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Jack Banda Post 1

• 18 February 2021, 7:09 AM

week 2 Activity 2.1:

In my country, Government policy on inclusive teaching and learning takes care of the following:-

-provision of access to education by all eligible children,

-provision of the needed resources,

-provide the required manpower,

-provide some infrastructure,

-provide specialized ex parties,

-policy on special education,

-ensure teacher training and administrative staff.

Impact of the above measures:-

-few learners are catered for due to limited resources,

-there are few special units to cater for the disabled countywide,

-there are few specialized teachers in schools,

More could be done to fully implement the the policy on special education. Provision of specialized equipment to all schools can be improved upon. Non specialized teachers can be oriented on how to identify, and help children with hidden impairments in their schools.

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Matthew Nasilele Post 2 in reply to 1

• 18 February 2021, 2:55 PM

In my country policies are there to regulate the running of  and provision of inclusive education to to all learners.Policies have been put in place to have special units for example to cater for children with special needs.  In addition policies are there for

  • appointment and placement of Standards Officers for Special Education in each district.
  • There is also creation of friendly environments in schools to cater for interests of learners
  • Training of members of staff in each special units identified in school
As a result most teachers in these schools have adaptation of teaching methods,topics and curriculum to suit individual learners' needs. The policies put in place have encouraged many parents  to take children to school, knowing that the infrastructure and  environments are friendly to their children.
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Julia Ruiz Lopez Post 4 in reply to 2

• 23 February 2021, 1:56 PM

I find it very interesting how student-centred policies give meaning to school, how families and society find that their children are favoured by the school infrastructure and context. 

Indeed, as Matthew rightly says, if the policies put in place have encouraged many parents to bring their children to school, knowing that the infrastructure and environments are favourable for their children, then something is being done to achieve a more inclusive school or society. I wish this sense of "the school we want" would define public policies on education in Spain, but there is a long way to go.

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Julia Ruiz Lopez Post 3 in reply to 1

• 23 February 2021, 1:56 PM

I connect Mattew's response with Jack's response to the need for guidance on how to identify and help children with hidden educational needs in their schools for non-specialist teachers.

Perhaps in the case of Spain I think there is a detachment from the needs of people from less privileged backgrounds who have less agency to denounce and achieve policies in this direction, creating a parallel system of specialised services for their children sometimes outside the public school, as if it were not everyone's right to have a favourable school infrastructure and context.