Evaluation of UNESCO's Programme for the Inclusion of Children from Various Marginalised Groups within Formal Education Programmes Final report (original) (raw)
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EVALUATING THE QUALITY OF EDUCATION OFFERED TO LEARNERS WITH SPECIAL EDUCATIONAL NEEDS.
G.R.U Lusaka, 2018
It is the responsibility of every individual to ensure that the policy document on providing education of particularly good quality to learners with special education needs is implemented. The Zambian government through the ministry of general education aspire to create education for all. Therefore, the government has issued a policy on education for all. Since 1996 it has been in use and still in use. The policy clearly states that “the Ministry is committed to providing education of particularly good quality to pupils with special educational needs. Therefore, the study aimed at evaluating the extent to which the policy document on the quality of education offered to learners with Special Educational needs has been implemented, particularly in four selected special units in Muchinga province of Zambia. The four schools that participated in the study were Chinsali primary special unit, in Chinsali district. Chilolwa primary special unit in Nakonde district, Mwenya primary special unit in Isoka and Musakanya primary special unit in Mpika. The study combined qualitative and quantitative techniques of data collection and analysis. The target sample comprised teachers, pupils and school administrators of the selected schools. Other informant included the, Standards Officers from the four districts in Muchinga province. The data were collected through questionnaires, interview schedules. Focus group Discussions and analysis of documents. Qualitative data were analyzed thematically through identification of themes that emerged from the data. Quantitatively, list of figures, were used to generate descriptive statistics such as frequencies, percentages of tables. The research finding indicated that, due to lack of teaching and learning materials, inadequate learning and teaching infrastructure, inadequate number of teachers and lack of accelerated supervision and monitoring, unsatisfying curriculum and erratic funding has lead to the failure to implement of the policy on quality education for children with special education needs effectively in special units since the enactment of the policy in 1996.
Inclusive education (IE) is a new approach towards educating children with a need and learning difficulties with normal children under the same roof. It brings all students together in one class room and community, irrespective of their strength and weakness in any area, and seeks to maximize the potentialities of every students. The present paper tries to provide guidelines in a generalized mode which school can follow to initiate inclusive education for children with special need within their present resources. It is suggested that school can implements inclusive education if they have will, are adequately prepared, are able to provide support to every stake holder involved in the process and have basic resources required to run the programme. The present article discusses in details the initiative to be taken on the apart of school to implements progarame of inclusive education, including ways in curriculum adaptation, teaching methodology and evolution procedure that can be adapted to suit the children with special need.
Assessment of Special Education Program in The Division of Aurora, Philippines
International Journal of Science and Research Publications, 2019
This study focused on the assessment of the Special Education programs in the Division of Aurora, Philippines particularly those offerings of special education classes in the Districts of Dipaculao, Maria Aurora and Baler. The Special Education teachers and heads were young, mostly female, with SPED Teacher I item, young in service, master's degree holders, most of them did not specialized special education program in their undergraduate studies and with limited trainings attended. In terms of curriculum, the overall weighted mean was 3.33 with verbal description of "Observed", instructional material obtained an overall weighted mean of 3.68 which can be interpreted as "Sometimes Observed". In terms of facilities described as "Sometimes Observed" with the overall weighted mean of 3.65 and financial resources indicated as "Strongly Observed". Community involvement with an overall mean was 3.13 described as "Observed". Teachers perform community mapping at the end of school year in looking for pupils/students with disabilities and talking to the parents of the pupil/student with disability". Baler Central School obtained the highest number of enrolment with 46 pupils. Most of the schools used checklists to categorize the students according to their needs. Most SPED students are slow learner or with learning disability followed by hearing impaired and Down syndrome. The most common problems encountered by the school heads and teachers were the parents in the in-denial stage and the availability of instructional materials. Conducting orientation to the parents and tapping the Local Government Units for the financial assistance to support the program were strategies in addressing the problems encountered in the SPED programs. All the profiles on the curriculum implementation, instructional material, facilities of the SPED programs were found not significantly related. Training was the only profile significantly related to the financial resources with a correlation value of 0.582 with a significance value of 0.014. With regard to the community involvement, sex found significant with correlation value of 0.494 with significant value of 0.044. Status of implementation on "Curriculum" (t=17.909) and "Facilities" (t = 11.8) obtained significantly different when the schools were grouped into elementary and secondary schools.
AAU, 2020
The main purpose of this study was to find out the contributions and challenges of Sebeta Special School for the students with visual impairments. The research design used was qualitative case study method as this would enable the researcher to make in-depth study of the case from different perspectives. For responding to this main purpose of the study, purposive sampling was used and the subjects of the study were selected by purposive sampling technique as they were taught to have the necessary information for the problem under study. Accordingly, twelve teachers, (six males and six females), ten members of the support staff (five males and five females) and twelve students of grades five to eight (six males and six females) were selected for focus group discussions. Besides, interview was conducted with the director and vice-director of the school and two teachers (a male and a female) and two students of grades five to eight (a male and a female).Relevant documents and observation checklists were also used as data sources. Finally, the data collected were organized, thematically analyzed and presented. Regarding the contributions made, the findings revealed that the school has been serving the students as school to learn in and succeed, home to live in and family to leave with. There were also services being delivered for the students and different resources were also available in the special school. Findings displayed that challenges to the special school as manpower assignment was not need based and there were lack of skills necessary to run activities in the special school as reading and writing braille, inadequate budget and resources like student textbooks transcribed in to braille and wastages in usage of the available resources. Besides, there were conditions that violate the safety of students. The recommendations made included such things as alleviating the challenges the school encountered such as appropriate use of resource, availing the necessary resources as braille textbooks, budget and others.
On Special Education: Academic Measures for Inclusion of Students with Special Needs
Special education requires substantial knowledge and considerable attitude. Persons concerned with special education, namely the teachers, school administrators, non-teaching personnel, parents and peers, need to be knowledgeable about it as they are immediately involved in student’s learning environment. This study aimed to explore the issues and practices of inclusive education which cover the level of knowledge and awareness of the HCDC community including the administrators, non-teaching personnel, teachers, parents and students toward education of students with disabilities in inclusive education. It also measured the level of attitude of administrators and teachers and the extent of adequacy of the facilities and materials needed for special education. In conclusion, members of the HCDC community, especially teachers, have to upgrade their teaching profession in order to effectively teach not just the normal children but also those students with special needs. They shall also spare time to read the international, national and local legislations created for students with special needs so that they may not get lost in observing ‘inclusive education’ and ‘education for all’. It is recommended that a plan be designed for the systematic and collaborative participation of teachers, parents, students with or without special needs and the whole school community to closely monitor inclusion programs. School administrators shall review the CHED Memo Order 23 Series of 2000 in order to consider the facilities and equipment necessary for special education. They shall also review the school’s mission-vision statement to determine whether or not it is aligned toward supporting students with special needs and to achieve better quality education.