Parents Course Implementing Inclusion in Serbia

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Parents Course Implementing Inclusion in Serbia

• Richard Rieser
• www.worldofinclusion.com

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Ground Rules for Training

•  
• Keep to time/timetable
•  
• If you do not understand something ask
•  
• Respect each others access needs
•  
• Support each other
•  
• Only one person speaks at once in group sessions
•  
• Allow others who have not participated in the
  session to do so
•  
• Keep personal information confidential
•  
• Undertake assignments given
•  
• Challenge the content of what people say, not the
  person
•  

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What Are Inclusive Values?

• Working in Groups
• From the list of statements pick out values that
  support and enhance inclusion of disabled people.
  
• Add other important values that you think are
  missing.
• Discuss and Share Thinking

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Traditional Thinking

• 2.2 Traditional Ideas about Disabled People For
  thousands of years in every culture and society
  physical and mental differences have been
  ascribed special meaning. This was usually
  negative and often persists in stigma, negative
  attitudes and stereotypes today. People were
  thought to be disabled because they or their
  parents had done something wrong and all-powerful
  gods, deities or fate had made them disabled
  (karma or sin). Disabled people were often
  subjected to inhuman treatment. Being seen as
  bringing shame on their families, they were
  locked away.
• 2.3 Traditional Ideas about people with
  disabilities and disability in Serbia

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2.4 Medical Social Models of Disability

• Medical Model/Defectology. The medical model
  sees the disabled person as the problem. We are
  to be adapted to fit into the world as it is. If
  this is not possible, then we are shut away in
  some specialised institution or isolated at home,
  where only our most basic needs are met.
• Social Model views the barriers that prevent
  disabled people from participating in any
  situation as what disables them. The social model
  arises from defining impairment and disability as
  very different things. This lies behind the
  paradigm or thought framework shift in the
  UNCRPD.

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The dominant view is the Medical Model.
CHILD DEVELOPMENT TEAM
SPECIALISTS
SOCIAL WORKERS
DOCTORS
SURGEONS
GPs
THE IMPAIRMENT IS THE PROBLEM
SPECIAL TRANSPORT
SPEECH THERAPISTS
EDUCATIONAL PSYCHOLOGISTS
OCCUPATIONAL THERAPISTS
SPECIAL SCHOOLS
SHELTERED WORKSHOPS
TRAINING CENTRES
BENEFITS AGENCY
DISABLED PEOPLE AS PASSIVE RECEIVERS OF SERVICES
AIMED AT CURE OR MANAGEMENT
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The Social Model of disablement focuses on the
barriers
LACK OF USEFUL EDUCATION
DISCRIMINATION IN EMPLOYMENT
INACCESSIBLE ENVIRONMENT
SEGREGATED SERVICES
THE STRUCTURES WITHIN SOCIETY ARE THE PROBLEM
DE-VALUING
POVERTY
BELIEF IN THE MEDICAL MODEL
PREJUDICE
INACCESIBLE TRANSPORT
INACCESSIBLE INFORMATION
DISABLED PEOPLE AS ACTIVE FIGHTERS FOR EQUALITY
WORKING IN PARTNERSHIP WITH ALLIES.
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Medical /Social Model thinking1

1 Adapted from M. Mason 1994, R. Rieser 2000
http//www.worldofinclusion.com/res/altogether/Alt
ogetherBetter.pdf
MEDICAL MODEL THINKING SOCIAL MODEL THINKING
Person is faulty Person is valued
Diagnosis Strengths and needs defined by self and others
Labelling/Deficit Identify barriers and develop solutions
Impairment becomes focus of attention Outcome based programme designed
Assessment, monitoring, programmes of therapy imposed Resources are made available to ordinary services
Segregation and alternative services Training for disabled people, parents and professionals
Ordinary needs put on hold Relationships nurtured
Re-entry if normal enough OR permanent exclusion Diversity welcomed and person is included
Society remains unchanged Society evolves
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2.6 Identify Barriers In Your Country Which Lead
to People With Disabilities Being Treated
Unequally or Discriminated Against. Remember to
think of the full range of persons with
disabilities.
Environment Attitudes Organisation
Family life-getting married and having children
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Session 3 Segregation, Integration and Inclusion

