INCLUSIVE

EDUCATION

BY
Ropkoi J
CONT.

Essence statement of IE
 IE is a practice where needs of
diverse learners are catered for
regardless of gender, disabilty,
ethnic, economic or cultural
background.
 Aims at equipping trainee with

general understanding of IE.

 To acquire knowledge, skills,

values and attitudes to support

learners in an inclusive
Kenya has passed a new policy aimed at making
education accessible, so that all children with
disabilities can go to school. This includes
providing space, resources and
training in mainstream schools so
that children with and without
disabilities can learn alongside
each other. Fredrick Haga had to leave
school when he began going blind at 16.
Seven years later, he went back to school and
is now the acting Director, Special Needs
Education in the Ministry of Education in
Kenya.
CONCEPTS OF INCLUSIVE
EDUCATION

Task 1: Brainstorm in groups

and make presentations on
the meaning of the following
terms and concepts;
 INCLUSION
 INCLUSIVE EDUCATION
 INTEGRATION
 MAINSTREAMING,

As used in inclusive education

INCLUSION
 Is a philosopy that focuses on the process of adjusting
the home,school and the larger society to
accommodate persons with special needs including
disabilities.
 All individuals regardless of their differences are
accorded the opportunity to interact, play, learn,
work and experience the feeling of belonging.

 Persons with special needs are required to fully

participate in all aspects of life;
• Education
• Employment
• Access to consumer services eg electricity, clean water
• Recreational and social activities
• Decision making process
CONT.

• Decision making process

• Access to information
• Community and domestic activities
INCLUSION IS ABOUT THE
FOLLOWING:
 welcoming diversity
 Benefiting all learners with special needs

and disabilities.
 Providing equal access to education of all

children.
 Identification and removal of barriers,

stimulating creativity and problem solving

by all
 Learners who risk marginalization,

exclusion and /or underachievement.

 Improving learning environment and

providing opportunities for all children.

SEE IMAGES
 Education is deemed to be inclusive when
students from diverse backgrounds learn side
by side in the same classroom. Students with
different physical and learning abilities are
placed in age-appropriate general education
classrooms. They participate in field trips and
after-school activities together and attend
the same sports meets and plays (word doc
for images)
INLUSIVE EDUCTION
Phisophy of ensuring that schools,
centres of learning and educational
systems are open to all children. This
enables learners to be included in all aspects
of school life. It also means identifying,
reducing or removing barriers within and
around school that may hinder learning.
NB: For this to happen teachers schools
and systems need to modify the
physical and social environment so that
they can fully appreciate the diversity
of learning needs that learners may
experience.
INCLUSIVE ENVIRONMENT/SETTING
(Also least restrictive environment)
Situation where all learners including
those with special needs and
disabilities participate in all activities
in a community. The learners are
identified and their needs addressed
as much as possible.
It means including all children who are
left out or excluded from school and
can be catered for in both formal and
informal setting.
MAINSTREAMING/INTEGRATION
Refers to participation of learners with
special educational needs in regular
education without demanding changes
in the curricular provision. Little or no
support is given to them and are
expected to adapt to the regular
school arrangements.
NB: Integration is mostly used in
Europe and Kenya while
mainstreaming is commonly used in
America.
IMPORTANCE OF STUDYING IE
Task 2: Discuss the
importance of studying
inclusive education as a
component of teacher
education and make
presentations.
IMPORTANCE OF STUDYING IE AS A
COMPONENT OF TEACHER EDUCATION

Pre-exposes teacher trainees to IE

practice, principles, development
and benefits. Also helps trainee
to identify barriers to IE and
suggest possible solution.
CONT.

Assignment

What are the benefits of IE to

teacher trainees?
DEV. OF IE AS A PRACTICE OF ED FOR
ALL
Inclusive education appeared initially in the
research literature in the late 1980s. Framed as an
alternative to special education, inclusive
education expanded the responsibilities of
schools and school systems to increase access,
participation, and opportunities to learn for
marginalized populations of students.

