from schools to systems - the evolution of inclusive education in armenia
DESCRIPTION
Presentation made by the Armenian Ministry of Education and Science at the 1st UNICEF Executive Board meeting 2013 in New York (6 February 2013)TRANSCRIPT
FROM SCHOOLS TO SYSTEMS
THE EVOLUTION OF INCLUSIVE EDUCATION IN ARMENIA
Ministry of Education and ScienceNew York, February 6, 2013
1991-2000- Medical Model of Disability
- Practically no understanding about inclusive education
- Special schools were the primary option for children with disabilities (CwD)
-Nearly 100 inclusive schools with over 2500 children with special education needs (SEN)-A reduced number of special schools from 40 to 23-Increased understanding about social model of disability-Mobilization of the civil society and common acceptance of the principles of inclusive education.
2000-2013
FROM IDEA TO GRASSROOTS
Introduction of the concept of
Inclusive Education by
UNICEF
Capacity Building of National
Organizations
Grassroots pilots in selected schools
Model Schools and
Community Centers
FROM GRASSROOTS TO POLICY
National Discussion and Policy Dialogue
Introduction of Law on
Education of Children with
Special Education Needs
in 2005
Creation of Budget Line for
Inclusive education
(addition per capita funds for SEN children)
Creation of Special
Education Needs
Assessment Procedure
Development of a Unified Curriculum
Development of Inclusive Teaching
Modules for Teacher Training
Introduction of Inclusive
Education Courses in
Pedagogical Universities
Amendments to the Law on
Education marking a
shift towards making all
schools inclusive
POLICY SCALE-UP: TAVUSH REGION PILOT• Instead of a limited number of schools eligible for
additional financings for SEN students, designated inclusive education funding was allocated to all schools in the region to hire teacher’s assistants or special education teachers.
• The lessons learned experience will be used in replicating the model in other regions.
LESSONS LEARNED• Advocating for inclusive education at the grassroots level
with community involvement is very important in the change process. Showcasing model schools and the success stories are important strategies for gaining the strong support and fostering ownership of policymakers and key stakeholders.
• However, in the long run, the process of reforming one school at a time is slow and ineffective, and should be replaced by system reforms.
• Inclusive education is a key component of social inclusion of persons with special needs, which implies a shift in the attitude of the whole society, and involves health and social protection services. Only through inter-sectoral cooperation can the State ensure the support to the most vulnerable groups.
THE DISADVANTAGE OF SPECIAL SCHOOLS
• Special schools allow for specialized programmes, specialists, special methodologies and small-sized classes
• However, Special schools reinforce stereotypes, spur stigmatization, offer limited possibilities and hinder the social inclusion of children with disabilities.
• Children’s right to grow up in the family is often undermined.
REDEFINITION OF ROLES FOR SPECIAL SCHOOLS
TRANSFORMATION OF SPECIAL SCHOOLS IS AN ESSENTIAL STEP IN BUILDING AN INCLUSIVE EDUCATION SYSTEM
Scientific-Pedagogic Centers/ Resource Teams
• Development of specialized services for children• Development of didactic materials and methodologies• Trainings for special teachers • Mainstream teacher training, mentoring and guidance• Provision of special education services in mainstream schools• Special education needs assessment• Support to families
CONSTRAINTS TO DE-INSTITUTIONALIZATIONFinancing mechanism
• Sector – to –sector budget transfers• National level to community budget transfers• Definition of funding mechanism for services provision
Insufficiently developed social services
• Case management practice in incipient stage• Lack of alternative care options
Weak cooperation frameworks• Decentralizing services that used to be provided in one
place requires strong coordination
RESISTANCE TO DEINSTITUTIONALIZATION
Special schools and institutions
• Professional resistance and vested interests• Fear of loss of financing (per capita)• Fear of loss of jobs
Mainstream Schools
• Lack of teacher capacity and resources• Discriminatory attitudes from teachers and parents and
community in general
Families
• Difficulty to raise their children in the families• Fear of discrimination and social pressure
TRANSFORMATION PLAN
Transformation plans for special schools
• Planning and creation of alternative services
• Reallocation of financial, human and capital resources from special schools to new services, and mobilization of new resources as necessary
• Reprofiling of staff
• Individual reunification plans for children, with a thorough assessment of available resources and the involvement of social protection services, in the best interest of children
Failure to plan is planning to fail!!!
CHALLENGES• Discrimination against children with disabilities
• Inconsistency in legislation.
• Weak coordination between education, health and social protection services in providing comprehensive response to the different needs of the child.
• Lack of community based services for children with disabilities.
• Low accessibility of school infrastructure and other services
• Teachers are not sensitized and trained.
• Lack of special education professionals, especially in rural areas
• Special education needs assessment process is in disconnect from disability assessment, and is not in line with the WHO International Classification of Functioning – Children and Youth (ICF-CY).
• Insufficient budget allocations to cover the transition costs of special school transformation and provision of all necessary services.
ADDRESSING CHALLENGES: FUTURE STEPS
Adopting one common law on education
Out-of-School Children Tracking and Referral Mechanism
Revision of Special Education Needs Assessment Procedure (ICF-CY)
Transformation of special schools to resource teams to support inclusive education
A SOCIETY INCLUDING CHILDREN WITH DISABILITIES IS A BETTER SOCIETY FOR ALL