INCLUSIVE.docx

**SINGIDA TEACHERS COLLEGE-PEMBA BRANCH** **CERTIFICATE IN PRE AND LOWER PRIMARY EDUCATION** **COURSE NOTES: 2023/2024** ***COURSE NAME: INCLUSIVE EDUCATION*** **TUTOR: MR. SHARIF S. SHARIF** **CONTACTS: 0717601400/ ** **Sub Topic 1: Concept of Inclusive Education** ***Inclusion*** is the act...

**SINGIDA TEACHERS COLLEGE-PEMBA BRANCH** **CERTIFICATE IN PRE AND LOWER PRIMARY EDUCATION** **COURSE NOTES: 2023/2024** ***COURSE NAME: INCLUSIVE EDUCATION*** **TUTOR: MR. SHARIF S. SHARIF** **CONTACTS: 0717601400/ ** **Sub Topic 1: Concept of Inclusive Education** ***Inclusion*** is the action or state of including or of being included within a group or structure. It also means the act of including someone or something as part of a group, list, etc. ***Inclusion*** is the acceptance of all people, regardless of their differences. ***Inclusion*** refers to the education of all children with various disabilities and/or varieties in the overall general educational structure by adapting the complete educational system to include the school structure, infrastructure, methodology, curriculum, and classroom management. ***Inclusion in education*** refers to a model where in special needs students spend most or all of their time with non-special (general education) needs students. Inclusion secures opportunities for students with disabilities to learn alongside their non-disabled peers in general education classrooms. **Meaning of Inclusive Education** ***Inclusive Education*** means all students attend and are welcomed by their neighborhood schools in age appropriate, regular classes and are supposes to learn, contribute and participate in all aspects of the life of school. ***Inclusive Education*** is about how we develop and design our schools, classroom, programs and activities so that all students learn and participate together. ***Inclusive education*** is the process of addressing and responding to the diversity needs of all learners through increasing participation in learning activities and reducing exclusion within and from education (Both 1996) ***Inclusive education*** is the process of increasing the participation of students and reducing their exclusion from culture, curricula and communities of local schools. (Stubbs 2002). Therefore, Inclusive education referred to the philosophy of ensuring that schools, centers and other educational areas eliminate any kind of educational discriminations to all learners. **History of Inclusive Education in the World** The education of people with disabilities worldwide can be categorized into four main periods:- i. Before Christianity. ii. During Christianity. iii. 18^th^ and 19^th^ century. iv. 20^th^ century up to date. **History of Inclusive Education in Zanzibar** In Zanzibar education of the people with disabilities stated long time ago. People with visual impairment study Quran in different places. People with hearing impairment were trained vocational activities and people with physical impairment were enrolled in regular schools. (But they were facing a lot of challenges. Here is a summary of inclusive education in Zanzibar. +-----------------------------------+-----------------------------------+ | **YEAR** | **ACTIVITY** | +===================================+===================================+ | 1960's -- 1970's | Department of social welfare of | | | Zanzibar started to refer | | | learners with visual impairment | | | to Tanzania mainland. | +-----------------------------------+-----------------------------------+ | 1988 - 1990 | - Special education Unit was | | | established in ministry of | | | education and vocational of | | | Zanzibar. | | | | | | - Twelve teachers were trained | | | special education course at | | | Tabora Teachers Training | | | College. (Certificate course) | | | | | | - Other teachers went to | | | Patandi Teacher Training. | | | (Arusha) (Certificate and | | | Diploma course.) While others | | | they go to Kyambogo, | | | | | | Kampala and Open University for | | | Diploma and Degree course. | +-----------------------------------+-----------------------------------+ | 1991. \- | - Establishment of Visual | | | Impairment Unit in Kisiwandui | | | | | | Unguja and Unit of Intellectual | | | Impairment unit in Michakaini | | | Pemba. | +-----------------------------------+-----------------------------------+ | | **Other units are:** | | | | | | Units of intellectual Impairment | | | of Jangombe, Mwembe makumbi, | | | Pandani, Mwanakwerekwe "E" and | | | Kisiwandui. | | | | | | Units of hearing impairment of | | | Mwanakwerekwe "F" and | | | Mwanakwerekwe "H". | +-----------------------------------+-----------------------------------+ | 2004 | 20 Pilot schools for Inclusive | | | Education were introduced Unguja | | | and Pemba. | +-----------------------------------+-----------------------------------+ | 2006 | Certificate course was started at | | | "Zanzibar Muslim Academy at | | | Mazizini" (CCK) | +-----------------------------------+-----------------------------------+ | 2014 | Establishment of Diploma course | | | at State University of Zanzibar. | +-----------------------------------+-----------------------------------+ **The World Declarations and Conventions that Support Inclusive Education** I. World Declaration on Education for All- EFA (1990 Jomtien Conference Thailand). II. Salamanca Statement and Framework for Action on Special Needs Education/Inclusive Education (1994 Spain it was Organized By UNESCO) III. United Nations Convention on the Right of Persons with Disabilities.