The Concept Of Inclusive Education Education Essay

The Concept Of inclusive reproduction Education EssayThe commitment of IE was do by the g anyplacenmental and institutional agreement of Salamanca in 1994. aft(prenominal) a few years, EFA and the Millennium Development Goal of universal aboriginal tuition were alike adopted as the global statement agenda to be achieved by 2015. After fifteen years getting the agreement of Salamanca, the UNCRPD recognizes a right(a) to pedagogics for people with disabilities. So the global commitment of IE has strengthened between Salamanca and the CRPD. By the Article 24 of the UN CRPD stated that al ace state parties shall enable persons with disabilities to instruct sustenance and social armment skills to facilitate their full and equal participation in precept and as members of the community. To this end, States Parties shall take appropriate measures, includingFacilitating the learning of Braille, alternative script, augmentative and alternative modes, hatefuls and formats of com munication and orientation and mobility skills, and facilitating peer take for and mentoringFacilitating the learning of sign verbiage and the promotion of the linguistic identity of the deaf communityEnsuring that the fostering of persons, and in particular children, who are filmdom, deaf or deaf- invention, is delivered in the or so appropriate languages and modes and means of communication for the individual, and in environments which maximize academic and social development.In mold to help ensure the realization of this right, States Parties shall take appropriate measures to employ teachers, including teachers with disabilities, who are qualified in sign language and/or Braille, and to train professionals and cater who work at all takes of reproduction. Such nurture shall incorporate disability sense and the use of appropriate augmentative and alternative modes, means and formats of communication, preceptal techniques and materials to support PWDs.Also the right to a n cultivation without discrimination is stated in the UDHR (1948) and CRC (1989). The Convention on the Rights of the Child specifically declares the rights of CWDs to enjoy a full and decent life in conditions that promote self-reliance, and facilitate the childs active participation in the community. Moreover, Rule 6 of the UNs Standard Rules on the Equalization of Opportunities for PWDs (UN, 1993) provides for equal rights for children and adults with disabilities and for the planning of an integrated shoal setting.Myanmar is undertaking the ASEAN Decade for PWDs, Bali Declaration on the Enhancement of the Role and Participation of the PWDs in ASEAN Community, BIWAKO Millennium Framework, and BIWAKO plus Five in close collaboration with regional countries.Policy development on Education for people with disabilities in MyanmarMyanmar Child law for e circumscribedly for pedagogicsMyanmar Child Law was enacted in July 1993 in order to implement the rights of the child recognized in the CRC. The Article 20 of that Child Law stated that (a) every child shall have the opportunities of acquiring upbringing and the right to make headway free staple fibre procreation ( ancient level) at state works. Also the Ministry of Education shall have an objective of implementing the system of free and compulsory primary instruction lay down and carry out measures as may be necessary for regular attendance at educates and the reduction of untimely drop-out rates and put angiotensin converting enzyme over arrangements for literacy of children who are unable for various reasons to attend schools opened by the States to become literate. Article 22 stipulates that every child shall have the right of access to literary works contri neverthelesses to his or her all-round development and to acquire knowledge. According to Article 18, a mentally or physically alter child (i) has the right to acquire grassroots education (primary level) or vocational education at the sp ecial schools established by the DSW or by a voluntary social worker or by a non- regimenal organization and (ii) has the right to obtain special care and assistance from the State.Myanmar basic education lawThe basic education law was published in 1973 and amended in 1989. The aim of the political sciences education insurance insurance policy is to create an education system that fag end generate a learning society opened of facing the challenges of the knowledge age (MOE, 2007). According to the Basic Education Law (1973), the main objective of basic education especially for children with disabilities is to enable every citizen of the colligation of Myanmar to become a physical or mental worker well equipped with a basic education, good health and moral character.The National formation of 1974 specified that every citizen shall have the right to education and shall be given basic education which the state prescribes by law as compulsory. By the rule of compulsory education , the all five years, from grade 1 to 5, covers free education for all children. Primary education is organized with two levels kindergarten level from grade 1 to 3, and upper primarily for grades 4 and 5. Also, the new Constitution of 2008 fulfilled with the educational policy for every citizen (a) has the right to education (b) shall be given