Inclusion including us Elsie Naud Kommunika, division of Centre for Early Intervention in Communicat

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Inclusion -including us!Elsie
NaudéKommunika, division of Centre for Early
Intervention in Communication PathologyDepartment
of Communication Pathology, University of
Pretoria
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Definition (the philosophy)

• An inclusive school defines differentness as an
  ordinary part of human experience, to be valued
  and organised for. Schools that practice
  exclusion define differentness as not ordinary,
  as outside their area of responsibility and, by
  implication, as not as valuable as
  ordinariness. (Ballard, 1995, p1).
• Ordinary schools have to recognise that they must
  create a welcoming environment for all pupils,
  recognising and addressing their diversity and
  individual abilities (Hugo et al., 1998 p 4).
• a vision of society that allows full
  citizenship to all individuals irrespective of
  race, class, gender, disability, learning styles
  etc. Education transmits the values of culture.

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We all experience moments when we are completely
without worry

• These brief respites are called panic

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Candidates for inclusion

• Groups of children e.g.
• EAL.
• Listening skills.

• Individual children e.g.
• Down syndrome.
• Hearing loss.
• ADD/ADHD.

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Teachers attitudes international

• USA, Canada, Australia mainly positive,
  depending on - whether in own class
• - intensity of process
• - severity of disabilities

• Britain
• - concerns about
• resources
• training
• workload
• effects on children
• - attitudes relate to
• type of disability
• subject taught

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Teachers attitudes South Africa

• Majority negative
• Exceptions experience
• Good communication abilities enhance successful
  inclusion
• Main reservation behaviour

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Impact

• Inclusion
• - teachers
• - child
• - children
• - entry points

• Non-inclusion
• - child
• travel long distances
• hostel
• - parents
• parent-child relationship

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Legislation in South Africa(with acknowledgement
to Lidia Pottas)

• 1994 new South African government committed to
  transforming educational policy
• Aim to bring country in line with international
  standards of recognition of human rights

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Education as a social right

• An investigation initiated in 1996
• National Commission on Special Needs in Education
  and Training (NCSNET) National Committee on
  Education Support Services (NCESS) investigated
  special needs and support services in education
  and training in South Africa

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Findings (White Paper no 6, 2001)The past

• Education for small percentage of learners with
  disabilities in special schools/classes
• Specialized education rendered on a racial basis
• Many learners with disabilities were excluded or
  mainstreamed by default
• Failed to respond to needs of learners with
  disabilities massive numbers of academic
  failures
• Pre- post-school levels neglected

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Findings the present

• Final suggested policy
• the education and training system should promote
  education for all and foster the development of
  inclusive and supportive centres of learning that
  would enable all learners to participate actively
  in the education process so that they could
  develop and extend their potential and
  participate as equal members of society (White
  Paper no 6, 20015)

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Findings the future

• SNL greater access to quality educational
  opportunities and support systems based on the
  intensity of support needed
• Barriers to learning attributed to limits in
  education, not the disability of the child
• Overcoming barriers depends on changing the
  system to accommodate diversity
• 20 year time frame with short term (5 years),
  medium term (8 years) and long term objectives

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The future three categories of schools(a
continuum)

• Ordinary schools for SNL requiring low-intensive
  educational support
• Full-service schools serve normal population and
  SNL requiring moderate support
• Resource centres where SNL who require
  high-intensive educational support can enrol

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Challenges and problems

• (He)..acquired a peculiar flourish of his right
  arm in often clearing the world of its most
  difficult problems by sweeping them behind him
  (Dickens)

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• Overcrowding
• Geographical location of schools differences
  between urban and rural schools
• Lack of parental involvement
• Lack of training programmes for teachers
• Educational challenges associated with
  multi-culturalism and multi-lingualism in the
  classroom
• Differences between home language and LoLT
• HIV/AIDS
• Entrenched negative attitudes towards disability

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Effective inclusive schools can be crafted.
They are crafted by individuals who choose to be
courageous and engage what we know about change
to steward a larger vision (Rosalind Joe
Vargo)
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To think about

• How rendered
• Who to pay
• Legislation to govern services
• Impact of technological advances

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Enough thinking! Now to doing!
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IEP
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IFSP

• For pre-schoolers

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Practical experience
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Different age groups

• Pre-school
• Primary school (reception phase)
• Senior primary and Secondary school

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The benefits of inclusion

• Inclusive schools are good schools for everyone
• Inclusive schools are better than special schools
  for pupils with Down syndrome
• Little progress in special schools in 12 years

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Educational needs of teenagers with Down
syndrome

• Recognize adult life expectations
• A wide range of individual needs
• Dispelling myths
• Language and learning disabilities are associated
  with having Down syndrome
• Delays in gross and fine motor skills are
  associated with Down syndrome

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The curriculum and differentiation

• Not outside the range
• Teachers responsibilities
• Well-structured lessons
• Lesson plans in advance
• Main points and small steps

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Challenges for pupils

• Size of school and independence on site
• Change of location for lessons
• Using timetables
• Homework
• Type and use of support

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Speech and language therapy

• Help to improve understanding knowledge
• Conversation skills
• Appreciation of themes and topic changes
• Social use of language
• Speech clarity
• Guidance for staff on how to facilitate practice
  and help develop confidence in talking for
  different purposes and in different situations

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Role of SLT/A

• Establishing teams
• Supporting teachers
• Supporting parents
• Facilitating transitions

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Specific tasks

• Disseminating information (options, resources
  etc)
• Pre-teaching post-teaching
• Planning with teachers
• Adapting the curriculum
• Facilitating peer interaction
• Training/educating teams/facilitators

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Skills required

• Collaboration
• Adaptation
• Training adults
• Facilitating group action

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Resources availableindividuals/organisationsre
ferenceswebsitesinclusion_files\inclusiveEDmain_
files\inclusiveEDtop.htmwww.up.ac.za/academic/ko
mmunika
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