Ovide Decroly (1871-1932) “The school will be

located wherever is the nature, wherever life is,
wherever the work is" In 1901, Decroly founded a
school for children with mild disabilities
(behavioral disorders, learning disabilities, light
mental retardation). He gradually invented his
pedagogy.
HOW IS KENYA IMPLEMENTING IE

Kenya has passed a new policy

aimed at
making education accessible, so
that all children with disabilities
can go to school. This includes
providing space, resources and
training in mainstream schools so
that children with and without
disabilities can learn alongside
each other.
DEV OF IE FOR THE LAST 10
YEARS
Term inclusive over the years has meant
including children with disabilities in
regular classroom where all other children
are.
Now targets groups that have been
excluded from educational opportunities;
orphans and vulnerable children, children
living in poverty, those from ethnic and
linguistic minorities, girls, and children
from remote areas and those with
disabilities or other special educational
needs.
 XTICS OF IE AS APPROACH TO ED ALL
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
CONT.
Task 3: Search online, discuss and make
powerpoint presentations on the
development of inclusive education as a
practice of promoting education for all.

Task4: Search online and deliberate in

groups on the characteristics of inclusive
education as an approach in provision of
education for all.
Task 5: Visit a learning institution in the
neighborhood and document observable
characteristics of an inclusive school.
 Task 6: Discuss and do a write up on how
each of the following principles of inclusive
education enhance learning:
a) Recognize and embrace learners’ diversity
b) Provide accessible and usable learning
resources and environments
c) Design flexible learning experiences
PRINCIPLES OF INCLUSIVE EDUCATION
 Calls for equal opportunities to all learners
 Calls Quality education for all
 Calls for child centered curriculum
 Advocates for accessibility to the learning process by
all.
 Addresses the needs of all learners eg visual, hearing,
physical, intellectual, communication, behavioral and
emotional, bereavement from HIV and AIDS, child
abuse, poverty, malnourishment, emotional effects
from wars, divorce and separation and living in street.
 Caters for individual differences in race, religion,
abilities, disabilities and circumstances.
 Plans for positive learning opportunities with support
of learners with special needs as an integral part.
BENEFIT OF IE
- All tchers and lners gain the virtues of being
accommodating, accepting, cooperative and
patient.
- Regular lrners gain some valuable virtues such
being considerate as they support their peers.
- Some lners with special needs are gifted with
special abilities that benefit their peers.
- Teachers share ideas with each other, parents etc
and work as a team to address challenges.
- Creates “A School For All” where everybody
benefits.
- Improves self esteem of SNE child .
- Is cost effective and gives equal opportunities to
all children, hence promoting the rights of all to
education.
LEGAL FRAMEWORK
Task 7: Conduct online or library search, analyze
and make presentations on the International,
regional and national legal instrument that
support implementation of inclusive education

Task 8: Conduct an online research to determine the

extent to which the provisions of the legal
instruments have been implemented in different
learning settings in Kenya. Share your findings.

Task 9: Visit schools in the neighborhood and

observe how the provisions of the legal
instruments on inclusive education are applied in
the learning process
POLICY AND LEGISLATION

A policy is a statement of commitment or official

guidelines given by the government to undertake
specific programmes directed at achieving some
goals.

Countries which have succeeded in inclusive

education such as Britain have concrete and clear
policies to guide implementation of IE. Some
international policies on IE include.

 Declaration of Human Rights- including the right to

education (UN 1948)
 Convention on the Rights of the Child emphasizing
education as a fundamental need for all ( UN1991)
CONT.
 Jomtien declaration on
education for all (1990). It
presented the main goals of
- Taking all children to sch.
- Giving all children the
most suitable education
 Dakar Framework for Action