basic education which the Union prescribes by law as compulsory and (c) have the right to conduct scientific research explore science, work with creativity and write to develop the arts and conduct research freely other(a) branches of culture.According to the education policy of 1989, MOE is organized with nine main departments such as Basic Education I, II, and troika Educational Planning and Training Higher Education (Lower and Upper Myanmar) Myanmar Board of Examinations Myanmar Education Research Bureau (MERB) and Myanmar Language Commission. The departments Basic Education I, II, and III are implementing the basic education policy. S pecial education is under the authority of DSW. In the decision fashioning process at all levels of MOE, the decision making committee is set up by the Minister, two Deputy Ministers, Director General and Chairperson of the departments. The decisions of this committee are implemented by those responsible departments of all levels.Based on the Dakar EFA Framework for Global Action and the Millennium Development Goals, Myanmar has formulated national EFA Goals as Myanmars needfully and context through a participatory process involving the UN organizations, various Ministries and I/LNGOs. The four concerned sweeps for achieving the goal of EFA in Myanmar are access to and quality of basic education, early childhood development, non-formal education, and education management and information system. To implement the goal of EFA, MOE uses six main strategies especially for developing and expanding Child Friendly indoctrinates and making to a greater extent accessible in basic educatio n for all children with disabilities. Through the EFA National Action Plan (EFA-NAP), therefore, the Ministry of Education has established an inclusive education framework in accordance with international standards and goals that addresses EFA goals directly.The a la mode(p) computer programme for primary was revised since 1998 for having a more balanced rather than emphasizing and academic subjects. The school principals and teachers are the main task of observe and evaluating on the impact of computer programme for childrens development. Life skills was made mandatory for inclusion at the primary level as a separate core computer program in 1998 and at petty(a) level as a separate co-curriculum in 2001. Contents, dogma-learning methods and hours have been carefully specified for primary and secondary school curricula.Inclusive education policyIn the past decade, there has been signifi screwt traditional progress to ensure CWDs who have access in mainstream schools. However , with culture and knowledge restrictions from round school principals and teachers, the journey towards fully inclusive education has only just begun.A attract understanding of the meaning of IE in the Myanmar context, it has a clear definition in all policy statements a presbyopic with references to international normative instruments. In addition, the current implementation processes of IE are following the guidelines of the EFA framework. IE policy acts on both the national and local level. At the national level, the government is implementing with a new policy of inclusive education, while at the local level schools and the community are participating in the process of capacity building, and resource mobilization for those children with disabilities.The national policy on IE is grounded in international decree and policy. performance of IE policy in MyanmarThis research cogitatees on the primary and lower secondary level students with disabilities for the purpose to addre ss the educational needs of CWDs in Myanmar. The political and social context is discussed in terms of international policy on reforms and initiatives, especially the Salamanca Statement that agreed to ensure a basic education for all children, including CWDs. The Salamanca Framework for Action (1994) was a significant milestone in the education for CWDs The Statement defines and recommends the mode of service delivery of timing and intervention that united to inclusive practices. National-level policy and laws as they relate to CWDs are briefly described in service delivery, and increase awareness closely the educational opportunities for them.Myanmar is now implementing 6 sectors for PWDs across the nation such as Enhancing Education Standard, Improving Vocational Trainings and Job Opportunities, Promoting Health Care Service, Enhancing Reintegration into the Society, Upgrading Capacity Building and Morale, and Providing Social Needs. Moreover, the government tries to arrive th e concerted efforts harmoniously for the quality of life of PWDs at pleasant.According to the guidance of the EFA-NAP, the following activities are being implementedProviding primary school textbooks worth over 1835.51 million kyats in free of charges for over 5 million primary students to initiate free, compulsory primary educationPreparing the programs for scholarships and stipends which will be implemented showtime from 2012-13AY in basic and higher education sectors andEnacting the private school registration law and developing rules and regulations in coordination with concerned departments to contri smoothe the education function by the private sector.For improving the quality of school education, monitoring