Understanding Education of Children with Disabilities

May 7 11, 2012 Washington, D.C.

Aleksandra Posarac, Lead Economist, World Bank

Mia's story
http://video.who.int/streaming/DAR/WHO_D AR_MIA_APR2011.wmv

Data: children with disabilities

Measuring disability is complex and complicated and there are many questions about the validity and comparability of data on disability (module one of this course) This statement is even more true in the case of children with disabilities (but even more complex) World Report on Disability based on the WHO Global Burden of Disease Data (GBD, 2004): 5.1% (93 million) children aged 0-14 years experienced moderate or severe disability; 0.7 percent or 13 million children experience severe disability.
3

Introduction
This presentation is based on Chapter 7 of the World Report on Disability


UNICEF, Multi Indicator Cluster Survey (MICS, 200508), administered Disability Module to over 200,000 children across 20 participating countries: between 14% and 35% of children screened positive to the Disability Module in most of the participating countries: these are children at increased risk for disability (not disabled children).
5

0.0

0.2

0.4

0.6

0.8

1.0

0.0

0.2

0.4

0.6

0.8

1.0

Bo

Proportion

Proportion

liv ia
ia

Bo l iv

Bu ru nd i
Ca m bo

C am bo di a SE S
dia SE S

Bu ru nd i

C am bo di a
dia Ca m bo

Data: education of disabled children

Without disability

Without disability

C ha d
Ch ad

C ol o m bi a

Co lo m bia

Ages 6 to 11

In d ia In d on e sia

Ages 12 to 17

In di a In do ne si a

Ja m ai c a

Ja m aic

M on go

lia oz am

M on go li a

bi

qu e R om

M oz am bi

With disability

With disability

qu e

an So

ia ut hA f ri ca

Ro m an

ia So ut hA fri ca

Za m

bi a

Za m bi


UNICEF MICS finds that in many of the 20 countries where disability module was administered, children screening positive to the disability module e.g. children at increased risk for disability, participated in fewer early learning activities, but were only slightly less likely to attend school. However, this may change once the children screened as at risk of disability are really assessed for disability (2nd phase assessment). Most of the surveys do not include institutionalized populations and in many countries segregated (special schools) are organized as institutions. Sometimes, households do not report their disabled children, particularly with intellectual disabilities.
7

Data recap
The most important for policymakers is to know what the data tell/represent: how the data was collected, who did it, how the questions were formulated, etc., so as to have a sense of whether the data is reliable and robust. Improve data collection, particularly in lower income countries important for education policy development, planning and implementation.
8

While date are far from precise

Available empirical evidence suggests lower educational inclusion of children with disabilities at all education levels; They are also less likely to progress from one education level to the other; This is particularly the case in children with learning difficulties and intellectual disabilities

Also
In most of the countries today, education of children with disabilities is organized in segregated settings through special education system. For some children, particularly children with intellectual disabilities, entering a special schools system is the beginning of a lifelong institutionalization.
10

Why educational inclusion?

Human right Central in promoting inclusive and equitable societies Key determinant of personal well-being and welfare Exclusion has significant social and economic costs. Countries cannot achieve Education for All or the Millennium Development Goal of universal completion of primary education Countries cannot fulfill their responsibilities under CRPD and CRC

11


For children with disabilities, education is vital in itself but also instrumental for participating in employment and other areas of social activity. In some cultures, attending school is part of becoming a complete person. Social relations can change the status of people with disabilities in society and affirm their rights. For children without disability, contact with children with a disability in an inclusive setting can, over the longer term, increase familiarity and reduce prejudice.
12

Barriers to education for children with disabilities

System-wide problems
Divided ministerial responsibility Lack of legislation, policy, targets, and plans Inadequate resources Lack of an appropriate early identification and assessment system

13


School level problems
Curriculum and pedagogy Inadequate training and support for teachers Physical barriers Labelling Attitudinal barriers Violence, bulling and abuse Low expectations
14

Overcoming barriers to education

Ensuring the inclusion of children with disabilities in education requires both systemic and school level change. It is a complex change and it requires vision, skills, incentives, resources, and an action plan. One of the most important elements in an inclusive educational system is strong and continuous leadership at the national and school levels something that is cost-neutral.
15


