Training Report on Inclusive Education for 50 DPO And SHG Members and Selected Teachers

1.0 Introduction/Background

The Foundation for Community Empowerment Programme (FOCEP) in partnership with Ghana Somubi Dwumadie (GSD) with funding from UK aid is implementing an intervention dubbed: Promoting equal rights and opportunities for all in the Mamprungu Moaduri District of the North East Region of Ghana.

Ghana Somubi Dwumadie (Ghana Participation Programme) is a four-year disability programme in Ghana, with a specific focus on mental health. This programme is funded by UK aid from the UK government.

As part of the efforts to provide equal opportunity for all in terms of education FOCEP organized a one-day capacity building workshop classroom teachers and members of Disabled People Organisations and Shelf-Help Groups on inclusive education.

According to UNICEF, disability is one of the greatest barriers to education worldwide. Nearly 50 per cent of children with disabilities are not in school, compared to only 13 per cent of their peers without disabilities.

2.0 Opening.

An opening prayer was said by Joseph Agana. This was followed by self-introduction of participants. Mr Baani Yussif, Special Education Coordinator for the Mamprungu Moaduri District was introduced as the facilitator for the training.

Participants were entreated to cooperate with him and contribute meaningfully to the programme.

3.0  Highlights presentation by the resource person Mr Baani Yussif

what is inclusive education?

Inclusive education is when all students, regardless of any challenges they may have, are placed in age-appropriate general education classes that are in their own neighborhood schools to receive high-quality instruction, interventions, and supports that enable them to meet success in the core curriculum (Bui, Quirk, Almazan, & Valenti, 2010; Alquraini & Gut, 2012).

SDG 4 achieving inclusive and quality education for all

ABCs of Inclusive Education

• A- All children, regardless of ability or disability, learn together in the same age-appropriate classrooms
• B- Based on the belief that all children are valued equally and deserve access to the same opportunities
• C- Children with disabilities, and those without, often achieve greater academic gains in inclusive classrooms.

Benefits of inclusive education

• Both students with and without disabilities learn more. Many studies have found that students with disabilities have higher achievement and improved skills through inclusive education, and their peers without challenges benefit, too (Bui, et al., 2010; Dupuis, Barclay, Holms, Platt, Shaha, & Lewis, 2006; Newman, 2006; Alquraini & Gut, 2012).
• CWD develop better communication skills, and improved social skills and more friendships
• More time in the general classroom for SWD is also associated with fewer absences and referrals for disruptive behavior. This could be related to findings about attitude — they have a higher self-concept, they like school and their teachers more, and are more motivated around working and learning.
• Their peers without disabilities also show more positive attitudes in these same areas when in inclusive classrooms.
• As peers without disabilities learn how to help SWDs, their own performance improves.
• As teachers take into greater consideration their diverse SWD learners, they provide instruction in a wider range of learning modalities (visual, auditory, and kinesthetic), which benefits their regular students as well.
• Leads to change of attitudes towards CWD by both peers and the community.

Common Disabilities among students

1. Attention Deficit Hyperactivity Disorder (ADHD):

• Students with ADHD often have difficulty sustaining attention and maintaining focus while in class or reading. These students may benefit from extended time testing in a distraction-reduced test space.

1. Learning Disabilities

Characteristics of a learning disability include a marked discrepancy between intellectual capacity and achievement that is attributed to difficulties in perceiving and/or processing auditory, visual, and/or special information. It is important to note that a learning disability is not indicative of an intellectual deficiency. Disorders such as dyslexia, dysgraphia, and dyscalculia are included in this disability category.

Students with learning disabilities may benefit from a number of strategies, and assistive technology. eg computer with spell check, calculator, extended time testing, permission to audio record lectures, and assistive technology devices and software programs.

1. Mobility Disabilities

• Students with mobility impairments require the instructor to be mindful of classroom accessibility and equal opportunities to participate. Depending upon the nature of the physical disability, students may need the following strategies.
• Extended exam time
• Accessible table/seating
• Assistive technology/software
• Occasional lateness may be unavoidable for students who use wheelchair or crutches. Flexibility in attendance policies may be necessary.

