An International Disability and Development Consortium (IDDC) Seminar

Inclusion: theory and practice : Lessons From the South - Making a Difference

An International Disability and Development
Consortium (IDDC) Seminar on Inclusive Education

Appendix 1 (Main document)

Preparation for the seminar

1. Facilitators' Terms of Reference Role of facilitation team

The overall responsibility of the facilitation team is to ensure that the participants are able to share their experience, identify and discuss their concerns and issues in productive ways. The team will also ensure that the seminar is well documented to enable the production of a comprehensive report, and later, possibly a book.

Tasks and responsibilities Prior to the seminar

Facilitators are responsible for reviewing and collating information about participants using the information on the application forms and any programme material submitted. Meetings will be held prior to the seminar to clarify roles and responsibilities; share experience and skills; and finalise the initial agenda, and structure and methodology of the seminar.This will involve:

Grouping the participants' lessons of experience and issues of concern into key categories;
Defining key questions and objectives around each theme;
Preparing a range of participatory methodologies which will facilitate participants to address each theme;
Allocating roles and responsibilities.

During the seminar

To help create an atmosphere of trust, confidence, support and relaxation amongst an integrated group with a wide range of cultural backgrounds.
To transfer a sense of ownership and responsibility to the participants for the success and productivity of the seminar.
To allocate key participants as resource persons.
To meet regularly throughout the seminar to review the whole process.
To ensure that discussions are well documented and to oversee the daily management of minutes and group outputs.
To take responsibility for the smooth running of each day - facilitators could work in pairs.
To divide participants into teams to work with facilitators in the planning and reviewing of each day.
To ensure that discussions are brought to some practical and useful conclusions at the end of the week enabling participants to leave with some clear action plans.

Skills required

Experience in facilitation and promoting the empowerment of other people.
Knowledge and experience of using a range of participatory methodology e.g. ice-breakers, games and activities using posters, diagrams, role play.
Ability to manage a range of different or conflicting views.
Ability to facilitate a group to reach basic levels of concensus or conclusion.
Listening and feedback skills and ability to work as part of a team.

2. Inclusive Education

The following broad definitions of inclusive education were circulated prior to the seminar as a guide to participants of what the facilitators understood by the term.

Inclusive education:

Is broader than formal schooling: it includes the home; the community; non-formal and informal systems;
Acknowledges that all children can learn;
Enables education structures, systems and methodologies to meet the needs of all children;
Acknowledges and respects differences in children: age, gender, ethnicity, language, disability, HIV/TB status etc.;
Is a dynamic process which is constantly evolving according to the culture and context;
Is part of a wider strategy to promote an inclusive society.

3. Participants' Application Form

What is your current involvement in IE?
What relevant experience do you have? Please state any specific skills and experience which you feel you will be able to contribute to the seminar eg working with parents, influencing national policy, in-service training etc?
Do you have direct personal experience as a disabled person, parent or as an ex-pupil of IE?
Are you able to commit yourself to do some basic preparation for this seminar e.g. to prepare some background materials on your work and the key issues which are important to you and/or to organise discussion groups in your own situation prior to the seminar?
Are you in a position to use what you learn in the seminar in order to influence policy and practice in your own country/situation? Please describe how this could happen.
What are your personal objectives in wanting to attend this seminar?
Please outline at least three key issues/questions which you would want on the agenda.
What do you think should be the outcome of the seminar?
What is your definition of inclusive education?