Parents Course Implementing Inclusion in Serbia Richard Rieser

Parents Course Implementing Inclusion in Serbia Richard Rieser www. worldofinclsion. com

Ground Rules for Training • – Keep to time/timetable • – If you do not understand something ask • – Respect each others access needs • – Support each other • – Only one person speaks at once in group sessions • – Allow others who have not participated in the session to do so • – Keep personal information confidential • – Undertake assignments given • – Challenge the content of what people say, not the person • • – Any others that you wish to add

What Are Inclusive Values? • Working in Groups • From the list of statements pick out values that support and enhance inclusion of disabled people. • Add other important values that you think are missing. • Discuss and Share Thinking

Traditional Thinking • 2. 2 Traditional Ideas about Disabled People For thousands of years in every culture and society physical and mental differences have been ascribed special meaning. This was usually negative and often persists in stigma, negative attitudes and stereotypes today. People were thought to be disabled because they or their parents had done something wrong and all-powerful gods, deities or fate had made them disabled (karma or sin). Disabled people were often subjected to inhuman treatment. Being seen as bringing shame on their families, they were locked away. • 2. 3 Traditional Ideas about people with disabilities and disability in Serbia

2. 4 Medical & Social Models of Disability • Medical Model/Defectology. The ‘medical model’ sees the disabled person as the problem. We are to be adapted to fit into the world as it is. If this is not possible, then we are shut away in some specialised institution or isolated at home, where only our most basic needs are met. • Social Model views the barriers that prevent disabled people from participating in any situation as what disables them. The social model arises from defining impairment and disability as very different things. This lies behind the ‘paradigm’ or thought framework shift in the UNCRPD.

The dominant view is the Medical Model. SPECIALISTS CHILD DEVELOPMENT TEAM SOCIAL WORKERS DOCTORS SURGEONS GPs SPECIAL TRANSPOR SPEECH THERAPISTS OCCUPATIONAL THERAPISTS BENEFITS AGENCY EDUCATIONAL PSYCHOLOGISTS SPECIAL SCHOOLS SHELTERED WORKSHOPS TRAINING CENTRES DISABLED PEOPLE AS PASSIVE RECEIVERS OF SERVICES AIMED AT CURE OR MANAGEMENT

The Social Model of disablement focuses on the barriers INACCESSIBLE ENVIRONMENT LACK OF USEFUL EDUCATION DISCRIMINATION IN EMPLOYMENT SEGREGATED SERVICES DE-VALUING PREJUDICE INACCESIBLE TRANSPORT POVERTY ‘BELIEF’ IN THE MEDICAL MODEL INACCESSIBLE INFORMATION DISABLED PEOPLE AS ACTIVE FIGHTERS FOR EQUALITY WORKING IN PARTNERSHIP WITH ALLIES.

Medical /Social Model thinking[1] Adapted from M. Mason 1994, R. Rieser 2000 http: //www. worldofinclusion. com/res/altogether/Altogether. Better. pdf MEDICAL MODEL THINKING SOCIAL MODEL THINKING Person is faulty Person is valued Diagnosis Strengths and needs defined by self and others Labelling/Deficit Identify barriers and develop solutions Outcome based programme designed Resources are made available to ordinary services Impairment becomes focus of attention Assessment, monitoring, programmes of therapy imposed Segregation and alternative services Training for disabled people, parents and professionals Ordinary needs put on hold Relationships nurtured Re-entry if normal enough OR permanent exclusion Diversity welcomed and person is included Society remains unchanged Society evolves

2. 6 Identify Barriers In Your Country Which Lead to People With Disabilities Being Treated Unequally or Discriminated Against. Remember to think of the full range of persons with disabilities. Environment Family life-getting married and having children Attitudes Organisation

Session 3 Segregation, Integration and Inclusion • UNESCO sees inclusive education as a process of addressing and responding to the diversity of needs of learners through increasing participation in learning, cultures and communities, and reducing exclusion within and from education. It involves changes in content, approaches, structures and strategies, with a common vision which covers all children within an appropriate age range. It embodies the conviction that it is the responsibility of the mainstream education system to educate all children. UNESCO Guidelines for Inclusion: Ensuring Access to Education for All, 2005, UNESCO, Paris, p. 13. • In practice the UNESCO definition means that: • • One ministry is responsible for the education of all children; • • One school system is responsible for the education of all children in their region; • • There is a diverse mix of students in classes; • • Teachers use classroom strategies that respond to diversity, such as multi-level instruction, co-operative learning, individualised learning modules, activity-based learning and peer tutoring; • • There is collaboration between teachers, administrators and others in responding to the needs of individual students

