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BARRIER NEEDSASSESSMENTOpportunities and Potential for Children with

Disabilities to Access Education in Gaza and

Rafah cities

HANDICAP INTERNATIONAL- GAZA

August 2015

BARRIER NEEDSASSESSMENTOpportunities and Potential for Children with

Disabilities to Access Education in Gaza and Rafah cities

Around half of the respondents think that Children with Disabilities cannot

succeed in the mainstream schools

81.8% of parents of children without

disabilities are not aware about inclusive education policies and

laws

40% of respondents still believe that the inclusion of children

with disabilities in the mainstream school

decreases the quality of education for their nondisabled peers.

HANDICAP

INTERNATIONAL- GAZA

August 2015

Conducted by

Handicap International

Funded by:

Government of Canada

Gouvernementdu Canada

Governmentof Canada

TABLE OF CONTENTS

RECOMMENDATIONS 102

Key areas with the largest disparities 99

Summary of the Key differences between the Groups’ responses 94

FOCUS GROUP DISCUSSION 87

SUMMARY OF FINDINGS 91

Analysis of data collected from children 80

Analysis of data collected from DPOs and community members 69

Analysis of data collected from caregivers 46

Analysis of data collected from teachers and head teachers from

special and mainstream schools 12

12KEY FINDINGS

METHODOLOGY 8

INTRODUCTION 6

EXECUTIVE SUMMARY 4

ACRONYMS 3

WHO’S INVOLVED 2

TABLE OF CONTENTS 1

1

Author

Ali Yacoub- IE Technical Officer

Implementers

Ali Yacoub- IE Technical Officer

Shereen El- Falouji- IE project Assistant

Educational Counselors

-Salwa Ba'losha, PACF

-Abed Al-Qader Abu Julidan, SPHP

Psychosocial counselors

-Sana'a Sharaf, PACF

-Marwa Rawagh, SPHP

Contributors

Sharaf Faqawi- IE project Manager

Julia McGewon- IE Technical Advisor

Celine Abric- Regional Technical Unit Coordinator

WHO’S INVOLVED

2

CM Community Member

CwDs Children with Disabilities

DPOs Disabled People's Organizations

EFA Education For All

FGD Focus Group Discussions

HI Handicap International

IE Inclusive Education

MoE Ministry of Education

PACF Palestine Avenir for Childhood Foundation

PwDs Persons with Disabilities

SPHP Society of Physically Handicapped People

UNCRPD UN Convention on the Rights of Persons with Disabilities

UNRWA United Nations Relief and Works Agency for Palestine

Refugees in the Near East

ACRONYMS

3

4

The barrier needs assessment is one of the core activities of the “Improved Access to Essential Services for Persons with Disabilities in Highly Marginalized Areas of occupied Palestinian territory” project, funded by Foreign Affairs, Development and Trade Canada (DFATD). The report will support the knowledge of Handicap International and other stakeholders working in the field of education on barriers, potentials and opportunities for Inclusive Education (IE), and in particular the inclusion of Children with Disabilities (CwDs) in education at Gaza and Rafah Cities. It will also add to the limited qualitative and quantitative data about this issue in this region, something that is required in order to help highlight this issue and to help advocate for policy change.

A participatory approach was used to conduct the assessment, which targeted the following various stakeholders in the two targeted areas; 1- Special schools: Palestine Avenir for Childhood Foundation- (PACF) and Society of Physically Handicapped People- (SPHP) including head of teachers, teachers, CwDs and their families. 2- Mainstream schools: including head teachers, teachers, CwDs, children without disabilities and their families, non-school CwDs and their families, 3- Disabled People’s Organizations (DPOs) members4- Community members (CM).

Awareness on the right to education for all, access to education, the situation in school for CwDs, teaching methods, links between families and school, barriers and facilitators for teachers, and attitudes and behavior towards disability were the main focus areas of the assessment. This was implemented through 209 interviews – based on a structured questionnaire format, targeting all stakeholders mentioned above. There were also 6 focus group discussions (FGDs) targeting CwDs at special schools, their families and their teachers.

The following points were clearly identified as the main barriers for the inclusion of CwDs in education; 1. Limited awareness on disability, 2. Limited awareness on policies to promote the right to education for all, 3. Limited awareness about inclusive education issues and accessible schools and classrooms.4. The school curriculum, teaching and learning material are not adapted to the needs of CwDs 5. Lack of school head teachers’ plans to build the capacity of their teachers, and poor relationships between schools, parents and CM. 6. Negative attitudes and behaviour towards disability in the community

EXECUTIVE SUMMARY

5

Based on the pre-identified findings, recommendations were proposed to improve the educational system and practices in PACF, SPHP and the mainstream schools, to foster the provision of Inclusive educational services for CwDs at special and mainstream schools.

The recommendations focus on improving the quality of education by:

Improving the effectiveness of teachers. Promoting learner-centered methodologies. Developing appropriate learning materials. Promoting successful learning by developing policies ensures the education for all. Building the capacity of school staff.Adopting a holistic approach of education. Ensuring physical accessibility throughout the school. Ensure that information is presented in accessible formats for CwDs. Change attitudes that reinforce and sustain discrimination.Involving parents and families in the educational process. Enhancing the role of community leaders, families, parents and DPOs in creating a greater awareness, understanding and acceptance of CwDs.

The report is presented in three main parts: the first part provides an introduction and background to the project, the second part presents the analysis of the data, while the third part provides findings and recommendations on suggested interventions that will help to reduce these challenges and barriers for the next generation of CwDs.

6

At the national policy and system level, in 1997 the Ministry of Education adopted an IE program as part of the Education For All (EFA) initiative, as an experimental program for three years, with the aim of including students with disabilities into government schools. The program was expanded to include all public schools in response to the difficult conditions undergone by Palestinians such as the Intifada, the increasing number of People with Disabilities (PwDs), deteriorating economic conditions and the division of Palestinians land, villages, and cities by checkpoints, and the limited number of private educational and rehabilitation centers for PwDs. All of these factors influenced the change in policy which enabled students with disabilities to be included in government schools within an IE program.

The Palestinians law number 4 on the rights of the disabled was issued in 1999, ensuring that PwDs should have “an improved access to basic services”. Having equal opportunities to access education is also stated in article 10-3 “To guarantee the right of the disabled to attain equal opportunities to enroll in the various educational and training facilities and in universities in accordance with the curricula determined in these establishments.”

INTRODUCTION

As part of the process of monitoring and evaluation for the EFA goals, the Ministry of Education produced a national report on the education status in the West Bank and Gaza Strip during the past fifteen years, which showed that the gross enrollment ratio (GER) in primary education (grades 1-10) was 95.3%, close to the 100% EFA target of Universal Primary education. The Palestinian Ministry of Education has now developed 10 new EFA Goals for the period 2015- 2030, and the sixth goal is on the inclusion of CwDs in education. This means that the ministry is willing to work seriously on this issue, and they will be keen to gather more statistics and evidence on the inclusion of CwDs in education in the coming fifteen years.

In 2014 the Palestinians ratified the UN Convention on the Rights of Persons with Disabilities (UNCRPD) which commits countries to ensure that PwDs have equal opportunities: as stated in article 24; “States Parties recognize the right of persons with disabilities to education. With a view to realizing this right without discrimination and on the basis of equal opportunity, States Parties shall ensure an inclusive education system at all levels and lifelong learning”

1

2

3

Education For All Report , West Bank and Gaza, 2015

Law Number 4 for the Year 1999 Concerning the Rights of the Disabled, West Bank and Gaza Strip

Convention on the Rights of Persons with Disabilities, 2006

1

2

3

7

According to the 2012 census on disability from the Palestinian Bureau Center for Statistics, a, (using a narrow definition of disability) approximately 2.6% of the population in the Gaza strip are PWDs, equal to 39,877 PwDs (54.2% are males and 45.8% are females). A large proportion, 57%, of these PwDs were identified as having a physical impairment, If the wider definition of disability is used, then the figure rises to a 6.2% prevalence of disability in the Gaza Strip.

The census indicated that about one-third of CwDs aged between 6-17 years old were illiterate, and that only 56% of CwDs actually attend schools. Also, more than 31% of PwDs missed the opportunity to access education when they were younger.

Diakonia and the Norwegian Association of Disabled in the West Bank and Gaza Strip conducted research in 2011 and highlighted that unsuitable school infrastructures, social restrictions and priority given to non-disabled children were among the main reasons for CwDs not being able to access education in West Bank and Gaza Strip. Furthermore, high rates of poverty and unemployment in the Gaza Strip make it difficult for families to cover the fees of access to education for their children. According to this research, 45.3% of children with learning difficulties do not have access to formal education.

In the West Bank and Gaza Strip, policies for IE and in particular the inclusion of CwDs in education exist, but the lack of monitoring and evaluation, and lack of accountability for IE practices has resulted in a gap between policies and practices. Handicap International (HI) has conducted this barriers needs assessment to support the mainstreaming and inclusion of PwDs in basic services. This report defines the main barriers hindering the inclusion of CwDs in education, and can be used as evidence by different stakeholders working in the field of IE in the Gaza Strip and in particular on inclusion of CwDs.

Diakonia, Norwegian Association of Disabled in the West Bank and Gaza Strip and Riyada Consulting and

Training, Evidence Based Research Study 'Access to Formal Education for People with Disabilities', 2011.

4

4

METHODOLOGY

A set of tools for assessing the barriers to access education from the perspectives of different education stakeholders was developed by the team in Gaza, based on original tools used in HI’s project in Indonesia but modified, contextualized and translated for Gaza and Rafah cities

The assessment tool is designed to collect qualitative and quantitative data, focusing on assessing the knowledge, attitudes, opportunities, and barriers to IE for CwDs in the two locations, Gaza City and Rafah City. The assessment was carried out by the cooperation and involvement of IE project partners, PACF and SPHP.

During the period March to July 2015, the HI team implemented the assessment of barriers to IE for CwDs. In total, 209 interviews -based questionnaires and 6 FGDs were conducted. The targeted beneficiaries of this assessment were diverse and represented the various stakeholders in the two targeted locations in Gaza and Rafah Cities.

1- Special schools PACF & SPHP; directors, head teachers, teachers, CwDs, and families of CwDs.2- Mainstream schools; head teachers, teachers, CwDs, and children without disabilities, families of CwDs, and families of children without disabilities.3- Non-school CwDs; CwDs and families of CwDs.4- DPOs and CM; disabled people's organizations and community members.

8

Sample The following table shows the sample and the targetedbeneficiaries identified by the HI team in coordinationwith project partners:

The following table is shows the sample and the targeted beneficiaries who participated in FGDs:

Special school

Special school

Mainstream school

Non-school CWDs

DPO / Community members

Total

Total

Teachers

2 directors &2 Head teachers

Families

Teachers

Head teachers

CwDs

Children withoutdisabilities

Families of Childrenwithout disabilities

Families of CwDs

CwDs

Families of CwDs

Disabled people’sorganizations

Community members

12

4

34

24

12

22

24

22

16

12

12

5

10

8

2

34

21

9

18

18

13

12

4

8

2

1

6

2

13

12

6

10

12

10

5

6

6

2

5

6

2

21

12

6

12

12

12

11

6

6

3

5

4

2

3

3

4

6

9

4

8

4

3

9

209

53

59

20

150

33

95

26

114

27

Stakeholders

Stakeholders

Targeted group

Targeted group

# ofbeneficiaries

Male

Male

Female

Female

Rafah

Rafah

Gaza

Gaza

SPHP PACF

CwDs

Teachers

Families of CwDs

18

16

19

8

4

8

10

12

11

10

6

10

8

10

9

9

# ofbeneficiaries

Assessment tool

1- QuestionnaireFor the purpose of developing the assessment tool, IE project Technical Officer reviewed some tools used by HI and other agencies in different countries. One of the tools was the assessment of barriers to access education for CwDs, which was developed and implemented by the HI Indonesia team. In coordination with HI inclusive education Technical Advisor, the team agreed to adopt the tools used by the Indonesian team as it is applicable and easy to use within the context of Gaza. The tools were translated into Arabic and adapted to meet the culture of people and the needs. This questionnaire was designed to assess the knowledge, attitudes, opportunities, and barriers to IE for CwDs. It assess the following subjects/themes• Awareness on right to education for all. • Access to education.• Situation in school.• Attitudes and behavior towards disability.• Teaching Methods.• Relations between families and school.• Barriers and facilitators for teachers.

2- Focus groups Purposive sample was selected for the FGDs. 6 focus groups were conducted in two locations; 3 in Rafah and 3 in Gaza City, each group consisted of 8 participants on average. Each focus group was conducted with various stakeholders (CwDs, their families and teachers of CwDs). The participants were carefully selected to reflect the different types of stakeholders with different expectations. On average, each focus group lasted approximately one hour. The following are the main three questions posed during the discussion. - How do you see schools supporting the right to education for all? What elements/components should be in place? - What barriers do you think CwDs are facing in education? - Do you have any recommendation for encouraging the participation of the child?

Interview – based questionnaire and FGDs -The assessment team organized interview - based questionnaire and FGDs with the above targeted beneficiaries who are part of the on-going IE Programs in HI partner organizations and mainstream schools. The sample was as representative as possible for the participants involved in the educational programs reflecting gender balance and geographical location. A total of 209 interviews were conducted. For the purpose of carrying out the interviews, parents of CwDs at special schools were invited individually to be interviewed and to fill in the questionnaire. 34 interviews were conducted targeting parents of CwDs at special schools. 12 home visits were carried out to interview children without disabilities and their families. 16 home visits were carried out to interview CwDs from mainstream schools. In addition, 15 field visits were conducted with the community organizations to interview the community and DPO members.

Data entry and analysisData were gathered and entered by the team and analyzed using GOOGLE ONLINE FORMS. Then the analyzed data were reviewed and validated.

10

KEY FINDINGS

Key FindingsFindings presented in this part of the report reflect the analysis of data collected during the period from March to May 2015. This part of the report represent the analysis of data collected from teachers and head teachers from special and mainstream schools, caregivers, DPOs, CMs, and children.

Questions below addressed to 2 directors, 2 head teachers and 12 teachers divided equally from 2 special schools 1 in Rafah and 1 in Gaza. 12 head teachers and 24 teachers from 12 mainstream schools, 6 in Rafah, 3 governmental and 3 UNRWA schools and 6 in Gaza, 3 governmental and 3 UNRWA schools . Teachers and head teachers were asked several questions as described below.

1. Awareness about the right to education for all

1.1 Awareness about the Ministry of Education’s and UNRWA’s laws and policies to promote the right to education for all, including children with disabilities.

Analysis of data collected from teachers and head teachers from special and mainstream schools.

Total

Stakeholders Targeted group Male Female Rafah Gaza

Special school

Mainstream school

Teachers

2 directors &2 head teachers

Teachers

Head teachers

12

4

24

12

52

4

2

3

3

12

8

2

21

9

40

6

2

12

6

26

6

2

12

6

26

Awareness about the Ministry of Education’s and UNRWA’s laws and policies to promote the right to education for all, including children with disabilities.

60

70

80

50

40

30

20

10

0

66.7

33.3

25

5050

75 75

25

Teachers fromSpecial school

Teachers frommainstream school

Directors and headteachers fromspecial schools

Head teachers frommainstream schools

YesNo

12

# ofbeneficiaries

Based on the findings, 50% of respondents (26 out of 52) indicated that they are aware of education laws and policies promoting the right to education for all, including CwDs, the rest of 50% indicated that they were not aware about the laws and policies on the right to education for all. This could be due to the absence of policies in schools, limited capacity building plans, and limited technical support from the inclusive education department, which in turn constitute barriers.

1.2 Primary education is usefulThe importance and benefits of primary education was clearly indicated by most of respondents, as all of them agreed that primary education is useful. In general, 86.5% of respondents (45 out of 52) strongly agreed, and 13.5% of respondents (7 out of 52) agreed. It seems that most of respondents believe that the primary education is useful for all children. - 58.3% of teachers from special schools strongly agreed and 41.7% agreed with the statement. - 100% of directors and head teachers from special school strongly agreed that primary education is useful. - 95.8% of teachers from mainstream schools strongly agreed and 4.2% agreed. - 91.7% of head of teachers from mainstream schools strongly agreed and 8.3% agreed.

1.3 CwDs have equal rights to go to school just as their non-disabled peers

All of interviewees except one indicated that CwDs have equal rights to go to school as their non-disabled peers. This reflects beliefs in the abilities of CwDs, which will promote their inclusion in the future. Based on the above figures, 59.6% of respondents (31 out of 52) strongly agreed with the statement, 25% (13 out of 52) agreed, 13.4% (7 out of 52) partially agreed, and 1.9% (1 out of 52) disagreed.