(2000)
 called for the EFA 2000 assessment
(UNESCO, 2000). This assessment

required countries from six regions

across the globe to assess the reasons
behind the unmet goals set forth by EFA
1990, and to create a framework that
reworks EFA goals to be achieved in 2015
CONT.
National policies on inclusive education
1. The Kenya Education Commission (1964)- Ominde
Report , which recommended that children with
mild disabilities should continue learning in
regular school. Teachers were ask to be
sympathetic to these learners.
2. Total Integrated Quality Education and Training
(TIQET- 1999), Koech Report
- Advocted for flexible education system and
in
particular the curriculum content so as to
benefit
all learners
3 Children’s Act (2001) Emphasised the Rights of
the child including the right to education
CONT.
4 Persons with Disabilities Act (2003)
Emphasized the rights of persons with disabilities and
inclusion given top priority.
5 Sessional Paper No. 1 of (2005) Recommended
relevant systems for the implementation of
inclusive education
6 Vision 2030

In order to assist persons with special needs realize

their full potential; a special education policy will be
developed and implemented with a view to have an
integrated and inclusive education.
Kenya Constitution (2010)

The State shall not discriminate directly or indirectly

against any person on any ground, including race, sex,
pregnancy, marital status, health status, ethnic or social
origin, colour, age, disability, [emphasis added] religion,
conscience, belief, culture, dress, language or birth. (p. 24)
This statement guarantees people with disabilities the
same rights and opportunities as their non-disabled
peers, including a free primary education. Though a right
to equality may include equal access to education for
people with disabilities, it does not guarantee equal access
to inclusive schools, transportation, modified curriculum,
extra classroom support, with highly trained teachers, and
other such support that would help students with disabilities
actually access their education.
TASK 10: Research and write a paper on
how the characteristics of gifted and
talented affect learning
TASK 11: In groups search online and
discuss the instructional strategies for
facilitating learning to learners who are
gifted and talented in an inclusive setting
TASK 12: Search online for ways of
differentiating learning for learners who
are gifted and talented in an inclusive
setting
GIFTED AND TALENTED CHILDREN

Which learners are referred to as Gifted and

Talented?

 Group of learners with exceptional abilities

who display high level of intelligence eg in
areas like
-intellectual ability
-creative and productive thinking
-psychomotor ability
-leadership ability
HIGHLIGTHS ON AREAS OF EXCELLENCE
 Go thro academic curriculum
easily
 Display good academic

performance
 Are bright and very intelligent
 May be very good in languages,

science and mathematics

 Exhibit good leadership skills
CONT.

Challenges faced by gifted

and talented children
 do not cope with their peers
 Some tchers misinterpret

their behavior as
cheekiness
 May engage in disrupting

classroom activities
 Dominate group or class

discussions ( bossiness)
CONT.
How can you support a learner
who is gifted and talented in
your class?

 Enrich their programs

 Providing accelerated program
 Grouping them appropriately in class
 Enhance their creativity beyond what
their peers are doing
CONT.
Enrichment
What do you understand by the term
enrichment?
- is the addition of learning areas not normally
found in the regular curriculum eg if you are
teaching about the Rift valley in Grade 5, you
can ask the g/t learner to make a model of the
Rift Valley using the knowledge learnt while
others are doing regular assignment
- This calls for differentiating learning
opportunities based on the learners needs and
abilities i.e in the content, learning process,
scope, depth of knowledge and learning pace.
CONT.
Acceleration of programs/ Skipping grade
What is ‘acceleration’?
-Any process that lead to the learner’s more rapid
movement through the regular school program eg
- early school entrance
- subject matter acceleration
- grade skipping
- self paced instruction
- planned completion eg 3 grades in 2
years
- early advanced placement in college
CONT.
Ability grouping/ Special classes

Learners of similar ability/interests grouped

together, include

- regular classroom with cluster groups

- classroom with pullout arrangements
- special class with some integrated
classes
- special class
- special school (for extreme/hyper
cases)
CONT.
Enhancing creativity
Done by:
 Varying teaching methods to embrace
problem solving activities
 Including more elaborate, complex and in

depth study of major ideas/ content area

 Urging the learner to explore constantly

 Promoting self-initiated /directed learning

 Evaluating learners with stress based on

their ability to perform at a level of

excellence that demonstrates creativity and
higher level thinking skills
CONT.
 Unless you find outlets, these learners may channel
their energies and intelligence into unfavorable
social habits such as making unnecessary noise in
class or even taking drugs