Segregation

Integration

Inclusion

3. 2 Types of thinking about disabled people and forms of education. Thinking/Model Characteristics 1 Traditional DP a shame on family, guilt, ignorance. DP seen as of no value. 2 Medical 1 Focus on what DP cannot do. Attempt to normalize or if cannot make to fit into things as they are keep them separate. 3 Medical 2 Form of Education Excluded from education altogether. Segregation Institutions/ hospitals Special schools (with ‘expert’ special educators) Integration in mainstream: - Person can be supported by minor adjustment and support, to function a)At same location-in separate class/units normally and minimize their impairment. Continuum of provision based on severity b)Socially in some activities e. g. meals, assembly and type of impairment. or art. c)In the class with support, but teaching & learning remain the same. Social Model What you cannot do determines which form of education you receive. Barriers Identified-solutions found to Inclusive education- schools where all are minimize them. Barriers of attitude, welcomed and staff, parents and pupils value environment and organization are seen diversity and support is provided so all can be as what disables and are removed to successful academically and socially. This maximize potential of all. DP welcomed. requires reorganizing teaching, learning and Relations are intentionally built. DP assessment. Peer support is encouraged. achieve their potential. Person centred Focus on what you can do. approach.

Typology Segregation, Integration and Inclusion (Adapted from Somerset Inclusion Project, Sue Rickell & Dave Walker SEGREGATION (Tends to emphasise) INTEGRATION (Tends to emphasise) INCLUSION (Tends to emphasise) Services to Disabled People Needs of Disabled People Rights of Disabled People Categorising Disabled People Changing schools / colleges / organisations ‘Special’ / different treatment Equality – each receives support they need to thrive & achieve their potential Disability is a problem to be fixed (in a special place) Disability is a problem to be fixed Everyone has gifts to bring Services available in segregated setting Benefits to disabled person of being integrated Benefits to everyone, including all Professional / experts Political struggle, friends & support ‘Special’ therapies Technique Power of ordinary experience Categorisation & marginalisation Learning helplessness Assertiveness Competition for parts of Disabled Person Technical interventions Transforming power of relationship Stress on inputs Stress on process Stress on outcomes; have a dream Separate curriculum Curriculum delivery Curriculum content Integration ‘for some’ is not desirable Integration can be delivered Inclusion must be struggled for

Activities 3 • Think about education in your district. Which of the four above applies to children with disabilities and in what rough proportions? • Excluded % Segregated % Integrated % Included % • 3. 3 Exclusion, Segregation, Integration or Inclusion in Education: Activity • Are these people being excluded, segregated, integrated or included in education? • Read through as a group and decide for each example.

Environment Find Barriers and then After film Solutions Organisation, Teaching &Curriculum Attitudes & Culture School Medical, Personal & Equipment Needs

THE CONTINUUM OF PROVISION SCHOOL WITH OWN RESOURCES SCHOOL WITH EXTRA RESOURCES FROM LEA SPRECIAL UNIT ATTACHED TO MAINSTREAM SPECIAL DAY SCHOOL INDEPENDENT SCHOOL (LEA funded) SPECIAL RESIDENTIAL SCHOOL (weekly or full boarding, up to 52 weeks a year) SECURE UNITS line of invisibility

The Constellation of Services Transport Department Individual Support Teacher SENCO Aids Advisor CHILD Learning Support Assistant Parents Head teacher Educational Psychologist Friends Brothers and Sisters Visually Impaired service Voluntary Sector Specialists LEA Inclusion Officers TEACHER Speech Therapist Physiotherapist Volunteers Behaviour Support Team Hearing Impaired Service

4. Examples of Inclusive Practice • UK For each note down the barrier being addressed and the solution • India Mumbai ECCE. How did they go about convincing people? • Zambia Mapika. How are Child to Child Methods used? • Spain. Read the passage. What do you think made Pablo’s inclusion possible? • How could you bring disability equality into the Serbian Curriculum?

5. What are Human Rights(HR)? • Human rights - these are the rights that everyone has just by being human • Universal: human rights apply to every person in the world, regardless of their race, colour, sex, ethnic or social origin, religion, language, nationality, age, sexual orientation, disability, or other status. • Inherent: human rights are a natural part of who you are. • Inalienable: human rights automatically belong to each human being.