(2006 New York) IV. The UN Standard Rules. (Rule No. 6) V. Child Right Convention (1989) VI. Education Policy of Zanzibar (2006) **The Principle of Inclusive Education** Inclusive education is about changing attitudes, behavior, teaching methods, curriculum, environment and allocation of human and financial resources to meet the needs of ALL learners. It is important to understand that all children can learn, and a need same form of support in learning. However, some may need more support than others. **The principles of inclusive education among others are:-** - Respect and care for all learners no matter what potentials, social and cultural background. - Equal opportunities for all learners to experience and participate in ordinary school activities. - Flexibility of the curriculum. - Child centered curriculum. - A school setting that accommodates all learners from surrounding community. - Accessibility to the learning process and the curriculum by all learners. - Recognition of individual differences. - Support to learners with special needs is planned as an integral part of the ordinary school. Curriculum adaptation - Inclusive school benefits all children because they help to create an inclusive society. **The Achievements and Challenges of Inclusive Education** A. **ACHIEVEMENTS.** It provides effective education for majority of children in the community. It links between families and schools and promotes active parent involvement. It promotes inclusive society. It creates positive role models; i.e. learners with disabilities who attend to schools begun to be seen valuable in the community. It encourages families to let their children with disabilities to come out of their homes and play in inclusive environment on the play grounds with their peers. B. **CHALLENGES.** - Physical barrier. Curriculum. - Teachers. - Attitudes. - Language and communication Socio economic factors. - Funding. - Organization of the education system. Policies and practices **Sub Topic 2: Groups Addressed in Inclusive Education** **Groups of Learners with Special Needs** There are many groups of learners with special needs in inclusive setting. The following are some of them. - Deaf - Blindness - Multiple disabilities - Other health impairment - Deaf - Hearing impairment - Intellectual impairment/ cognitive disability - Emotional disturbance - Specific learning disability - Traumatic brain injury - Visual impairment - Autism - Vulnerable children - Talented/gifted **Characteristics of Learners with Special Needs** The learners with special needs have the following characteristics according to their groups. **Learners with Visual Impairment** Children with visual impairment have the following characteristics: a\. Rubs eyes frequently. b\. Shuts or covers one eye. c\. Tilts his/her head or thrusts his head forward. d\. Has difficulty in reading or in other work requiring close use of the eyes. e\. Blinks more than usually or is irritated when doing close work. f\. Holds books close to the eye. g\. Is unable to see distant things clearly. h\. Squints, peeps his eyelids together or frowns. **Appearance of the Eye** a\. Crossed eyes. b\. Red-rimmed, encrusted or swollen eyelids. c\. Inflamed or watery eyes. d\. Recurring stays **Complains of the Child** a\. Eyes itch, burn, or fill scratchy. b\. Cannot see well. c\. Dizziness, headache, or nausea following close eye work. d\. Blurred or double vision. **Learners with Hearing Impairment** We can recognize learners with hearing impairment by observing the following characteristics: a\. Intellectual b\. Academic c\. Behavior d\. Communicative difficulties Language Articulation/voice Auditory Physical/Medical **Learners with Intellectual Impairment** Slow rate of learning Thinks in a concrete way Difficulties generalizing Challenges in setting goals and problem solving Needs to be taught how to make choices Expressive language Short attention span Self-care and daily living skills Social Development Behavioral Excesses and Challenging Behavior **Causes of Learners with Special Needs** There are general causes of learners with special needs which occur in prenatal, per natal and postnatal. They are: - Poverty and malnutrition - War. - Nuclear accident - Poor access to health care - Illness. - Medicines and injections - Dangerous work condition - Accidents - Poisons and pesticides - Inherited disability - Unknown causes **Sub Topic 3: Identification, Assessment and Intervention** **Identification** In education, the concept of identification is used to refer as the process of pointing/detecting a person who may have a learning barrier. Usually, identification occurs over time through observing the learner's homework, participation in the class, accomplishment in test and examinations and behavior in general. The teacher will be listening to the learner during day --to- day interactions, and will be looking out for certain behaviors, which may indicate that the learner faces a particular barrier to learning. **Assessment** It is a general term that refers to a systematic process that is used to determine the quality and quantity or to check on any occurrence or existence of a condition for decision making. Assessment uses different materials, techniques and tests and may be conducted in any field of operation. When assessment is conducted in the field of education to verify learning abilities, needs or to check on learners' educational progress, it is referred to as Educational Assessment. **Intervention** Intervention