: good practice case studies

V .VENUE FOR ASSESSMENT AND ORIENTATION (BY SCHOOL MULTI DISCIPLINARY TEAM)

Page 23: Learning Lessons from Experience: good practice case studies

ETHIOPIA: Teachers Attending Training, Dire Dawa, Photo February 2013

Page 24: Learning Lessons from Experience: good practice case studies

ETHIOPIA: A BILLBOARD BY DPOS HARAR,

Page 25: Learning Lessons from Experience: good practice case studies

ETHIOPIA:SNE TEACHER HELPING A STUDENT READ BRAILLE

Page 26: Learning Lessons from Experience: good practice case studies

THANK YOU

INCLUSION IS POSSIBLE!