5. What are Human Rights -2 • Human rights relate to one another in important ways. They are: • Indivisible: human rights cannot be separated from each other; • Interdependent: human rights cannot be fully realized without each other; • Interrelated: human rights affect each other. • The Universal Declaration of Human Rights (UDHR) was adopted by the United Nations in 1948. Many other documents have since been developed to provide more specific details about human rights; however, they are all based on the fundamental human rights principles laid out in the UDHR

The Human Rights Framework • Universal Declaration of human Rights 1948 • The International Covenant on Civil and Political Rights (ICCPR, into force 1976) • The International Covenant on Economic, Social and Cultural Rights (ICESCR, entered into force 1976) • These three are known as the International Bill of Rights • Governments have a legal obligation to respect, protect, and fulfil human rights. • Respect: States must not interfere with the exercise and enjoyment of the rights of people with disabilities. • Protect: The State is required to protect everyone, including people with disabilities, against abuses by non-State actors. • Fulfil: States must take positive action to ensure that everyone, including people with disabilities can exercise their human rights

The Human Rights Framework-2 INSTRUMENT Universal Declaration of Human Rights (UDHR) ENTERED INTO FORCE Not Applicable International Covenant on Civil and Political Rights (ICCPR) 1976 International Covenant on Economic, Social, and Cultural Rights (ICESCR) 1976 Convention on the Elimination of All Forms of Racial Discrimination (CERD) 1966 Convention on the Elimination of all forms of Discrimination Against Women (CEDAW) 1979 Convention Against Torture and Other Cruel, Inhuman or Degrading Treatment or Punishment (CAT) 1984 Convention on the Rights of the Child (CRC) 1989 Convention on Protection of the Rights of All Migrant Workers and Members of their Families (ICPRAMW) 1990 International Convention for the Protection of All Persons from Enforced Disappearance (ICAED) Convention on the Rights of Persons with Disabilities (CRPD) Which has Serbia signed? 2010 2008

The Message is in the Process • UN International Year of the Disabled, followed by Decade • Standard rules of Equalisation of Rights people with disabilities • Need to establish widespread human rights abuse • 2001 Mexico proposed at General Assembly • Ad Hoc Committee 8 meetings over 5 years • First international treaty where the people it is about were part of making it. DPOs and NGOs speaking rights • Treaty was made by consensus • 118 countries were involved in the last session • Over 80 disabled people were part of state delegations • Adopted by General Assembly 13 th December 2006 • Adopted by 82 countries 30 th March 2007 Nothing About Us, Without Us

International Collaboration • International Disability Alliance-8 disability organisation recognised for permanent consultative status by UN formed core. • International Disability Caucus IDC had 100 disability organisations. • Policy made in e-mail discussion groups. • South was under represented-Project South and some subsidised places from UN-25 places • IDA has now agreed to admit regional bodies such as European Disability Forum, Arab Disability Organisation, Latin American and the Pacific Disability Forum. • Key body for implementing the Convention • http: //www. internationaldisabilityalliance. org/

General Principles • Respect for inherent dignity, individual autonomy including the freedom to make one’s own choices, and independence of persons • Non-discrimination • Full and effective participation and inclusion in society • Respect for difference and acceptance of persons with disabilities as part of human diversity and humanity • Equality of opportunity • Accessibility • Equality between men and women • Respect for the evolving capacities of children with disabilities and respect for the right of children with disabilities to preserve their identities

Article 24 Education 1“States Parties recognize the right of persons with disabilities to education. With a view to realizing this right without discrimination and on the basis of equal opportunity, States Parties shall ensure an inclusive education system at all levels and life long learning directed to: – The full development of human potential and sense of dignity and self-worth, and the strengthening of respect for human rights, fundamental freedoms and human diversity; – The development by persons with disabilities of their personality, talents and creativity, as well as their mental and physical abilities, to their fullest potential; • Enabling persons with disabilities to participate effectively in a free society

• 24. 2. In realizing this right, States Parties shall ensure that: – Persons with disabilities are not excluded from the general education system on the basis of disability, and that children with disabilities are not excluded from free and compulsory primary education, or from secondary education, on the basis of disability; – Persons with disabilities can access an inclusive, quality and free primary education and secondary education on an equal basis with others in the communities in which they live; – Reasonable accommodation of the individual’s requirements is provided; – Persons with disabilities receive the support required, within the general education system, to facilitate their effective education; – Effective individualized support measures are provided in environments that maximize academic and social development, consistent with the goal of full inclusion.

• 24. 3. States Parties shall enable persons with disabilities to learn life and social development skills to facilitate their full and equal participation in education and as members of the community. To this end, States Parties shall take appropriate measures, including: – Facilitating the learning of Braille, alternative script, augmentative and alternative modes, means and formats of communication and orientation and mobility skills, and facilitating peer support and mentoring; – Facilitating the learning of sign language and the promotion of the linguistic identity of the deaf community; – Ensuring that the education of persons, and in particular children, who are blind, deaf or deafblind, is delivered in the most appropriate languages and modes and means of communication for the individual, and in environments which maximize academic and social development.