and supervision mechanism has been strengthened since 2006-07 AY by focusing on the teaching and learning process. Basic education schools were classified by 5 levels (A, B, C, D, E) based on applying the following monitoring and supervision criteria-(a) Accomplishment of the school principal(b) Level of school attendance(c) Implementation of monthly lesson plans(d) Students achievements(e) Use of teaching aids, facilities laboratories(f) Cultivating morale and ethics(g) Capacity of teaching staff(h) Adequate classrooms and furniture(i) School sanitation and tidiness(j) Adequate teaching aids and multimedia facilities(k) Greening of a school campus and(l) Good physical setting of schools.Myanmar has been making progress in the education sector to fulfill MDG 2 Achieve universal primary education with the target of ensuring that, by 2015, children everywhere, boys and girls alike, will be able to execute a full course of primary schooling however the dropout rate still high in secondary school level. A total of 92 governments including Myanmar and 25 international organizations reaffirmed commitment to the goals of Education for both (EFA), recognizing the necessity and urgency of providing an education for children and youth with special needs within the regular education system. By the official data on net registration in primary schools was 84.6% in 2010 (MOE, 2010, EFA in Myanmar) and the gender discrimination has mostly been removed from basic education enrolment. However, the net enrollment rates in secondary and tertiary education are very low. The quality of education at all levels remains a serious concern.At the present, MOE is making special arrangements for the disenabled and other excluded children to attend formal schools and to continue their education receiving special care and attention. In Myanmar, IE programs were formulated to accommodate for all children regardless of their physical, intellectual, social, emotional, linguistic or other conditions. These programs include all vulnerable children such as CWDs children form mobile families, orphans, street children, and other disadvantaged children. No.25 Basic Education Primary School (Yangon) is the best witness of MOE in implementing IE. A new multi -pronged strategy for the capacity building in Teacher Education can promote the progressive acceptation of effective teaching and learning methodologies for all CWDs at all levels. MOE and other partners strengthen educational management for the Basic Education Sector Plan that supports the Governments education service delivery to meet commodities needs at the school level.IE is a programme that creates opportunities for CWDs to pursue education together with non- alter children in mainstreaming schools. It can baffle about the educational opportunities for them. Nowadays, CWDs who have completed their primary education through special schools are now able to continue their education in mainstreaming schools by keeping abreast with other non-disabled children. IE According to the statistics data from MOE in 2011 showed that, there were 801 disable children in mainstreaming schools, 1450 children in special schools for the blind and the deaf, 30 disable students in universities a nd colleges and 6 disable students in master degree courses in 2010-11 AY.The government policy was developed and practiced with policy reform to fill the offer in legal and policy development. As par hearing from the media, the advocacy for helping disabled issue more and more in Myanmar. The government policy and legal change occur on resetting criteria for definition of PWDs. Out of nine criteria (international norms), some(a) implementation processes of IE use four criteria to define the PWDs. To be more specific about educational opportunities for CWDs, the government agrees to provide all children (including all regardless of physical condition) equal opportunity to learn basic education. In the existing situation, there has a gap between policy and practice.The concept of IE means welcoming all children, without discrimination, in formal schools. Indeed, it is a focus on creating environments responsive to the differing developmental capacities, needs, and potentials of all children. Inclusion means a shift in services from simply trying to fit the child into normal settings it is a supplemental support for their disabilities on special needs and promoting the childs overall development in an optimal setting. It calls for respect of difference and diversity of individual characteristics and needs. This has to include a consideration of overall organization, curriculum and classroom practice, support for learning and staff development.The governments and stakeh curedsperceptions on inclusive educationIE is under the umbrella of EFA. Myanmar has an IE policy, which most of CWDs have an opportunity to join mainstream schools but obviously limited to those with mild disability because of the lack of capacity, skills and knowledge as well as infrastructure for the teachers and schools. The government ratified EFA goal at UN organization. It is over ambitious and hardly meet its goal due to poverty that causing low income for all poor families. It is more po sitive as regard to authority inclusive education in the future since the new government has