is a combination of program elements or strategies design to produce behavior changes or improve health status among individuals or an entire population. Educational Intervention refers to the support services that you may use to assist learners with special needs in education. Intervention services may be provided to support the learner in the following skill areas among others: - Interaction and communication (singing and using rhymes) - Pre-academic skills (language, cognitive, motor co- ordination, perceptual motor, memory) - Academic skills (reading, writing, arithmetic) **Example of Educational Intervention** -- -- -- -- **Areas of Assessment** Assessment should enable you determine the learner's developmental and educational needs. It is therefore important that the educational assessment covers all the areas described in the goals of education including the acquisition of the self-help skills that a learner may require to function effectively in the society. Therefore the areas of assessment are: - Social interaction - Self esteem - Motor performance - Academic abilities - Perceptual abilities - Communication and language development abilities - Adaptive behavior - Child's interest - Attitudes - Aptitudes **Reasons for Assessment** The following are the reasons for conducting assessment for the learners with special needs in our schools. - **Screening and identification**: To screen children and identify those who can be experiencing delays or learning problems. - **Eligibility and diagnosis**: To determine whether a child has disability and is eligible for special education services, and to diagnose the specific nature of the student's problems or disability. - **IEP development and placement**: To provide detailed information so that an individualized education Program (IEP) may be developed and appropriate decisions may be made about the child's educational placement. - **Instructional planning**: To develop and plan instruction appropriate to the child special needs. - **Evaluation**: To evaluate student progress. **Tools of assessment** Educational assessment can be carried out using different techniques and procedures depending on the nature of special needs of the learner. The procedures and techniques include the use of the following tools: - **Observation** It is a technique that is used to collect assessment data. It refers to the process of examining purposefully the learner's strengths and difficulties as he/she caries out normal activities in natural setting. - **Tests** Tests are the most commonly used techniques or tools of assessment. The test should be reliable and valid. - **Questionnaires** It is a set of questions which are pre-determined and focus on furnishing you with information about a particular learner. The information should be given by persons familiar with the learner or the learner him/herself. - **Interviews** This involves asking questions to the learners, parents, care-givers, peers or to anybody else who is involved with the learner. - **Checklists** This is a list of items used for checking the existence of a particular knowledge or skill possessed by the learner. You tick, or use the tally method to indicate the knowledge, skill, or behavior that the learner has acquired or shown, based on the areas being assessed. **Sub Topic 4: Introduction to Braille** **Pre reading** The blind children/visual impaired grown up in different environments depending on their families. When they starting to school, they differ in performing different activities, therefore, we must prepare the activities that will make them smart in doing activities. **The following are core issues to be considered when such child begun to school:** i. **Orientation of the school environment.** This includes toilet, classroom, head teacher's office and others. ii. **Classroom environment:** cupboard, doors, windows, learning corners and others. iii. **Sitting posture and movement.** Teachers make sure the child is sitting and walking properly. iv. **Identification of directions.** It is important to the teacher to train the child to be aware of different directions. North, south, east, west right, left, up and down. v. **Identification of source of sound:** Sound of peoples, animals, vehicles and others. vi. **Physical fitness of the body:** The following are areas which are advisedly to be developed: 1**. Flexibility of waist and fingers:** a. To compare things: big/small, fat/thin. b. Arrange things: starting big up to small. c. Arrange things into groups, size and shapes. d. Threading beads: Start with big ones then small. 1. **Co-ordination of two hands:** A child encourages using both hands in all activities such as threading, arranging things, peg board and filling tins. 2. **Ability to touch things.** a. Enable the child to touch with pressing. b. Guide the child, how to touch a Braille. 3. **Use of fingers:** This activity encourages a child to follow the lines on the left, right, up and down. 4. **To follow the line:** A small embossed booklet is prepared in different shapes and directions to make a child to follow the line. Page 1: Fingers of a right hand Page 2: Fingers of a left hand Page 3: A big square figure Page 4: A big and a small square figure Page 5: Three small squares figure in the same line. Page 6: A large triangle Page 7: A large and a small triangle figure Page 8: Tree small Triangle. Page 9: A large circle Page 10: A large and a small circle Page 11: Three small circles Page 12: A square, a triangle and a circle **Teaching Braille Reading.