1) The role of the Teachers in supporting these changes.

a) Changing the mind-set of their classmates, parents and people in the community - so it is considered appropriate and important that girls continue to be in school.

b) Create ways for the children in class to help these young expectant mothers – e.g. with notes sharing, assisting with school bags (especially when delivery date is nearing).

c) Teachers can incorporate awareness and prevention strategies with respect to teenage pregnancy, in their curriculum.

2) Attitudes which might be challenged by this programme.

DESPITE THE BENEFITS, THERE ARE STILL MANY BARRIERS TO THE IMPLEMENTATION OF INCLUSIVE EDUCATION.

Leadership: lack of vision and support for a shared understanding through dialogue, resources, or skills development.

Attitudes/Beliefs: an unwillingness to embrace a philosophy of inclusion or to change existing practices.

Instructional Practices: an inadequate understanding of general education practices and how students with disabilities can participate in general education instruction while providing specialized instruction in unique education goals.

Professional Development: an absence of adequately skilled personnel and a limited investment in training for professionals to assist them in learning and implementing inclusive practices.

Resources: funding shortages for materials, equipment, and technology as well as barriers resulting from overcrowded facilities and inadequate time for planning and collaboration between staff members.

Physical Barriers: economically-deprived school systems, especially those in rural areas, and poorly-cared-for buildings that restrict accessibility.

Curriculum: a rigid curriculum that does not allow for experimentation or the use of different teaching methods, or that don’t recognize different styles of learning.

Organization: education systems are rarely conducive to positive change and initiative when decisions come from the school system’s high-level authorities whose initiatives focus on employee compliance more than quality learning.

Standardized Assessments: the increased emphasis on accountability measures like standardized assessments for all students coupled with many policymakers not understanding or believing in inclusive education prevents it from moving forward in a meaningful way.

3) The resources that are required to make the programme work.

When it comes to making spaces accessible for students with physical disabilities, an open, embracing attitude and appropriate technology are essential for schools to focus on.  

1) TEXT-TO-SPEECH PROGRAMS

2) CLOSED CAPTIONING 

3) VIRTUAL CLASSROOMS

4) MOBILITY TOOLS

e.g. pencil grips, book holders and automatic page-turners for students with physical disabilities.

5) MOUSE-FREE NAVIGATION

6) FM SYSTEMS

-allow students who are hard of hearing to listen to lectures while tuning out ambient noise.