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1.3 Experiences of Exclusion and Inclusion in Education
Despite the fact that Frederik Haga experienced Exclusion due to his blindness at 16 years old but we are truly grateful that CBM supported him to return back school 7 years later.
Surely there was limited understanding of Frederik's situation and how to help him continue on his learning due to his blindness. However there could have been a few simple adjustments could have been carried out to keep Frederik in the class.
The teacher could at least adjust the physical environment of the classroom for Frederik by making the classroom environment more clear with clear walkways. The teacher could assign peers or a dear close in class to assist him around the class or during any evacuation emergency if there was one.
Although there was no new Education Policy for Inclusion in Kenya if his teacher was aware or knew about Braille ,the teacher should try to seek support(Aid) to convert print to Braille format , his form of learning. Even asking the whole class to be more respectful to him during class by talking and explaining things in a polite manner.
Moreover another adjustment of the physical environment in his classroom by trying to have oral devices in the classroom that may provide oral reading ,or instructions or lessons where he could have listened with a peer so that he can join in the same activities as his peers. If not ask assistant from a Special Education Staff if there was any in Kenya at this time of his learning to support his learning.
In addition the teacher should be prepared and accept to face him at all times when talking to him. Repeat aloud but in a very nice tone anything said to him or when engaging with him while the other students are working. Even record the lessons on audio tapes so Frederik can listen in class .
On the other hand Senzo although his fine motor skills were underdeveloped, had difficulty in understanding ,scribbling, writing, reading or puzzle building was new to him but adjustments were made to his learning.
The teacher with careful observation gave him tearing and pasting activities ,free hand scribbling and play dough exercise. Furthermore, the teacher would put him at a table with a classmate to work with him.The teacher used paired learning and support. Also provided "Laddered activities" where Senzo was given the experience to complete in his own time at his own pace.We learn in Senzo situation the teacher was adjusting and adapting her or his teaching practises and including Senzo in the learning ,also teaching the normal children to live and work beside them by using the peer learning and suppport.Most importantly to perceive them as normal children.
Surely there was limited understanding of Frederik's situation and how to help him continue on his learning due to his blindness. However there could have been a few simple adjustments could have been carried out to keep Frederik in the class.
The teacher could at least adjust the physical environment of the classroom for Frederik by making the classroom environment more clear with clear walkways. The teacher could assign peers or a dear close in class to assist him around the class or during any evacuation emergency if there was one.
Although there was no new Education Policy for Inclusion in Kenya if his teacher was aware or knew about Braille ,the teacher should try to seek support(Aid) to convert print to Braille format , his form of learning. Even asking the whole class to be more respectful to him during class by talking and explaining things in a polite manner.
Moreover another adjustment of the physical environment in his classroom by trying to have oral devices in the classroom that may provide oral reading ,or instructions or lessons where he could have listened with a peer so that he can join in the same activities as his peers. If not ask assistant from a Special Education Staff if there was any in Kenya at this time of his learning to support his learning.
In addition the teacher should be prepared and accept to face him at all times when talking to him. Repeat aloud but in a very nice tone anything said to him or when engaging with him while the other students are working. Even record the lessons on audio tapes so Frederik can listen in class .
On the other hand Senzo although his fine motor skills were underdeveloped, had difficulty in understanding ,scribbling, writing, reading or puzzle building was new to him but adjustments were made to his learning.
The teacher with careful observation gave him tearing and pasting activities ,free hand scribbling and play dough exercise. Furthermore, the teacher would put him at a table with a classmate to work with him.The teacher used paired learning and support. Also provided "Laddered activities" where Senzo was given the experience to complete in his own time at his own pace.We learn in Senzo situation the teacher was adjusting and adapting her or his teaching practises and including Senzo in the learning ,also teaching the normal children to live and work beside them by using the peer learning and suppport.Most importantly to perceive them as normal children.