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Bibliographies : Save the Children (UK) : Towards Inclusion: SCF UK's Experience in Integrated Education - Contents
As outlined in the previous section, each of the IE projects in which SCF has been involved have arisen in their own way and under their own particular circumstances. In Thailand SCF actively sought opportunities to work in the disabled sector, and so has been involved in both Community Based Rehabilitation and IE. In Laos, IE grew naturally from the existing school improvement work where SCF was already in partnership with the MoE. The project in Anhui, China came about through a remark that SCF might be interested in early childhood development and in disability made to an official in Beijing who then passed it over to Anhui Provincial Education Commission who happened to be discussing similar issues with the same official!
The current world concern with Education for All and the Convention on the Rights of the Child (CRC) is leading many countries to consider this issue. At the present time, within this region, integration is being discussed in Myanmar and Mongolia and within several Chinese provinces and in the Autonomous Region of Tibet. It is likely that SCF will be approached to discuss such issues in those places where SCF is already working with government departments. In other places IE may present SCF with opportunities to open new relationships with governments. In all countries, SCF advocacy for the CRC should include advocacy for disable children, for their educational rights and those of other disadvantaged groups.
The assumption that partners would primarily be government, or with government but through a national non government organisation, is because only government can consider the issue of Education for All or guarantee Child Rights. Projects suggested in non government schools would need to be considered with great care and are not fully discussed in this paper.
The issues involved in planning for IE projects are laid out under four main topic headings: 'Situation Analysis', 'Starting Points', 'Implementation' and 'Monitoring and Evaluation'. This framework is an adaptation of that used by UNESCO in 'The Salamanca Statement and Framework for Action on Special Needs Education' (1994). Within each topic heading, these issues are discussed in relation to government legislation and policy, government organisation, schools, communities, training and awareness raising and external support and resource requirements. Reference is made to the various country experiences within the region. These are brief as the details are available in the country case studies which follow. At the end of each section a list of guiding principles is given. Some readers might prefer to read the case studies before reading these sections.
Bibliographies : Save the Children (UK) : Towards Inclusion: SCF UK's Experience in Integrated Education - Contents
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17/10/1997