Other approaches include

 Analyzing your instructional program to
avoid boredom
 Providing special materials/activities beyond

regular curriculum
 Giving the learner more responsibilities that

are challenging
 Being a good role model to the learner
 Promoting creativity by stimulating the
learner’s awareness of the
environment

 Exposing the learner to a wide range

of activities on a personal level

 Acknowledging the learner’s

work/effort
LEARNERS LIVING UNDER DIFFICULT
CIRCUMSTANCES
 Task 13: Conduct online search, discuss and make
powerpoint presentations on the following
categories of learners living under difficult
circumstances: Orphans
 Homeless children

 Abandoned children

 Refugee children

 Street children

 Working children

 Children affected by wars and conflict

 Children affected by natural disasters

 Children affected or infected by HIV and AIDs

 Children suffering from chronic and terminal
diseases
 Children in conflict with law

 Children who are victims of crime

Task 14: Watch relevant videos, search online,

discuss and document factors that lead
children to live under difficult circumstances
and to share their findings with peers.
Task 15: Visit centers or institutions within the
community which care for children living in
difficult circumstances and write a paper on
various support services that are provided.

Task 16: Search online and make presentations

on support services that learners who live
under difficult circumstances require to
participate in learning in an inclusive setting
Task 17: Discuss and come up with an action
plan on how to support learners living in
difficult circumstances to participate in an
inclusive setting and share the action plan
with relevant service providers.

Task 18: Participate in implementing the action

plans within a learning institution during
practicum
CHILDREN FROM AFFLUENT FAMILIES
Task 19: Brainstorm and make notes on the
needs of learners from affluent families.

Task 20: From the needs identified, discuss

appropriate interventions required to support
learners from affluent families in an inclusive
setting.

Task 21: Search online, discuss and make

presentations on the factors that may affect
learning among learners from affluent
families.
Task 22: Engage with a resource person in
discussing support services that learners
from affluent families may require to
participate in learning in an inclusive setting.

Task 23: Design and implement a plan geared

towards enhancing learning among learners
from affluent families.
LEARNERS WITH DISABILITIES
LEARNERS WITH VISUAL IMPAIRMENTS
Task 23: Watch a video depicting learners with
visual impairments in class and note down
unique characteristics of learners with low
vision and those who are blind observed.
Trainees to share and discuss their findings
with peers.

Task 24: Engage a resource person who has

visual impairment to discuss the unique skills
necessary for learners with visual impairment
to function in an inclusive setting.
Task 25: Conduct online or library search,
discuss and make PowerPoint presentations
on the instructional strategies for facilitating
learning to learners with visual impairment in
an inclusive setting.
CHILDREN IN DIFFICULT
CIRCUMSTANCES
CDC are those children whose basic needs are not met. They include;
 Homeless children (pavement dwellers, displaced/evicted, etc.)

 Orphaned or abandoned children

 Children whose parents cannot or are not able to take care of them

 Children separated from parents

 Migrant and refugee children

 Street children

 Working children

 Trafficked children

 Children in bondage

 Children in prostitution

 Children of sex workers/prostitutes/sexual minorities/Children of prisoners

 Children affected by wars and conflict

 Children affected by natural disasters

 Children affected by HIV/AIDS

 Children suffering from terminal diseases

 The girl child

 Children with disabilities and related special needs

 Children belonging to the ethnic and religious minorities, and other minority

communities, and those belonging to the Scheduled Castes and Scheduled Tribes;
 Children of sex workers/prostitutes/sexual
minorities/Children of prisoners
 Children affected by wars and conflict