60

70

80

90

50

40

30

20

10

0

66.7

33.3

45.8

25 25

50 50

83.3

8.3 8.3





I strongly agree

I agree

I partially agree

I disagree

13

1.4 CwDs cannot succeed in mainstream school

It bodes well for future inclusion that the majority of head teachers from mainstream schools 58.3%, do not think that CwDs cannot succeed in mainstream school even though only 33.3% of mainstream teachers feel this way. Also, it's important that 100% of head teachers of special schools think that children with disabilities can succeed in mainstream school, as they are key stakeholders in the facilitation of inclusion. Approximately half of respondents think that CwDs cannot succeed in the mainstream schools, as 3.8% (2 out of 52) of respondents strongly agreed, 19.2% (10 out of 52) agreed, 23.1% (12out of 52) partially agreed, and 53.8% (28 out of 52) disagreed that CwDs cannot succeed in mainstream school.

120

100

80

60

40

20

0

75

8.316.7

33.333.3

25

8.3

100





I strongly agree

I agree

I partially agree

I disagree

14

15

1.5 The inclusion of CwDs in the mainstream school decreases the quality of education for nondisabled peers.

Clearly the mainstream teachers are more skeptical about the benefits of IE for all children in the class, particularly the non-disabled children as over 40% of teachers believe that IE is not beneficial for those children.

Interviewees

Total

I stronglyagree

I agree I partiallyagree

I disagree

#

1

1

% # % # % # %

Teachers from Special school

Teachers from mainstream school

Directors and head of teachersfrom special schools

Head of teachers from mainstream schools

4.2 9 37.5 4 16.7 10 41.7

83.31016.72

4 100

58.3733.348.31

59.6%3119.2%1019.2%101.9%

Mainstream teachers Special School teachers

16.7

83.3

4.2

37.5 41.7

16.7

Disagree

Partially disagree

Agree

Strongly agree

Disagree

Partially disagree

Agree

16

1.6 CwDs can succeed in mainstream schools, if teaching methods and buildings are adjusted to their needs

Removing barriers to IE can be started through facilitating access to education by adapting buildings and teaching methods. This is what most of respondents agreed with, access is very important to succeed from their point of view. Most of respondents agreed with the statement, as 42.3% (22 out of 52) strongly agreed, 50% (26 out of 52) agreed, 1.9% (1 out of 52) partially agreed, and 5.8% (3 out of 52) disagreed.

60

70

80

50

40

30

20

10

0

75

25

16 8.3

75 75

25

50

33.3

8.3 8.3





I strongly agree

I agree

I partially agree

I disagree

1.7 Do you agree that CwDs have the right to be included in the mainstream school near their home?

1.8 Do you agree that CwDs will be able to attend (or succeed) mainstream classes

The majority of respondents agreed with the importance of including CwDs in the mainstream school near their home. The difference between teachers from special and mainstream schools is notable as 100% of teachers from special schools said YES while 20.8% of teachers from mainstream schools said NO to including CwDs in the mainstream schools. For the reasons behind YES, several answers were provided, 55.8% of respondents think it is important that all children benefit from education. 50% of respondents said children will be close to their home and family. 65.4% of respondents said children can learn to live together and accept individual differences. 3.9% of respondents said that there is another reason for this such as, including children in mainstream school near home will decrease the feeling of fear, anxiety and stress.

120

100

80

60

40

20

0

100 100

20.8

79.2

91.7

8.3





YesNo

60

70

80

90

100

50

40

30

20

10

0

8.3

91.7

75

29.2

70.8

25

91.7

8.3





YesNo

17


60

70

80

90

100

50

40

30

20

10

0

8.3

91.7

75

29.2

70.8

25

91.7

8.3





YesNo

18

Another concern was very notable in the above chart, 29.2% of teachers from mainstream schools disagreed that CwDs will be able to attend or succeed in mainstream schools; this will limit the opportunity for inclusion.

For the reasons behind NO, several answers were provided by respondents:11.5% ( 6 out of 52) said materials are not available or adapted to meet their needs, 5.8% (3 out of 52) said CwDs in the classroom may inhibit the learning of others, 11.5% (6 out of 52) said teachers are not trained to teach children with disabilities, 1.9% (1 out of 52) said CwDs cannot succeed, 1.9% (1 out of 52) said CwDs will face discrimination, and 3.9% (2 out of 52) said CwDs would achieve more at special schools.

• From special schools reasons given were as follows; Teachers, who said NO, said 1) Materials are not available or adapted to meet their needs. 2) Teachers are not trained to teach CwDs. 3) CwDs would achieve more in special schools. Directors and head teachers from special schools who said NO, the given reasons were as follow; 1) Materials are not available or adapted to meet their needs. 2) Teachers are not trained to teach CwDs. 3) CwDs would achieve more in special schools.

• From mainstream schools, the given reasons were as follow; Teachers who said NO, said 1) Materials are not available or adapted to meet their needs. 2) The classroom may inhibit the learning of others. 3) Teachers are not trained to teach CwDs. 4) CwDs cannot succeed. 5) CwDswill face discrimination. Head teachers who said NO said CwDs at the classroom may inhibit the learning of others

19

2. Access to education

2.1 Please state whether you strongly agree, agree, partially agree, or disagree to the statements below. If you are unable to respond, state ‘do not know.’

2.1.2 Parents of CwDs feel it is not important for their child to go to school.

Interviewees



Directors and head teachers

from special schools

Head teachers from mainstreamschools

Total

I stronglyagree


I disagree

#

Do notknow

% # % # % # % # %

1

1

4.2

1.92%

4

4

1

1

10

33.3 5

2

1

1

9

16.4

25

8.3

19.23%

41.7

8.3

25

8.3

17.30%

3

17

2

9

31

25

70.8

50

75

59.61%

1

1

8.3

1.92%

Teachers from mainstream school Teachers from special school

I strongly agree

I agree

I partially agree

I disagree

I strongly agree

I agree

I partially agree

I disagree70.8%

41.7%

0.0%

25.0%33.3%

4.2%

16.4%

8.3%

Most of respondents thought that parents feel it is important for their children to be included in schools. More than half of respondents disagreed with the above statement while the rest of respondents agreed with different extents that parents of CwDs feel it is not important for their child to go to school.

More than 60% of respondents thought that parents of CwDs were unaware of their right to education. This could be a barrier based on respondents' opinion. The absence of awareness is one of the reasons behind increasing isolation and exclusion of CwDs.

Parents of CwDs unaware of their child right to education.

Interviewees






Total

I stronglyagree


I disagree

#

Do notknow

% # % # % # % # %

3

1

1

5

12.5

25

8.3

9.6%

6

5

3

14

50

20.8

25

26.9%

2

8

3

2

15

16.7

33.3

75

16.7

28.9%

4

8

5

17

33.3

33.3

41.7

32.7%

1

1

8.3

1.9%

20

2.1.3 CwDs do not go to school because of negative attitudes or behavior towards them (discrimination, bullying, nicknaming, imitation, violence).

Based on these figures, the negative attitudes are identified as a barrier to inclusion. More than 80% of respondents agreed to different extents that CwDs are facing negative attitudes which could be considered as a barrier preventing them from going to school. 28.9% of respondents (15 out of 52) strongly agreed, 34.6% (18 out of 52) agreed, 19.2% (10 out of 52) partially agreed, and15.4% (8 out of 52) disagreed with the statement, while, 1.9% (1 out of 52) said I don't know.

60

70

80

50

40

30

20

10

0

33.3

50

8.3 8.3

37.5 33.3

20.8

8.3 8.3

25 25

41.7

16.7

75





I strongly agree

I agree

I partially agree

I disagree

2.1.4 Parents of CwDs do not send their child to school because of negative attitudes or behaviors towards them (discrimination, bullying, nicknaming, imitation; violence).

The majority of respondents agreed with the statement mentioned above. Parents were aware of troubles that their children may face when they go to school and to avoid that, they would prefer to keep their children at home .

Interviewees






Total

I stronglyagree


I disagree

#

Do notknow

% # % # % # % %

6

2

8

25

16.7

15.4%

7

6

1

3

17

58.3

25

25

25

32.7%

4

8

3

2

17

33.3

33.3

75

16.7

32.7%

1

4

4

9

8.3

16.7

33.3

17.3%

1

1

8.3

1.9%

21

#

2.1.5 There is a lack of support at school with personal issues(moving; toileting, eating, etc.).

According to the above table, we could say that schools and their staff have limited capacity and lack of support with personal issues which in term may prevent many of CwDs from going school.

Interviewees






Total

I stronglyagree


I disagree

# % # % # % # %

4

7

2

3

16

33.3

29.2

50

25

30.8%

5

9

2

4

20

41.7

37.5

50

33.3

38.5%

6

3

9

25

25

17.3%

3

2

2

7

25

8.3

16.7

13.5%

2.1.6 Teachers have limited opportunities to learn new skills to teach CwDs.

The majority agreed that teachers have limited opportunities to learn new skills to teach CwDs. This was clearly indicated by teachers from special and mainstream schools. The availability of skilled teachers and ongoing capacity building activities are the basics at the inclusive school which could enhance the learning for CwDs, while the absence of these will increase the barriers.

Interviewees






Total

I stronglyagree


I disagree

# % # % # % # %

1

11

1

3

16

8.3

45.8

25

25

30.8%

6

11

1

5

23

50

45.8

25

41.7

44.2%

4

2

2

3

11

33.3

8.3

50

25

21.2%

1

1

2

8.3

8.3

3.9%

22

2.1.7 Materials are not adapted to meet the individual needs of CwDs (special chair in the classroom, crutches, wheelchair, Braille, sign language).

The majority agreed that materials are not adapted to meet the individual needs of CwDs, even in the special schools. This should be raised and discussed strongly with the educational stockholders to find ways for providing schools with the adapted materials followed by technical supervision.

60

70

80

50

40

30

20

10

0

8.3

58.3

16.7 16.7

50

37.3

8.3 8.3 8.3

25 25

50

16.7

16.7





I strongly agree

I agree

I partially agree

I disagree

2.1.8 There is a limited or no physical accessibility: bad conditions of road to school, school buildings not accessible, and toilets not accessible.

Interviewees






Total

I stronglyagree


I disagree

# % # % # % # %

2

11

1

3

17

16.7

45.8

25

25

32.7%

5

10

3

4

22

41.7

41

75

33.3

42.3%

2

3

3

8

16.7

12

25

15.4%

3

2

5

25

16.7

9.6%

23

I strongly agree

I agree

I partially agree

I disagree

I strongly agree

I agree

I partially agree

I disagree

I strongly agree

I agree

I partially agree

I disagree

I strongly agree

I agree

I partially agree

I disagree

Teachers from Special school Teachers from mainstream school



In general the respondents think that there is limited accessibility. From their point of view, the schools are not accessible. This indicator shows and gives a reflection of the limitations there are with regard to the participation of CwDs in education.

12

41

45.8

25

2516.7

33.3

25

75

25

16.741.7

16.7

2.1.9 Parents of CwDs lack of skills to support their child in school

It seems that teachers and head teachers think that parents of CwDs lack the skills to support their children in school. For the future, raising awareness and improving skills of parents is necessary to enable them to provide appropriate support for their children.

Interviewees






Total

I stronglyagree

I agreeI partially

agreeI disagree

# % # % # % # %

6

13

3

22

50

54.2

25

42.3%

3

7

2

5

17

25

29.2

50%

41.7

32.7%

3

4

1

3

11

25

16.7

25

25

21.2%

1

1

2

25

8.3

3.9%

24

2.1.10 Parents have limited time to support their child in school

Most of teachers and head teachers think that parents don't have time for their children. In other words, parents' participation in their children's educational process is limited in terms of the support from their side.

Interviewees






Total

I stronglyagree


I disagree

#

Do notknow

% # % # % # % # %

2

7

9

16.7

29.2

17.3%

5

11

3

4

23

41.7

45.8

75

33.3

44.2%

3

4

1

3

11

25

16.7

25

25

21.2%

2

1

5

8

16.7

4.2

41.7

15.4%

1

1

4.2

1.9%

2.1.11 There is a lack of transportation to go to school.

All respondents agreed to different extents that there is a lack of transportation to go to school, especially for CwDs going to mainstream schools. This could be considered as a barrier to inclusion and it is a big concern that should be discussed in the future with stakeholders working in the field of education.

Interviewees






Total

I stronglyagree


I disagree

# % # % # % # %

4

11

3

4

22

33.3

45.8

75

33..3

42.3%

5

10

3

18

41.7

41.7

25

34.6%

2

2

3

7

16.7

8.3

25

13.5%

1

1

1

2

5

8.3

4.2

25

16.7

9.6%

25

2.1.12 There are long distances from home to school.

One of the obstacles that CwDs are facing are the long distances from home to school. This was clearly indicated by most of respondents. Beside this, it is worth mentioning that these distances are full of obstacles hence inaccessible.

Interviewees






Total

I stronglyagree


I disagree

# % # % # % # %

1

6

1

2

10

8.3

25

25

16.7

19.2%

8

10

1

5

24

66.7

41.7

25

41.7

46.2%

2

6

1

2

11

16.7

25

25

16.7

21.2%

1

2

1

3

7

8.3

8.3

25

25

13.5%

2.1.13 Parents cannot afford school fees (uniforms, materials).

It seems that the bad economic situation is preventing some of CwDs from going to school. Some of the families of CwDs are in need of being financially supported. Around 70% of respondents think that parents cannot afford school fees.

60

5050

16.716.7

16.7

25 25

33.3

25 25

50

33.3

41.7

6.7

25

40

30

20

10

0





I strongly agree

I agree

I partially agree

I disagree

26

2.1.2 Parents of CwDs think that their children cannot succeed in school.

According to the above data, some of teachers and head teachers think that parents of CwDs think that their children have the ability to succeed in school. As 42.3% disagreed with the above statement while the rest of respondents think that parents have a negative impression about the competences of their children. The positive impression in this regard will enhance child participation and involvement in education.

Interviewees





Head teachers from mainstream

schools

Total

I stronglyagree


I disagree

#

3

3

Do notknow

%

12.5

5.8%

#

6

7

1

1

15

%

50

29.2

25

8.3

28.9%

#

4

4

2

10

%

33.3

16.7

16.7

19.2%

#

2

8

3

9

22

%

16.7

33.3

75

75

42.3%

#

2

2

%

8.3

3.9%

27

3. Situation in school3.1 Please state whether the following occur at your school by stating: Always, Often, Sometimes or Never.3.1.1 School enrollment is open to CwDs and children without disabilities (This question was included only for teachers from mainstream schools)


Teachers from mainstreamschool

20.8

16.7 58.3

Always

Often

Sometimes

Never

8.3

91.7

Always

Often

Sometimes

Never

The majority ascertained that the school enrollment is open for all children with and without disabilities. It could imply that mainstream schools are ready to start the first step towards inclusion, which welcomes all children despite the issues related to the materials not being adapted and the inaccessible buildings.

3.1.2 Families are welcome at school to discuss any difficulty linked to their child’s impairment.

All respondents agreed with the statement above. Families' involvement is considered by school staff at both special and mainstream school. This involvement is positive and should be well organized and promoted in the future.



Directors and head teachers from special schools

Head teachers from mainstream schools

#

8

19

4

11

42

%

66.7

79.2

100

91.7

80.8%

#

3

4

1

8

%

25

16.7

8.3

15.4%

#

1

1

2

%

8.3

4.2

3.9%

28

8.3

45.8

45.8

8.38.3

50

33.3

I strongly agreeI strongly agree

I agreeI agree

I partially agreeI partially agree

I disagreeI disagree

Teachers from mainstream school Teachers from special school

3.1.3 Teachers have the skills to teach CwDs

3.1.4 Trainings are offered to promote the education of CwDs

20.8% of teachers and 16.7% of head teachers from mainstream school think that teachers have limited skills to teach CwDs maybe because of the absence of capacity building plans or limited experiences. Building the capacities of teachers will enhance their performance in terms of dealing with and teaching CwDs.

It is notable that teachers are not being supported, 48.1% having said that there is no training for teachers to promote the education of CwDs. The worst was indicated by teachers from mainstream schools where 75% of them said that they had never received any such training.

60

60

70

70

80

80

50

50

40

40

30

30

20

20

10

10

0

0

8.3

25

50

50

41.7

8.3

16.7

4.2

8.3

8.3

66.7

16.7

20.8

75

16.7

41.7

25

2525

41.7

41.7

41.7

61.7

75

50









Always

Often

Sometimes

Never

Always

Often

Sometimes

Never

29

3.1.5 Education curriculum is adapted for CwDs

The curriculum is one of the major obstacles or tools to facilitate the development of more IE approaches and practices. Based on the data collected in this regard, 61.5% of respondents think that the curriculum is not adapted to the needs CwDs.