• UNESCO sees inclusive education as a process of
  addressing and responding to the diversity of
  needs of learners through increasing
  participation in learning, cultures and
  communities, and reducing exclusion within and
  from education. It involves changes in content,
  approaches, structures and strategies, with a
  common vision which covers all children within an
  appropriate age range. It embodies the conviction
  that it is the responsibility of the mainstream
  education system to educate all children. UNESCO
  Guidelines for Inclusion Ensuring Access to
  Education for All, 2005, UNESCO, Paris, p. 13.
• In practice the UNESCO definition means that
• One ministry is responsible for the education
  of all children
• One school system is responsible for the
  education of all children in their region
• There is a diverse mix of students in classes
• Teachers use classroom strategies that respond
  to diversity, such as multi-level instruction,
  co-operative learning, individualised learning
  modules, activity-based learning and peer
  tutoring
• There is collaboration between teachers,
  administrators and others in responding to the
  needs of individual students

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Segregation
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Integration
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Inclusion
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3.2 Types of thinking about disabled people
and forms of education.
Thinking/Model Characteristics Form of Education
1 Traditional DP a shame on family, guilt, ignorance. DP seen as of no value. Excluded from education altogether.
2 Medical 1 Focus on what DP cannot do. Attempt to normalize or if cannot make to fit into things as they are keep them separate. Segregation Institutions/ hospitals Special schools (with expert special educators)
3 Medical 2 Person can be supported by minor adjustment and support, to function normally and minimize their impairment. Continuum of provision based on severity and type of impairment. Integration in mainstream- a)At same location-in separate class/units b)Socially in some activities e.g. meals, assembly or art. c)In the class with support, but teaching learning remain the same. What you cannot do determines which form of education you receive.
Social Model Barriers Identified-solutions found to minimize them. Barriers of attitude, environment and organization are seen as what disables and are removed to maximize potential of all. DP welcomed . Relations are intentionally built. DP achieve their potential. Person centred approach. Inclusive education- schools where all are welcomed and staff, parents and pupils value diversity and support is provided so all can be successful academically and socially. This requires reorganizing teaching, learning and assessment. Peer support is encouraged. Focus on what you can do.
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Typology Segregation,Integration and Inclusion
(Adapted from Somerset Inclusion Project, Sue
Rickell Dave Walker
SEGREGATION (Tends to emphasise) INTEGRATION (Tends to emphasise) INCLUSION (Tends to emphasise)
Services to Disabled People Needs of Disabled People Rights of Disabled People
Categorising Disabled People Changing Disabled People Changing schools / colleges / organisations
Special / different treatment Equal treatment Equality each receives support they need to thrive achieve their potential
Disability is a problem to be fixed (in a special place) Disability is a problem to be fixed Everyone has gifts to bring
Services available in segregated setting Benefits to disabled person of being integrated Benefits to everyone, including all
Professional / experts Professional / experts Political struggle, friends support
Special therapies Technique Power of ordinary experience
Categorisation marginalisation Learning helplessness Assertiveness
Competition for parts of Disabled Person Technical interventions Transforming power of relationship
Stress on inputs Stress on process Stress on outcomes have a dream
Separate curriculum Curriculum delivery Curriculum content
Integration for some is not desirable Integration can be delivered Inclusion must be struggled for

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Activities 3

• Think about education in your district. Which of
  the four above applies to children with
  disabilities and in what rough proportions?
• Excluded Segregated
  Integrated Included
  
• 3.3 Exclusion, Segregation, Integration or
  Inclusion in Education Activity
• Are these people being excluded, segregated,
  integrated or included in education?
• Read through as a group and decide for each
  example.