practiced its openness policy and more absolute with people. IE policy in Myanmar strongly based up on last three years experiences non only for officers and teachers from MOE in Yangon Division but also other divisions and other stakeholders such as DSW, other I/LNGOs those who work in inclusive livelihood programs so that they can include disabled people in their development activities.Understanding the concept and philosophy of IE is a vital need for the sustainability and success of the project. After implementing the awareness raising activities on this issue especially for CWDs and their parents, the effectiveness of understanding disability and inclusive education concept correctly and it is very encouraging. It is one of essential program in the acres and will need to promote amongst other disability related organizations. IE policy for PWDs has been implemented by its own strateg ies. It was not seen as an active skirmish in formal basic education. The goal is set based on its definition for PWDs. This means that IE policy, itself, needs to be redefined to reach its goal. So far, the current policy and goal work hand in hand. The effectiveness and quality of outcome is not up to the mark due to the governments poor budget storage allocation in the Education Sector.The effectiveness of IE at this stage seems not only at the government schools, also next to the special schools such as blind school or deaf schools to take students from special schools to arrange exams etc. So there needs to have a wider understanding of IE, whereby every school needs to prepare to accept CWDs to provide the same opportunities like other children. And also need a dedicated education department on this. The strategies of inclusive development and mainstreaming everything for PWDs will be very costly and never finish. There has no objection but they need a lot of support. The on ly problem is prioritization.The departmental structure for the dedicated handle affairs for CWDs needs either at mainstream schools or at special schools and needs to incorporate teaching components for teachers. This has not been done yet a lot. Participation by PWDs in the policy formulation and implementation processes, there needs to go a long way for the current Myanmar condition. The governments perspective IE for PWDsMyanmar has signed ratified the UNCRPD on 7th December 2011IE has been already in the discussion pilot contour in collaboration with concern I/LNGOsInclusion is a new concept for Myanmar, where only 12% of I/LNGO are inclusive of PWDs, where inclusive is unremarkably mistaken with Automatic Beneficiary and part of beneficiaries rather than inclusion as a process.For ensuring that significant progress is achieved so that all school-age children have access to and complete free and compulsory basic education of good quality, the completion of basic education by all CWDs is the basis form of achieving Universal Basic Education. Nonetheless, the provision of schooling and policies determining how education opportunities are distributed across priority target groups in Myanmar clearly will have far reaching effects on opportunities for productive work. The status and education level of women and girls can exert particularly strong inter-generational effects, and are thus crucial for reducing poverty. Following concerted efforts by the Government, I/LNGOs and communities, the primary school intake rate has increased sharply during the EFA period, although the dropout rate after finishing the primary level remains high. Quality confidence in basic education is especially important, because low quality can lead to low access if CWDs and their families do not see the impact of enrollment in low-quality schools.Most of the I/LNGOs do not take part in the position of formulation and implementation process on basic education for CWDs, where main ly focus on the Rights of PWDs and promote equal rights and inclusion through involvement of Law Drafting and Social Policy development. As I/LNGOs, they can only include all children out of school in the process of giving second chance of learning basic education. In dealing with government line department, they have not yet involved in the formulation process.Implementing processes of IE by I/LNGOsTLMI is involving a little part in this area of IE implementation processes. They only conduct trainings for teachers on disability issues, the importance of CWDs to get the opportunity to attend schools like any other children and providing some barrier free arrangement in selected schools. TLMI is working with the parents of CWDs to convince to send the formal school and on the other hand they also try to engage with school principals to accept and pay attention for those children. Also they proposed the education need of PWDs in the Draft disabled law, advocate the decision makers and teacher, and we are working together with U Tin Nyo, retired DG from MOE who is very interested in IE for CWDs.Eden initiated the project of IE implementing in formal schools and the plan for barrier free regaining such as walkways, seat toilet and one handrail that fixed in the toilet. In that project, 80 IE students were gathered at Eden nub for CWDs. Also Eden celebrated the township level awareness meeting for introducing to the teachers for