Always

Often

Sometimes

Never

Always

Often

Sometimes

Never

Always

Often

Sometimes

Never

Always

Often

Sometimes

Never

33.3

16.7

16.7

16.725

7583.3

4.2

12.5

83.3

33.3

3.1.6 The school is physically accessible (to enter the school, to go from class to class, to play in the courtyard)

Teachers and head teachers from special schools considered their schools accessible but around a half of school staff from mainstream school think their schools are not accessible. In addition, 100% of directors and head teachers from special school considered their schools accessible and meet children needs.

Always

Often

Sometimes

Never

120

100

80

60

40

20

0

16.7 16.716.7

66.7

45.8

33.3 33.3

8.3

41.7

4.216.7

100





30

3.1.7 The class is physically accessible (move within the class, to sit, to go to blackboard, etc)

The majority of teachers and head teachers from special schools think class is physically accessible, while the school staff from mainstream schools think to some extent that their class is not physically accessible.

3.1.8 The toilets in the school are easily accessible

The majority of teachers and head teachers from special schools think toilets in their school are easily accessible, while school staff from mainstream schools think to some extents they are not accessible.





#

9

4

2

15

%

75

100

16.7

28.9%

#

1

3

4

8

%

8.3

12.5

33.3

15.4%

#

2

9

4

15

%

16.7

37.5

33.3

28.9%

#

12

2

14

%

50

16.7

26.9%

Never





#

9

3

4

5

21

%

75

12.5

100

41.7

40.4%

#

2

10

4

16

%

16.7

41.7

33.3

30.8%

#

3

3

%

12.5

5.8%

#

1

8

3

12

%

8.3

33.3

25

23.1%

Never


Always

Often

Sometimes

Never

50

37.5

12.5

31

3.1.9 CwDs are treated with respect at school regardless their impairment

Most of respondents confirmed that CwDs are treated with respect at school regardless of their impairment. It means there is respect for child rights which is considered as the basis for the inclusion of CwDs in schools.

3.1.10 Teachers have high expectations for all children, including CwDs

In general, most teachers and head teachers from special and mainstream schools have high expectations for all children. In other words, children can access, learn, participate, and succeed in schools with or without impairment









#

8

17

4

10

39

#

4

2

2

6

14

%

66.7

70.8

100

83.3

75%

%

33.3

8.3

50

50

26.9%

#

4

3

1

8

#

5

7

1

2

15

%

33.3

12.5

8.3

15.4%

%

41.7

29.2

25

16.7

28.9%

#

4

4

#

3

14

1

3

21

%

16.7

7.7%

%

25

58.3

25

25

40.4%

#

1

1

#

1

1

2

%

8.3

1.9%

%

4.2

8.3

3.9%

Never

Never

32

4. Attitudes and Behaviors towards Disability4.1 What does it mean to “be disabled”? (Several answers provided)

Half of respondents indicated that “being disabled” means losing opportunity, possibility, and participation in the society, using the social concept for defining the disability. The majority of this belief belongs to 83.3% of teachers from special school, 79.2% of teachers from mainstream schools, and 91.7% of head teachers from mainstream schools.

Regarding how they feel when they meet CwDs? (Several answers provided)

Most of respondents said they want to help when they meet a child with a disability; it seems that most of them believe that PwDs cannot do things without help. 51.9% of respondents (27 out of 52) said I feel pity, 88.5% (46 out of 52) said I want to help, 1.9% (1 out of 52) said I do not pay attention, and 21.2% (11 out of 52) said I feel the same as when I meet anybody else.

60

70

80

90

100

50

40

30

20

10

0

66.7

83.3

50

79.2

5050

91.7

41.7





Losing any part ofthe physical body

Losing opportunity,possibility, andparticipation in the society

Other

33

4.2 Please state whether you have witnessed any of the following negative attitudes and behaviors towards CwDs by indicating Always, Often, Sometimes or Never.

34





Never









#

4

3

1

8

4

3

7

4

1

1

6

%

33.3

12.5

25

15.4%

33.3

12.5

13.5%

33.3

4.2

25

11.5%

#

5

9

1

15

3

7

2

12

4

11

1

16

%

41.7

37.5

25

28.9%

25

29.2

50

23.1%

33.3

45.8

8.3

30.8%

#

2

10

2

5

19

4

12

2

4

22

2

10

3

5

20

%

16.7

41.7

50

41.7

36.5%

33.3

50

50

33.3

42.3%

16.7

41.7

75

41.7

38.5%

#

1

2

7

10

1

2

8

11

2

2

6

10

%

8.3

8.3

58.3

19.2%

8.3

8.3

66.7

21.2%

16.7

8.3

50

19.2%

Laughing

Teasingtaunting

Nicknaming

Behavior

35





NeverBehavior





#

1

1

1

3

4

4

%

8.3

4.2

25

5.8%

33.3

7.7%

#

4

8

3

2

17

2

2

1

1

6

%

33.3

33.3

75

16.7

32.7%

16.7

8.3

25

8.3

11.5%

#

5

13

4

22

5

18

3

2

28

%

41.7

54.2

33.3

42.3%

41.7

75

75

16.7

53.9%

#

2

2

6

10

1

4

9

14

%

16.7

8.3

50

19.2%

8.3

16.7

75

26.9%

The majority of respondents indicated that the CwDs are surrounded and exposed to many different negative attitudes and behaviors which may affect their social life and the way they deal or respond to others. Around 80% of respondents to different extents said they had witnessed negative behavior such as “laughing, teasing/ taunting, nicknaming, rejection/social isolation, and violence” towards CwDs.

4.3 If you have witnessed any of the above, by whom? (several responses possible)

60

70

80

90

50

40

30

20

10

0

33.3

83.3 83.3

16.7 16.7

62.5 66.7

8.3

2525

5050

7575





Member of family

Children in the street

Adults in the street

Teacher in schools

Violence

Rejection/social

isolation

It seems that children and adults on the streets treat and deal with CwDs in a negative way. About 63.5% of mainstream and special school staff stated that they have witnessed negative attitudes and behavior by the adults on streets while 9.6% of respondents stated that they witnessed these actions by teachers in schools. Awareness raising is needed, focusing on disability and the protection of CwDs targeting community members, families, children, and teachers.

1. Teaching Methods1.1 Are CwDs currently enrolled in your class? (question only for mainstream teachers)70.8% of teachers from mainstream schools said yes and 29.2% said no.

The following questions are for teachers from special and mainstream schools. 1.2 Please state your level of capacity to meet the needs of CwDs in your classroom.

The following questions are for teachers from special and mainstream schools. 5.2 Please state your level of capacity to meet the needs of CwDs in your classroom.

The majority of teachers from mainstream and special schools indicated that they are capable of meeting some of CwDs needs in their classes. Besides a skilled teacher being a prerequisite for an inclusive school, he or she is supposed to be capable of meeting the needs of CwDs effectively.



#

1

1

%

8.3

2.8%

#

11

23

34

%

91.7

95.8

94.5%

#

1

1

%

4.2

2.8%

I am able tomeet all the

needs of childrenwith disabilities

in my class

I am able tomeet some of

the needsof CWD in my

I am not ableto meet the

needs of CWDin my class

36

37

















Never

#

9

1

10

7

7

14

5

2

7

9

9

18

7

5

12

11

16

27

7

10

17

%

75

4.2

27.8%

58.3

29.2

38.9%

41.7

8.3

19.5%

75

37.5

50%

58.3

20.8

33.3%

91.7

66.7

75%

58.3

41.7

47.2%

#

1

10

11

4

7

11

4

13

17

2

9

11

4

4

8

1

4

5

4

8

12

%

8.3

41.7

30.6%

33.3

29.2

30.6%

33.3

54.2

47.2%

16.7

37.5

30.6%

33.3

16.7

22.2%

8.3

16.7

13.9%

33.3

33.3

33.3%

#

2

11

13

1

9

10

2

1

3

3

4

7

1

5

6

1

6

7

2

2

1

5

6

%

16.7

45.8

36.1%

8.3

37.5

27.8%

16.7

4.2

8.3%

25

16.7

19.5%

8.3

20.8

16.7%

8.3

25

19.5%

8.3

5.6%

8.3

20.8

16.7%

%

8.3

5.6%

4.2

2.8%

83.3

95.8

91.7%

20.8

13.9%

4.2

2.8%

37.5

25%

8.3

5.6%

4.2

2.8%

#

2

2

1

1

10

23

33

5

5

1

1

9

9

2

2

1

1

Methodology

Ensure CWDparticipate inschool/class

activities

Child-centeredapproach to

learning is used

Class activities arevaried: games, groupwork, pair group, etc.

and have a“learning focus”

Curriculum andinstruction are

adapted fordifferent levels

of ability

Teachers activelyencourage children

to support eachother in class

Materials are adapted to support the children's

learning (large print, audio/verbal

presentation, Braille)

Classroom behavioralmanagement includesdiscipline through the

use of corporalpunishment

Additional supportis provided for

children who experiencedifficulties with lessons.

5.3 Please state whether you use the following teaching methods Always, Often, Sometimes or Never.

Curriculum and instruction are adapted for different levels of ability

The majority of teachers from mainstream and special schools conceded that they apply positive teaching methods in their classrooms, which reflects their understanding of Child-centered approach and the constructive environment of the classroom. - The majority of teachers from mainstream and special schools stated to different extents that they ensure CwDs participation in school/class activities and they apply child-centered approach in learning.- 91.7% of teachers from mainstream and special schools stated that they never use corporal punishment to discipline their students, which clearly reflects that teachers respect children rights.- 86.2% of teachers from mainstream and special schools stated with different extents that materials are adapted to support children’s learning which may facilitate the chance for CwDs to succeed in their schools- The majority of teachers from mainstream stream and special schools stated to different extents that the classroom activities are varied and have “a learning focus”.- 75% of respondents from mainstream schools and special schools stated to different extents that the curriculum and instructions are adapted to meet different levels of ability.- The majority of respondents stated to different extents that teachers actively encourage children to support each other in class- Most of teachers from mainstream schools and special schools stated to different extents that additional support is provided for children who have difficulties in lessons.


Always

Often

Sometimes

Never

Always

Often

Sometimes

Never33.3

20.8

16.7

25

8.3

58.3

37.5

38





Never









#

8

18

3

6

35

3

16

1

4

24

5

16

2

8

31

%

66.7

75

75

50

67.3%

25

66.7

25

33.3

46.2%

41.7

66.7

50

66.7

59.6%

#

3

5

1

5

14

7

7

2

6

22

4

5

1

4

14

%

25

20.8

25

41.7

26.9%

58.3

29.2

50

50

42.3%

33.3

20.8

25

33.3

26.9%

#

1

1

1

3

1

1

1

2

5

3

3

1

7

%

8.3

4.2

8.3

5.8%

8.3

4.2

25

16.7

9.6%

25

12.5

25

13.5%

#

1

1

%

8.3

1.9%

Methodology

Parents'involvement

in their child'seducation isencouraged

School staff(teachers and

head of teachers)meet regularlywith parents todiscuss theirchild’s studyprogress and

concerns

Families'concerns are

respectedby school staff

6. Relations Families and School

6.1 Please state whether the following occur Always, Often, Sometimes or Never.

39





Never









#

8

15

4

8

35

11

18

3

11

43

1

4

4

9

%

66.7

62.5

100

66.7

67.3%

91.7

75

75

91.7

82.7%

8.3

16.7

33.3

17.3%

#

2

6

4

12

1

4

1

1

7

4

8

2

4

18

%

16.7

25

33.3

23.1%

8.3

16.7

25

8.3

13.5%

33.3

33.3

50

33.3

34.6%

#

2

3

5

2

2

7

9

2

3

21

%

16.7

12.5

9.6%

8.3

3.9%

58.3

37.5

50

25

40.4%

# %

8.3

1.9%

Parents'involvement

in their child'seducation isencouraged

School staff(teachers and

head of teachers)meet regularlywith parents todiscuss theirchild’s studyprogress and

concerns

Families'concerns are

respectedby school staff

Methodology

3

1

12.5

8.3

The general analysis of the results regarding the status of families' links with schools staff indicated that there are positive links between families of CwDs and school staff. More than 90% of respondents said school staffs' concerns and difficulties are understood and respected by parents. All respondents said that their children's situations regarding health, hygiene, mobility, class activities are respected by teachers and other school staff. Strengthening these links are necessary to keep involving parents in the educational process.

40

4 7.7%

7. Barriers and Facilitators for Teachers

7.1 Please indicate whether you experience the following barriers to provide education for CwDs. 0 = no barrier, 1 = low level barrier 2 = medium level barrier, 3 = high level barrier





30 1 2









#

2

1

3

3

1

1

5

4

3

2

4

13

%

16.7

4.2

5.8%

25

4.2

25

9.61%

33.3

12.5

50

33.3

25%

#

2

2

1

2

7

5

1

1

1

8

3

3

1

1

8

%

16.7

8.3

25

16.7

13.5%

41.7

4.2

25

8.3

15.4%

25

12.5

25

8.3

15.4%

#

6

2

2

5

15

3

5

2

4

14

2

6

1

5

14

%

50

8.3

50

41.7

28.9%

25

20.8

50

33.3

26.9%

16.7

25

25

41.7

26.9%

#

2

19

1

5

27

1

17

7

25

3

12

2

17

%

16.7

79.2

25

41.7

51.9%

8.3

70.8

58.3

48.1%

25

50

16.7

32.7%

Barriers

No trainingopportunities

for theeducationof CwDs

Smallclasssizes

Lack ofunderstanding

of how toteach CwDs

41





30 1 2





#

6

1

1

2

10

1

1

%

50

4.2

25

16.7

19.2%

8.3

1.9%

#

3

6

3

6

18

2

3

1

6

%

25

25

75

50

34.6%

16.7

12.5

25

11.5%

#

2

7

1

10

5

3

3

4

15

%

16.7

29.2

8.3

19.2%

41.7

12.5

75

33.3

28.9%

#

1

10

3

14

5

18

7

30

%

8.3

41.7

25

26.9%

41.7

75

58.3

57.7%

Barriers

Lack ofsupport

from otherteachers or

director.

Lack ofmaterials,

aids,assistivedevises

Most of the barriers mentioned in this section were indicated by the majority of

respondents from school staff of mainstream and special schools as high-level barriers,

which they had experienced in a bid to provide education for CwDs. 79.2% of teachers

from mainstream schools stated that the rarity of training opportunities for the education

of CwDs is considered as a high-level barrier. 70.8% of teachers from mainstream

schools stated that the lack of understanding of how to teach CwDs is considered as a

high-level barrier and 75% of the same category said the lack of materials, aids, and

assistive devises were considered as a high-level barrier. These barriers should be taken

into consideration while implementing any IE intervention.

42

7.2 Please state whether the following facilitators would result in a high impact towards the education of CwDs by indicating their level of impact. 0 = no impact (not a facilitator), 1= low impact/facilitation, 2 =medium impact, 3= high impact/facilitation.





30 1 2









#

1

1

3

5

5

7

1

3

16

5

6

1

6

18

%

8.3

4.2

25

9.6%

41.7

29.2

25

25

30.8%

41.7

25

25

50

34.6%

#

11

23

4

9

47

7

17

3

9

36

6

18

3

6

33

%

91.7

95.8

100

75

90.4%

58.3

70.8

75

75

69.2%

50

75

75

50

63.5%

Facilitators

To receivetraining.

To cooperatewith special

schools

To visit otherteachersincluding

CwDs in theirclassroom.

1 1.9%

8.31

43





1

1

2

8.3

4.2

3.9%

7

5

2

5

19

58.3

20.8

50

41.7

36.5%

3

18

2

7

30

25

75

50

58.3

57.7%

Lack ofsupport

from otherteachers or

director.

1

1 8.3

1.9%

44

8. MANAGEMENT Please state your level of capacity to facilitate initiatives towards the education of CwDs at your school.

30 1 2





# % #

1

1

2

%

8.3

4.2

3.9%

#

3

1

1

1

6

%

25

4.2

25

8.3

11.5%

#

8

22

3

11

44

%

66.7

91.7

75

91.7

84.6%

Barriers

Lack ofmaterials,

aids,assistivedevises

Most of the facilitators mentioned in this section were indicated by the majority of respondents from

school staff of mainstream and special schools which would result in a high impact towards the

education of CwDs. 90.4% of respondents highlighted the high impact of receiving training on

education of CwDs and 75% of head teachers from mainstream and special schools stressed on the

importance of the cooperation with special schools. High rate of respondents (84.6%) stated the

importance of decreasing the number of children in their classroom. 84.6% of respondents said that

having an adaptive teaching/learning material has a high impact towards the education of CwDs.

Knowing and working on the gaps will enhance the quality in providing the educational services.