Making Reasonable Adjustments for disabled pupils • Sent out 9000 schools. Received nearly 400 nominations • 54 LEA’s nominated schools • Chose a mix of schools • Visited 41 schools for filming-3 DVDs & CD Rom • Gained many examples of reasonable adjustments • Now available 1 free copy per school. You have to send & for it. Implementing the Disability Discrimination Act in Schools and Early Years • Ref 0160 -2006 DOC-EN Tel. 084560 222 60 • Online www. teachernet. gov. uk/publications • Small box £ 20 from DEE or Stationary Office

Promoting Positive Attitudes to Disabled People • Make sure disability is covered in a positive way in all parts of the curriculum. e. g. Art, History, Geography Science • Gather examples from national press and media –use in displays • Relate to TV –Pete on Big Brother-Tourettes • Help pupils critiques stereotypes English • Use a social model approach-identify barriers • Exa mine ethical issues from a human rights perspective • Ensure hidden curriculum is disability friendly • Challenge disabilism • Develop strong self esteem in disabled pupils • Identify prominent People with Autism. • www. ukdisabilityhistorymonth. com • http: //www. redweather. co. uk/disabilityinthecurriculum

6. 1 UNESCO toolkit for creating inclusive learning-friendly environments (ILFE) • Booklet 1 Becoming an Inclusive Learning Friendly Environment • Booklet 2 Working with Families and Communities to Create an ILFE • Booklet 3 Getting All Children in School and Learning • Booklet 4 Creating Inclusive Learning-friendly Classrooms • Booklet 5 Managing Inclusive Learning-friendly Classrooms • Booklet 6 Creating Healthy and Protective ILFE • Teaching Children with disabilities in inclusive settings • http: //www 2. unescobkk. org/elib/publications/243_24 4/Teaching_children. pdf

Differentiated or Multi-level Instruction • Assumes inclusion of all students • The teacher plans for all students within one lesson • The teacher is able to weave individual goals into the classroom curriculum and through instructional strategies. • The necessity for separate programs is decreased.

Instruction : steps 4 • 1. Identify the underlying concepts of the lesson or unit • 2. Determine method of teacher presentation how concepts or skills will be presented • 3. Determine method of student practice • 4. Determine method of student evaluation

4 Key concepts 1. Zone of Proximal Learning -Vygotsky 2. Principle of Partial Participation 3. Use of Bloom’s Taxonomy of Cognitive Domains 4. Use of Howard Gardner’s – “Model of Multiple Intelligences”

1 Partial Participation • Diminishes readiness concept ( This student is not ready for my class!) • Doing part of the task has value (We know this is true for each of us!) • Emphasizes sense of community (Being included • matters to all of us) • One lesson for all – (Teachers can only do so much in one time period!)

2 Bloom’s Taxonomy of Cognitive Levels • • Evaluation Complex Synthesis Analysis Application Comprehension Knowledge Basic Needs Simple

3. Multiple Intelligences • Logical / Mathematical Intelligence • Verbal / Linguistic Intelligence • Musical / Rhythmic Intelligence • Body / Kinesthetic Intelligence • Visual / Spatial Intelligence • Interpersonal Intelligence • Intrapersonal Intelligence • Naturalistic Intelligence H. Gardner

Other Instructional Strategies that Support Inclusion • • Collaborative learning Individualized learning modules Activity based learning Peer tutoring for all students Child Friendly Layout of classroom A wide range and level learning resources Alternative assessments

Desired Outcomes. . . • Every child will be welcomed at the neighbourhood school; • Every child will benefit from the social and academic stimulation of education with his/her peers; • Every school will develop strategies of support to make this approach successful. • Can you Justify the exclusion, inclusion. not the inclusion? ”

Index for Inclusion Valuing all students and all staff Increasing the participation of all Minimising all forms of exclusion Acknowledging a right to a local mainstream education • Restructuring schools to respond to the diversity of students in the locality • Viewing differences between students as resources to support learning • Fostering relationships between schools and communities • •

LIC ive PO S Pro E TIC du AC cin R e P g in siv clu s clu g in lvin Evo IES The Index dimensions Creating inclusive CULTURES

Dimensions and Sections Dimensions A: Creating inclusive CULTURES 1. Building community 2. Establishing inclusive values Dimension B: Producing inclusive POLICIES 1. Developing the setting for all 2. Organising support for diversity Dimension C: Evolving inclusive PRACTICES 1. Orchestrating learning 2. Mobilising resources

Indicators/Questions • Staff and students treat one another with respect. • There are high expectations for all students • All new staff are helped to settle. • ‘Special educational needs’ policies are inclusion policies. • Activities encourage the participation of all. • Staff expertise is fully used.