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Environment
Organisation, Teaching Curriculum
Find Barriers and then After film Solutions
Attitudes Culture
School
Medical, Personal Equipment Needs
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THE CONTINUUM OF PROVISION
SCHOOL WITH OWN RESOURCES
SCHOOL WITH EXTRA RESOURCES FROM LEA
SPRECIAL UNIT ATTACHED TO MAINSTREAM
line of invisibility
SPECIAL DAY SCHOOL
INDEPENDENT SCHOOL (LEA funded)
SPECIAL RESIDENTIAL SCHOOL (weekly or full
boarding, up to 52 weeks a year)
SECURE UNITS
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The Constellation of Services
Transport Department
Aids Advisor
Voluntary Sector Specialists
Individual Support Teacher
SENCO
Parents
Learning Support Assistant
CHILD
Head teacher
Educational Psychologist
Friends
Brothers and Sisters
LEA Inclusion Officers
TEACHER
Speech Therapist
Visually Impaired service
Volunteers
Hearing Impaired Service
Behaviour Support Team
Physiotherapist
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4.Examples of Inclusive Practice

• UK For each note down the barrier being addressed
  and the solution
• India Mumbai ECCE . How did they go about
  convincing people?
• Zambia Mapika. How are Child to Child Methods
  used?
• Spain. Read the passage. What do you think made
  Pablos inclusion possible?
• How could you bring disability equality into the
  Serbian Curriculum?

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5.What are Human Rights(HR)?

• Human rights - these are the rights that everyone
  has just by being human
• Universal human rights apply to every person in
  the world, regardless of their race, colour, sex,
  ethnic or social origin, religion, language,
  nationality, age, sexual orientation, disability,
  or other status.
• Inherent human rights are a natural part of who
  you are.
• Inalienable human rights automatically belong to
  each human being.

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5. What are Human Rights -2

• Human rights relate to one another in important
  ways. They are
• Indivisible human rights cannot be separated
  from each other
• Interdependent human rights cannot be fully
  realized without each other
• Interrelated human rights affect each other.
• The Universal Declaration of Human Rights (UDHR)
  was adopted by the United Nations in 1948. Many
  other documents have since been developed to
  provide more specific details about human rights
  however, they are all based on the fundamental
  human rights principles laid out in the UDHR

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The Human Rights Framework

• Universal Declaration of human Rights 1948
• The International Covenant on Civil and Political
  Rights (ICCPR, into force 1976)
• The International Covenant on Economic, Social
  and Cultural Rights (ICESCR, entered into force
  1976)
• These three are known as the International Bill
  of Rights
• Governments have a legal obligation to respect,
  protect, and fulfil human rights.
• Respect States must not interfere with the
  exercise and enjoyment of the rights of people
  with disabilities.
• Protect The State is required to protect
  everyone, including people with disabilities,
  against abuses by non-State actors.
• Fulfil States must take positive action to
  ensure that everyone, including people with
  disabilities can exercise their human rights

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The Human Rights Framework-2
INSTRUMENT ENTEREDINTO FORCE
Universal Declaration of Human Rights (UDHR) Not Applicable
International Covenant on Civil and Political Rights (ICCPR)     1976
International Covenant on Economic, Social, and Cultural Rights (ICESCR)     1976
Convention on the Elimination of All Forms of Racial Discrimination (CERD)     1966
Convention on the Elimination of all forms of Discrimination  Against Women (CEDAW)     1979
Convention Against Torture and Other Cruel, Inhuman or Degrading Treatment or Punishment (CAT)     1984
Convention on the Rights of the Child (CRC)     1989
Convention on Protection of the Rights of All Migrant Workers and Members of their Families (ICPRAMW)     1990
International Convention for the Protection of All Persons from Enforced Disappearance (ICAED) 2010
Convention on the Rights of Persons with Disabilities (CRPD) 2008
Which has Serbia signed?
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The Message is in the Process

• UN International Year of the Disabled, followed
  by Decade
• Standard rules of Equalisation of Rights people
  with disabilities
• Need to establish widespread human rights abuse
• 2001 Mexico proposed at General Assembly
• Ad Hoc Committee 8 meetings over 5 years
• First international treaty where the people it is
  about were part of making it. DPOs and NGOs
  speaking rights
• Treaty was made by consensus
• 118 countries were involved in the last session
• Over 80 disabled people were part of state
  delegations
• Adopted by General Assembly 13th December 2006
• Adopted by 82 countries 30th March 2007

Nothing About Us, Without Us
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International Collaboration

• International Disability Alliance-8 disability
  organisation recognised for permanent
  consultative status by UN formed core.
• International Disability Caucus IDC had 100
  disability organisations.
• Policy made in e-mail discussion groups.
• South was under represented-Project South and
  some subsidised places from UN-25 places
• IDA has now agreed to admit regional bodies such
  as European Disability Forum, Arab Disability
  Organisation, Latin American and the Pacific
  Disability Forum.
• Key body for implementing the Convention
• http//www.internationaldisabilityalliance.org/