60

70

80

50

40

30

20

10

0

5050

75

25



I am able to facilitate initiatives

towards the ECWD in my school

I am able to facilitate some initiatives


I am not able to facilitate initiatives


All respondents indicated having willingness and readiness to run initiatives towards the education of CwDs at their school. About 31.3% said they are able to facilitate initiatives and 68.8% said they are able to facilitate some of it. This could be considered as an opportunity for implementing the IE activities

Analysis of data collected

from caregivers

The questions below were addressed to 34 parents of CwDs from special schools, 16 parents of CwDs from mainstream schools, 7 parents of CwDs out of school, 2 parents of CwDs who dropped out from special schools, 3 parents of CwDs who dropped out from mainstream schools, and 22 parents of children without disabilities.

Analysis of data collected from caregivers

Target group # ofbeneficiaries Male Female Rafah Gaza

Families of CwDs in special schools

Families of Children without Disabilitiesin mainstream schools

Families of CWDs in mainstream schools

Families of CWDs out of school(dropped out included

Total

34

22

16

12

84

9

4

4

17

34

13

12

8

67

13

10

5

6

34

21

12

11

6

50

46

1. Level of awareness of the right to education for all The following 22 questions were asked to only the 22 parents of children without disabilities.

1.1 Are you aware of The Ministry of Education laws and policies to promote the right to education for all, including children with disabilities?81.8% (18 out of 22) of respondents from parents of children without disabilities are not aware of the ministry of education laws and policies to promote the right to education for all, including CwDs while only 18.2% (4 out of 22) are aware of that, this probably explains their attitudes and behavior towards CwDs.

Awareness about the Ministry of Education laws and policies to promote the right to education for all

YesNo

18.2

81.8

47

1.2 Please state whether you strongly agree, agree, partially agree, or disagree to the statements below. If you are unable to respond, state ‘do not know.’1.2.1 Primary education is useful The majority of respondents agreed with the statement. 90.9% of parents of children without disabilities in mainstream schools (20 out of 22) strongly agreed that the primary education is useful while 9.1% (2 out of 22) agreed that the primary education is useful.

1.2.2 CwDs have equal rights to go to school just as their non-disabled peersAll respondents agreed to different extents that CwDs have equal rights to go to school just as their non-disabled peers. 63.6% of respondents from parents of children without disabilities in mainstream schools (14 out of 22 ) strongly agreed, 31.8% of respondents (7 out of 22) agreed and 4.5% (1out of 22) partially agreed.

1.2.3 CwDs cannot succeed in mainstream school31.8% of respondents agreed to different extents with the statement and they think that the disabled children cannot succeed in mainstream schools. While 68.2% of respondents from parents of children without disabilities in mainstream schools(15 out of 22) disagreed that CwDs cannot succeed in mainstream school, 13.6% (3 out of 22 ) partially agreed, 9.1% (2 out of 22 ) agreed, and 9.1% (2 out of 22 ) strongly agreed. Positive impression about the ability of CwDs means that these children are able to participate and engage in school activities.

1.2.4 The inclusion of CwDs in the mainstream school decreases the quality of education for nondisabled peers.45.5% of respondents agreed with the statement. This means that half of them still think that inclusion of CwDs in the mainstream school decreases the quality of education for non-disabled peers. The rest of interviewees are disagreeing and supporting the inclusion of CwDs in the mainstream schools.

1.2.5 CwDs can succeed in mainstream schools, if teaching methods and buildings are adjusted to their needsThe importance of adapting buildings and teaching methods are clearly indicated in this section; as 72.7% of respondents from parents of children without disabilities in mainstream schools (16 out of 22) strongly agreed that CwDs can succeed in mainstream schools, if teaching methods and buildings are adjusted to their needs, while 27.3% (6 out of 22) agreed with the same statement.

1.3 Do you agree that CwDs have the right to be included in the mainstream school near their home? Why?90.9% of respondents from parents of children without disabilities in mainstream schools ( 20 out of 22) said YES they agree that CwDs have the right to be included in the mainstream school near their home, while 9.1% of respondents (2 out of 22) said NO.The reasons why CwDs have the right to be included in mainstream school near their home where indicated as below: 80% of respondents from parents of children without disabilities in mainstream schools (16 out of 22) said that CwDs have the right to be included in the mainstream school near their home because they can be close to their homes and families. 35% of respondents (7 out of 22) said children learn to live together and accept individual differences. Another 20% of respondents (4 out of 22) said it is important all children benefit from education.


90.9% of respondents from parents of children without disabilities in mainstream schools agreed that CwDs would be able to attend (or succeed) mainstream classes, this reflects high expectations and positive beliefs in CwDs. The reasons why CwDs will not be able to attend (or succeed) mainstream classes were indicated as below:100% of respondents from parents of children without disabilities in mainstream schools (2 out of 22) said that CwDs would achieve more in special schools. 50% (1 out of 22) said that CwDs will face discrimination. 50% (1 out of 22) said that teachers are not trained to teach CwDs. 50% (1 out of 22) said that CwDs may inhibit the learning of others in the classroom

Parents of children without disabilitiesin mainstream schools

# #% %

20 90.9% 2 9.1%

Yes No why

48

2. Access to education2.1 Please state whether you strongly agree, agree, partially agree, or disagree to the statements below. If you are unable to respond, states ‘do not know.’2.1.1 Parents of CwDs feel it is not important for their child to go to school.77.3% of respondents from parents of children without disabilities in mainstream schools ( 17 out of 22) disagreed that parents of CwDs feel it is not important for their child to go to school. 22.7% of respondents (5 out of 22) agreed. 22.7% of respondents who agreed; think that the attitudes of parents of CwDs are considered as barrier for accessing education.

2.1.2 Parents of CwDs are not aware of their right to an education. 54.5% of respondents from parents of children without disabilities in mainstream schools (12 out of 22) agreed that parents of CwDs are not aware of their right to an education. 45.5% (10 out of 22) disagreed.

2.1.3 CwDs do not go to school because of negative attitudes or behaviors towards them (discrimination, bullying, nicknaming, and imitation; violence).81.8% of respondents from parents of children without disabilities in mainstream schools (18 out of 22) agreed that CwDs do not go to school because of negative attitudes or behaviors towards them.18.2% ( 4 out of 22) disagreed.

2.1.4 Parents of CwDs do not send their child to school because of negative attitudes or behaviors towards them (discrimination, bullying, nicknaming, imitation; violence).86.6% of respondents from parents of children without disabilities in mainstream schools(19 out of 22) agreed that parents of CwDs do not send their child to school because of negative attitudes or behaviors towards them. 13.6% of respondents (3 out of 22) disagreed.

2.1.5 There is a lack of support at school with personal issues (moving; toileting, eating, etc.).95.5% of respondents from parents of children without disabilities in mainstream schools ( 21 out of 22) agreed that there is a lack of support at school with personal issues, while 4.5% of respondents ( 1 out of 22) disagreed with that.

2.1.6 Teachers have limited opportunities to learn new skills to teach CwDs.90.9% of respondents from parents of children without disabilities in mainstream schools (20 out of 22) agreed that teachers have limited opportunities to learn new skills to teach CwDs and 9.1% of respondents (2 out of 22) disagreed. The same concern was shared by teachers regarding the capacity of school staff.

49

2.1.7 Materials are not adapted to meet the individual needs of CwDs (special chair in the classroom, crutches, wheelchair, Braille, sign language).86.4% of respondents from parents of children without disabilities in mainstream schools (19 out of 22) agreed that materials are not adapted to meet the individual needs of CwDs.13.6% of respondents (3 out of 22) disagreed. Parents confirmed what was mentioned by teachers regarding the lack of adapted material.

2.1.8 There is a limited or no physical accessibility: bad conditions of road to school, school buildings and toilets not accessible.86.4% of respondents from parents of children without disabilities in mainstream schools ( 19 out of 22) agreed that there is a limited or no physical accessibility.13.6% ( 3 out of 22) disagreed. Again, parents are confirming what teachers said regarding the inaccessibility of schools.

2.1.9 Parents of CwDs lack the skills to support their child in school90.9% of respondents from parents of children without disabilities in mainstream schools ( 20 out of 22) agreed that parents of CwDs lack the skills to support their child in school. 9.1% (2 out of 22) disagreed.

2.1.10 Parents have limited time to support their child in school68.2% of respondents from parents of children without disabilities in mainstream schools (15 out of 22) agreed that parents have limited time to support their children in school. 31.8% (7 out of 22) disagreed that parents have limited time to support their child in school.

2.1.11 There is a lack of transportation to go to school.81.8% of respondents from parents of children without disabilities in mainstream schools (18 out of 22) agreed that there is a lack of transportation to go to school.18.2% of respondents (4 out of 22) disagreed.

2.1.12 There are long distances from home to school.81.8% of respondents from parents of children without disabilities in mainstream schools (18 out of 22) agreed that there are long distances from home to school. 18.2% of respondents (4 out of 22) disagree with that.

agreed

disagreed

18.2

81.8

50

2.1.13 Parents cannot afford school fees (uniforms, materials).81.8% of respondents from parents of children without disabilities in mainstream schools (18 out of 22) agree that parents cannot afford school fees.13.6% ( 3 out of 22). 4.6% of respondents (1 out of 22) don't know.

2.1.14 Parents of CwDs think that their children cannot succeed in school.59.1% of respondents from parents of children without disabilities in mainstream schools ( 13 out of 22) partially agreed that parents of CwDs think that their children cannot succeed in school. 36.4% of respondents (8 out of 22) agreed.4.5% of respondents disagreed with that.

The following questions were put only to the 62 parents of CwDs in special schools, parents of CwDs of mainstream schools, parents of CwDs drop outs from "special schools", parents of CwDs drop outs from "mainstream schools", and parents of CwDs out of school.

2.2 Educational achievements. What would help your child to achieve in school?

100% of parents of CwDs dropouts from mainstream schools stated that adapting materials and providing financial support will help their children in learning.

60

70

80

90

100

50

40

30

20

10

0

61.8

41.2

26.5

41.2

62.5

37.5

100 100

33.3

66.7

50 50

12.5

57.157.1

14.3

57.1

Parents of CwDsspecial schools

Parents of CwDs mainstream schools

Parents of CwDsdropped out

special schools


mainstream schools

Parents of CwDs out of school

School staff knowledgeable of methodologies for the education of CWD

Adapted education materials

Availability of assistive devices (wheelchair, braces, special chair etc.)

51

3. Relations; Families and School 3.1 Please state whether the following occur Always, Often, Sometimes or Never.3.1.1 Your involvement in your child’s education is encouraged by school staff- 62.5% of parents of CwDs in "mainstream schools" said always, 25% of respondents said often, 6.3% of respondents said sometimes and 6.3% never.- 58.8% from parents of CwDs in "special schools" said always, 17.6% of respondents said that they often find their involvement encouraged and another 17.6% of respondents said it's sometimes, and 5.9% of the parents stated that their involvement is never encouraged by the school staff. 3.1.2 School staff meet regularly with you to discuss your child’s study progress and concerns- 56.3% of parents of CwDs in mainstream schools stated that they always meet with the school staff, 18.8% of respondents said sometimes, 12.5% said they often meet, another 12.5 % of respondents said they never meet with school staff.- 44.1% of parents of CwDs in special schools stated that they always meet with school staff to discuss the child progress and concerns, 29.4% of respondents sometimes, 17.6% said often, and 8.8% of respondents stated that they never meet with school staff to discuss their children’s progress and concerns.

3.1.3 Your concerns are respected by school staff- 68.8% of parents of CwDs in mainstream schools stated that they always find their concerns are respected by the school staff, 12.5% of respondents said often, 6.3% said sometimes whereas 12.5% of respondents said they never find their concerns respected by the school staff.- 47.1% of parents of CwDs in special schools stated that they always find their concerns are respected by the school staff while only 5.9% of respondents said never, 29.4% of parents said often and the rest of 17.6% said that they sometime find their concerns are respected by the school staff.

3.1.4 Your children’s situations are respected- 68.8% of parents of CwDs in mainstream schools stated that they always find their children's situations are respected, 12.5% of respondents said often, 6.3% of respondents sometimes find them respected whereas 12.5% stated that they never find their children's situations respected.- 70.6% of parents of CwDs in special schools stated that they always find their children's situations are respected and 14.7% of respondents said often, 11.8% of respondents said they sometimes find their children's situations are respected, and only 2.9% of respondents stated that they never find them respected.

52

3.1.5 You respect the school staffs’ concerns- 62.5% of parents of CwDs in mainstream schools stated that they always respect the school staffs’ concerns and 25% of respondents said often, 6.3% of respondents said sometimes, and 6.3% of respondents never do that.- 64.7% of parents of CwDs in special schools said they always, 20.6% of respondents sometimes they do that whereas only 14.7% of respondents often respect the school staff’s concerns

4. Barriers to access and participation

4.1 Please indicate whether the statements below are barriers CwDs may face when accessing school. O = no barrier, 1 = low level barrier, 2 = Medium level barrier, 3= high level barrier.

Parents of CwDs - special schools

Parents of CwDs – mainstream schools

Parents of CwDs dropped out – special schools

Parents of CwDs dropped out – mainstream schools







30 1 2

# # # #% % % %

BarriersCWD

may face

Parents ofCwDs

do not feel itis important

for their childto go to school.

School headteachers donot facilitate

the enrollmentof CwDs.

22

11

1

4

38

10

8

1

2

21

64.7%

68.8

50

57.1

61.3%

29.4%

50

50

66.7

33.9%

3

3

6

3

1

10

8.8%

4.9%

17.6%

18.8

14.3

16.1%

6

3

1

10

5

2

3

10

17.6%

18.8

14.3

16.1%

14.7%

12.5

42.9

16.1%

3

2

1

3

2

11

13

3

1

1

3

21

8.8%

12.5

50

100

28.6

17.8%

38.2%

18.8

50

33.3

42.9

33.9%

53





















30 1 2

# # # #% % % %

BarriersCWD

may face

CwDs areunaware oftheir right

to an education.

CwDs donot go to

school becauseof negativeattitudes orbehaviorstowards

them(discrimination,

bullying,nicknaming, imitation;violence).

Parents ofCwDs do not

send their childto school

because ofnegative

attitudes orbehaviors

towards them(discrimination,

bullying,nicknaming,

imitation;violence).

Lack of supportat school with

personal issues(moving;toileting

eating, etc.).

15

8

2

2

27

5

4

1

1

11

3

4

1

1

9

9

7

2

18

26.5%

43.8

28.6

29%

7

1

1

9

20.6%

6.3

50

14.5%

8

2

2

12

23.5%

12.5

28.6

19.4%

10

6

1

3

3

23

29.4%

37.5

50

100

42.9

37.1%

44.1%

50

100

28.6

43.6%

14.7%

25

50

14.3

17.8%

8.8%

25

50

14.3

14.5%

5

1

2

1

9

2

1

3

7

7

14.7%

6.3

66.7

14.3

14.5%

5.9%

50

4.9%

20.6%

11.3%

7

3

1

2

13

7

3

1

1

12

6

3

1

1

11

20.6%

18.8

33.3

28.6

21%

20.6%

18.7

33.3

14.3

19.4%

17.6%

18.8

33.3

14.3

17.8%

7

4

2

13

20

9

2

5

36

18

9

1

2

5

35

20.6%

25

28.6

21%

58.8%

56.3

66.7

71.4

58.1%

52.9%

56.3

50

66.7

71.4

56.5%

54

55





















30 1 2

# # # #% % % %

BarriersCWD

may face

Teachers havelimited

opportunitiesto learn new

skills to teachCwDs

Materials arenot adapted to

meet theindividual needs

of CwDs(special chair

in theclassroom,crutches,

wheelchair,Braille, signlanguage).

Limited or nophysical

accessibility:bad conditions

of road toschool, schoolbuildings notaccessible,toilets notaccessible.

Parents of

CwDs lack

the skills

to support

their child

in school

7

3

1

1

12

8

5

2

15

10

5

1

2

18

8

7

1

1

17

20.6%

18.8

50

14.3

19.4%

23.5%

31.3

28.6

24.2%

29.4%

31.3

50

28.6

29%

23.5%

43.8

50

14.3

27.4%

4

3

7

5

1

6

11

3

14

11

2

1

14

11.8%

18.8

11.3%

14.7%

6.3

9.7%

32.4%

18.8

22.6%

32.4%

12.5

50

22.6%

6

3

2

4

15

7

5

1

1

14

6

2

2

2

12

10

4

3

2

19

17.6%

18.8

66.7

57.1

24.2%

20.6%

31.3

50

14.3

22.6%

17.6%

12.5

66.7

28.6

19.4%

29.4%

25

100

28.6

30.7%

17

7

1

1

2

28

14

5

1

3

4

27

7

6

1

1

3

18

5

3

4

12

50%

43.8

50

33.3

28.6

45.2%

41.2%

31.3

50

100

57.1

43.6%

20.6%

37.5

50

33.3

42.9

29%

14.7%

18.8

57.1

19.4%

56





















30 1 2

# # # #% % % %

BarriersCWD

may face

Parents have

no time to

support their

child in school

Lack of

transportation

to go to school.