** The following steps are followed to teach Braille to blind child. - To follow the thread fixed with glue on a paper. - To follow Braille dots left and right. - To guide a child shift one line to the next starting from the end of the first line by coming back to the starting of the line, then drop to the next line followed by the right hand. - The child drills on tracing the line of cells of different shapes and sizes. - At this stage the child is ready to make exercise on reading. **Meaning of Braille** Braille is a system of touch, reading and writing for blind persons in which raised dots represents the letters of the alphabet. Braille is an embossed signs used by persons/learners with visual impaired in reading and writing. Braille character or cell is composed of six dots arranged in two column and three rows as shown below: **History of Braille** Louis Braille was born in the village of Coup ray, France on January 4, 1809. He was blinded at a very young age after he accidentally stabbed himself in the eye with his farther awl. Braille's father was a leather --worker and used the awl to poke holes in the leather goods he produced. **Braille Skills. BRAILL ALPHABET**   A B C D E F G H I J K L M N O P Q R S T U V X Y Z W **NUMBERS IN BRAILLE**  **OPARATIONS SIGNS** Addition sign (+) dot 5, 6 and 2, 3, 5 Minus sign (\--) dot 5, 6 and 3, 6 Multiplication sign (x) dot 5, 6 and 2, 3, 6 Division sign (÷) dot 5, 6 and 2, 5, 6 Equal sign (=) dot 5, 6 and 2,3,5,6 **Rule for the Operation Signs.** Leave one space before writing the sign, and do not leave the space after writing the sign. **Sub Topic 5: Individual Educational Plan (IEP)** **Meaning of Individualized Educational Plan/Program** The IEP is meant to address each child's unique learning issues and include specific educational goals. It is a legally binding document. The school must provide everything it promises in the IEP. The IEP creates an opportunity for teachers, parents, school administrators, related services personnel, and (student when appropriate) to work together to improve educational results for children with disabilities. **What does an IEP contain?** IEPs are designed to meet learner's unique needs. That means every IEP will look different. IEPs must contain the following elements: IEP Time table................................................... 1 Seating plan chart................................................ 2 Historical background of the IEP learner..................... 3 Information about the learning environment...................4 Present level of performance......................................5 Long and short term objectives and evaluation procedures...6 Scheme of work......................................................7 Progress record of learners.......................................\...8 Conclusion and final recommendations........................\...9 **Importance of IEP** The IEP creates an opportunity for teachers, parents, school administrators, related services personal, and students (when appropriate) to work together to improve educational results for children/learners with disabilities. The IEP is the cornerstone of a quality education for each child/learner with a disability. **Sub Topic 6: Orientation and Mobility** **Meaning of Orientation** According to Ndurumo, (1990) ***orientation*** means, the ability of an individual to know his relative standing in an environment and universe. It deals with direction and position of the body and a sense of knowledge of the universe or the immediate environment. ***Orientation*** is the process of using the senses to establish ones position and relationship to other significant objects in one's environment. Therefore, orientation is the process of knowing where you are and being able to plan how to go and where you want to be. **Theory of Orientation** This theory is composed of the following three principles: a. **Where am I?** This question requires an individual to know his present position in a certain place. b. **Where do I want to go?** The knowledge collected here can help to lay out a plan to follow the direction he/she want to take. c. **How do I get there?** This refers to the means of relating positions of different objects or places could be taken to guide something to happen. By answering these questions, learners with visual impairment can make a travel plan or a mental map of his/her travel. **The Use of Sensory Organs for the Leaner's with Visual Impairment** Sighted learners use their eyes and other sensory organs to do different activities, such as differentiating colors, sizes, shapes and others. But in learners with visual impairment is quite different. They lost the sense of seeing. So they use the remaining sensory organs to understand their world. These are sense of Hearing, test, smelling and touching. **Hearing** Sense of Hearing is very important to the learners with visual impairment in teaching/learning process. In this sense the learners should be trained different sources of sound. Such as from animals, noise of moving vehicles, the splash of running water , the laughter of children/youth, murmur of prayers from the mosque and other different sounds. **Test and Smell** Expose learners to a wide range of test and smell experiences. A kit composed of small containers of things like vinegar, detergent, hand soap, perfume, sugar and syrup may be found so that they can be used in connection with real experiences. **Touch** Tactual clues are also helpful for the