The Index process and the development planning cycle Phase 1 Getting started Phase 2 Finding out Phase 5 Review Phase 3 Planning Phase 4 Implementation

Inclusive Classroom • In Groups • Make a list of the 5 most important things that would tell you that you are in an inclusive classsroom! • share with other groups

Circles of Friends • • • Circle 1 Circle of Intimacy. This is made up of those who are our Anchors-people who are closest to us and whom we could not imagine living without. They will typically be members of our immediate family. They may be pets or people who are dead. Looked After children do not usually have secure angers and are the mot vulnerable. Circle 2. Circle of Friendship. This consists of those who are our Allies-people who are friends or close relatives who did not quite get into Circle One. These are people we would confide in and would expect to be on our side and support us in a difficult time. If Circle two has few people we are prone to feelings of isolation, anger and depression. Circle 3. The Circle of Participation. This is made up of all our Associates- people we are involved with because we see them regularly ion school class, in the staffroom, at clubs, organisations, church, line dancing. Also our extended family and neighbours. Identify by number in each sphere of live rather than name. We hang around with these people and they come and go. Our friends and partners are usually chosen from people we meet in this circle. Circle 4. The Circle of Exchange. This consists of people who are paid to be in our lives- doctors, teachers, dentists, social workers, therapists, consultants. They are paid by us or the state to provide us with services. Disabled children often have a large number of people in this circle. The Quality of relationship is different as the service provider is their in a professional capacity and can go at any time. 1. Now draw your circle. Draw your child’s circle. 2. Read Maresa’s Story Explain how a circle of friends helped her.

Circle of Friends 1 Circle of Intimacy. 2. Circle of Friends 3. Associates 4. People paid to be in Life

Born to be different Or Making Difference Ordinary

Session 8 -Parent’s Oppression What does this picture tell you about parents and professionals? What are the demands that society makes on parents? • To be perfect, rather than the best they can be. • To be criticised, rather than understood, helped and supported. • To be solely responsible for the young person their baby becomes. • To be made guilty for every shortcoming of that young person. • To produce a PERFECT young person in every way!! • In short to produce the impossible – rather than the achievable. • Parents of disabled children spend their life justifying what they/their offspring can and can’t do and why? Society always has a better idea and is always ready to impose a valued judgement. Experiencing the Medical Model of Disability at work through the mouths of Doctors, Health Visitors, Occupational Therapists, Physios, Teachers, LEA officers and others may have a devastating effect on the relationship between parent and child.

Parent Oppression 2 Were your parents on your side when you were a child? What did they do? Why? What would you have liked them to have done? What stopped them? 1. Remembering one’s own perspective as a child reminds how vital it is to understand that perspective. 2. Parents’ intentions are constrained by the sense of powerlessness that the oppression feeds. 3. A disabled child has exactly the same need for a parent to be on their side as any other. An Ally. 4. To be an ally to a disabled child parents need the support and information of disabled adults to break out of the oppression that threatens their relationship with their child. 5. A professional can be an ally by bringing in DET –the voice of the disabled child – into his or her own planning. 6. A professional can understand why some parents find it impossible to believe that practice and attitudes in mainstream will change to allow inclusive practice.

Kim-A Parents View When I first had Kim he was my son. A year later he was epileptic and developmentally delayed. At 18 months he had special needs and he was a special child. He had a mild to moderate learning difficulty. He was mentally handicapped. I was told not to think about his future. I struggled with all this. By the time he was four he had special educational needs. He was a statemented child. He was dyspraxic, epileptic, developmentally delayed and he had complex communication problems. Two years later, aged six, he was severely epileptic (EP), cerebral palsied (CP) and had complex learning difficulties. At eight he had severe intractable epilepsy with associated communication problems. He was showing a marked developmental regression. He had severe learning difficulties. At nine he came out of segregated schooling and he slowly became my son again. Never again will he be anything else but Kim – a son, a brother, a friend, a pupil, a teacher, a person. [Pippa Murray, ‘Let Our Children Be, ’ published by Parents with Attitude]

Teaching or Learning Support Assistants

Session 9 Presentation: Building a Campaign -The Key Ingredients of Change To Develop Inclusive Education in your local area • What you want to change! • What will you do? • Who you will recruit to the campaign? • How will you research and publicise your campaign? • How will you know you have succeeded? • Which parts of UNCRPD would you use? Who you will recruit to the campaign? How will you research and publicise your campaign? What you want to change! What you will do? How will you know you have succeeded?