Long

distances

from home

to school.

Parents cannotafford school

fees(uniforms,materials).

5

8

1

1

15

15

6

1

2

24

11

5

1

17

8

5

1

1

15

14.7%

50

50

14.3

24.2%

44.1%

37.5

50

28.6

38.7%

32.4%

31.3

14.3

27. 4%

23.5%

31.3

50

14.3

24.2%

15

3

1

19

6

1

1

8

4

1

1

6

3

6

1

10

44.1%

18.8

14.3

30.7%

17.6%

6.3

14.3

12.9%

11.8%

6.3

14.3

9.7%

8.8%

37.5

14.3

16 %

14

4

3

3

24

8

2

10

6

2

1

9

14

3

3

2

22

41.2%

25

100

42.9

38.7%

23.5%

12.5

16.1%

17.6%

12.5

14.3

14.5%

41.2%

18.8

100

28.6

35.6%

0

1

1

2

4

5

7

1

3

4

20

13

8

2

3

4

30

9

2

1

3

15

6.3

50

28.6

6.5%

14.7%

43.8

50

100

57.1

32.3%

38.2%

50

100

100

57.1

48.4%

26.5%

12.5

50

42.9

24.2%

57

The following is summarizing the data mentioned in the above table 61.3% of respondents don't believe that parents of CwDs do not feel it is important for their children to go to school.

50% of parents of CwDs in mainstream schools don't think that a head teacher

doesn't facilitate the enrollment of CwDs. In general 33.9% of respondents in this

section said that a head teacher is facilitating the enrollment of CwDs where 66.9%

rated it as high barrier that could prevent CwDs from going to school. School head

teachers do not facilitate the enrollment of CwDs, which was considered by parents

of CwDs out of school as a barrier, while 42.9% indicated that this could be a high

barrier.

All Respondents

All respondents

no barrier

a slight barrier

moderate barrier

high barrier

16.1%

4.9%

17.8%

61.3%






30 1 2

# # # #% % % %

BarriersCWD

may face

Children'sattitudes andbeliefs thatthey are not

able to succeedin school.

4

5

1

2

12

11.8

31.3

50

28.6

19.4%

3

5

1

2

11

8.8

31.3

33.3

28.6

17.8%

9

1

2

3

15

9

1

2

3

15

More than half of respondents (58.1%) believe that the negative attitudes or behavior towards CwDs are one of the highest barriers they may face when they go to school.

More than half of respondents (56.5%) from parents of CwDs believe that the negative attitudes or behaviors towards CwDs are one of the highest barriers they may face when they go to school. 43.8% of parents of CwDs in mainstream schools believe that the lack of support of personal issues like moving or toilets, etc. are not considered as barrier for CwDs, while other parents of CwDs (37.1% ) consider it as a high barrier for CwDs. 45.2% of respondents believe that having teachers with limited opportunities to learn new skills to teach CwDs is a high barrier for them. 43.6% of respondents from parents of CwDs believe that the unsuited materials that don't meet the individual needs of CwDs (special chair in the classroom, crutches, wheelchair, Braille, sign language) are considered as a high barrier for CwDs if they were to access to school. 71% of respondents from parents of CwDs with different degrees believe that the limited accessibility of school buildings or the bad conditions of roads are considered as a high barrier for CwDs if they had an access to school.72.7% of respondents of parents of CwDs consider the lack of needed skills to support their child in school a high barrier for their child in accessing school. It is worth mentioning that 57.1% of parents of CwDs confirmed they lack the skills to support their child in school and considered this as a high barrier.

42.9

14.3

42.9

Parents of CwDs outof school

no barrier

a slight barrier

moderate barrier

high barrier

17.8%

4.8%

19.4%58.1%

no barrier

a slight barrier

moderate barrier

high barrier

All respondents

58

75.9% of respondents from parents of CwDs believe that the parents of CwDs don't have enough time to support their child in school which means that they are not involved in their educational progress. 44.1% of parents of CwDs in special schools believe that the lack of transportation for their children to go to school is not a barrier at all and that explained their determination to send their children to school while 61.3% of other parents rated this barrier with different degrees as a barrier for CwDs when they access school.62.9% of respondents of parents of CwDs believe that the long distances from CwDs' homes to school is a tough barrier for them to go to school. 75.8% of respondents believe that parents cannot afford the fees for their child to go to school. 80.7% of respondents with different degrees rated this barrier as one of the barriers that could be faced when they access to school.

5. Attitudes and Behaviors towards DisabilityThe following questions were put to all 84 parents, parents of CwDs in special schools, parents of CwDs of mainstream schools, parents of CwDs who dropped out of "special schools", parents of CwDs who dropped out of "mainstream schools", parents of CwDs out of school, and parents of children without disabilities in mainstream schools.

5.1 What does it mean for you to “be disabled”?

57.1%28.6%

14.3%

Parents of CwDs outof school

no barrier

a slight barrier

moderate barrier

high barrier

120

100

80

60

40

20

0

5.9

97.1

25

93.8

50

100

66.7 66.7 57.1

28.636.4

77.3

Parents of

CwDs special

schools

Parents of

CwDs mainstream

schools

Parents ofCwDs dropped out

special schools


mainstream schools

Parents ofCwDs outof school

Parents ofchildren without

disabilities inmainstream schools

Missing any part or functionof the physical body

Missing opportunity, possibility,and participation in the society

59

100% of parents of CwDs who dropped out from school indicated that being disabled is synonymous with missing opportunity, possibility, and participation. The same was indicated by 97.1% of parents of CwDs from special schools. It is worth noting that parents in general are aware of the social concept of disability. 80.2% of all respondents stated that “being disabled “means missing opportunity, possibility, and participation in the society, while 23.3% of respondents said it means missing any part or function of the physical body , the data collected indicated negative conception on disability.

The following question was asked only to parents of children without disabilities in mainstream schools

79.2% of parents of children without disabilities in mainstream schools said they would offer help when they see CwDs as they assume that CwDs cannot depend on themselves and they always need help by others.

The following questions were asked to 62 of parents, parents of CwDs in special schools, parents of CwDs of mainstream schools, parents of CwDs who dropped out from "special schools", parents of CwDs who dropped out "mainstream schools", and parents of CwDs out of school.

It is encouraging to see that over half of respondents do not consider their children's impairments as a disability.

5.3 Do you consider your child as disabled?

5.2 How do you feel when you meet CwDs? (several answers possible)

#

15

%

62.5

#

19

%

79.17

#

3

%

12.5Parents of children without disabilitiesin mainstream schools

I feelpity

I want tohelp

I wantto

leave

I do notpay

attention

I feel thesame as

when I meetanybody else

Other

Interviewees NoYes




Parents of CwDs dropped out mainstream schools


Total

#

16

7

1

3

27

%

47.1

43.8

50

42.9

43.6%

#

18

9

1

3

4

35

%

52.9

56.3

50

100

57.1

56.5%

60

5.4 How would you describe your attitudes towards your child:
















Behaviors

I am nice

to him/her.

I support him/

her in reaching

his/her wishes.

I have time

to care

for him.

Veryoften Often

sometimes Never

#

18

10

1

2

31

16

8

1

2

27

18

10

2

30

10

5

2

2

19

3

3

1

1

2

10

29.4%

31.3

66.7

28.6

30.7%

8.8%

18.8

50

33.3

28.6

16.1%

8

3

1

1

3

16

13

3

1

2

3

22

23.5%

18.8

50

33.3

42.9

25.8%

38.2%

18.8

50

66.7

42.9

35.5%

47.1%

50

50

28.6

43.5%

52.9%

62.5

28.6

48.4%

%

52.9%

62.5

50

28.6

50%

#

6

2

1

3

4

16

%

17.6%

12.5

50

100

57.1

25.8%

#

10

4

1

15

%

29.4%

25

14.3

24.2%

0

0

61





















Behaviors

I protect

him/her

very much.

I have low

expectations

for my child.

I am

ashamed

because

of my child.

I leave my

child on

his/her own.

Veryoften Often Never

#

24

13

3

5

45

7

7

1

1

16

0

1

1

7

3

2

12

20.6%

18.8

28.6

19.4%

7

3

1

11

2

5

7

1

7

2

10

20.6

18.8

50

17.7%

5.9%

31.3

11.3%

2.9%

43.8

28.6

16.1%

16

2

1

19

7

1

8

12

4

2

1

3

22

47.1%

12.5

33.3

30.7%

20.6%

33.3

12.9%

35.3%

25

100

33.3

42.9

35.5%

25

10

2

2

7

46

14

2

2

18

73.5%

62.5

100

66.7

100

74.2%

41.2%

12.5

66.7

29.%

20.6

43.8

50

14.3

25.8%

6.3

1.6%

%

70.6%

81.3

100

71.4

72.6%

#

1

3

1

2

7

%

2.9%

18.8

50

28.6

11.3%

#

9

1

10

%

26.5%

50

16.1%

0

4

4

2

6

16

11.8%

25

66.7

85.7

25.8%

sometimes

62

This section shows clearly that the majority of parents of CwDs have positive attitudes and good behavior towards their children where 74.2% of parents said they never felt ashamed of their child, 48.4% said they always take time to take care of their children where half of respondents indicated that they are always nice to their children. Meanwhile only 25.8% of parents had low expectations for their children. In general if the parents of these children had the necessary support regarding their improving their attitudes and behaviors they would be on the right track.

The majority of respondents from parents of CwDs stated that their children have friends in their village or at their school, which implies CwDs can socialize in their community with their peers with no barriers regarding their impairment. The minority of parents of CwDs in mainstream schools and CwDs who dropped out from mainstream schools consensually justified the reason behind non socialization as being impairment.

- 12.9% of respondents (8 out of 62) said due to his/her impairment, 1.6% (1 out of 62) said due to poverty, and 1.6% (1 out of 62) said other reasons - 33.3% of parents of CWDs from special schools said due to his/her impairment, 33.3% said due to poverty, and 33.3% said other reasons - 100% of parents of CWDs from mainstream schools said due to his/her impairment- 100% of parents of CWDs –who dropped out from schools (special and mainstream) said due to his/her impairment

5.4.1 Does your child have friends in the village or at school?

Interviewees NoYes

Parents of CwDs - special schools 34

Parents of CwDs – mainstream schools16

Parents of CwDs dropped out – special schools 2

Parents of CwDs dropped out – mainstream schools3

Parents of CwDs out of school 7

Total

#

31

11

2

2

6

52

%

91.2

68.8

100

66.7

85.7

83.9%

#

3

5

1

1

10

%

8.8

31.3

33.3

14.3

16.1%

If no, why?

63

120

100

80

60

40

20

0

55.9

11.8

26.5

26.5

25

6.3

5043.8

31.3

50

33.3

33.3

66.7

100

66.7

57.1

28.6

42.9

57.1

71.4

20.5

Parents of

CwDs special

schools

Parents of

CwDs mainstream

schools

Parents ofCwDs dropped out

special schools


mainstream schools

Parents ofCwDs outof school

same as other children’s relations with others

they do not discriminate him/her because of his/her impairment

they help him/her if needed

they are nice to him/her

they play together

5.5 How are your child’s relations with other children in the village/district/camp?

Despite the absence of awareness on disability, there is evidence of amicable attitudes from people when interacting with CwDs, the same as they would with any other children. This was confirmed by 100% of parents of CwDs who dropped outs from special schools and by 55.9% of parents of CwDs from special school. In general parents opinions' on CwDs were such that they have an acceptable level of social relationships and they are not threatened by isolation.

64

5.6 Did you and your child take part in any ceremony during the past year? If yes, which ceremony?

90.3% of respondents said they took part in different events that gathered them with their children; 100% of parents of CwDs at mainstream school said they joined to their child in many different social events, while only 9.7% said they didn't join their child in event with them because of negative attitudes and perceptions towards their child, the rarity of transportation for their child to go; yet some parents felt ashamed of their child to go with them.

Respondents who said “no” mentioned the following reasons:

- My child was not invited - My child could not access the place - I am too ashamed to participate with him/her - People’s attitudes and perceptions prevent us from attending - There was no transport for my child to go

The following questions were asked to all 84 parents, parents of CwDs in special schools, parents of CwDs in mainstream schools, parents of CwDs who dropped out from "special schools", parents of CwDs who dropped out from "mainstream schools", parents of CwDs out of schools, and parents of children without disabilities in mainstream schools.

Interviewees NoYes






Total

#

31

16

1

2

6

56

%

91.2%

100

50

66.7

85.7

90.3%

#

3

1

1

1

6

%

8.8%

50

33.3

14.3

9.7%

If no, why?

65

5.7 Please state whether your child has ever faced the following negative attitudes and behaviors by indicating Always, Often, Sometimes or Never.
















Parents of children without disabilities in



mainstream schools

mainstream schools

mainstream schools

Behaviors

Laughing

Teasing/taunting

Teasing/taunting

Veryoften Often sometimes Never

#

4

6

6

16

3

7

5

15

1

7

1

6

15

8.8%

43.8

22.7

17.7%

2.9%

43.8

14.3

27.3

17.9%

6

3

1

1

6

17

2

2

1

1

6

12

17.6%

18.8

50

14.3

27.3

20.3%

5.9%

12.5

50

33.3

27.3

14.3%

15

3

2

2

9

31

12

1

2

7

22

44.1%

18.8

66.7

28.6

40.9

36.9%

35.3%

6.3

28.6

31.8

26.2%

10

3

1

1

4

2

21

19

6

1

2

4

3

35

29.4%

18.8

50

33.3

57.1

9.1

25%

55.9%

37.5

50

66.7

57.1

13.6

41.7%

%

11.8

37.5

27.3

19%

#

5

5

1

2

8

21

%

14.7

31.3

50

28.6

36.4

25%

#

15

2

2

1

4

24

%

44.

12.5

66.7

14.3

18.2

28.6%

#

10

3

1

1

4

4

23

%

29.4

18.8

50

33.3

57.1

18.2

27.4%

66


16 Parents of CwDs – mainstream schools

2 Parents of CwDs dropped out – special schools

3 of CwDs dropped out – mainstream schools

7 Parents of CwDs out of school

22 Parents of children without disabilitiesin mainstream schools




Parents of CwDs dropped out –mainstream schools


Parents of children without disabilitiesin mainstream schools

Behaviors

Laughing

Teasing/taunting

Veryoften

Often sometimes Never

#

6

4

1

1

5

17

5

3

1

9

14.7%

18.8

4.5

10.7%

2

2

1

1

10

16

5.9%

12.5

50

14.3

45.5

19.1%

13

4

1

1

4

23

38.2%

25

50

14.3

18.2

27.4%

14

7

3

5

7

36

41.2%

43.8

100

71.4

31.8

42.9%

%

17.6%

25

33.3

14.3

22.7

20.3%

#

2

2

1

9

14

%

5.9%

12.5

50

40.9

16.7%

#

13

5

1

5

24

%

38.2%

31.3

33.3

22.7

28.6%

#

13

5

1

1

6

3

29

%

38.2%

31.3

50

33.3

85.7

13.6

34.5%

The above figures show that 42.9% of respondents indicated that their children never faced negative attitudes and behavior such as violence. 40.9% of parents of children without disability stated that CwDs face negative attitudes and behavior such as rejection/social isolation often, while 33.3% of parents of CwDs who dropped out of school said that their children permanently face such negative behavior and that it may be the reason why he left school. 41.7% of respondents stated that their children never faced negative attitudes and behaviors like nicknaming, while 43.8% of parents of CwDs in mainstream school in particular stated that their children permanently face such negative attitudes and behavior. 43.8% of parents of CwDs in mainstream schools said that their children permanently face negative attitudes and behavior such as teasing/taunting. 37.5% of parents of CwDs in mainstream school stated that their children permanently face negative attitudes and behaviors like as laughing where 27.3% of parents of children without disabilities stated the same phenomenon.

67

Analysis of data collected from

DPOs and community members

Analysis of data collected from DPOs and community members

This part of findings summarises the answers of DPOs and CMs (Questions below were

addressed to 10 CMs and 5 members from DPOs).

1. Level of awareness of the right to education for all

1.1 Awareness about the Ministry of Education’s laws and policies to promote the right to

education for all, including CwDs

Half of respondents were aware of Ministry of Education’s laws and policies to promote

the right to education for all, including CwDs. 53% of respondents (8 out of 15) said yes,

and 46.7% (7 out of 15) said no.


Total

Disabled people’s organizations

Community members

5

10

15

3

9

12

2

1

3

2

5

7

3

5

8

DPO / CM

Stakeholders

60

70

80

90

50

40

30

20

10

0

20

80

60

40

Dpos Cms

YesNo

69

1.2 Primary education is useful

The majority agreed that the primary education is useful. 93.3% of respondents (14 out of 15) strongly agreed and 6.7% (1 out of 15) agreed.