 Children affected by natural disasters

 Children affected by HIV/AIDS

 Children suffering from terminal diseases

 The girl child

 Children with disabilities and related special

needs
 Children belonging to the ethnic and religious

minorities.
Homeless Children
These are children without a home
Situations like natural disasters and conflicts render many homeless or
force them to live in unsafe housing conditions. Living on the streets or in
urban slum dwellings, lack of basic facilities and unhygienic living
conditions become a way of life. The UNCRC has recognised right to
adequate housing as a right of every child.
 Orphaned and Abandoned Child
 Death of biological parents or abandonment

by them leads to a child becoming an

orphan. Death could be due to natural
reasons like illness or due to accidents or
natural calamity. Abandonment could be
due to poverty, illness of parents, gender of
the child, being an unwed mother, being an
unattractive child or even disability in the
child. With caring practices moving more
towards non-institutional services, adoption of
the orphaned or abandoned child provides to
the child a family and to the parents a child.
 Street Children
 Street children or children living and working

on the streetsIn the Kenyan context, children

living on the street are referred to as
“chokora”, roughly translated from the
Kiswahili language that refers to scavengers
or pokers at dustbins or garbage heaps in
search of food and other valuables Street
children have to fight for survival day after
day. From finding food, looking for a safe place
to spend the night to protecting themselves
against the violence that constantly threatens
them, life is a constant struggle.
 Children with AIDS
are children infected with HIV

Using youth-friendly interventions like the

education, information, tools and services would
help young people make healthy decisions and
enable them to adopt protective practices.
Working with influential adults such as parents,
teachers and traditional and religious leaders
would contribute to a more supportive
environment that ensures that young people can
get the help they need from their
communities and remove barriers to accessing
services.
 Children in Conflict with Law
 The term ‘children in conflict with the law’

refers to anyone under 18 years of age who

comes into contact with the justice system as
a result of being suspected or accused of
committing an offence.
 Children who come in conflict with law

cannot be treated in the same way as an

adult offender. The system needs to
understand what circumstances lead to the
child committing a crime and then help the
child to come out of the situation
TERM II LEARNERS WITH
DISABILITIES
LEARNERS WITH HEARING IMPAIRMENT
 Task 26 Visit a school with learners who have

hearing impairment, interact with them and

document observable characteristics of
learners who are hard of hearing and those
with deafness.

 Task 27 Read and brainstorm on the unique

skills necessary for learners with hearing
impairment to function in an inclusive setting
Who are learners with hearing
impairment?

These are learners who experience

difficulties with their hearing which could
be mild or severe. They are categorized as
hard or deaf of hearing respectively.

Causes of hearing impairment include; Aging,

Genetics, Birth complications, Infectious
diseases, Chronic ear infections, Use of
particular drugs, EXCESSIVE NOISE EXPOSURE.
How to identify learners with hearing
impairment

 Not responding when their name is called

 Have problems with concentration/looks tired

 Watching your lips intently as you speak

 Speaking too loudly or quietly

 Watching others do something before

attempting it themselves
 Becoming increasingly withdrawn from others

in the classroom
 Mishearing or mispronouncing words
 Not being able to hear what’s happening if

there is any background noise

 Making minimal contributions to classroom

discussion
 Difficulty with reading and linking it to

speech
Unique Skills Necessary For Learners With HI
Communication skils
Spoken language and manual comm. Eg
speaking and finger spelling,
Use of sign language
Social Skills
Helps the child to acquire interpersonal skills

Auditory skills
Literacy skills
Computation skills
Characteristics of learners with hearing
impairment

Difficulty following verbal directions.

Difficulty with oral expression.
Some difficulties with social/emotional or
interpersonal skills. The resultant poor
communication causes tremendous
socializing problems
 1. The child may be dumb besides being
deaf.
 2. The speech defects are common
among children with hearing impairment.
 3. They have difficulty in learning
language/vocabulary. It is an enormous
challenge to learn to communicate in a
language one cannot hear.
 4. Consequently these children are low in
intelligence because they are incapable of
using available opportunities.
 5. Such children have suspicious minds
because of lack of coordination between
vision and hearing. This also results in
their inability to make friends.
 6. A deaf child is often indifferent and
stubborn.
 7. Sensitivity to hearing impairment
among children leads to frustrations and
inferiority complex.
Resources Used By Learners With Hearing
Impairment
Assistive technology (hearing aids, frequency
modulated system (FMS), cochlear implants-
device surgically implanted in the inner ear)
Individual hearing aids worn by the learner-
amplifies sound enabling the learner to hear
better
Visual supports, such as sign language
interpreters, finger spelling to supplement sign
language if no sign for a word.
Strategies for facilitating learning to learners in
an inclusive setting
 Classroom equipment