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General Principles

• Respect for inherent dignity, individual autonomy
  including the freedom to make ones own choices,
  and independence of persons
• Non-discrimination
• Full and effective participation and inclusion in
  society
• Respect for difference and acceptance of persons
  with disabilities as part of human diversity and
  humanity
• Equality of opportunity
• Accessibility
• Equality between men and women
• Respect for the evolving capacities of children
  with disabilities and respect for the right of
  children with disabilities to preserve their
  identities

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Article 24 Education

• 1States Parties recognize the right of persons
  with disabilities to education. With a view to
  realizing this right without discrimination and
  on the basis of equal opportunity, States Parties
  shall ensure an inclusive education system at all
  levels and life long learning directed to
• The full development of human potential and sense
  of dignity and self-worth, and the strengthening
  of respect for human rights, fundamental freedoms
  and human diversity
• The development by persons with disabilities of
  their personality, talents and creativity, as
  well as their mental and physical abilities, to
  their fullest potential
• Enabling persons with disabilities to participate
  effectively in a free society

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• 24.2.In realizing this right, States Parties
  shall ensure that
• Persons with disabilities are not excluded from
  the general education system on the basis of
  disability, and that children with disabilities
  are not excluded from free and compulsory primary
  education, or from secondary education, on the
  basis of disability
• Persons with disabilities can access an
  inclusive, quality and free primary education and
  secondary education on an equal basis with others
  in the communities in which they live
• Reasonable accommodation of the individuals
  requirements is provided
• Persons with disabilities receive the support
  required, within the general education system, to
  facilitate their effective education
• Effective individualized support measures are
  provided in environments that maximize academic
  and social development, consistent with the goal
  of full inclusion.

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• 24. 3.States Parties shall enable persons with
  disabilities to learn life and social development
  skills to facilitate their full and equal
  participation in education and as members of the
  community. To this end, States Parties shall take
  appropriate measures, including
• Facilitating the learning of Braille, alternative
  script, augmentative and alternative modes, means
  and formats of communication and orientation and
  mobility skills, and facilitating peer support
  and mentoring
• Facilitating the learning of sign language and
  the promotion of the linguistic identity of the
  deaf community
• Ensuring that the education of persons, and in
  particular children, who are blind, deafor
  deafblind, is delivered in the most appropriate
  languages and modes and means of communication
  for the individual, and in environments which
  maximize academic and social development.

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Making Reasonable Adjustments for disabled pupils

• Sent out 9000 schools. Received nearly 400
  nominations
• 54 LEAs nominated schools
• Chose a mix of schools
• Visited 41 schools for filming-3DVDs CD Rom
• Gained many examples of reasonable adjustments
• Now available 1 free copy per school. You have
  to send for it. Implementing the Disability
  Discrimination Act in Schools and Early Years
• Ref 0160-2006DOC-EN Tel. [phone]
• Online www.teachernet.gov.uk/publications
• Small box 20 from DEE or Stationary Office

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Promoting Positive Attitudes to Disabled People

• Make sure disability is covered in a positive way
  in all parts of the curriculum. e.g. Art,
  History, Geography Science
• Gather examples from national press and media
  use in displays
• Relate to TV Pete on Big Brother-Tourettes
• Help pupils critiques stereotypes English
• Use a social model approach-identify barriers
• Exa mine ethical issues from a human rights
  perspective
• Ensure hidden curriculum is disability friendly
• Challenge disabilism
• Develop strong self esteem in disabled pupils
• Identify prominent People with Autism.
• www.ukdisabilityhistorymonth.com
• http//www.redweather.co.uk/disabilityinthecurricu
  lum

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6.1 UNESCO toolkit for creating inclusive
learning-friendly environments (ILFE)

• Booklet 1 Becoming an Inclusive Learning Friendly
  Environment
• Booklet 2 Working with Families and Communities
  to Create an ILFE
• Booklet 3 Getting All Children in School and
  Learning
• Booklet 4 Creating Inclusive Learning-friendly
  Classrooms
• Booklet 5 Managing Inclusive Learning-friendly
  Classrooms
• Booklet 6 Creating Healthy and Protective ILFE
• Teaching Children with disabilities in inclusive
  settings
• http//www2.unescobkk.org/elib/publications/243_24
  4/Teaching_children.pdf

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Differentiated or Multi-level Instruction

• Assumes inclusion of all students
• The teacher plans for all students within
• one lesson
• The teacher is able to weave individual
• goals into the classroom curriculum and
• through instructional strategies.
• The necessity for separate programs is
• decreased.

