World Bank Teacher Training for Inclusive Education Database s4

World Bank Teacher Training for Inclusive Education Database

SECTION I: Training Manuals, Modules, Packages, Programs, etc. (Last updated on 1/2/2006)

Entry ID: INT 01-1 / Permission
COUNTRY: UNESCO / YEAR: 2001 / LANGUAGE: English
TITLE: Understanding and Responding to Children’s Needs in Inclusive Classrooms: A Guide for Teachers /
AUTHOR/DEVELOPER: UNESCO
CONTACTS/AVAILABILITY:
·  Document available at: http://unescobkk.org/fileadmin/user_upload/appeal/IE/Publications_and_reports/Understanding_needs.pdf
·  UNESCO
Inclusive Education
7, Place de Fontenoy
ED/BAS/EIE
75352 Paris 07 SP
FRANCE
Phone: +33 (0) 1 45 68 1000
E-mail:
[Adopted Definition/Focus of Inclusive Education]
Inclusive education
This refers to schools, centres of learning and educational systems that are open to ALL children. For this to happen, teachers, schools and systems may need to change so that they can better accommodate the diversity of needs that pupils have and that they are included in all aspects of school-life. It also means a process of identifying any barriers within and around the school that hinder learning, and reducing or removing these barriers.
[Aims of the Guide]
The Guide has four main aims:
1.  To provide teachers with key facts about various impairments and deprivations and how to overcome the learning difficulties that result from them.
2.  To inform teachers what they can reasonably do to adapt the classroom and school environment to overcome the barriers to learning faced by children with impairments.
3.  To describe the strategies teachers can use to cope with the diversity of children in their classrooms and show how the curriculum can be adapted to individual needs.
4.  To encourage teachers to work with families and with other personnel in health and social services and in the community.
[Contents of the Guide]
Four Units

UNIT 1: Every Child is an Individual

·  Barriers to learning
·  Impairments
·  Social view of disability/Medical view of disability
·  Deprivation
·  Right to participation; Right to education
·  Implications for teachers

UNIT 2: Assessing Needs

·  Identification of needs
·  Adapting curriculum
·  Common illness and impairments

UNIT 3: Responding to Diversity

·  Nine golden rules
o  Including Everyone
o  Communication
o  Managing Classrooms
o  Lesson Planning
o  Individual Plans
o  Individual Help
o  Assistive Aids
o  Managing Behaviour
o  Working Together
·  Examinations
o  Alternative to examinations

UNIT 4: Working Together

·  Schools Together
·  School Cultures
·  Community Groups
Format of the Guide
·  The Units are presented as self-study, 'open learning' materials. However the Guide is also intended to be used with groups of teachers - ideally from the same school - for example within workshop formats or as part of a training course. Hence suggestions for group learning activities are also included.
·  Each Unit begins with a listing of learning outcomes which teachers should be able to demonstrate after studying the Unit.
·  Photographs from classrooms in different countries are included.
·  Each Unit contains examples of case studies and further details of particular topics.
·  Topics are suggested for individual reflection, discussion, problem-solving so as to encourage active learning from the readers.
·  Suggested methods for assessing teacher's knowledge and classroom practice are given (including self-assessments).
Relevant Literature/Resources:
·  McConkey, R. (2000). Understanding and responding to children’s needs in inclusive classrooms: A self-study guide for teachers. Paper presented at ISEC 2000. Paper available at: http://www.isec2000.org.uk/abstracts/papers_m/mcconkey_1.htm
TARGET: £ policy makers £ school administrators £ preschool teachers £ primary ed teachers £ secondary ed teachers £ higher ed teachers £ sped teachers £ pre-service teachers £ related service providers £ families £ students £ community members
TOPIC: £ introduction/philosophical understanding of inclusive education/getting started £ effective teaching/assessment strategies £ challenging behaviors £ team work, collaboration £ family/community involvement £ networking £ developing policy £ dealing with change £ HIV/AIDS £ advocacy/leadership skills £ others
PHASE: £ awareness raising/introduction/advocacy phase £ on-going support/development £ follow-up/monitoring £ others

1