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Inclusion: theory and practice : Lessons From the South - Making a Difference
Appendix 4 (Main document)
Programmes (represented by participants)
Bangladesh
Training of non-formal primary school
teachers working in NGO schools;
Five day training for teachers
on disability and IE.
China
The Law on Compulsory Education was passed
in 1986;
Integrated Education programme began in Anhui province
in1988;
The Law on the Protection on the Rights of the
Disabled, passed in 1991;
Children with mild learning
difficulties have been successfully integrated into kindergartens, with support
from SCF(UK).
Ethiopia
In-service teacher training and
community development work in the Somali region of Ethiopia supported by
SCF(UK);
The concept of IE is being introduced to the Ministry
of Education through the regular teacher training programme.
Federal Republic of Yugoslavia
Strong tradition
of institutional care and medical model of defectology;
Encouragement of parents' organisations. Development of community responses to
disability;
IE being implemented in early years education with
SCF(UK) support.
Ghana
National IE programme supported by
UNESCO;
Training of teachers is based on UNESCO pack;
Collaboration at national level on special education and
rehabilitation issues between ministries of Health, Education and Social
Welfare;
Joint funding by WHO, ILO and UNESCO. No national
policy on IE.
India
Disabled Person's Act of 1990 means that IE
is now a right;
Project Integration Education (PIED) was
started in the late 1980s by the National Council for Educational Research and
Training (NCERT) with supported from the Ministry of Human Resource Development
& UNICEF;
UNESCO Teacher Education pack has been
implemented & evaluated in a multi-site action research project;
NGO-run CBR programmes are widespread;
Mobilisation of disabled people for social action;
Blind Men's
Association trains parents and teachers;
Leprosy work as part
of Primary Health Care.
Kyrgyzstan
Only a few disabled children attending
mainstream school;
IE supported by local NGO and SCF(UK).
Lesotho
National policy on inclusive education
(IE) developed in1987;
National IE programme implemented by the
Ministry of Education's Special Education Unit;
Pre-service and
in-service teacher training materials, including a video package, have been
produced.
National parents' organisation plays an active role
in IE;
Sign language is taught in schools where IE has been
introduced.
Nepal
Sign language development programme is
linked with CBR.
Nicaragua
Promotion of 'integration' since 1990
by the Special Education Department in the Ministry of Education;
Pilot IE project based on UNESCO pack will start in 1998;
Close
collaboration with national CBR programme & parents' organisation.
Palestine
A three year pilot project on IE has
been set up by the Palestinian National Authority in the Ministry of
Education;
Child-to-Child methodology is used as an entry point
to schools.
Papua New Guinea
A national IE policy was
developed in 1990 as a result of NGO lobbying;
IE has been
included in the primary teacher training syllabus;
Close
collaboration with CBR;
Sign language has been successfully
introduced in some pre-schools.
Philippines
Special school for autistic
children;
Some children are integrated on a part-time basis.
Literacy and development work with tribal peoples.
South Africa
A national policy on IE has been
developed as an integral part of the overall educational reform process;
"Barrier-free learning" is replacing the term special needs
education;
National parents' organisation is campaigning for
inclusion.
Sri Lanka
CBR programmes and units in regular
schools.
Sudan
Large numbers of children not attending
school due to poverty and war; IE has not yet been introduced.
Swaziland
Disabled children have been integrated
into their local schools through the Ministry of Health's CBR programme;
Child to child methodology is used by CBR workers to introduce the
concept of IE to teachers and children in mainstream schools.
Uganda
CBR training for grassroots workers from
east and southern Africa;
Home based education on the
Activities of Daily Living for parents of severely disabled children;
Children with mild impairments encouraged to attend local schools.
Vietnam
South Vietnam:
Community-based approach to IE supported by SCF(UK)
IE
succesfully implemented in a small number of kindergartens.
North Vietnam:
National policy on IE is in the
process of being developed with support from Radda Barnen (SCF-Sweden).
Inclusion: theory and practice : Lessons From the South - Making a Difference
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27/07/1998