successfully implemented IE policy. It means that the principals and teachers from 21 schools are introducing IE awareness about IE at their schools. Therefore, IE process can only succeed through strong collaboration and cooperation amongst all shareholders especially from the government rate and the donor site as well.Eden is cooperating with DSW and MOE. According to their advice, they held workshops and trainings for awareness raising workshop with DSW and MOE and shared awareness about IE and disability issue to other I/LNGOs staff, local authorities, other stakeholders and teachers from mainstream schools. EDEN organizes a series of mobile training courses throughout Myanmar aimed at helping improve the lives of disabled people which focus on activities such as CBR, IE and disability development. Through the help of DSW and Department of Basic Education No.(1), (2) and (3), awareness training not only about IE but also the Social Model of Disability was conducted in mainstream schools.PWDs in Yangon have more chances to access this information with help from NGOs and DSW, but those aliment in rural areas having difficulties due to inconvenient transportation and lack of mobility, U Hta Oke said. Im pleased about the growing number of people working in the field, but most of them are using a charity approach, which involves giving nutrient, money, tools and other necessities, he said. Not many are using a life-based approach, which means providing training so they can stand on their own feet.Moreover, for th e educational status of children with hearing/ seeing/ intellectual disabilities in Myanmar is inadequate and behind-the-times. There is only the DSW has one project on sign language especially for people with hearing disability. There is no standard educational practice. Teachers learn by copying the methods of older teachers. The Mary Chapman School in Yangon uses the philosophy Total Communication that is method has been a widely adopted language policy in deaf education from the 1970s. But this philosophy is out-dated. Graduation rates are very low. In Yangon Division, only 14 students with hearing disability have passed high school and only six have graduated from university until 2011-2012 academic years. According to the UN CRPD agreement emphasizes bi-lingual/bi-cultural education for people with hearing disability. Also, Braille e-mail and Internet have been developed and use in the training school for persons with visual impairments since 2006.In general, the technical fo r education and training initiatives are not new to Myanmar. As a result of some recent educational developments and reforms, it is new to some teachers and learners both in curriculum and methods of delivery. One of the most important concerns in the Myanmar educational sector is how CWDs can be provided with opportunities to take responsibility for their learning throughout the concepts of community involvement and technical assistance to achieve a sustainable future.Special schools which are supported IE for CWDsMyanmar has a policy of IE, which means disabled students, including those who are blind, are allowed to attend classes in mainstream schools. Despite the policy, mainstream schools are not properly equipped to cater for students with disabilities which mean that most CWDs are forced to attend special schools. There are challenges to implementing the policy, since schools lack the required resources and facilities.Myanmar Christian Fellowship of the Blind (MCFB) was found ed on 4th August, 1975, to push the basic level of education afforded to blind people in order to increase opportunities of leading independent in life styles. That foundation encourages beneficiaries in education specific to their needs including vocational training, as well as a focus on how to cope as a blind parent and assembly line placements. The MCFB accepts children aged five and above and enrolls a similar method to the government mainstreaming schools. At that school, students can learn from grade 1 to 5 and then they can continue their secondary education in formal school. That school charges Kyats 15,000 a year for day students and Kyats 40,000-50,000 for boarding students, which covers accommodation, meals and tuition fees. However, there are over 700 blind and visually impaired students receive a formal or vocational education.The schools should be equipped with teaching materials in Braille, and teachers who know how to teach the blind by using Braille, said Mr. The in Lwin, the general secretary of MCFB.Also the principal of the Kyeemyintdaing School for the Blind said that the school accepts children from age six to 16, who are taught to the fourth standard. After they finished the primary education, they are sent to a formal school to continue their secondary education. The school and provides has both day students and boarders with free of charges for all fees of food and accommodation. The school can accept 200 students for one academic year.Mary Chapman School for the Deaf accepts children from the ages of five to 18. At that school, children can learn regular curriculum that is taught in formal schools together with speech reading, finger spelling and sign language. Moreover, children at that school over 10-year of aged are taught reading, writing and arithmetic