Measuring the effects/impact of inclusive education: how & what do we measure?

• Sarah is 22 and is in Grade 5 of Basic Education• Last week she spoke to an audience of teachers, principals,

supervisors, superintendents and Regional advisors in Region 8 about her experience of growing up a young person with a disability in The Philippines• This is a short edited extract from her talk

Sarah Jane Dela Rosa

Mostly, what disabled children need in order to succeed in school, as with other children, is a good-quality responsive education (Croft, 2014)

There are serious question marks over whether the development of policies and legislation at national and country level is affecting any real change in the ‘provision of education for disabled children’ at school level (Croft, 2013, p. 234).

Does Policy Lead to Change?

•Most data related to children with disabilities in low-middle income countries is based on estimates because of the poor quality of existing data.•Most classification systems are based on assessment processes rooted in a medical –deficit model of disability, rather than the International Classification of Functioning, Disability and Health.

Some Findings from the 2015 Global Monitoring Report

• In some countries, as many as 90% of children with disabilities may not attend school; being disabled can more than double a child’s chances of never enrolling in school.•Where children with disabilities do attend school, they are more likely to drop out (be Pushed-out) or face discrimination.

• WHO estimates are between 10-17%• 10% is a conservative figure – the more inequality and poverty /

conflict there is a society, the more likely it is that the % will rise towards 17%• For example, in The Philippines where we have a school aged

population of approximately 25 million, this means the number of children with a disability will be somewhere between 2.5 million and 4.25 million. Only a small % of this number are offically recognisedas being in school.

How many children are there with a disability …. ?

Do we need to know how many disabled children there are? Croft, (2013, p233)

• Often based on outdated and unhelpful definitions of disability• Often based on quantitative data which doesn't tell us much about the

real lives of CWD and their families or the ways in which schools and communities are developing effective and innovative practice• Data collected is often inaccurate and misleading• Accurate data is very expensive and time consuming to collect• The most pragmatic and ethical way forward is to make the most of

knowledge we already have to develop and continue learning from existing provision.

Data Collection

• General quality improvements would significantly improve the education of many disabled children • School based forms of support for teachers rather than large scale

cascade training is more likely to lead to gradual changes in practice• Evidence and experience also tells us that if we try to identify ‘some’

schools as inclusive and not others, these schools quickly become overwhelmed; we need to develop clusters of schools working together and supporting each other.• Special Education Teachers, Special Schools, Resource Centers etc need

to become a resource to support regular schools and teachers.• Data needs to be meaningful and comprised of different forms of evidence

including qualitative data.

Strategies to address the marginalisation of children with disabilities must focus on:• Developing the culture of schools and societies in order to tackle

discrimination and negative attitudes which create barriers to the development of inclusive education. • Strategically addressing the attitudes of communities, teachers and

education officials.

Articulating a Theory of Change …...

Equity Equality Access Participation Achievement Enjoyment …..What does this mean? What does it ‘look like’? What do we expect this to involve?

Enrollment ... full enrollment? All CWD attending school and not dropping out?

AchievementAll children acheive the same levels? Age related norms? National assessment?

What do we need to do in order to achieve these things?

What do we want to achieve? This is problematic and complex

• These are the components which we identify as being essential to the process of bringing about change• There will usually be different levels of change theory with inter-related components• The BEST ToC is a draft developed by our program with stakeholders to try and articulate how we expect change to come about and how the program can support this• For each section of the ToC there will be different kinds of indicators setting out what outomes are expected• For each outcome we need to collect meaningful evidence

Developing a Theory of Change (ToC)

BEST Inclusive Education Theory of Change

16

ThePhilippinesimplementsaninclusiveeducationpolicythatalignswiththeprinciplesoftheCRPD

Allchildren,includingCWDs,accessonanequalbasisaqualityeducationintheirlocalschoolthatpreparesthemforproductiveparticipationineconomicandsociallife

Teachersimplement

inclusivechildcentred

pedagogy

Teachershaveapositive

attitudetoteachingCWDs

Teachersareconfidentto

teachinclusively

Teachershavecapacity

andskillstoteach

inclusively

Teacherssupporteachother

tocontinuouslyimproveIE

skills(incl.LAC)

