Teachers for All: Inclusive Teaching for Children with Disabilities

How can such involvement be facilitated?

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How can such involvement be facilitated?

Teachers often say that including learners with disabilities is the aspect of inclusive education that they find most challenging.22 Stakeholders with disabilities (individuals or representatives of DPOs) can play an active role in preparing teachers for this challenge in the following ways:

  • Ministries of Education should seek the contribution of people with disabilities during policy discussions (at all levels) about teacher training structures, curricula, etc. (as well as during discussions about other education issues).

  • Positive action should be taken to train, deploy and support teacher trainers who have disabilities, who can act as positive role models and provide ‘first-hand’ information about disability, inclusion and exclusion to the trainee teachers.

  • Pre-service and in-service training programmes should be designed with the flexibility to feature guest trainers and speakers from among different stakeholder groups, including people with disabilities (e.g. academics and researchers with disabilities, local role models with disabilities, parents of children with disabilities).

  • Pre-service and in-service training and continuing professional development programmes should find ways to give teachers/trainee teachers ‘exposure’ to working with children and adults with disabilities and with their parents/carers (e.g. by having teachers work some voluntary hours with a sports club or other facility/event for children with disabilities).

  • Local education authorities and schools should be enabling people with disabilities to be actively involved in school life, management committees and parent-teacher associations, so that serving teachers (and trainee teachers doing practicum) are meeting and working with (and can ask questions to) people with disabilities regularly and for different purposes.

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