1.3 CwDs have equal rights to go school just as their non-disabled peersAll respondents agree to a large extent (73.3% strongly agree and 26.7% agree) that CwDs have equal rights to go school just as their non-disabled peers.

1.4 CwDs cannot succeed in mainstream schoolThe majority of respondents 86.7% (13 out of 15) disagreed with the statement mentioned above. 6.7% of respondents (1 out of 15) strongly agreed, 6.7% (1 out of 15) partially agreed. - 20% of DPOs members partially agreed and 80% disagreed. - 10% of CMs agreed and 90% disagreed.

1.5 The inclusion of CwDs in the mainstream school decreases the quality of education for non-disabled peers.The majority of respondents disagreed with the statement mentioned above .13.3% of respondents (2 out of 15) partially agreed and 86.7% (13 out of 15) disagreed. - 100% of DPOs members disagreed. - 20% of CMs partially agreed and 80% disagreed.

1.6 Children with disabilities can succeed in mainstream schools, if teaching methods and buildings are adjusted to their needsAll respondents agreed to different extents that Children with disabilities can succeed in mainstream schools, if teaching methods and buildings are adjusted to their needs. 60% of respondents (9 out of 15) strongly agreed and 40% (6 out of 15) agreed.

Interviewees I agreeI strongly agree

DPOs

Cms

Total

#

5

9

14

%

100

90

93.3%

#

1

1

%

10

6.7%

I strongly agree

I agree

I partially agree

I disagree

120

100

80

60

40

20

0

100

10

90

Dpos Cms

70

71

I strongly agree

I agree

I partially agree

I disagree

60

70

80

50

40

30

20

10

0

40

60

30

70

Dpos Cms

1.7 Do you agree that CwDs have the right to be included in the mainstream school near their home?100% of respondents agreed

For the reasons behind YES, (several answered were provided)73.3% of the respondents (11 out of 15) said it is important that all children benefit from education. 73.3% (11 out of 15) said they are able to stay close to their and families while studying. 66.7% (10 out of 15) said children learn to live together and accept individual differences. 6.7% mentioned other reasons such as to the reduction of the distance to school and to avoid troubles that can be made by children and adults in the streets. - 80% of DPOs said it is important all children benefit from education, 80% said they are able to stay close to their families. 100% said children learn to live together and accept individual differences. 20% gave other reasons besides the ones mentioned above. - 70% of CMs said it is important for all children to benefit from education. 50% said children learn to live together and accept individual differences.

1.8 Do you agree that CwDs will be able to attend (or succeed) mainstream classes100% of respondents agreed 2. Access to education2.1 Please state whether you strongly agree, agree, partially agree, or disagree to the statements below. If you are unable to respond, state ‘do not know.’

Interviewees I agreeI partially

agreeI disagree

I stronglyagree

DPOs

Cms

Total

#

1

1

%

10

6.7%

#

1

1

#

3

3

6

#

2

5

7

%

10

6.7%

%

60

30

40%

%

40

50

46.7%

2.1.1 Parents of CwDs feel it is not important for their child to go to school.

60% of respondents from DPOs partially agree that parents of CwDs feel it is not important for their children to go to school while 50% of CMs disagree with the statement.


agreeI disagree

I stronglyagree

DPOs

Cms

Total

#

1

2

3

%

20

20

20%

#

1

3

4

#

3

2

5

#

3

3

%

20

30

26.7%

%

60

20

33.3%

%

30

20%


agreeI disagree Do not know

I stronglyagree

DPOs

Cms

Total

#

3

2

5

%

60

20

33.3%

#

1

5

6

#

1

1

2

#

1

1

#

1

1

%

20

50

40%

%

20

10

13.3%

%

10

6.7%

%

10

6.7%

2.1.2 Parents of CwDs unaware of their right to an education.

2.1.3 CwDs do not go to school because of negative attitudes or behaviors towards them (discrimination, bullying, nicknaming, immitation; violence).

80% of respondents agreed to different extents that parents of CwDs are unaware of their children's right to be educated. A particular focus should be placed on those parents regarding their CwDs rights.

In general, the majority of respondents indicated that CwDs do not go to school because of negative attitudes or behaviors towards them with 60% of DPOs strongly agreeing that the negative behaviors and attitudes are the main reason why CwDs don't go to school.

72

2.1.4 Parents of CwDs do not send their child to school because of negative attitudes or behaviors towards them (discrimination, bullying, nicknaming, imitation; violence).

80% of respondents believe that parents of CwDs don’t send their child to school because of negative attitudes or behaviors they may face in the schools. These negative impressions were engendered because of the way that communities reacted to CwDs.


agreeI disagree

I stronglyagree

DPOs

Cms

Total

#

2

2

%

20

13.3%

#

4

5

9

#

1

1

#

1

2

3

%

80

50

60%

%

10

6.7%

%

20

20

20%

1.1.1 There is a lack of support at school with personal issues (moving; toileting, eating, etc.).

All respondents agreed that there is a lack of support at school with personal issues


agreeI strongly

agree

DPOs

Cms

Total

#

1

6

7

%

20

60

46.7%

#

3

4

7

#

1

1

%

60

40

46.7%

%

20

6.7%

I strongly agree

I agree

I partially agree

I disagree

60

70

50

40

30

20

10

0

20

60

40

60

Dpos Cms

20

73

2.1.6 Teachers have limited opportunities to learn new skills to teach CwDs.

Around 75% of respondents agreed that teachers have limited opportunities to learn new skills to teach CwDs, which highlights the need of supportive courses for teachers in inclusive education for CwDs.

Interviewees I agree I disagreeI strongly

agree

DPOs

Cms

Total

#

1

3

4

%

20

30

26.7%

#

2

5

7

#

2

2

4

%

40

50

46.7%

%

40

20

26.7%

86.7% of respondents totally agreed that there is limited accessibility to schools for CwDs hence likelihood to contend with barriers on their way to and in school such as difficult roads, inaccessible school buildings and unsuitable toilets.

2.1.8 There is a limited or no physical accessibility: bad conditions of road to school, school buildings not accessible, and toilets not accessible.

Interviewees I agree I disagreeI strongly

agree

DPOs

Cms

Total

#

1

5

6

%

20

50

40%

#

2

5

7

#

2

2

%

40

50

46.7%

%

40

13.3%

74

2.1.9 Parents of CwDs lack the skills to support their child in school

More than 60.7% of respondents agreed that parents of CwDs lack the needed skills to support their children in school which may be the main reason why CwDs don't achieve progress in their educational process.


agreeI disagree

I stronglyagree

DPOs

Cms

Total

#

1

1

2

%

20

10

13.3%

#

3

7

10

#

1

1

2

#

1

1

%

60

70

66.7%

%

20

10

13.3%

%

10

6.7%

75

2.1.10 Parents have limited time to support their child in school

The majority of respondents agreed to different extents that parents of CwDs have limited time to support their children in school, which clearly indicates that these parents may not be involved in their children’s education progress.

2.1.11 There is a lack of transportation to go to school.

Interviewees

Interviewees

I agree

I agree

I partiallyagree

I partiallyagree

I disagree

I disagree

I stronglyagree

I stronglyagree

DPOs

Cms

DPOs

Cms

Total

Total

#

1

1

#

3

6

9

%

20

6.7%

%

60

60

60%

#

2

4

6

#

2

2

#

1

3

4

#

2

2

#

1

3

4

#

2

2

%

40

40

40%

%

20

13.3%

%

20

30

26.7%

%

40

13.3%

%

20

30

26.7%

%

20

13.3%

More than half of respondents (60%) agreed that there is a lack of transportation for CwDs to go to schools which brings more barriers that impact CwDs' ability to go to schools.

Over half of the respondents agreed that there are long distances from home to school, which makes it difficult for CwDs to go every day to school and such in need for transportation to go to their schools.

2.1.12 There are long distances from home to school.


agreeI disagree

I stronglyagree

DPOs

Cms

Total

#

1

1

%

10

6.7%

#

2

6

8

#

2

1

3

#

1

2

3

%

40

60

53.3%

%

40

10

20%

%

20

20

20%

76

The majority of respondents from DPOs and CMs indicate that parents of CwDs cannot afford the school fees for their children to go to school implying that they could be financial burden to them.

2.1.13 Parents cannot afford school fees (uniforms, materials).

2.1.14 Parents of CwDs think that their children cannot succeed in school.

Interviewees

Interviewees

I agree

I agree

I partiallyagree

I partiallyagree

I disagree

I disagree

I stronglyagree

I stronglyagree

DPOs

Cms

DPOs

Cms

Total

Total

#

4

4

#

1

1

%

40

26.7%

%

20

6.7%

#

2

4

6

#

2

2

#

2

2

4

#

2

3

5

#

1

1

#

2

5

7

%

40

40

40%

%

20

13.3%

%

40

20

26.7%

%

40

30

33.3%

%

20

6.7%

%

40

50

46.7%

About half of the respondents from DPOs and CMs don't agree that parents of CwDs think that their children cannot succeed in their schools, while 53.3% agree with that. This clearly indicates that the awareness on CwDs rights and negative attitudes towards CwDs still lacks and is needed.

3. Attitudes and Behaviors towards Disability3.1 What doe it mean to “be disabled”? (Several answers possible)

Interviewees

DPOs

Cms

Total

#

1

6

7

%

20

60

46.7%

#

3

7

10

%

60

70

66.7%

#

2

2

%

40

13.3%

Losing any partof the physical

body

Losing opportunity, possibility, andparticipation in

the society

Other

77

For over half of respondents from DPOs and CMs, “being disabled” means losing opportunity, possibility, and participation in the society which may as well be considered a big barrier to reaching the full participation of PwDs in all societal aspects.

3.2 How do you feel when you meet CwDs? (several answers possible)

Interviewees

DPOs

Cms

Total

#

5

5

%

50

33.3%

#

3

9

12

#

1

1

#

4

1

5

%

60

90

80%

%

10

6.7%

%

80

10

33.3%

I feel pity I want to help I do notpay attention

I want toleave

I feel the sameas when I meetanybody else

80% of respondents from DPOs and CMs said they want to offer help when they meet CwDs, while 33.3% of them feel the same as when they meet anybody else, they believe that the PwDs can’t depend on them and always need help.

3.3 Please state whether you have witnessed any of the following negative attitudes and behaviors towards CwDs by indicating Always, Often, Sometimes or Never.

Interviewees

DPOs

Cms

DPOs

Cms

DPOs

Cms

Total

Total

Total

Laughing

Teasing/taunting

Nicknaming

Behavior Always Often Sometimes Never

#

2

1

3

2

1

3

2

1

3

%

40

10

20%

40

10

20%

40

10

20%

#

2

2

2

2

2

3

5

%

20

13.3%

20

13.3%

40

30

33.3%

#

3

6

9

3

6

9

1

5

6

%

60

60

60%

60

60

60%

20

50

40%

#

1

1

1

1

1

1

%

10

6.7%

10

6.7%

10

6.7%

The general analysis of the collected data from the majority of DPOs and CMs indicated to different extents that they have witnessed negative attitudes and behavior towards CwDs

3.4 If you have witnessed any of the above, from who? (several responses possible)

DPOs

Cms

DPOs

Cms

Total

Total

Rejection/socialisolation

Violence

1

1

2

1

1

20

10

13.3%

10

6.7%

2

2

4

2

4

6

40

20

26.7%

40

40

40%

1

4

5

3

4

7

20

40

33.3%

60

40

46.7%

1

3

4

1

1

20

30

26.7%

10

6.7%

Interviewees

DPOs

Cms

Total

#

3

3

6

%

60

33.3

40%

#

3

6

9

%

60

66.7

60%

#

4

9

13

%

80

100

86.7%

#

4

3

7

%

80

33.3

46.7%

#

2

2

%

40

13.3%

Member offamily

Children inthe street

Adults inthe street

Teachers inschools

Other

78

IntervieweesBehavior Always Often Sometimes Never

# % # % # % # %

Dpos Cms

120

100

80

60

40

20

0

60 60

33.3

66.7

100

33.3

80 80

Member of family

Children in the street

Adults in the street

Teachers in schools

The majority of respondents, 86.7%, stated that most of the negative attitudes and behaviors towards children with disabilities are caused by the adults in the streets.

Analysis of data collected

from children

80

1. Access to educationThe following questions were asked only to children without disabilities in mainstream schools

1.1 Please state whether you strongly agree, agree, partially agree, or disagree to the statements below. If you are unable to respond, states ‘do not know.’1.1.1 Parents of CwDs feel it is not important for their child to go to school.1.1.2 Parents of CwDs are unaware of their right of education. 1.1.3 CwDs do not go to school because of negative attitudes or behaviors towards them (discrimination, bullying, nicknaming, imitation, violence).1.1.4 Parents of CwDs do not send their child to school because of negative attitudes or behaviors towards them (discrimination, bullying, nicknaming, imitation; violence).1.1.5 There is a lack of support at school with personal issues (moving; toileting, eating, etc.).

Analysis of data collected from children


Total

CWDs

Children without Disabilities

CWDs

22

24

12

58

4

6

8

18

18

18

4

40

10

12

6

28

12

12

6

30

Stakeholders

Mainstreamschool

non-schoolCWDs

1.1.6 Teachers have limited opportunities to learn new skills to teach CwDs.1.1.7 Materials are not adapted to meet the individual needs of CwDs (special chair in the classroom, crutches, wheelchair, Braille, sign language).1.1.8 There is a limited or no physical accessibility: bad conditions of roads to school, school buildings not accessible, and toilets not accessible.1.1.9 Parents of CwDs lack the skills to support their children in school1.1.10 Parents have limited time to support their children in school1.1.11 There is a lack of transportation to go to school.1.1.12 There are long distances from home to school.1.1.13 Parents cannot afford school fees (uniforms, materials).1.1.14 Parents of CwDs think that their children cannot succeed in school.

60

70

80

90

100

50

40

30

20

10

0

58.3

41.745.8

41.7

45.8

79.2

70.8

87.5 87.5

54.2

45.8

62.5 62.5

50

37.5

33.3

12.5

8.3

25252525

29.2

20.8

2.5

4.2 4.2 4.2 4.2 4.2

70.8 70.875 75

1.1

.1

1.1

.2

1.1

.3

1.1

.4

1.1

.5

1.1

.6

1.1

.7

1.1

.8

1.1

.9

1.1

.10

1.1

.11

1.1

.12

1.1

.13

1.1

.14

strongly agree agree partially agree disagree do not know

In general, children without disability in mainstream schools have positive attitudes and impressions towards the needs of CwDs, right to education, inclusive related issues, and accessibility. 79.2% of them thought that CwDs do not go to school because of negative attitudes or behaviors towards them. 70.8% said that teachers have limited opportunities to learn new skills to teach CwDs. 62.5% disagreed with the statement that “parents of CwDs think that their children cannot succeed in school”.

The above chart shows the high level of awareness that children without disabilities had. These children are able to advocate rights of CwDs in future, targeting and working with them in school and society will enhance the opportunity for inclusion for CwDs.

81

The following questions were asked only to CwDs out of school.

1.2 Did you go to school before? - 58.3% (7 out of 12) of CwDs out of school said yes and 41.7% (5 out of 12) said no.

1.3 Why don’t you go to school, or why did you stop going to school (also ask if linked with gender)?- My school was completely destroyed during the war. - School floors, classes, toilet are not accessible. - I face difficulty in communicating with other students and teachers. I have a hearing problem. - Bad economic situation and lack of income. - Children hitting me when I walk in the street going to school.- Negative attitude of people about disability.

1.4 Would you like to go to school (or return to school)?- 66.7% of CwDs out of school (8 out of 12) said yes and 33.3% (4 out of 12) said no.

If yes, why?- It is boring to stay at home. - I like to be with the others/friends. - I have abilities and I can be something in the future. - I wish I could, but my family isn’t unable to pay the fees. - I want to be like my brothers and sisters.- I want to learn and play with children.

The following questions were asked only to CwDs in mainstream schools

1.5 Do you attend school regularly? - 95.5% of CwDs in school (21out of 22) said yes and 4.5% (1 out of 22) said no. 1.6 Do you enjoy going to school and learning? - 90.9% of CwDs in school (20 out of 22) said yes and 9.1% ( 2 out of 22) said no.

If yes, why?- There where my friends who I can play with- It’s an opportunity for learning - We have nothing to do at home

2. Barriers to access and participation in school2.1 Does the child meet these barriers (Yes/no)/Barriers encountered by the child.2.1.1 Lack of support at school with personal issues (moving; toileting, eating, etc.).- 86.4% of CwDs in school (19 out of 22) said yes, there is a lack of support at school with personal issues (moving; toileting, eating, etc.). and 13.6% (3 out of 22) said no.

2.1.2 Teachers are not very supportive - 81.8% of CWDs in school (18 out of 22) said yes that teachers are not very supportive and 18.2% (4 out of 22) said no.