Teachersareexposedtoandresponsiveto

positiveexamplesofinclusiveeducation

Pre-serviceprovidersof

SPEDteachertraining

promoteinclusivevalues

&practices

Pre-serviceprovidersof

regularteachertraining

promoteinclusive

values&practices

Draftersofthepre-servicecurriculumembraceandreflect

inclusivevaluesintherevisedK12curriculumandSPEDcurriculum

SPEDresourcecentres

supportteachersinthe

classroom

DepEDsupportsaccessibleclassrooms,

learningmaterialsandresources

AlllevelsofDepEDgovernanceand

managementimplementanIEpolicythat

alignswiththeprinciplesofCRPD

DPOsinvolvedmeaningfully

inschoolgovernance

ROprovidesTAto

DO,contextualises

policyforregions

DOprovidesTAto

schoolsandsupport

toprincipals

DOdemonstrates

inclusivevalues

ROdemonstrates

inclusivevalues

DepEDincorporatesinclusive

valuesinallpolicies

DepEDcollaborateswith

otherDepts&stakeholders

Principalssupport

teachers

Principalshave

positiveattitude

Parentssupport

teachers,schoolsand

children

Parentshavepositive

attitude&values

LikemindedDPOswork

collaborativelyonIEissues

CommissiononHigherEducation

TEACHERS SCHOOLCOMMUNITY

NGOs/CSOs/DPOs

DepartmentofEducation(Centraltodivisionoffice)Leadership

Clustersofschoolscollaborateto

supporteachotherinimplementing

inclusiveeducationpoliciesand

practices

ParentsofCWDssend

theirchildrento

inclusiveschools

Parents&principals

responsivetopositive

examplesofinclusion

BESTpartnersuse

theevidence

generatedto

promoteIEwidely

schools

Divisionhiresandplacesteacherswithinclusivevalues

******************SHAREDINCLUSIVEVALUES*************************

17

Clustersofschoolscollaboratetosupporteachotherinimplementinginclusive

educationpoliciesandpracticesCommissiononHigherEducation/

Pre-service

School Community

NGOs/CSOs/DPOs DepartmentofEducation- Central,Regional,Divisional

18

ThePhilippinesimplementsaninclusiveeducationpolicythatalignswiththeprinciples

oftheCRPD

Allchildren,includingCWDs,accessonanequalbasisaqualityeducationintheirlocalschoolthatpreparesthemforproductiveparticipationineconomic

andsociallife

Teachersimplementinclusivechild

centred pedagogy

ParentsofCWDssendtheirchildren toinclusiveschools

AlllevelsofDepED governanceandmanagementimplementanIEpolicythatalignswiththe

principlesofCRPD

BESTpartnersusetheevidencegeneratedto

promoteIEwidelyschools

19

DPOsinvolvedmeaningfullyinschoolgovernance

DepED collaborateswithotherDepts &

stakeholders

Principalssupportteachers

Principalshavepositiveattitude

Parentssupportteachers,schoolsand

children

Parentshavepositiveattitude&values

LikemindedDPOsworkcollaborativelyonIE

issues

SCHOOLCOMMUNITY

NGOs/CSOs/DPOs

Clustersofschoolscollaboratetosupporteachotherinimplementinginclusiveeducationpoliciesand

practices

ParentsofCWDssendtheirchildren toinclusiveschools

Parents&principalsresponsivetopositiveexamplesofinclusion

BESTpartnersusetheevidencegeneratedtopromoteIEwidelyschools

20

Teachersimplementinclusivechildcentredpedagogy

TeachershaveapositiveattitudetoteachingCWDs

Teachersareconfidenttoteachinclusively

Teachershavecapacityandskillstoteachinclusively

TeacherssupporteachothertocontinuouslyimproveIEskills(incl.

LAC)

Teachersareexposedtoandresponsivetopositiveexamplesofinclusiveeducation

Pre-serviceprovidersofSPEDteachertraining

promoteinclusivevalues&practices

Draftersofthepre-servicecurriculumembraceandreflectinclusivevaluesintherevisedK12curriculumandSPEDcurriculum

CommissiononHigherEducation(Pre-Service)

TEACHERS

Divisionhiresandplacesteacherswithinclusivevalues

Pre-serviceprovidersofregularteachertraining

promoteinclusivevalues&practices

21

Central

•Formulationofnationaleducationalpoliciesandnationaleducationalplans•MonitoringandAssessingnationallearningoutcomes•Enhancingthetotaldevelopmentoflearnersthroughlocalandnationalprogramsand/orprojects.