A radio aid (FMS) is a microphone worn by

the teacher that connects to a hearing aid,
and can also be passed to other pupils during
activities such as group reading. This will
help the child to feel part of the class and
ensure that they don’t miss any important
information.
 Teaching
 Make sure that you don’t turn away from the

child while talking and ensure that the child

has understood every instruction (and they aren’t
automatically looking to copy others after you
have spoken). You can also sit the child right at
the front of the class to give them the best
possible chance of learning.
 Meet with parents regularly

 Having an open line of communication with the

child’s parents will help to ensure that the

child has consistent support both at school
and home. Meeting face-to-face will enable you
track the child’s progress.
 Meet with parents regularly (ctnd)
Often the child may be confiding in the
parents about issues that they are struggling
with which they are too embarrassed to bring
up in the classroom.
 A ‘hearing buddy’

 If the child has to take off their hearing aid at

any point during the day (for example during

a sports lesson) you can allocate them a
‘hearing buddy’ (perhaps their closest
friend) who can help to repeat any
information that the child may have missed
 Preventing bullying
 Although being bullied can happen to any

child, children who are considered different in

some way can be targeted by bullies. This
can be because the hearing-impaired child’s
teaching arrangements are different,
because they look different due to wearing a
hearing aid, or because they are less able to
pick up on social cues from their peers.
 Using Makaton
 Makaton is a simplified form of sign

language, incorporating symbols and

gestures, and is normally used with children
with additional needs.

 https://www.youtube.com/watch?
v=zLJcUkRZnDI
Task 28 Conduct online or library search,
discuss and make presentations on
instructional strategies for facilitating
learning to learners with hearing
impairment in an inclusive setting?

Task 29 Practice the use of the following

basic sign language symbols, plan and
model a lesson using sign language
and get peer feedback.
LEARNERS WITH PHYSICAL
DISABILITIES

Task 30 Watch videos and read about

characteristics of the different categories of
learners with physical impairment. Share
your findings with peers.

Task 31Discuss and make presentations on

unique skills necessary for learners with
physical impairment to function in an
inclusive setting.
Task 32 Conduct online or library search,
discuss and make PowerPoint presentations
on the instructional strategies for facilitating
learning to learners with physical impairment
in the learning process.

Task 33 Search online for mobility and other

assistive devices and technologies required
by learners with physical impairment to learn
in an inclusive setting.
Who are learners with physical disabilities?
 With Muscular Skeletal Impairment
Associated with impairment of skeleton and
muscles eg scoliosis, amputations, muscle
cramps,poliomyelitis
 With Neurological condition
With dysfunction of the brain and nervous
system eg cerebral pulsy, epilepsy,
poliomyelitis
 With other health impairment
Include diabetes, heart disease, sickle cell
anaemia, asthma, tuberculosis
Chracteristics
Have limitations on;
 Use of legs for walking and physical activities

 Use of hands for writing, reading etc

 Use of affected muscles

 Movement and balance

 Coordination especially the eye

 School attendance due to frequent

absenteeism from class to attend clinic and

surgical operations
Skills
 Basic skills for self care and good relations

with others
 Alternative mode of communication if learner

has speech difficulties

 Mobility skills to enable learner use mobility

devices
Resources
 Create room for free movement in the

classses
 Avail book holders

 Provide page turners for learners with weak

hands
 Use adapted chairs to correct body posture

 Use pencil grips

 Provide mobility devices such as wheel

chairs, walking frames and crutches

 Use communication boards
Strategies
 Encourage peers to interact with the learner

 Adapt curriculum for learner at his own pace

 Train learner to make use of functional parts of

the body for writing/performing other activities

 Train learner to use mobility devices

 Allow extra time to complete given tasks

 Enlist volunteers such as teacher aids/parents

 Network with professionals such as

occupational therapists, physiotherapists to

support learner