opportunities for vulnerable children (ovc) itinerant teacher support towards inclusive education in...

Opportunities for Vulnerable Children (OVC)

Itinerant Teacher Support Towards Inclusive Education in Jakarta, Indonesia

By: Mimi M. Lusli, HKI Inclusive Education Trainer

Workshop no. 9

Opportunities for Vulnerable Children

Helen KellerInternational

Mission Statement:

To save the sight and lives of the most vulnerable and disadvantaged. We combat the causes and consequences of blindness and malnutrition by establishing programs based on evidence and research in vision, health and nutrition.


Education Situation

Number of Children in School: 39,117,214– Drop out rate from primary school to junior high: 28.6%– Drop out rates from junior high to High: 17.4%

66,425 Students with Disabilities attending school (est. less than 5%)– 17,885 (26.9%) public supported– 48,540 (73.1%) private school

(source: Ministry of National Education, Republic of Indonesia)


SituationalAnalysis

Opportunities for Vulnerable ChildrenCONCEPTUAL FRAMEWORK

SCHOOLVulnerable CHILD

RESOURCE CENTRE

Barriers to AccessBarriers to Resources

Poor Accessibility

Poor Home

Environment

Lack of Human

Resources

Too Far to Travel

Stigma/Lack ofInformation Inadequate

Policy

Lack ofSufficientBudgets

Lack ofHuman

Resources

Lack ofAdequate

Curriculum

Lack of Obligation


Opportunities for Vulnerable Children’s

Program Goals

•Develop working models of schools for inclusion

•End systemic exclusion and/or segregation of disabled children

• Increase public awareness

•Strengthen the management and teaching capacity

A blind student enrolled in mainstream school works on a specially equipped computer at a satellite resource centre.


Review:Inclusive Education

IE aims to ensure that all children have access to an appropriate, relevant, affordable and effective education within their community. This education starts in the home

with the family, and includes formal, non-formal and all types of community-based education initiatives.

Source: “What is Inclusive Education – Concept Sheet”, Sue Stubbs, Save the Children (UK)

Inclusive education is an approach that looks into how to transform education systems in order to

remove the barriers that prevent pupils from participating fully in education.

Source: http://www.unescobkk.org/education/appeal/topic08.htm


Developing Access and

SystemsOpportunities for Vulnerable ChildrenCONCEPTUAL FRAMEWORK – OVC INTERVENTIONS

SCHOOLVulnerable

CHILDRESOURCE

CENTER

Barriers to Access Barriers to Resources

Teacher Training

Stigma/Lack of

Information

Inadequate Policy

Too Far to Travel

Lack of Human

Resources

Poor Accessibility

Poor Home

Environment


Lack ofHuman

Resources

Lack ofAdequate

Curriculum

Lack of Obligation

Opportunities for Vulnerable ChildrenCONCEPTUAL FRAMEWORK – OVC INTERVENTIONS

SCHOOLVulnerable

CHILDRESOURCE

CENTER


Teacher Training

Stigma/Lack of

Information

Stigma/Lack of

Information

Inadequate Policy

Too Far to Travel

Lack of Human

Resources

Poor Accessibility

Poor Home

Environment


Lack ofHuman

Resources

Lack ofAdequate

Curriculum

Lack of Obligation




SCHOOLVulnerable

CHILDRESOURCE

CENTER


Teacher Training

Parent Support

Group

Stigma/Lack of

Information

Inadequate Policy

Too Far to Travel

Lack of Human

Resources

Poor Accessibility

Poor Home

Environment


Lack ofHuman

Resources

Lack ofAdequate

Curriculum

Lack of Obligation


SCHOOLVulnerable

CHILDRESOURCE

CENTER


Teacher Training

Parent Support

Group

Stigma/Lack of

Information

Stigma/Lack of

Information

Inadequate Policy

Too Far to Travel

Lack of Human

Resources

Poor Accessibility

Poor Home

Environment


Lack ofHuman

Resources

Lack ofAdequate

Curriculum

Lack of Obligation



Systems Opportunities for Vulnerable ChildrenCONCEPTUAL FRAMEWORK – OVC INTERVENTIONS

