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TRANSCRIPT
Learning Lessons
from Experience:
good practice case
studies
Inclusive Education Title: Cluster schools & Resource centres (school & authority level)
Countries: Rwanda & Ethiopia
Specific Topic Area: Developing Cluster schools & Resource centres
Presented by: Vincent MURENZI (Rwanda)
Desalegn MEBRATU (Ethiopia)
Date: 28th May 2013
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Cluster schools are schools that become inclusive due to
being sensitized and developed by their neighboring pilot
schools to accommodate learners with special educational
needs including those with disabilities and meet their needs
in the same practices and approaches as the ones used in
pilot schools.
A resource room is a classroom where students come for
part of their instructional day to receive special education
services. It benefits to the students with special educational
needs in addition to what they receive in the regular
classroom placement.
What do we mean by
Cluster schools & Resource centres (school &
authority level)
114
Summary of IE context
• Rwanda In Rwanda, 36 pilot schools have developed 104 cluster schools in
two years. The latter brought positive and significant achievements
notably the change of mindset, the change of pedagogical practices
with respect of inclusive principles and approaches, the enrollment
of 2961 vulnerable pupils including 1475 children with disabilities
(647 female and 828 male).
Parallel with this increment in size, the 36 model inclusive schools
have developed resource rooms with available local means and
support from parents. The resource rooms helped parents to assist
teachers and regularly support their children with provision of
learning materials. It served for special educational assessment,
guidance and counseling, multidisciplinary team meeting,
educational materials production, private rooms for boys and girls for
eventual first aid, parental advice and supplementary teaching.
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Summary of IE context
•
• Ethiopia
In Ethiopia, six pilot cluster schools have
developed inclusive environment Especially, the
enrollment of children with disabilities in the six
pilot clusters has increased to 791 from 535 in in
a short time, just a year and half. 30 schools
which are satellites to the pilot cluster schools are
taking lessons and practicing inclusive principles.
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Summary of IE context-CONT
Ethiopia
The six pilot schools have developed their own
resource centers which also serve the 30
satellite schools. Special needs teachers who
are in charge of the centers provide professional
assistance to mainstream teachers, school staff,
parents and individual students. Excluding
teachers and students from the 30 satellite
schools, the resource centers have benefited 17
270 students / 791/ with disabilities.
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Cluster schools & Resource centres (school &
authority level): main barriers
• Cluster schools are so many that they are
not easily manageable;
• Some schools do not have enough rooms
to develop resource rooms.
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Description of the good practice
and measures taken to overcome
barriers
Rwanda
• To empower cluster schools in a bid to
render them autonomous in the future;
• To advocate for availing resource rooms
throughout the process of building Nine
Year Basic Education (9YBE) classrooms.
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Description of the good practice and measures taken to
overcome barriers
ETHIOPIA
1.Establishment of functional resource centers in cluster
schools: managed by SNE teachers, where mainstream
teachers can look for support to improve their skills.
2.Involvement of DPOS in the promotion and practice of
inclusive education for vulnerable groups together with the
cluster schools.
3.The involvement of children in the IE process through
students‘ parliament and various clubs.
120
Most significant changes
Rwanda • In sum, 104 clusters were born and 2961 vulnerable children
including 1475 children with disabilities were included in them;
• The assessment of children‘s needs was done;
• The individual Education Plans were done and evaluated by the
schools;
• The culture of inclusion was developed by the pioneer teachers;
• Schools were equipped through teachers and head teachers‘ own
initiatives;
• The relations between the community, cluster and model inclusive
schools were tightly tailored.
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Most significant changes Ethiopia
1. Positive change towards the education of the most
vulnerable groups among parents and improved IE practice
by service providers and better physical accessibility which
has all lead to an increase in enrollment of children with
disabilities from 535 to 791 and better learning environment
for another 17,270 students
2. Active participation of DPOS in the expansion of
education for the most vulnerable groups and the
establishment of inclusive education steering committee at
school level.
3. Interest and recognition for the promotion of inclusive
school environment by satellite schools, Regional
Education Bureaus and Ministry of education.
122
Impact statements
• Quotations + photos Trained teachers created a multiplier effect
A teacher of NYAGISOZI cluster school in KAMONYI district said: ‗‘ At first, I was not
sure of what to do when I saw CwDs coming to my class. I wondered if I could
manage to handle them as I was not trained in inclusive pedagogy. Once the trained
teacher from MUGINA primary school came to train us, I felt comfortable and became
used to. In turn, I do mobilize and sensitize my peer teachers on a regular basis ‘‘,
end of the statement.
Resource rooms enriched the capacity of teachers to conduct assessment and
use individual Education Plan
A teacher of St Stephen SHYOGWE Secondary School, said: ’’the development of
resource room was a good opportunity to me to conduct special educational needs
assessment and plan individual education plans for those who were seen to be
deviating from the normal curriculum. More importantly, I taught a learner who could
not keep attention any more supplementary way. With toys, I managed to develop his
attention slowly’’, end of quotation.
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ETHIOPIA : Impact statements
• PHYSICALLY DISABLED CHILD AND HER MOTHER TALKS ABOUT ACCESS
―I stayed in bed all day and did nothing,‖ ―I didn't have friends,
I didn't go to school—I knew nothing about the world.‖ says
Hodan Abedulqader, 17 years old child with physical
disability seen on the photo / middle/ below , when
describing her situation before joining school,
On April 2013, Hodan had the opportunity to meet privately with Jessica Cox, the
world's first armless pilot (she flies with her feet).
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Ethiopia: SNE TEACHER AND A STUDENT EXPLAINS ABOUT RESOURCE CENTER
―Now we have a center with various materials to assist the
students,‖ says Genet Wolde, SNE Teacher. She added,
―Mainstream teachers come to the resource center
looking for technical support from us and we do our‖
Tiyan Bushira, visually impaired students said , ― now, we have braille ,
and other audio visual equipments helping our learning,‖ she
concludes, ― i wish all children who are blind like me get the chance .‖
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Replicating or scaling up this
practice – what do we need to do?
• District authorities need to set strategies for supporting
the emerging cluster schools to remain on the inclusive
track.
• Other schools need to replicate this practice of
developing resource rooms.
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Replicating or scaling up this practice – what do
we need to do?-ETHIOPIA
1. All schools in the regions and country need to take
lesson promote and practice inclusive principles to
reach more vulnerable children.
2. All schools should establish resource centers, managed
by SNE teachers to provide technical assistance to
mainstream teachers and to provide additional teaching
–learning resources to students and teachers.
3. People with disabilities and Disable People
Organizations should be exploited as a resource,
especially in awareness raising campaigns for parents.
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Summary points
Our experience in developing cluster schools and
resource rooms in Rwandan schools shows that
cluster schools have helped teachers to build
capacity for their peers to accommodate needs of
children with disabilities in mainstream schools and
resource rooms have enabled teachers to offer
supplementary teaching services.
128
Summary points-ETHIOPIA
In Ethiopia a cluster school serves us a hub of resources
and technical support for at least five satellite schools in the
locality.
Our experience indicates that senior teachers and SNE
teachers in the cluster schools have served as trainers for
beginner and junior teachers from satellite schools
regarding inclusive education, on ways of teaching children
with disabilities and quality education in general. The
resource centers in the cluster schools have benefited
teachers and students including those from the satellite
ones.
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II.VENUE FOR EXCHANGE, PARENTAL ADVICE
AND COUNSELING.
Scenario before: Scenario today:
Under a tree In the resource room
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III. RESOURCE AND DOCUMENTATION ROOM.
Teachers have made a study trip: they are receiving explanations from their peer teachers.
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