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Instruction steps 4

• 1. Identify the underlying concepts of the
• lesson or unit
• 2. Determine method of teacher presentation
• how concepts or skills will be presented
• 3. Determine method of student practice
• 4. Determine method of student evaluation

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4 Key concepts

• 1. Zone of Proximal Learning -Vygotsky
• 2. Principle of Partial Participation
• 3. Use of Blooms Taxonomy of Cognitive
• Domains
• 4. Use of Howard Gardners
• Model of Multiple Intelligences

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1 Partial Participation

• Diminishes readiness concept ( This student is
• not ready for my class!)
• Doing part of the task has value (We know this
  is
• true for each of us!)
• Emphasizes sense of community (Being included
• matters to all of us)
• One lesson for all (Teachers can only do so
• much in one time period!)

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2 Blooms Taxonomy of Cognitive Levels

• Evaluation
  Complex
• Synthesis
• Analysis
• Application
• Comprehension
• Knowledge
• Basic Needs
  Simple

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3.Multiple Intelligences

• Logical / Mathematical Intelligence
• Verbal / Linguistic Intelligence
• Musical / Rhythmic Intelligence
• Body / Kinesthetic Intelligence
• Visual / Spatial Intelligence
• Interpersonal Intelligence
• Intrapersonal Intelligence
• Naturalistic Intelligence
• H.
  Gardner

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Other Instructional Strategiesthat Support
Inclusion

• Collaborative learning
• Individualized learning modules
• Activity based learning
• Peer tutoring for all students
• Child Friendly Layout of classroom
• A wide range and level learning resources
• Alternative assessments

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Desired Outcomes . . .

• Every child will be welcomed at the neighbourhood
  school
• Every child will benefit from the social and
  academic stimulation of education with his/her
  peers
• Every school will develop strategies of
• support to make this approach successful.
• Can you Justify the exclusion, inclusion. not the
  inclusion?

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Index for Inclusion

• Valuing all students and all staff
• Increasing the participation of all
• Minimising all forms of exclusion
• Acknowledging a right to a local mainstream
  education
• Restructuring schools to respond to the diversity
  of students in the locality
• Viewing differences between students as resources
  to support learning
• Fostering relationships between schools and
  communities

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The Index dimensions
Producing inclusive POLICIES
Evolving inclusive PRACTICES
Creating inclusive CULTURES
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Dimensions and Sections
Dimensions A Creating inclusive CULTURES

1. Building community

1. Establishing inclusive values

Dimension B Producing inclusive POLICIES

1. Developing the setting for all

1. Organising support for diversity

Dimension C Evolving inclusive PRACTICES

1. Orchestrating learning

1. Mobilising resources

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Indicators/Questions

• Staff and students treat one another with
  respect.
• There are high expectations for all students
• All new staff are helped to settle.
• Special educational needs policies are
  inclusion policies.
• Activities encourage the participation of all.
• Staff expertise is fully used.

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The Index process and the development planning
cycle
Phase 1 Getting started
Phase 2 Finding out
Phase 5 Review
Phase 3 Planning
Phase 4 Implementation
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Inclusive Classroom

• In Groups
• Make a list of the 5 most important things that
  would tell you that you are in an inclusive
  classsroom!
• share with other groups