82

2.1.3 Materials are not adapted (special chair in the classroom, crutches, wheelchair, Braille, sign language).- 77.3% of CwDs in school (17 out of 22) said yes that Materials are not adapted (no special chair in the classroom, crutches, wheelchair, Braille, sign language). And 22.7% (5 out of 22) said no.2.1.4 Limited or no physical accessibility: bad conditions of road to school, school buildings not accessible, toilets not accessible.- 50% of CwDs in school (11 out of 22) said yes that there is limited or no physical accessibility: bad conditions of road to school, school buildings and toilets not accessible. 50% (11 out of 22) said no.

2.1.5 Lack of transportation to go to school.- 77.3% of CwDs in school (17 out of 22) said yes there is a lack of transportation to go to school. 22.7% (5 out of 22) said no.

2.1.6 Long distances from home to school- 63.6% of CwDs in school (14 out of 22) said yes there are long distances from home to school. 36.4% (8 out of 22) said no.

2.1.7 His/her parents have limited time to support him/her in school- 77.3% of CwDs in school (17 out of 22) said his/her parents have limited time to support him/her in school. 22.7% (5 out of 22) said no.

3. Attitudes and Behaviors towards Disability3.1 Do you have friends at school? - 81.8% of CWDs in school (18 out of 22) said yes and 18.2 (4 out of 22) said no.

If yes, how many? All said more than one.

If no, why?- Because of the disability. - I'm not acceptable by others. 3.2 How are your relations with other children in the school? - 70% of CWDs in schools (14 out of 22) said their relations are the same as other children’s with others. 20% (4 out of 22) said they are not discriminated because of their impairments. 45% (9 out of 22) said they receive help when needed. 35% (7 out of 22) said other children are nice to them. 30% (6 out of 22) said other children play with them. 20% (4 out of 22) said they do homework together with others.

3.3 Do you have friends in the village/district/camp? - 86.4 of CWDs in school (19 out of 22) said yes and 13.6% (3 out of 22) said no. 83.3% of CWDs out of school (10 out of 12) said yes and 16.7% (2 out of 22) said no.

If yes, how many? All respondents said more than one. The following questions were asked only to CwDs in school and CwDs out of school

83

3.4 How are your relations with other children in the village/district/camp? - 63.6% of CwDs in school (14 out of 22) said “same as other children’s relations with others”. 13.6% (3 out of 22) said they are not discriminated because of their impairments. 36.4% (8 out of 22) said they are helped when needed. 31.8% (7 out of 22) said other children are nice to them. 50% (11 out of 22) said other children play with them. 4.5% (1 out of 22) said “other”. - 50% of CwDs out of school (6 out of 12) said “same as other children’s relations with others”. 33.3% (4 out of 12) are not discriminated because of their impairments. 58.3% (7 out of 12) said they are helped when needed. 58.3% (7 out of 12) said other children are nice to them. 58.3% (7 out of 12) said other children play with them.

The following questions were put only to children without disabilities in mainstream school

3.5 Do you have friends with disabilities? - 54.2% of children without disability (13 out of 24) answered yes and 45.8% (11 out of 24) answered no.

If no, why - Because they are isolated, parents prefer to keep their CwDs at home to avoid the negative behavior that may they show towards them. - They didn’t have the chance to see some of them. - No other CwDs living in the surroundings.

3.6 What does it mean “child to be disabled”? (Several answers possible)- 45.8% of children without disability (11 out of 24) defined it as losing any part of the physical body and 54.2% (13 out of 24) as losing an opportunity, possibility, and participation in the society.

3.7 How do you feel when you meet CwDs? (Several answers possible)- 45.8% of children without disability (11 out of 24) said they feel pity. 83.3% (20 out of 24) said they feel they want to help. 8.3% (2 out of 24) said would want to leave. 16.7% (4 out of 24) said they feel the same as when they meet anybody else.

The following questions were put only to CwDs in school, CwDs out of school, and children without disabilities.

84

3.8 Please state whether you have ever faced the following negative attitudes and behaviors in school by indicating Always, Often, Sometimes or Never.

The general analysis of the results in this component shows the high and moderate rates of CwDs responses who stated that they faced negative attitudes and behaviors in their schools like “laughing, nicknaming, teasing, rejection and violence”, which may be considered as big barriers for CwDs that could play in an important reason for not going to school.

Interviewees

CWDs in school

CWDs in school

CWDs in school

CWDs in school

CWDs in school

Total

Total

Total

Total

Total

Laughing

Teasing/

taunting

Nicknaming

Rejection/

social isolation

Violence

Behavior Always Often Sometimes Never

#

2

1

3

6

3

1

3

7

3

1

8

12

2

1

3

6

2

2

%

9.1

8.3

12.5

10.4%

13.6

8.3

12.5

12%

13.6

8.3

33.3

20.7%

9.1

8.3

12.5

10.4%

9.1

3.5%

#

3

3

12

18

5

2

9

16

4

3

7

7

2

6

15

5

1

6

12

%

13.6

25

50

31%

22.7

16.7

37.5

27.6%

18.2

25

12%

31.8

16.7

25

25.9%

22.7

8.3

25

20.7%

#

10

4

8

22

6

5

10

21

8

1

12

21

8

2

14

24

5

3

14

22

%

45.5

33.3

33.3

37.9%

27.3

41.7

41.7

36.2%

36.4

8.3

50

36.2%

36.4

16.7

58.3

41.4%

22.7

25

58.3

37.9%

#

7

4

1

12

8

4

2

14

7

7

4

18

5

7

1

13

10

8

4

22

%

31.8

33.3

4.2

20.7%

36.4

33.3

8.3

24.1%

31.8

58.3

16.7

31%

22.7

58.3

4.2

22.4%

45.5

66.7

16.7

37.9%

CWDs out of school

CWDs out of school

CWDs out of school

CWDs out of school

CWDs out of school






85

FOCUS GROUP DISCUSSION

Focus group discussions

6 FGDs were designed to collect some of the qualitative data from 3 target groups, CwDs in special schools, their families, and their teachers. The table below shows the number of respondents from both, PACF and SPHP.

The following questions led the discussion - How can schools support the right to education for all? What elements/components should be in place? - What barriers do you think CwDs are facing in education? - Do you have any recommendations for encouraging the participation of the child?

Children - How can school support the right to education for all? What elements/components should be in place? All children answered the first question by saying it is the place where they feel happy and satisfied; where the schools should include games, toys, friends, and attentive teachers. Interesting and enjoyable activities should be included in their schools. Al O'mari 14 year-old from SPHP for example noted; "This is the school that we want to study in, a lot of toys and games should be included" Children said they were not satisfied about school activities which don't include playing, drawing and collective work where friends can participate together. They indicated that the surroundings and general atmosphere of the inclusive school should be interesting, wonderful, and flexible; “no feeling of fear of banishment or neglect” as mentioned by Lamia 9 year-old from PACF. All children agreed that learning through activities is one of the most interesting things within the school that support the right to education. But unfortunately for the children, they said that their schools where only focusing on educating, teaching them and asking them to do their homework which makes them unhappy and not interested to participate in. - What barriers do you think CwDs are facing in education? According to children the one issue that made them unhappy in school is the rigid daily and weekly schedule. Each week children have one to two hours for recreational activities which is not enough in their point of view. In addition, some of the children complained that some of their teachers hit and punished them in the classroom and they asked for help. Teachers should learn more about using alternative teaching and disciplinary methods that support self-discipline and promote children's participation.

Children Parents Teachers

Female

4

6

10

PACF

SPHP

Total

4

4

8

4

7

11

5

3

8

10

2

12

0

4

4

Female FemaleMale Male Male

Interviewees

87

88

Some of the children mentioned that they faced difficulties in exams, homework, and class lessons. "We are not satisfied with the daily program at school, even at home we don’t have time to play where we have too much of homework to do ", said 9 year-old Lamia, and Ahmed 23 years-old from PACF who shared with us their experiences. Most of the children pointed out that they still need to do more to better their performance to meet their teachers' expectations of their teachers. It seems that courses/curricula don’t meet their needs or the way the children are taught is complicated and ineffective. However, the children stated that they are happy with the achievements they have made. But they indicated that the least interesting element in their school is the lack of toys with large play spaces. "I wish to have a large space to play with several kinds of toys", 7 year-old Tasneem, from SPHP mentioned.- Do you have any recommendation for encouraging the participation of the child?One of the recommendations raised by children was about increasing the hours for recreational activities on a daily basis. From their point of view, this would make them happier and allow them to give attention to the educational lessons.

Parents - How can schools support the right to education for all? What elements/components should be in place? An inclusive school according to them is a safe place for their children, including trained staff, taking children and parents’ concerns seriously into account; it is a protective environment that includes toys, a library, and supports CwDs as much as it can.- What barriers do you think CwDs are facing in education? Parents mentioned that they are suffering from the negative attitudes and behavior from people towards their children; a lot of stories about this were presented during the discussion. In addition, some of the parents said that they are unable to cover school fees, especially the costs for the transportation. Most parents think their children are unsafe when they go to school due to the inconvenient transportation.It was mentioned by some parents that their children are facing difficulties at school in very basic skills such as reading and writing, from their point of view it is due to the lack of support from school staff, as some parents didn’t notice any improvement in their level of school achievement. Difficulties mentioned by parents are related to the absence of skilled staff/teachers and the unsuitable curricula which are considered as barriers in education. - Do you have any recommendation for encouraging the participation of the child?Parents’ recommendations are as follow: the school should be provided with more toys and games and should organize trips because their children always complain about lack of the same. Schools should ensure free and safe transportation for their children. In addition, teachers should consider learners' needs and individual differences in teaching children; this can be done through building the capacities of teachers.

89

Teachers- How can schools support the right to education for all? What elements/components should be in place? An inclusive school is one that welcomes all children, considers their needs, safety, health, and well equipped, has adapted material and curricula, accessible premises including playground, accessible classrooms and toilets, and trained staff. - What barriers do you think CwDs are facing in education? Some teachers are volunteers who complain about the lack of financial support which is considered by most of them as a barrier. There is no plan for building their capacity, yet they see the need for them to be trained on disability and IE. The group of teachers in SPHP noted that the absence of tools and educational plans reduced the quality of education. - Do you have any recommendation for encouraging the participation of the child?Training on disability related issues and on IE should be given in order to help teachers and school staff to provide support effectively. Linking with mainstream schools will enhance the services provided for CwDs.

SUMMARY OF FINDINGS

91

1- Limited awareness on disabilityBased on the findings, it seems that most respondents (teachers, parents, CMs, DPOs, and children) are aware of the social model of disability and identify society as the main factor that contributes to disabling people. On the other hand, 51.9% of teachers and head teachers from special and mainstream schools, 46.7% of DPOs and CMs, and 45.8% of children without disabilities still look at this concept from a medical standpoint.

2- Limited awareness about polices to promote the right to education for allThe majority of respondents from all target groups indicated a limited awareness about laws and policies to promote the right to education for all; as indicated in the analysis, half of the teachers and head teachers from special and mainstream schools are not aware about Ministry of Education's and UNRWA's laws and policies to promote the right to education for all, in addition to the majority of children with disabilities, DPOs and community members who indicated that they are not aware about MoE policies. Most parents of children without disabilities in mainstream schools said that they are not aware of MoE policies.It seems that education facilities (schools, universities and MoE) and service providers, besides disability DPOs, make limited efforts to raise local community awareness on disability and the right to access education. This has resulted in the absence of clear and fair policies supporting the inclusion of CwDs in mainstream and special schools at the local level. Over half of caregivers (parents of CwDs at special and mainstream schools and parents of children out of schools) indicated that school head teachers from special and mainstream schools do not facilitate the enrollment of CwDs due to under estimation of their potential and capacities, in addition to the absence of standardized tools for testing children's capacities and abilities adapted to different children's needs. Also some caregivers still think that parents of CwDs do not feel it is important for their children to go to school.

SUMMARY OF FINDINGS

3- Limited awareness about inclusive education issues Approximately half of the respondents, teachers and head teachers from special and mainstream schools think that CwDs cannot succeed in mainstream schools. Interestingly, most head teachers from special schools, DPOs and community members think they can succeed, which is very positive for the future. Based on the figures, around half of respondents of teachers and head teachers from special and mainstream schools, still believe that the inclusion of CwDs in the mainstream school decreases the quality of education for nondisabled peers. Head teachers from special schools disagreed but still they think that CwDs can succeed in mainstream schools, if teaching methods and buildings are adjusted to their needs and they agreed that CwDs have the right to be included in mainstream schools. In addition, half of parents of children without disabilities agreed that inclusion of CwDs in the mainstream school decreases the quality of education for nondisabled peers.

92

4- Limited accessible schools and classrooms The majority of schools are physically inaccessible to many learners, especially to those who have physical, hearing and visual disabilities. Many schools are not equipped to meet learners’ needs, and the community does not provide local support. Environmental barriers indicated by respondents include: passageways, stairs and unstandardized ramps and recreational areas. A major problem identified by learners is physically getting into school, and they mentioned that this prevents some of them from going. In general the respondents (teachers, head of teachers, DPOs and CMs) think that there is a poor level of accessibility in the schools, and they also highlighted the lack of transportation to go to school and the long distances from home to school. In addition, some parents cannot afford school fees, as indicated by parents of CwDs interviewed during the implementation of the assessment. The difficulty of covering schools fees and transportation cost was raised before, during the implementation of FGDs at SPHP and PACF targeted parents of CwDs who asked many times for support in this regard. Teachers and head teachers from special schools considered their schools and classrooms accessible, while around half of teachers and head teachers from mainstream school disagree. Most of children without disability and half of CwDs agreed that schools and their classrooms are not physically adapted.In addition, there is a lack of support at school with personal issues (moving; toileting, eating, etc.), this was also considered by parents as a high level barrier. DPOs members, CMs, CwDs in schools agreed that there is a lack of support at school with personal issues.

5- Lack of affordable and accessible transportationTransportation is a mean for children with disabilities to access important opportunities like education, but still there are many of children with disabilities have missed the opportunity to access mainstream or special education due to their families’ inability to cover the monthly transportation costs and the lack of accessible transportation. Additionally children with disabilities who are using the existing inaccessible transportation systems are likely experiencing violations related to their safety and protection by untrained and unqualified drivers and personal assistants. Majority of respondents indicated that children with disabilities are lacking transportation to go to school.

6- Curriculum and materials are not adapted and needs of CwDs are not considered The curriculum is one of the major obstacles to facilitate the development of more IE approach and practices. The curriculum is often unable to meet the needs of a wide range of different learners. In many contexts, the curriculum is centrally designed, leaving little flexibility for adaptations or for teachers to experiment and try out new approaches. The majority of teachers and head teachers and most of children without disabilities and with disabilities agreed that materials are not adapted and half of them agreed that the educational curriculum is not adapted for CwDs. They think that the materials and curricula don’t meet the individual needs of CwDs and don’t support children’s learning, Also, most DPOs members and CMs agreed that materials and curricula are not adapted to the needs of CWDs and there is a lack of appropriate materials, aids and assistive devices.

7- Lack of planning to build the capacity of school staff Teachers' knowledge on disability and IE, abilities and attitudes can be major limitations for IE. The training of staff at all levels is often inadequate. Where there is training it often tends to be fragmented, uncoordinated and inadequate. If teachers do not have positive attitudes towards learners with disabilities, it is unlikely that these children will receive satisfactory education. It’s clearly noticeable that limited capacity building opportunities were provided and given to teachers to learn new skills in order to teach CwDs. Trainings for teachers on IE teaching and learning methods for CwDs are a real need, as indicated by teachers and head teachers.

8- Schools relation with parents and community membersParents mentioned that their involvement in their child’s education is encouraged by school staff. School staff meets regularly with them to discuss their children’s progress and raise any concerns. Whilst their concerns are respected by school staff, this link between parents and staff remains weak and limited. This kind of relationship should be more organized and parents should take an active role in education. The two special schools currently don’t have parents’ councils or any representatives from the community. However, parents and CMs’ contributions are needed in the educational process. Their involvement and participation remains limited and it should be enhanced by establishing groups, forums, and councils. This will make them partners in providing support for their children.

9- Attitudes and Behaviors towards DisabilityThe greatest barriers for inclusion are caused by society. Negative attitudes towards individual differences result in discrimination and can lead to serious barriers in children accessing learning and education. This can take the form of social discrimination, lack of awareness and traditional prejudices. Most respondents (teachers and head teachers from mainstream and special schools, DPOs and CMs, and caregivers) agreed to different extents that CwDs are facing negative attitudes, which are considered as barriers by most. Most children without disabilities, DPOs, CMs, caregivers, teachers, and head teachers agreed that CwDs do not go to school because of the negative attitudes or behaviors towards them such as discrimination, nicknaming, and violence. The same respondents also agreed that parents of CwDs do not send their children to school because of the negative attitudes or behavior towards them. This was considered by most of respondents as a barrier. At the same time, the majority of respondents (teachers and head teachers from both special and mainstream schools, parents of children without disabilities, CMs and DPOs) said they witnessed negative behavior towards CwDs

93

94

TeachersHead teachers

70.8% think that parents of CwDS

feel it is important for their

children to go to school. This is a

very positive finding as it entails

that the majority of parents want to

send their children to school.

