Inclusive Education Training Report

Inclusive Education

Bashir Ahmed

Introduction

An inclusive education is viewed as a process that ensures all children have equal access to quality education in their schools regardless of their gender, abilities, disabilities, backgrounds, health conditions and other circumstances. In other words, inclusive education is seen as a process of addressing and responding to the diversity needs of all learners through increasing their participation in learning and reducing exclusion from education. It involves changes and modifications in content, approaches, structures and strategies, with a common vision which covers all children of appropriate age range and a conviction that it is the responsibility of the regular system to educate all children.

Professional Development Centre North (PDCN) has therefore, given significant space in Educational Development and Improvement Program (EDIP) for professional development of teachers through short and long training courses. In this regard, EDIP had organized one week training course on inclusive education from December 10, 2012 to December 14, 2012 for the teachers of its project schools. The purpose of this training course was to develop teachers’ understanding about their role in creating an inclusive school. The cohort consist 32 course participants from seven districts of Gilgit-Baltistan. Out of 32 course participants, 16 were males while 16 were females who attended the training course (attendance sheet is attached in the annexure).

This report includes objectives, themes covered during the course, teaching and learning strategies, analysis of qualitative assessments of the training course. The report also consists of achievements, challenges, recommendations and conclusion of the training course.

Objectives of the Course

Objectives are the intended outcomes of any training course. The course facilitators expected that by the end of the training, course participants will be able to:

•       Define Inclusive Education in a broader perspective

•       Differentiate impairment, disability and handicap.

•       Define learning disability and enlist any other three disabilities

•       Describe and develop an IEP with its components

•       Plan and implement learning activities that provide equal learning opportunities for all children in classroom

•       Use appropriate language for students and people with disabilities in the society

•       Identify challenges and find solutions for sustainable inclusive classrooms

Themes Covered During the Course

Following topics/themes were covered during the training course. Weekly plan is also attached with the report (See annexure)

·         Definitions of inclusive education

·         Benefits of inclusive education

·         Principles of inclusive education

·         Correct language used in inclusive education

·         Introduction to learning disabilities and types of learning disabilities

·         Instructional strategies to deal with issues surrounding learning disabilities

·         Differentiation of impairment, disability and handicap

Teaching Strategies Used During the Training Course

The course facilitators used effective training and learning strategies to share the content of the training course. The bellow list shows some of the instructional strategies used during the training course.

·         Brainstorming before every new topic

·         Group discussion

·         Case-studies

·         Individual and group presentations

·         Group work

·         Movie on inclusive education

·         Lecture/talks

·         Questions/answers

Quantitative analysis

The previous knowledge of course participants on inclusive education was assessed through a test paper. The test scores showed that majority of the course participants had low level of understanding on inclusive education. Following pie graphs shows the quantitative analysis of the course participants. The result of Pre-test is also attached in the annexure. Due to law and order situation of Gilgit city, post-test was not conducted.

Qualitative analysis

The training course was also assessed through verbal reflections of the course participants. For each session, the course facilitators provided time for course participantsto share their learning and understandingof the session. Majority of the course participants found that the sessions were very useful and effective for teaching and learning. The course participants found the training full of new learning and activities used in the sessions were very useful for their teaching and learning. During their reflections, some the significant learning of course participants are mentioned in the following lines.

Overall, the themes of the training course were new for majority of the course participants. All the course participants were attending any session on inclusive education for the first time in their career. They found the training course was very useful for all the teachers and head teachers. They shared that due to lack of awareness with learning disabilities of children, they are biased with children in the classroom. They do not know why some of the children are not learning by way they teach in the classroom. Before this training they believe that all the children learn in same way but this training course transformed their understanding that all the children do not learn in the same way. They realized that even two children are not same in any way therefore; they need to teach in variety of ways the classroom.

The course participants also felt that such an effective training is important for all the teachers. They suggested that such training course should be conducted for all teachers in district wise because they felt that PDCN invites small number of teachers and the important message is not conveyed to all the teachers. Therefore, the course participants requested to conduct such a useful training in district wise to cover maximum number of teachers.

During the session, they were also shownthe movie “Tare Zamen Par”. Majority of the course participant were watching this movie for the first time. I personally saw some of the course participants were literally weeping during the movie. After the movie they reflected their teaching and learning practices. They shared that they were too harsh and use slang language with children in the school. They promised that they will never be harsh with any children. They will try to find the reasons why children are not behaving as they want. One of the teachers shared that I am very harsh with my own children at home and used slang language with them. He shared that he will never use such language with them and changes his attitude in love and respect to his children.

Achievements of the Training Course

The training course was very fruitful and course facilitators were able to achieve following objectives at the end of the training course.

·         The course participants realized the importance of inclusive education in their schools

·         They enhanced their understanding about inclusive education

·         They were well aware with the benefits of inclusive education.

·         The course participants learned different terminologies used in inclusive education

·         They developed an in-depth understanding of learning disabilities and different types of learning disabilities

·         They identified and listed down various instructional strategies used for teaching to a child with learning disabilities

·         They were able to differentiate between impairment, disabilities and handicap

Challenges of the Training Course

During the course, some challenges were faced. Some of the challenges are as under

·         It was difficult of transform their understanding from special education to inclusive education

·         The duration of the training course was very short, it was very difficult to develop an in-depth understanding on inclusive education in one week

·         The law and order situation of the Gilgit city was not good therefore; the training course was closed in three days.

·         Due to incomplete training course the individualized education plan is not shared and neither developed by the course participants.

Recommendations

On the basis of challenges faced during the training course, following suggestions are recommended to improve such training courses in future.

·         The training course should be consisted of two successive weeks so that course participants would develop an in-depth understanding on inclusive education

·         A field visit would be more effective to relate the theoretical understanding with real life experiences

·         The individualized education plan is very important part of inclusive education therefore; course participants should be invited to share the process and develop an individualized education plan.

Conclusion

The training course came to an end successfully and the objectives ofthe course were achieved. The course participant considerably changed their perceptions, perspectives and beliefs about inclusive education in schools. Prior to this training course, majority of the course participants viewed that inclusive education means as education of special people. Variety of strategies and activities boarded the perspectives of course participants about inclusive education. They realized that inclusive education is very important in school because all children have potentials for learning. Only they have different needs and they realized that as a teacher they must identify the learning needs of their children.