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Circles of Friends

• Circle 1 Circle of Intimacy. This is made up of
  those who are our Anchors-people who are closest
  to us and whom we could not imagine living
  without. They will typically be members of our
  immediate family. They may be pets or people who
  are dead. Looked After children do not usually
  have secure angers and are the mot vulnerable.
• Circle 2. Circle of Friendship. This consists of
  those who are our Allies-people who are friends
  or close relatives who did not quite get into
  Circle One. These are people we would confide in
  and would expect to be on our side and support us
  in a difficult time. If Circle two has few people
  we are prone to feelings of isolation, anger and
  depression.
• Circle 3. The Circle of Participation. This is
  made up of all our Associates- people we are
  involved with because we see them regularly ion
  school class, in the staffroom, at clubs,
  organisations, church, line dancing. Also our
  extended family and neighbours. Identify by
  number in each sphere of live rather than name.
  We hang around with these people and they come
  and go. Our friends and partners are usually
  chosen from people we meet in this circle.
• Circle 4. The Circle of Exchange. This consists
  of people who are paid to be in our lives-
  doctors, teachers, dentists, social workers,
  therapists, consultants. They are paid by us or
  the state to provide us with services. Disabled
  children often have a large number of people in
  this circle. The Quality of relationship is
  different as the service provider is their in a
  professional capacity and can go at any time.
• 1.Now draw your circle. Draw your childs circle.
• 2.Read Maresas Story Explain how a circle of
  friends helped her.

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Circle of Friends
1 Circle of Intimacy. 2.Circle of Friends 3.
Associates 4. People paid to be in Life
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Born to be different Or Making Difference
Ordinary
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Session 8-Parents Oppression

• What are the demands that society makes on
  parents?
• To be perfect, rather than the best they can be.
• To be criticised, rather than understood, helped
  and supported.
• To be solely responsible for the young person
  their baby becomes.
• To be made guilty for every shortcoming of that
  young person.
• To produce a PERFECT young person in every way!!
• In short to produce the impossible rather than
  the achievable.
• Parents of disabled children spend their life
  justifying what they/their offspring can and
  cant do and why? Society always has a better
  idea and is always ready to impose a valued
  judgement.
• Experiencing the Medical Model of Disability at
  work through the mouths of Doctors, Health
  Visitors, Occupational Therapists, Physios,
  Teachers, LEA officers and others may have a
  devastating effect on the relationship between
  parent and child.

What does this picture tell you about parents and
professionals?
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Parent Oppression 2

• Were your parents on your side when you were a
  child?
• What did they do? Why?
• What would you have liked them to have done?
  What stopped them?
• 1.Remembering ones own perspective as a child
  reminds how vital it is to understand that
  perspective.
• 2.Parents intentions are constrained by the
  sense of powerlessness that the oppression feeds.
• 3.A disabled child has exactly the same need for
  a parent to be on their side as any other. An
  Ally.
• 4.To be an ally to a disabled child parents need
  the support and information of disabled adults to
  break out of the oppression that threatens their
  relationship with their child.
• 5. A professional can be an ally by bringing in
  DET the voice of the disabled child into his
  or her own planning.
• 6. A professional can understand why some parents
  find it impossible to believe that practice and
  attitudes in mainstream will change to allow
  inclusive practice.

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Kim-A Parents View

• When I first had Kim he was my son.
• A year later he was epileptic and developmentally
  delayed. At 18 months he had special needs and he
  was a special child. He had a mild to moderate
  learning difficulty. He was mentally
  handicapped.
• I was told not to think about his future.
• I struggled with all this.
• By the time he was four he had special
  educational needs.
• He was a statemented child. He was dyspraxic,
  epileptic, developmentally delayed and he had
  complex communication problems.
• Two years later, aged six, he was severely
  epileptic (EP), cerebral palsied (CP) and had
  complex learning difficulties.
• At eight he had severe intractable epilepsy with
  associated communication problems. He was
  showing a marked developmental regression. He
  had severe learning difficulties.
• At nine he came out of segregated schooling and
  he slowly became my son again. Never again will
  he be anything else but Kim a son, a brother, a
  friend, a pupil, a teacher, a person.
• Pippa Murray, Let Our Children Be, published
  by Parents with Attitude

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Teaching or Learning Support Assistants
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Session 9 Presentation Building a Campaign -The
Key Ingredients of ChangeTo Develop Inclusive
Education in your local area
How will you research and publicise your campaign?

• What you want to change!
• What will you do?
•  
• Who you will recruit to the campaign?
•  
• How will you research and publicise your
  campaign?
•  
• How will you know you have succeeded?
•  
• Which parts of UNCRPD would you use?

Who you will recruit to the campaign?
What you want to change!
How will you know you have succeeded?
What you will do?
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