Suggestions on Promoting and
Developing the Processes of
Mainstreaming Inclusive
Education in Sri Lanka.
- a concept paper-
T.D.T.L. Dhanapala
Dept. of Special Needs Education
The Open University of Sri Lanka
January, 2006
Philosophy of Inclusion
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Students are more similar than dissimilar.
All children can learn together regardless of their
disability.
Learning often occurs through participating with and
modelling competent peers in the regular classroom.
Divers instructional supports that allow a student to
overcome disabilities.
Education system should be designed and
educational programmes implemented to take into
account of the divers needs of children.
All benefit from including students with divers
learning and behavioural features in the same
classroom.
Measures to be strengthened in the 5-year
Plan of Action on Inclusive Education.
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Priority areas to be promoted
Policies and practices.
Teacher education and Recruitment.
Professional development.
Family and community partnership.
School Improvement
Support services.
Assessment, monitoring and evaluation.
Policies and practices.
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“…In keeping with the philosophy of “one
school system for all” these words will be
changed to “Inclusive Education” which
conveys the concept of inclusion and of
equity.”
(National Policy on Disability for Sri Lanka – MOSW, 2003 )
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Inclusion of children with special
educational needs should be an integral
part of national plans for achieving
education for all.
Educational policies should take full
account of individual differences.
Community Based Rehabilitation (CBR)
has been a global strategy for
supporting inclusive education.
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National
authorities
have
a
responsibility to monitor financial
arrangements and external funding to
special needs education and, working in
co-operation
with
international
partners, to ensure that it corresponds to
national priorities and policies aimed at
promoting inclusive education.
Teacher Education and Recruitment
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“ The knowledge and skills required are mainly those of
good teaching and include assessing special needs,
adapting curriculum content, utilizing assistive technology,
individualizing teaching procedures to suit a larger range
of abilities, etc…” (The Salamanca Statement, 1994).
“…there must be a special trained teacher in every
school…” (Tangerine Report, Sri Lanka, 2003)
“ A scheme should be developed by the National Institute of
Education, to promote teacher education curriculum for
the advancement of children with special educational
needs” (Tangerine Report, Sri Lanka,2003)
Professional development.
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“….All school personnel such as principals,
teachers and officers must get adopted
according to the child’s need. It can not be
done by a single teacher but has to be a
team approach…
(Tangerine Report, Sri Lanka 2003)
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“For gaining of international experiences
relating to inclusive education, all
opportunities should be made available to
professionals by NGOs
(Tangerine Report, Sri Lanka 2003)
The competencies in following areas are developed:
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Inclusive concept and practices
Identification and assessment of special
needs in children
Strategies for change
Adaptation of curriculum
Utilizing appropriate technology
Collaboration and co-operation
Monitoring and evaluation
Family and community partnership.
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“”parents have to recognise that they share the
responsibility with the teachers for education of
their children”
(Tangerine Report, 2003)
“All the members of the team should act as partners
of the community who are involved in the
community participation, making the child the
central figure in the inclusive school”
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(Tangerine Report, 2003)
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Parents and families partnership
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Community participation
Ministry Of Education should take a lead in
promoting partnerships.
School Improvement.
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“…our current school system must change
for this and prepare the most suitable
method on the basis of our culture,
economic, religious and the available
resources“
(Tangerine Report, Sri Lanka, 2003)
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“ A mechanism should be evolved by the
Ministry of Education to make every school
an “Inclusive School”,…”
(Tangerine Report, Sri Lanka, 2003)
School Curricula and its flexibility
Curricular should be adapted to the needs
of all children, not –vice versa. i.e. Schools
should provide curricular opportunities to
suit children with different abilities and
interests. Children with special needs
should receive additional instructional
support in the context of the regular
curriculum, not a different curriculum.
School management
School principals have a special responsibility
in promoting positive attitudes throughout
the school community. Teachers have to play
a key role in the educational process as a
member of educational team rather than the
individual teacher within and outside the
classroom.
Support services.
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“ Ministry and Social Welfare and the
Children Secretariat should promote the
early childhood….”
(Tangerine Report, Sri Lanka, 2003)
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“ The Ministry of Health should adopt
strategies…..”
(Tangerine Report, Sri Lanka, 2003)
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“…..the necessary human and physical
resources at least at the minimum level with
the corporation of NGOs….”
(Tangerine Report, Sri Lanka, 2003
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Assessment and evaluation.
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“Should be developed an alternative
evaluation system for children with
SEN, in a way which is most appropriate
to the child, so that they could sit for
national examinations …”
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(Tangerine Report Sri Lanka, 2003)
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School Based Assessment system
(SBA) should be improved for
children with Special Education
Needs (SEN) and an alternative
evaluation system should be
developed for children with SEN.
Alternative to Examinations
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Portfolio of Work
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Project Work
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Direct Observation
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Functional Assessment
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Student’s Self-assessment
Degree of Priority for IE and Priority areas in
the system.
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“ There should be structural changes in
system such as; organisation,
evaluation, teaching and community
participation, teacher development,
organisation of consultancy services,
early childhood development
programme, pre school teacher training
course”
(Tangerine Report, Sri Lanka 2003)
Priority areas in the system
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Capacity Building - Educate Education
Officers/Principals/ Teachers /ISAs
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Early Identification and Intervention
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Early Childhood Education
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Information and Research
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School Curricula
Priority areas in the system..
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Community Awareness
Continuing Education
Collaboration with Govt and Non-Govt
Organizations
Parental Education
Equipment
Infrastructure Facilities
Classification of children with SEN.
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“…recognise the educational system to
cater to the educational needs of all
children without being deterred by their
disabilities and strengths and also by not
taking
into
consideration
their
language, religion, race or colour.”
(Tangerine Report, Sri Lanka, 2003)
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. The ideal inclusive setting would
enrol disabled children of all
categories and also of different
levels of disability.
 All does mean all.
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All of them may not require the same kind
of assistance. Some may require guidance
rarely whereas some others need continue
help.
Responding to Diversity
Nine Golden Rules…
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Include all pupils
Communicate
Manage the classroom
Plan your lesson
Plan for individuals
Give individual help
Use assistive aids
Manage behaviour
Work together
Factors should we consider as necessary to be
added to meet the overall requirements in the
Inclusive Education.
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Role of Special schools
Special school concept is still an existing
service provider for children with
disabilities in Sri Lanka and it will continue
to be years to come.
Existing Strategies
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Existing Integrated education system could
be utilised to promote Inclusive Education.
In this regard special unit will change to a
resource room for the school.
Role of special education teacher will
change as resource teacher to school.
Regular teacher is responsible for all
children including children with special
educational needs.
Monitoring and Evaluation
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National Level Monitoring Committee
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Provincial Level Monitoring Committee
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Zonal Level Monitoring Committee
Thank You