1. Psychiatric Disabilities

• Depression may be wrongly attributed to inattention, irritability, and apathy.
• Anxiety may impede concentration and be characterized by withdrawal, fear, and panic.
• Students with anxiety and depressive disorders may require sensitivity due to the episodic nature of their impairments

1. Visual Impairments

• Depending upon the severity of the visual impairment, students may need one or more of the following accommodations:
• Specialized equipment
• Texts in alternate formats for use with screen reading software
• Class materials in large print
• Front row seating
• consider alternate assessment methods as well, such as oral exams.

1. Hearing impairment

• These students may require a front row seat.

Inclusive classroom strategies

1.– Define clear minimum standards of behavior.

• Every child in your class should be absolutely clear about the minimum, basic acceptable levels of behavior. Eg
• Violence or aggression of any kind is not allowed
• Hateful or foul language is not allowed
• Respect the property of others – don’t break it or take it
• Everyone has the right to feel safe and respected
• Everyone has the right to express themselves and be listened to

2.– Enforce those standards consistently.

• Just as you must make the basic rules absolutely clear and understood, you must also have straightforward consequences for breaking those rules

3.-Deal with children who misbehave in a sensitive way.

4.– Create opportunities to listen to all children. 

• This is especially important when resolving conflicts between children in your class. Allow time for the children involved to fully explain how they believe the incident arose, as well as what has upset them and why.

5–Develop a ‘scaffolding approach to learning.

scaffolding means giving support so that all pupils can access the same learning.

• Scaffolding is absolutely key to creating an inclusive learning environment. You want all of the children in your class to be accessing the same information during a lesson (even if you slightly differentiate your resources and activities). If you set totally different tasks for some children because they cannot access what you have planned for the rest of the class, you are excluding them.

6.Be aware of the specific needs of every child in your class.

• For a truly inclusive classroom, it’s not enough just to know which of your children have Special Educational Needs and Disabilities (SEND). You should know which are caregivers, which are in foster care, etc
• Knowing this will help you consider every aspect of your classroom, and how you make it inclusive, safe and purposeful.

7.Provide support for them in ways which benefit ALL children in your class.

• For example, many children with dyslexic traits struggle to read pure black text on a pure white background. Simply avoiding black on white, can help not only children with a dyslexia diagnosis, but all

8. – Create a calm, purposeful learning environment.

• We all need calm in order to learn.
• A calm environment is inclusive for many of your children, regardless of whether they have a special need for it or not.

Don’t compare the progress of one child to another; personal progress is key.

• And so, our final, and possibly most important strategy for an inclusive environment that benefits all students: don’t compare them to one another!
• Learning is not a competition. It is a never-ending process, a journey.
• Think about yourself for a moment: If you had recently started learning to play football, would it feel fair if your coach should compare you directly to Lionel Messi?
• For some children with additional needs, the comparison between themselves and others in their class can feel as stark, and as disheartening. Don’t do this. What’s the point, anyway? How can comparing the attainment of one learner to another possibly help either of them?
• Instead, focus entirely on children’s personal progress, and encourage them.

3.1 Discussion/questions

How would you prevent people and children around to stop calling you the disability associated to your child or relative?

How would children with disabilities attend our schools when our infrastructures are not accessible?

The refusal of some school heads to accept Children with Disabilities (CWD’s)

Response

Its everyone responsibility to stop bad behaviors and practices in our societies, if anyone should call someone by his/her disability, they should report the person to the authorities like the assemblyman, chief, pastor, and police for necessary action to be taken against the person.

The Special education Coordinator indicates that there are improvised structures and resources available in the schools that would help such a person for the mean time before permanent structures are constructed

According to the Special Education Coordinator every child has right to education and so if any head teacher refuse to admit a child because of the disability that parent or caregiver should report the case to the Department of Social Welfare, Commission on Human Rights and Administrative Justice, Police, Courts for redress.

3.0 Attendance

In all, 53 Participants comprising 38 males and 15 females attended the workshop. Table below is the break down

Closing Remarks

Mr Akanpisi Solomon, Executive Director of FOCEP, thanked the facilitator and participants for their active participation to make the programme a success.

Compiled by:

Enoch Dokurugu

(Project Officer)