Key positives fromthe responses


75% think that there is a lack of

support at schools for personal

issues such as toileting, and this

should be a focus in the future, in

both types of schools and needs to

be budgeted for.

Key negatives fromthe responses


66.7% believe that the need for

adaptive materials and learning

materials for all teachers is the

most important aspect to focus

on. This should be in the key

budget.

Key priorities forthe future


75% of teachers state that class

activities are varied including

group work and games with a

“ l e a r n i n g f o c u s ” a n d t h i s

methodology can be shared with

mainstream school teachers. The

majority (91.7%) are in favor of

improving links between them

and the teachers in mainstream

schools.

Key facilitators identified to potentially reduce barriers


100% believe that CwDS can

succeed in mainstream schools so

they are more l ike ly to be

supportive and encouraging of

more inclusion.

75% believe that CwDS are

subjected to stigma including

violence and this is something

that needs to be addressed as

soon as possible.

100% believe that training of

teachers in the area of IE and

teaching methodologies is a high

priority for all teachers and they

are keen to embrace it.

75% believe that teachers should

visit other classrooms where

there are CwDs (both mainstream

and special) via an “inclusion link”.

This would improve teachers'

k n o w l e d g e , a t t i t u d e s a n d

understanding.

Summary of the Key differences between the Groups' responses

Special Schools

95

Only 4.2% of teachers never have

high expectations of all children

including CwDs, (although 58%

said that these high expectations

only happened sometimes so there

is work to do on this )



Over 40% believe that IE is not

beneficial for the other children in

the class. This is a key finding and

is something that needs to be

tackled head on by explaining the

benefits in awareness raising

sessions.



Only 50% of mainstream teachers believe

that school enrolment is always open to

CwDs and children without disabilities.

School enrolment policies are a clear

priority and teachers need to push for this

to be implemented in their schools and

empowered to do so.



Given that 37.5% of mainstream teachers

stated that classrooms are accessible for

CwDS already, this is a potential facilitator

for the future process of including more

CwDs in schools. For example, this shows

that some of the schools have started to

think about how to make classrooms more

accessible for wheelchair users.



91.7% think that CwDs have the

right to be educated and included

in the mainstream school near

their home. Therefore, they should

be supportive of this trend to

encourage more inclusion.

58.3% agree or strongly agree

that there is limited physical

accessibility: e.g. bad conditions

of road to school and school

buildings not accessible. This is

a key area to focus on.

100% of this group gave a top priority to class sizes and all stated that they would like to see fewer children in their classes, especially if they are to include C w D S e f fe c t i v e l y. T h i s i s important as they are able to push for it.

91.7% stated that families are

welcome at school to discuss any

issue to do with the child's

impairment. The improvement of

this link with parents is crucial

and if outreach to parents was

increased this could potentially

reduce the barrier of “poor

parental support to education.”

Mainstream schools

TeachersHead teachers

96

in schoolout of school





38.2% of parents of CwDs at special school

believe that schools do not facilitate the

process of enrollment of CwDs and this is a top

priority for them. It is very important that

families feel that their voices are heard and

that they are able to enroll CwDs in

mainstream school if they want to.



The majority of parents of CwDs are never

ashamed of their children ( 73.5 and 62.5 for

special school and mainstream respectively)

but there is still a significant group who feels

this way often ( e.g. 31.3% of parents of children

at mainstream school) and this needs to be

tackled by individual counsell ing and

awareness raising sessions for parents. Also,

parent support groups may be helpful to

address this.



85.7 % of parents of CwDS out of

school say their children have

local village friends, which is an

indicator of posi t ive soc ia l

inclusion and this is something to

be celebrated.

33.3% of parents whose CwDs

have dropped out of school often

do not have time to care for them

which is significant. Helping them

in getting their children back to

school would be highly beneficial.

100% of parents of the children who have dropped out of school blame long distances to school and costs, namely for uniforms, as key barriers that need to be given priority. These are real and practical barriers that cannot be ignored.

A key issue for parents in this

group is that their children

experience violence when in

school. So it is important to

address this with children who

are in schoo ls and to run

awareness raising sessions for

s t u d e n t s a n d t e a c h e r s

specifically on this topic. This

should reduce this barrier.

Roughly half of parents feel that they are

supporting their children in reaching their

wishes (43 % for special and 50% for

mainstream). This is significant as it means

that there is a strong group of parents who

are able to be supportive, despite difficult

circumstances.

52.9 % of parents of children attending special

schools (and 31% at mainstream) think that

their children don't feel as if they can succeed

in school.

This means that a large number are

concerned about their child's low self-esteem

which should be prioritized.

Families of CWDs

97

The majority supporting the idea of raising the

awareness of individuals and community will

enhance the involvement and inclusion of CwDs in

the society.

Children without disability in mainstream

schools have positive attitudes and impressions

towards the needs of CwDs, right to education,

inclusive related issue, and accessibility. They

can be active actors leading advocacy campaigns

and changing attitudes at least at their schools.


62.5% disagreed with the statement that “parents

of CwDs think that their children cannot succeed

in school”. They think they are aware of their

children's abilities

79.2% of them believe that one of the barriers is

the negative attitudes towards CwDs and their

ability to participate in different aspects,

education and social events






81.8% of parents agreed that CwDs do not go to

school because of negative att itudes or

behaviours towards them. Awareness raising

sessions and campaigns should be implemented

in this regard


90.9% of respondents from parents of children

without disabilities think that teachers should be

trained and improve their knowledge and skills on

disability related issues to be better able to teach

and to respond to the needs of CwDs


68.2% of parents of children without disabilities

disagreed that CwDs cannot succeed in mainstream

school, and they believe in their ability to participate

and to succeed 68.2% of parents of children without

disabilities disagreed that CwDs cannot succeed in

mainstream school, and they believe in their ability to

participate and to succeed

81.8% of parents are not aware of the ministry of

education laws and policies to promote the right to

education for all, including CwDs, which indicates their

limited involvement

Families of children without

disabilities in mainstream schools

Children without

disabilities

DPOs Cms

100% of DPOs members strongly

agreed that the primary education

is useful, which reflected their

understanding of right to education



60% of respondents agreed that

CwDs do not go to school because

of negative attitudes or behaviors

t o w a r d s t h e m . T h i s w a s

considered as a barrier



Respondents agreed to some extents that

parents of CwDs were unaware of their

children's right to education and agreed that

this is one of the main barriers. Collecting

data about CwDs who do not go to school is

a priority and reaching their families will

increase their awareness regarding the

right to education



100% agreed to different extents

that CwDs can succeed in

mainstream schools, if teaching

methods and buildings are

adjusted to their needs. It is

important from their point of view

to have adapted premises, trained

teachers, and adjusted teaching

methods to get success



9 0 % o f C M s i n d i c a t e d t h e

importance and usefulness of

primary education.

60% strongly agreed to different

extents that there is a lack of

support at school with personal

issues (moving; toileting, eating,

etc.) which prevents most of

C w D s t o b e i n v o l v e d i n

education

Respondents agreed to some extents that

parents of CwDs were unaware of their

children's right to education and agreed

that this is one of the main barriers.

Collecting data about CwDs who do not go

to school is a priority and reaching their

families will increase their awareness

regarding the right to education

100% agreed to different extents

that CwDs can succeed in

mainstream schools, if teaching

methods and bui ldings are

adjusted to their needs. It is

important from their point of view

to have adapted premises, trained

teachers, and adjusted teaching

methods to get success

98

Key areas with the largest disparities:

Schools 1. The fact that 83% of special school teachers believe that inclusion of CwDs in mainstream classes does not decrease the quality of education for the other children in the class, whereas only 43% of mainstream teachers disagree with this statement. 2. Another key distinction is that 70% of special school teachers disagree with the statement that “Parents of CwDs feel it is not important for their child to go to school” but only 23% of mainstream teachers disagree with this.

3. As may be expected, the curricula show notable differences. For example, 83.3% of teachers from the mainstream schools say their curriculum is never adapted for CwDs, whereas only 16.7% of special school teachers state this.

4. Similarly, in terms of teaching methodologies, 58% of special school teachers state that the child-centered approach to learning is always used, whereas only 29% of mainstream school teachers think this. As may be expected, there is an even larger disparity between the types of adaptive teaching and learning materials which are adapted to support the children’s learning process (large print, audio/verbal presentation, Braille). 41.7 % of Special school teachers compared to only 8.3 % of mainstream school teachers stated that they were always available.

5. In terms of training needs, only 16.7% of special school teachers believe there are no training opportunities for education of CwDs, whereas 79.2% of the mainstream teachers believe this is the case. Training of teachers and adaptations of materials in mainstream schools remains a priority area.

Parents 1. Parents whose CwDs attend mainstream schools are more likely to have low expectations than parents of children who attend special schools; 43.8% versus 20.6% respectively think this happens very often.

2. Parents of children who have dropped out of school are less negative about the stigma and social attitudes that their children have to face, possibly due to the fact that they stay in the home more and are not exposed to society. For example laughing, teasing and nicknaming are commonplace for CwDs, particularly for those attending mainstream schools (37, 43, and 43 % respectively). However none of the parents whose children had dropped out of school stated that this was always something that they had to face.

99

3. Lack of time to care for their children is a strong theme. There is a disparity between parents of children who are out of school (only 28.6 % always have time) and those who are in school (52.9% and 62.5% for parents of children at special and mainstream schools respectively). This is a strong argument to encourage parents to enrol their children in school.

4. Interestingly, whilst teachers believe that the lack of parental skills to help support their children’s’ education is a barrier (75% of special school teachers and 83.4% of mainstream school teachers), parents themselves don’t believe this is a barrier to such an extent. In fact 23.5% of special school parents, 43.8% of mainstream and 50% of out of school parents believe that this is no barrier at all, and a significant number only think it’s a low impact barrier. A larger proportion think that barriers such as school fees, transportation costs and the stigma that children face when they attend school are more important.

Children with disabilities 1. Despite the positive answers received from special school teachers regarding the implementation of positive teaching methods, child-centred approach, CwDs are not satisfied and reflected a negative picture about school activities which don't include playing, drawing and collective work. The children indicated that the surroundings and general atmosphere of their school should be interesting, wonderful, and flexible; “no feeling for fear of banishment or neglect”, as mentioned by one child.

2. Most CwDs in special school frequently talked about the rigid daily and weekly schedule at their school. Each week, children have only one to two hours for recreational activities. In addition to this, some of the children complained that some teachers are hitting and punishing them in the classroom. This is contrary to what teachers mentioned and said about the interests and efforts they are making to ensure children wellbeing.

100

RECOMMENDATIONS

1- Raise awareness on the social model and rights based approach of disability.Awareness raising activities have to be implemented by DPOs, disability service providers and special education schools, focusing on the social model and rights based approach targeting:- Education policy makers and education staff.- Parents and families of CwDs.- CMs and other children without disabilities.In order to promote the knowledge and the positive attitudes towards disability, these awareness raising sessions will aim to have a positive change on developing the IE policies at the national and local levels.

2- Development of standardized assessment and testing tools that respond to the different needs of children.CwDs have the right to be assessed through adapted tools which meet their needs and abilities. An adapted assessment and testing tool that is focused on external factors and barriers facing CwDs from access to education has to be developed by mainstream and special education service providers. This should be developed in collaboration with rehabilitation service providers, and should improve the data about CwDs in and out of schools, types of impairment, barriers and the needs of CwDs.Mainstream and special schools have to change their currently used enrollment procedures where a common and standardized criteria of enrollment has to be used at national and local level to facilitate the inclusion of CwDs.

3- Strengthening coordination between mainstream and special schools.Coordination has to be strengthened through:- Technical exchange: mainstream service providers and special education service providers have to create a system of technical exchange in order to support each other in teaching and learning methods, particularly for CwDs and disability related issues.- Exchange visits and inclusion links: the creation of a mutual exchange visit system between special education schools and mainstream schools will contribute to change the children without disabilities’ attitudes towards disability and CwDs. Inclusion links for CwDs to participate in some days and classes at mainstream schools will also break the fear barrier of accessing mainstream schools for CwDs.

4- Improve teachers’ capacities to respond effectively to the different needs of children.The way the teachers are teaching is critically important in any reform designed to improve quality. Adequate pre-service and in-service teacher training on IE and disability is essential to improve learning. Universities have to be supported in order to update their curricula to include the new concepts and approaches to IE and disability, in addition to the role of education, service provider’s development of capacity building plans for their educational staff.In Gaza Strip there are a number of organizations that work and still work on the provision of trainings for teachers from the mainstream schools, while special schools teachers are mostly neglected in this field. Whilst there have been some IE trainings, there has been limited coordination between the organizations to provide or to produce unified modules for IE trainings.

102

RECOMMENDATIONS

5- Promotion of the holistic approach to support children with disabilities in educationEducational services/interventions should be rooted in child rights principles and should be built based on a comprehensive methodology for addressing the multi-faceted needs of CwDs. This approach links education with other sectors such as health, psychosocial, child protection, etc.

6- Improve accessibility of schools buildings and facilities In Gaza Strip most accessible mainstream schools have the minimum standards for physical accessibility for children with physical impairment, but children with visual and hearing impairments still do not have their needs met in most mainstream schools.Mainstream education service providers have to follow the standards of universal–for-all designs during the process of planning and implementation of new school buildings projects so that the needs of children with different types of impairments are catered for.

7- Provision of adapted and accessible educational materials and curricula The absence of the adapted curricula and educational materials are considered by the respondents as a key barrier to inclusion of CwDs. Schools should be supported to adapt the educational materials and staff should adopt different teaching methods in order to be able to respond to the needs of learners.

8- Changing community perspectives and attitudes towards disabilityChallenging attitudes which may reinforce and sustain discrimination, social attitudes are a powerful driver of the marginalization of CwDs in and from education. Negative attitudes towards disabled children’s abilities and capacities to contribute to society can profoundly influence the chances they have of going to any school.

9- Strengthening parents and users participation in the education systemFamilies should be willing to follow the schools’ programs at home and work to have a positive relationship with the teachers and schools. Parents and families could assist with school in various ways, such as developing the required low /no cost teaching materials for the child. Parents could stand in as teacher’s assistants or volunteers. Parents could also encourage other volunteers to help out, guided by the teacher. Parents should request regular meetings with teachers to include their viewpoints in the decision making process and parents should develop a positive relationship with the teacher.Schools should collaborate directly with parents, on both an individual-case basis and in groups in order to inform teachers about the children and allow parents to learn from teachers. Schools/teachers and parents should have regular meetings throughout the school term, to discuss issues with regard to the children’s progress, plans of action, any problems arising at home or in the community. Schools should institute parent clubs to promote the involvement of parents in learning and other school community activities. School boards and other groups should include representatives from parents of CwDs individually or as members of groups.

10- Mobilization of community resources to support inclusion of children with disabilities in the educationCommunity leaders, families, parents, local NGOs and DPOs should create greater awareness, understanding and acceptance of CwDs. All parties should advocate for the right of inclusion in all aspects of the society.

103

Summary

Disclaimer

This report was produced by Handicap International with the support of the Government

of Canada. Its contents are the sole responsibility of Handicap International and can in no

way be considered a reflection of the point of view of the Government of Canada.

The UN Convention on the Rights of Persons with Disabilities (UNCRPD), defines disability

as “an evolving concept and that disability results from the interaction between persons

with impairments and attitudinal and environmental barriers that hinder their full and

effective participation in society on an equal basis with others”, in its article 24, UNCRPD

obligates the state parties to ensure inclusive education systems at all levels and lifelong

learning directed to the development and empowerment of persons with disabilities. This

assessment was conducted to identify opportunities and barriers to access education for

children with disabilities and it indicated that disabling environment, attitudes and

practices of community are the main barriers that hinder children with disabilities'

inclusion in mainstream education.

The report highlighted different barriers that need various stakeholders' intervention to

improve access to education and has confirmed the need for real links and coordination of

the different education stakeholders in order to provide equal opportunities for all

children, in particular highly vulnerable and marginalized children, including children

with disabilities.

The Palestinians law number 4 confirms the need for equal access and opportunities of

persons with disabilities to inclusive education, through the provision of accessible curricula

and facilities, and the improvement of education service providers' capacities to deliver

quality education for persons with disabilities. The report further indicated that the lack of

accountability for inclusive education practices has resulted in a gap between policies and

practices.

Conducted by

Handicap International

Funded by:

Government of Canada

Gouvernementdu Canada

Governmentof Canada

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