SCHOOLVulnerable

CHILDRESOURCE

CENTER


Teacher Training

Parent Support

Group

Stigma/Lack of

Information

Inadequate Policy

Too Far to Travel

Lack of Human

Resources

Poor Accessibility

Poor Home

Environment


Lack ofHuman

Resources

Lack ofAdequate

Curriculum

Lack of Obligation

SatelliteResource Centers


SCHOOLVulnerable

CHILDRESOURCE

CENTER


Teacher Training

Parent Support

Group

Stigma/Lack of

Information

Stigma/Lack of

Information

Inadequate Policy

Too Far to Travel

Lack of Human

Resources

Poor Accessibility

Poor Home

Environment


Lack ofHuman

Resources

Lack ofAdequate

Curriculum

Lack of Obligation





SCHOOLVulnerable

CHILDRESOURCE

CENTER


Teacher Training

Parent Support

Group

Stigma/Lack of

Information

Inadequate Policy

Too Far to Travel

Lack of Human

Resources

Poor Accessibility

Poor Home

Environment


Lack ofHuman

Resources

Lack ofAdequate

Curriculum

Lack of Obligation


Community Trainings


SCHOOLVulnerable

CHILDRESOURCE

CENTER


Teacher Training

Parent Support

Group

Stigma/Lack of

Information

Stigma/Lack of

Information

Inadequate Policy

Too Far to Travel

Lack of Human

Resources

Poor Accessibility

Poor Home

Environment


Lack ofHuman

Resources

Lack ofAdequate

Curriculum

Lack of Obligation


Community Trainings




SCHOOLVulnerable

CHILDRESOURCE

CENTER


Teacher Training

Parent Support

Group

Stigma/Lack of

Information

Inadequate Policy

Too Far to Travel

Lack of Human

Resources

Poor Accessibility

Poor Home

Environment


Lack ofHuman

Resources

Lack ofAdequate

Curriculum

Lack of Obligation


Community Trainings

Social Marketing Activities


SCHOOLVulnerable

CHILDRESOURCE

CENTER


Teacher Training

Parent Support

Group

Stigma/Lack of

Information

Stigma/Lack of

Information

Inadequate Policy

Too Far to Travel

Lack of Human

Resources

Poor Accessibility

Poor Home

Environment


Lack ofHuman

Resources

Lack ofAdequate

Curriculum

Lack of Obligation


Community Trainings





SCHOOLVulnerable

CHILDRESOURCE

CENTER


Teacher Training

Parent Support

Group

Stigma/Lack of

Information

Inadequate Policy

Too Far to Travel

Lack of Human

Resources

Poor Accessibility

Poor Home

Environment


Lack ofHuman

Resources

Lack ofAdequate

Curriculum

Lack of Obligation


Community Trainings


Policy Initiatives


SCHOOLVulnerable

CHILDRESOURCE

CENTER


Teacher Training

Parent Support

Group

Stigma/Lack of

Information

Stigma/Lack of

Information

Inadequate Policy

Too Far to Travel

Lack of Human

Resources

Poor Accessibility

Poor Home

Environment


Lack ofHuman

Resources

Lack ofAdequate

Curriculum

Lack of Obligation


Community Trainings


Policy Initiatives




SCHOOLVulnerable

CHILDRESOURCE

CENTER


Teacher Training

Parent Support

Group

Stigma/Lack of

Information

Stigma/Lack of

Information

Inadequate Policy

Too Far to Travel

Lack of Human

Resources

Poor Accessibility

Poor Home

Environment


Lack ofHuman

Resources

Lack ofAdequate

Curriculum

Lack of Obligation


Community Trainings


Policy Initiatives

Inclusive School Training


Itinerant Resource Teacher

Giving support to:

student family curriculum mainstream teacher and

school

Roles:

team teaching consultant administrator



Policies: Provincial Department of Education – DKI Jakarta number

727/2004, concerning appointment of special schools as resource centers.

Provincial Department Education – DKI Jakarta number 54.B/2006, concerning on credit point for resource teacher inclusive education guideline in DKI Jakarta.

Provincial Department Basic Education and Provincial Department of Middle and Higher Education – DKI Jakarta number 630/2005 & 376/2005, concerning inclusive education guidelines.


Training Module for Resource Teacher

For students with visually impairment: 18 month training in partnership with the Royal National Institute For Blind, UK.

For students with hearing impairment: 12 month training in partnership with Gallaudet University, USA.

For students with intellectual and cognitive disability: 12 month training in partnership with Yayasan Pantara and consultant.

For students with physical disability: 12 month training in partnership with Yayasan Pendidikan Anak Cacat.


LearningProcess

child centred flexible and accommodative

approaches using variety of methods

and media material adaptation

(modification, omission, substitution)

evaluation based on child achievement (scoring and description)

Teachers working in a group modify science material for students with visual impairments



Now in 7th grade, Fachry has attended mainstream school since the 5th grade. This past semester Fachry ranked 3rd in his class.

Heri, a resource teacher, provides support to his student Adit, a student with cognitive disabilities.


TeacherTraining

Teachers work in groups to make student profiles, assessments and IEP’s. This is an important part of the Inclusive Education Training.

Mimi conducts inclusive education training for teachers at SDN Johar Baru 29 in Jakarta. This 3-day training focuses on inclusive class management and is given to all OVC partnership schools.


Friendly Class Management

Students at SDN Kramajati 24 learn in groups and are supported by learning aids to explain about geometric design.

A teacher uses an individual approach to support a child with a learning disability.


Key Issues &

Next Steps

• Empowering Resource Teachers and other Community Stakeholders

• Resource teachers networks should be expanded

• Government, legislature and community understanding of recent policy on the local level are vital to the potential impact of IE on every child

• Children with special needs should always be included in all education programs working towards Millennium Development Goals 2

• More data is needed and should be incorporated into EMIS


Thank You

opportunities for vulnerable children (ovc) itinerant teacher support towards inclusive education in...

Documents

vulnerable childrenreview

effective education

education systems

children ukinclusive

based education initiatives

ministry of national

resource centers

inclusive educationie