and vocational training such as tailoring, knitting, book binding, bag-making, cooking and massage. The school fee is Kyats 6,000 per month including meals for students.The Schoo l for Disabled Children in Mayangone Township in Yangon is operated by the DSW. That school accepts both physically and mentally disabled children between the ages of six to 18 and teaches the standard curriculum up to the fourth standard. It has developed a special curriculum for children with a learning disability that take into account the extent of their disability and their capacity to learn. The current admission fee is Kyats 10,000 for one academic year.Problems of accessibility to education faced by PWDsThe government runs the IE as the national level education development plan, however, there is a lack of educational assistive materials such as Braille books, Braille writing frames and syllabuses, qualitative/standard papers for writing in Braille, assistive devices for mathematical teaching or learning, and sign language interpreters. For these reasons and because of the lack of skilled teachers, the IE systems benefits have not been realized.Learning through the restricte d environment has also been one the most critical issues of educational opportunities for PWDs that needs to be addressed in order to create equality and equitable education in Myanmar. The current education system does not suit for PWDs in rural area, specifically in promoting the education standard of CWDs. In fact, there are several factors that influence over the education opportunity for CWDs. In addition, the research worker tries to explore what are those factors, challenges, and obstacles in pursuing education in the community. The following data are contributed by the PWDs and community representatives during the field research.Towards the attainment of MDGs, many challenges still remain with regard to special focus which is required on hard-to-reach areas. A need of advocacy with more focus on duty bearer is a strategy to make sure of the long term commitment. The policy needs to be rewritten with a better understanding of authorities, duty bearers and duty holders. Moreo ver, the accessible services for PWDs in Myanmar is very little, only those who live in cities could access to those services and even then they need to get to such places where by need a lot of barriers to overcome to get there and money factor is another big barrier. In 2008, there are only 100 Physiotherapists appointed in hospitals under ministry of health.According to the First Myanmar National Disability Survey 2010 showed that there were only 50% of PWDs in Myanmar never attended school, out of which 66.5% enrolled in primary schools, 22.2% in secondary schools. Some kind of problems concerned with CWDs. A biggish percentage of those who do attend mainstream schools soon drop-out because of incompatible attitudes and environments in educational settings. They practically encounter negative treatment from their peers who are not sensitized to disability issues. Most teachers and school principals are not familiar with the idea of including. In Myanmar, one of the Southeast Asia countries, most of the people are still discriminate and exclude the CWDs traditionally. They believe money can make CWDs to be happy. Its not right. In special schools, there have IE projects for all CWDs. It can only the way to make in those childrens lives to be valuable.While the enrollment rate increase close to 100% every year at school opening seasons, there is alarming about 40-50% dropping out before they completed in their primary education so one could imagine for students with disabilities. There is little help for schooling opportunities for students with disabilities with the current situation because of the low awareness about the disability issue, maltreat traditional believes and practice, less accessible resources (Brielle, sign language, teaching aids, Buildings, etc.), Low prioritization and no special law and regulation to protect them. Among the four types of disabilities, accessibility for physical disability, blind and deaf disability may be about 3. F or people with intellectual disability is 0.05.The vast majority of CWDs never attended school and that a large percentage of the ones who do attend mainstream schools soon drop out due to inaccessible school infrastructure, lack of learning scopes, improper learning process and unfriendly school environment. But amongst the children that are not in any form of educational setups, a large majority shows a keen interest to acquire education. CWDs may have many of the problems that affect children at risk. The difficulties and problems are not because of their impairments but because of several barriers around their environments.During this field research, the researcher notified that there is an absence of honest and consistent data on the educational status of children according to their disabilities. This makes it difficult for educators, policy-makers and programmers to understand the nature of the problem, and identify possible solutions. Moreover, the current teaching methods a re not addressing to the individual needs of students with disabilities by lacking training and experience of teachers in teaching and handling them. Currently, the education o