learners with visual impairment. A white cane helps a learner to detect the barrier in different situation. The trainer should encourage the learners to do the following: - Feel the difference between textures and temperature for instance, rough/smooth, soft/hard, hot/cold. - Distinguish different materials such as silk, cotton, wool. - Compare differences in size, weight and shape like heavy/light, little/big, round/square, triangle/rectangle. **Meaning of Mobility** Mobility refers to the ability of blind individuals to move with ease, speed and safety through the environment. It is the actual movement from place to place. It is the capacity, readiness and facility to move about in one's environment. **NB. Orientation and Mobility is a profession which focuses on instructing individuals who are blind or visually impaired with safe and effective travel through their environment.** **System of Mobility** There is various system of mobility in the world. The following are some system of mobility. 1. White cane. 2. Sighted guide. 3. Dog guide. 4. Electronic travel. **Steps of Using White Walking Cane** A white can is used by many people who are blind or visual impaired. Its primary uses are as a mobility tool and as courtesy to others. ***STEPS*** 1. Obtain a suitable cane of the right length for your height. Generally speaking this will mean that the cane grip will reach your armpit when the tip is resting on the floor. 2. Use the cane with whichever hand feels most comfortable. Generally a right-hand person should use their left hand. 3. Understand the part of the cane 4. Handle the cane 5. Know how to walk 6. Know how to use the stairs 7. Practice using a cane; it takes a while to get used to. Make sure, you are confident with your cane mobility skills before going out. **Land Marks.** Landmarks are things that are permanent or always present. They are helpful for blind/visual impaired as they prevent them from getting lost. It can be any object, sound or smell that is always in the same place. This includes a tree, a petrol station, a market, a hospital and others. It is advisedly to the blind/visual impaired, to find a good land marks which is very familiar in the environment by everybody. **Sub Topic 7: Introduction to Sign Language** **Meaning of Sign Language** Sign language is a language that uses a system of manual, facial, and other body movements as a means of communication, especially among deaf people. Sing language is a language which chiefly uses manual communication to convey meaning.  **Types of Sign Language** There are three main types of sign language. 1. Official sign language. 2. Non-Official Sign language/ traditional. 3. International sign language **Important Things When Communicate With Sign Language.** When you are communicating with deaf/hearing impaired person, you must put into consideration the following things: - Look directly at the deaf person when speaking. - Avoid turning away to write on the board, look at a computer screen, or pull something from a file while speaking. - Do not place anything in your mouth when speaking. - Mustaches that obscure the lips, smoking, pencil chewing, and putting your hands in front of your face, all make it difficult for deaf people to follow what is being said. - Maintain eye contact with the deaf person. - Eye contact conveys the feeling of direct communication. Even if an interpreter is present, continue to speak directly to the deaf person. He/she will turn to the interpreter as needed. - Use the words ― (I) and ― (you) when communicating through an interpreter, not "Tell him\..." or "Does she understand?" - Avoid standing in front of a light source, such as a window or bright light. The glare and shadows created on the face make it almost impossible for the deaf person to speech-read. - First repeat, and then try to rephrase a thought if you have problems being understood, rather than repeating the same words again. - If the person only missed one or two words the first time, one repetition usually helps. - Don't hesitate to communicate by pencil and paper if necessary, as particular combinations of lip movements sometimes are difficult to speech-read. - Getting the message across is more important than the medium used. - Use pantomime, body language, and facial expression to help supplement your communication. A lively speaker always is more interesting to watch. - Be courteous to the deaf person during conversation. - If the telephone rings or someone knocks at the door, excuse yourself and tell the deaf person that you are answering the phone or responding to the knock. - Do not ignore the deaf person and carry on a conversation with someone else while the deaf person waits. - Use open-ended questions that must be answered by more than "yes" or "no". Do not assume that deaf people have understood your message if they nod their heads in acknowledgement. A coherent response to an open-ended question ensures that your information has been communication. **Importance of Sign Language** Sign language is one among the important strategies in provision of education to children with special needs particularly hearing impairment. The following are the importance of Sign language. 1. ***Growing popularity*** 2. ***Bilingualism boosts brain.*** 3. ***Communicating with deaf babies.*** 4. ***Spelling practice.*** 5. ***Appreciating literacy art.*** 6. ***Communicating with animals*** 7. ***Using sing language in professions.*** 8. ***Trivial yet useful benefits.*** THE END WISH YOU ALL THE BES