Regional

•Definingaregionaleducationalpolicyframework,developingaregionaleducationbasicplanandregionaleducationalstandards•Monitoring,evaluatingandassessingregionallearningoutcomes

Divisional

•Developingandimplementingdivisioneducationdevelopmentplans•Monitoringtheutilizationoffundsprovidedbythenationalgovernmentandthelocalgovernmentunitstotheschoolsandlearningcenters•Ensuringcomplianceofqualitystandardsforbasiceducationprograms

LevelsofPhilippine’sDepartmentofEducation

Source:RepublicActNo.9155athttp://www.chanrobles.com/republicactno9155.html#.WENkRndh3fY

22

SPEDresourcecentressupportteachersintheclassroom

DepED supportsaccessibleclassrooms,learningmaterialsandresources

AlllevelsofDepED governanceandmanagementimplementanIEpolicythat

alignswiththeprinciplesofCRPD

ROprovidesTAtoDO,contextualisespolicyfor

regions

DOprovidesTAtoschoolsandsupportto

principals

DOdemonstratesinclusivevalues

ROdemonstratesinclusivevalues

DepED incorporatesinclusivevaluesinall

policies

DepED collaborateswithotherDepts &stakeholders

DepartmentofEducation(Centraltodivisionoffice)Leadership

Clustersofschoolscollaboratetosupporteachotherinimplementinginclusiveeducationpoliciesand

practices

23

ThePhilippinesimplementsaninclusiveeducationpolicythatalignswiththeprinciplesoftheCRPD

Allchildren,includingCWDs,accessonanequalbasisaqualityeducationintheirlocalschoolthatpreparesthemforproductiveparticipationineconomicandsociallife

Teachersimplement

inclusivechildcentred

pedagogy

Teachershaveapositive

attitudetoteachingCWDs

Teachersareconfidentto

teachinclusively

Teachershavecapacity

andskillstoteach

inclusively

Teacherssupporteachother

tocontinuouslyimproveIE

skills(incl.LAC)

Teachersareexposedtoandresponsiveto

positiveexamplesofinclusiveeducation

Pre-serviceprovidersof

SPEDteachertraining

promoteinclusivevalues

&practices

Pre-serviceprovidersof

regularteachertraining

promoteinclusive

values&practices

Draftersofthepre-servicecurriculumembraceandreflect

inclusivevaluesintherevisedK12curriculumandSPEDcurriculum

SPEDresourcecentres

supportteachersinthe

classroom

DepEDsupportsaccessibleclassrooms,

learningmaterialsandresources

AlllevelsofDepEDgovernanceand

managementimplementanIEpolicythat

alignswiththeprinciplesofCRPD

DPOsinvolvedmeaningfully

inschoolgovernance

ROprovidesTAto

DO,contextualises

policyforregions

DOprovidesTAto

schoolsandsupport

toprincipals

DOdemonstrates

inclusivevalues

ROdemonstrates

inclusivevalues

DepEDincorporatesinclusive

valuesinallpolicies

DepEDcollaborateswith

otherDepts&stakeholders

Principalssupport

teachers

Principalshave

positiveattitude

Parentssupport

teachers,schoolsand

children

Parentshavepositive

attitude&values

LikemindedDPOswork

collaborativelyonIEissues

CommissiononHigherEducation

TEACHERS SCHOOLCOMMUNITY

NGOs/CSOs/DPOs

DepartmentofEducation(Centraltodivisionoffice)Leadership

Clustersofschoolscollaborateto

supporteachotherinimplementing

inclusiveeducationpoliciesand

practices

ParentsofCWDssend

theirchildrento

inclusiveschools

Parents&principals

responsivetopositive

examplesofinclusion

BESTpartnersuse

theevidence

generatedto

promoteIEwidely

schools

Divisionhiresandplacesteacherswithinclusivevalues

******************SHAREDINCLUSIVEVALUES*************************

24

Community/Society

POLICY

PracticeinSchools

Barriers Activity

(1)Barrier (1ormore)Responses Indicators

Evidence• Whatdata?• Howdowecollect?• Howdowecommunicateit?

Thank you!