Two factors
that are particularly effective in contributing to an inclusive ethos in primary
schools in Lagos, south-west of Nigeria, consequent upon ESSPIN interventions
are:
1.
Teacher
Professional Development
Teachers
are learning about child development and individual differences, and how to
gauge these with varied assessment practices. Their training covers including
girls and boys in classroom activities, keeping children in all parts of the
classroom actively involved in lessons, getting children to learn with one
another in pairs and groups as well as individually and as a whole class.
Head
teachers assist teachers to apply these skills in their lessons through
systematic classroom observations and feedback. They run professional
development meetings for staff on these topics, and provide academic leadership
for these inclusive practices. These efforts are supported by School Support
Officers and State School Improvement Teams.
2.
Partnership with SBMC and civil society/government
partners
School
Based Management Committee members attend awareness raising sessions with civil
society/government partners. They have opportunities to apply their insights
through school development plans focused on improved access by identifying
out-of-school children, intervening to reduce barriers to attendance and
learning, and tracking attendance of both pupils and teachers. Women’s and
Children’s sub-committees of SBMCs provide a safe space for those stakeholders’
voices to be heard and reflected in the full SBMC’s work.
Wider communities contribute to
the drives to enroll out-of-school children and to monitor attendance. Specific
support for children living with disabilities to access education is provided
where appropriate resources are available (e.g. challenge funds or community
contributions) and community members or organisations may invest in upgrading
school facilities.
Within the SBMC development
programme, a significant number of SBMCs established are actively supporting
measures to improve school enrolment and attendance of children in their
communities and promoting inclusion.
SUBEB partnership with civil
society has succeeded in supporting 1,500 pupils with hearing aids to
facilitate learning in school. A number of incremental interventions are
progressing, these include: increase in the meal allowance for children with
special needs to improve school attendance, academic participation and learning
retention; free transport to and from school; improvement in school
infrastructure design for wheel chair access; Sign language established in
schools to improve interaction for children with hearing difficulties; and,
establishing two integrated schools to improve school attendance of children
living with disabilities.
