Post on 17-Dec-2015
Using the ILFE Toolkit to Using the ILFE Toolkit to promote promote
Inclusive EducationInclusive Education
What is the “Embracing Diversity: Toolkit for What is the “Embracing Diversity: Toolkit for Creating Inclusive Learning-Friendly Creating Inclusive Learning-Friendly
Environments (ILFE)?Environments (ILFE)?
Practical, holistic resource to assist schools to Practical, holistic resource to assist schools to become more inclusive and learning-friendlybecome more inclusive and learning-friendly
Based on real experience gained over many years Based on real experience gained over many years by families, schools, communities and others by families, schools, communities and others involved in developing inclusive schools and involved in developing inclusive schools and communities.communities.
Activities and question to help us think about Activities and question to help us think about what we do in schoolswhat we do in schools
Activities to guide us through continuing to Activities to guide us through continuing to develop our skillsdevelop our skills
User-friendly for teachers, parents, community User-friendly for teachers, parents, community
How can it be used?How can it be used?
Contains 6 booklets that Contains 6 booklets that can be used in any ordercan be used in any order
Can be used by schools, Can be used by schools, students, families & students, families & communities – hopefully communities – hopefully in collaboration with one in collaboration with one anotheranother
Can be used to progress Can be used to progress development in any type development in any type of educational situation – of educational situation – formal, non-formal, rural, formal, non-formal, rural, urban, etc.urban, etc.
Toolkit BookletsToolkit Booklets
1.1. Becoming an Inclusive, Learning-Friendly Becoming an Inclusive, Learning-Friendly EnvironmentEnvironment
2.2. Working with Families & Communities to Working with Families & Communities to Create an ILFECreate an ILFE
3.3. Getting All Children in School & LearningGetting All Children in School & Learning4.4. Creating Inclusive, Learning-Friendly Creating Inclusive, Learning-Friendly
ClassroomsClassrooms5.5. Managing Inclusive, Learning-Friendly Managing Inclusive, Learning-Friendly
EnvironmentsEnvironments6.6. Creating a Healthy & Protective ILFECreating a Healthy & Protective ILFE
Exploring what we mean by Exploring what we mean by “Inclusive”“Inclusive”Including ALL children who Including ALL children who
are left out or excluded are left out or excluded from school & from from school & from learning. This includes:learning. This includes:
Children with disabilities Children with disabilities – difficulties seeing, – difficulties seeing, hearing, walking, slower hearing, walking, slower to learn, etc.to learn, etc.
Children who have to Children who have to work – in the plantations, work – in the plantations, selling items in town, selling items in town, etc.etc.
Children who are poorChildren who are poor
Children who live in Children who live in isolated situationsisolated situations
Children who are Children who are affected by health affected by health situations (AIDS/HIV)situations (AIDS/HIV)
Girls who are pregnantGirls who are pregnant Children who do not Children who do not
speak the local speak the local languagelanguage
Children from different Children from different religions or castereligions or caste
Children who come to Children who come to school but are not school but are not taughttaught
What do we mean by What do we mean by LEARNING-FRIENDLY?LEARNING-FRIENDLY?
Child-friendlyChild-friendly Teacher-friendlyTeacher-friendly Learning as a Learning as a
shared experienceshared experience Learning as active Learning as active
participationparticipation Learning as a long Learning as a long
term & on-going term & on-going goalgoal
The Samoa example..The Samoa example.. Samoa MESC in Samoa MESC in
conjunction with conjunction with UNESCO have been UNESCO have been working together to working together to utilize the UNESCO utilize the UNESCO “Toolkit” to promote “Toolkit” to promote and develop Inclusive and develop Inclusive Education in SamoaEducation in Samoa
The Toolkit has been The Toolkit has been the key learning, the key learning, development and development and planning toolplanning tool
SNEAC chose 3 SNEAC chose 3 booklets & 4 pilot booklets & 4 pilot schoolsschools
Booklets 2,3 & 5 Booklets 2,3 & 5 4 Pilot schools 4 Pilot schools
involved - Vaimoso, involved - Vaimoso, Letogo, Lalomanu & Letogo, Lalomanu & Tutaga (Savaii)Tutaga (Savaii)
Training held with all Training held with all pilot schools, NGOs, pilot schools, NGOs, MESC, NOLA, MESC, NOLA, Parents & other Parents & other interested groups or interested groups or individualsindividuals
Support/monitoring Support/monitoring teams set up to visit teams set up to visit each school & assist each school & assist
Training – Practice what you Training – Practice what you preach!preach!
Think – Pair – ShareThink – Pair – Share Role playsRole plays Cooperative LearningCooperative Learning Group workGroup work Peer tutoringPeer tutoring Discovery LearningDiscovery Learning Lots of fun!Lots of fun!
Each school developed goals AND Each school developed goals AND an Action Plan!an Action Plan!
Need to recognise…end of year, exams, etc Need to recognise…end of year, exams, etc have not made this commitment an easy have not made this commitment an easy one…and still they have been able to….one…and still they have been able to….
Professional development for all teachersProfessional development for all teachers Public awareness programmePublic awareness programme Home visitsHome visits Identification of students needing to Identification of students needing to
attend schoolattend school Student placement – from segregated to Student placement – from segregated to
includedincluded
Some real examples…Some real examples… All teachers working All teachers working
through Booklet 2through Booklet 2 Community partnership Community partnership
with Pulenu’u, village with Pulenu’u, village council & school council & school committee to build committee to build another class (not for another class (not for segregation but in segregation but in anticipation of more anticipation of more children attending school)children attending school)
School committee & School committee & village council providing village council providing subsidies for school fees subsidies for school fees for those children whose for those children whose families cannot pay school families cannot pay school feesfees
Sharing “Toolkit” training with Sharing “Toolkit” training with other schools in the district (6 other schools in the district (6 out of 8 schools attended!)out of 8 schools attended!)
All “slow learners” moved All “slow learners” moved into peer/age classesinto peer/age classes
Teachers starting to use more Teachers starting to use more “group” work“group” work
Parents volunteeringParents volunteering Database used to help “find” Database used to help “find”
childrenchildren Parents involved – Parents involved –
volunteeringvolunteering Students achieving beyond Students achieving beyond
expectation expectation
Fa’afetai tele lava, ko raba, Fa’afetai tele lava, ko raba, vinaka vakalevu, tank yu vinaka vakalevu, tank yu
tumas, tumas, meitaki ma ata, ta muchly!!meitaki ma ata, ta muchly!!