By Sobirjon Safarov | Director
To advocate duty-bearers implementing the right to education for children with disabilities and changing attitudes in the community is a key part of the project.
With the support of the Local Educational Department in Rudaki district we conducted 3-day training on Inclusive Education for 32 mainstream teachers of government schools and preschools in Rudaki District.
The participants were equipped with materials and information about Inclusive Education, disability models, UNCRPD and rights of CWDs to education and physical accessibility at schools. An innovation during the trainings was practical visits of teachers to the school properness group, where children with disabilities were interacting and socializing with their peers
These sessions gave the participants opportunity to discuss the importance of Inclusive education and the procedure of receiving CWDs at schools, creating friendly environment and CWDs needs in the classroom. Teachers were also presented eight golden rules for teaching, including practical sessions on how to create an Individual lesson plan for students with special needs, including many practical aspects of adapting the classroom for inclusion.
During the sessions trainers presented visual aids, items and games that could easily involve to participate all children in the classroom. It could help teachers to teach lessons in more creative way. All the visual aids can be easily made by teachers at their schools, as all the items were made from accessible materials around them. Teachers were given support to prepare an individual educational plan for a few CWDs, set up the right goals, adjust the existing resources and identify the proper activities for children.
In addition, participants received a resource – a book on “Teaching children with disabilities in Inclusive settings” that was given during the training. The resource has practical tips that teachers can use in their classroom.
Social events can be inclusive! (Story)
An annual conference for teachers of mainstream government schools was conducted as well as school transition support services were provided in order to promote inclusion in the communities.
Amina is a girl with speech and cognitive delay. She had difficulties in socializing with other children. So, she came to school preparedness group to socialize and improve her skills for going to school. At the beginning, her mother was very worried about her.
In 2021, Amina completed the full assessment process and was able to enter the mainstream school in her neighborhood.
Our staff regularly visited Amina to see if any challenges at school and supported her teacher by providing necessary information or advice. The teacher participated in teacher training and understands socializing would help children with special needs to be integrated in the community.
In one of the visits, we saw Amina presenting a beautiful dance with flowers in dancing with other girls in her class.
The teachers expressed: “After participation in teacher trainings, I realize how important it is to promote inclusion in the school and support children with special needs to develop their skills. She was proud for Amina performing her dance with her peers in front of other the students”
The Inclusive Education training is conducted to raise awareness about inclusion and CWDs fully participation in all events of the school equally with other students.
By Sobirjon Safarov | Director
By Sobirjon Safarov | Director, Public Organization DRJ
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