It also requires careful transition planning and implementation for moving from predominantly segregated or special education system for children with disabilities to including most of children with disabilities into mainstream schools. Principles:
Maximizing all childrens potential in an environment that best suits their needs Maximizing learning outcomes
16

System wide interventions

The success of inclusive systems of education depends largely on a countrys commitment to:
Adopt appropriate legislation:
Example: Italy - since the mid-1970s Italy has had legislation in place to support inclusive education for all children with disabilities resulting in high inclusion rates and positive educational outcomes

Develop adequate policies:

Clear national policies are essential for the development of more equitable education systems. UNESCO has produced guidelines to assist policy-makers and managers create policies and practices supportive of inclusion.
17


Adopt national plans
Creating/amending a NPA and establishing infrastructure and capacity to implement the plan key to including children with disabilities in education. The implications of Article 24 of the CRPD are that institutional responsibility for the education of children with disabilities should remain within the Ministry of Education, with coordination, as appropriate, with other relevant ministries. National plans for Education For All should reflect international commitments to the right of disabled children to be educated.
18


and Provide adequate funding for implementation
There are basically three ways to finance special needs education, whether in specialized institutions or mainstream schools: Through the national budget, Through financing the particular needs of institutions for materials, teaching aids, training, and operational support, Through financing individuals to meet their needs.

19


Whichever funding model is used, it should: Be easy to understand. Be flexible and predictable. Provide sufficient funds. Be cost-based and allow for cost control. Connect special education to general education. Be neutral in identification and placement.

20

School interventions
Recognizing and addressing individual differences
Education systems need to move away from more traditional pedagogies and adopt more learnercentered approaches which recognize that each individual has an ability to learn and a specific way of learning.

Providing additional supports

To ensure the success of inclusive education policies some children with disabilities will require access to additional support services.
21


Building teacher capacity
The appropriate training of mainstream teachers is crucial if they are to be confident and competent in teaching children with diverse educational needs.

Removing physical barriers Overcoming negative attitudes

The physical presence of children with disabilities in schools does not automatically ensure their participation. For participation to be meaningful and produce good learning outcomes, the ethos of the school valuing diversity and providing a safe and supportive environment is critical.
22

Each stakeholder has a role to play

Communities Parents Disabled people organizations Children with disabilities

23

Conclusions
Children with disabilities are less likely than children without disabilities to start school and have lower rates of staying and being promoted in school. While children with disabilities have historically been educated in separate special schools, inclusive mainstream schools in both urban and rural areas provide a cost-effective way forward. A range of barriers within education policies, systems and services limit disabled childrens mainstream educational opportunities. A broad range of stakeholders policy-makers, school administrators, teachers, families, and children with and without disabilities can contribute to improving educational opportunities and outcomes for children with disabilities.

24

Recommendations
Formulate clear policies and improve data and information
Develop a clear national policy on the inclusion of children with disabilities in education Identify, through surveys, the level and nature of need, so that the correct supports and accommodations can be introduced. Establish monitoring and evaluation systems. Share knowledge about how to achieve educational inclusion among policy-makers, educators, and families.
25


Adopt strategies to promote inclusion
Focus on educating children as close to the mainstream as possible. Do not build a new special school if no special schools exist. Ensure an inclusive educational infrastructure. Make teachers aware of their responsibilities towards all children and build and improve their skills for teaching children with disabilities.
26


Support teachers and schools to move away from a one-size-fits-all model towards flexible approaches that can cope with diverse needs of learners. Provide technical guidance to teachers. Clarify and reconsider policies on the assessment, classification, and placement of students. Promote deaf childrens right to education by recognizing linguistic rights.
27


Provide specialist services, where necessary
Increase investment in school infrastructure and personnel. Make available speech and language therapy, occupational therapy, and. In the absence of specialist providers, use existing community-based rehabilitation services to support children in educational settings. Consider introducing teaching assistants to provide special support.
28


Support participation
Involve parents and family members. Involve the broader community in activities related to the education of children with disabilities. Develop links between educational services and community-based rehabilitation and other rehabilitation services, where they exist. Encourage adults with disabilities and disabled peoples organizations to become more involved in promoting access to education for children with disabilities. Consult and involve children in decisions about their education.
29