Inclusive ECCD: - Consultative Group on Early Childhood Care and ...
Inclusive ECCD: - Consultative Group on Early Childhood Care and ...
Inclusive ECCD: - Consultative Group on Early Childhood Care and ...
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CASE STUDIES<br />
lem-solving strategies when faced with novel<br />
situati<strong>on</strong>s presented by the diversity of<br />
the children;<br />
■ changes in school regulati<strong>on</strong>s regarding assessment<br />
<strong>and</strong> promoti<strong>on</strong> were needed;<br />
■ if inclusi<strong>on</strong> was to become the norm for primary<br />
schools (thus achieving the goal of educati<strong>on</strong><br />
for all) it could not be accomplished<br />
with the level of training <strong>and</strong> support that<br />
the pilot school had received. It would have<br />
to be d<strong>on</strong>e quickly, <strong>and</strong> cheaply, <strong>and</strong> the<br />
training <strong>and</strong> leadership team would need to<br />
be exp<strong>and</strong>ed;<br />
■ teachers had found it quite difficult to accomplish<br />
inclusive teaching, <strong>and</strong> it was realised<br />
that the major difficulties could <strong>and</strong><br />
should be eased for any new schools. It<br />
should be recognised that both teachers <strong>and</strong><br />
schools needed time to develop skills <strong>and</strong><br />
asking too much early <strong>on</strong> <strong>on</strong>ly created anxiety<br />
<strong>and</strong> dependence <strong>on</strong> the training <strong>and</strong><br />
support team.<br />
Looking at the pilot school, it could be seen<br />
that the following situati<strong>on</strong>s had caused the most<br />
difficulties. Most of these are related, not to the<br />
<strong>on</strong>going situati<strong>on</strong>, but to the early period when<br />
there had been no services <strong>and</strong> when the dem<strong>and</strong><br />
grew so quickly that children outside the school’s<br />
normal catchment area were being enrolled:<br />
■ the recruitment of older children (10+)<br />
whose l<strong>on</strong>g-term exclusi<strong>on</strong> had led to low<br />
social skills <strong>and</strong> subsequent behaviour problems;<br />
■ the recruitment of some children with severe<br />
learning problems;<br />
■ over-recruitment, so that some classes had<br />
more than two children with special needs<br />
—this distorted the normal classroom <strong>and</strong><br />
placed too much of a burden <strong>on</strong> teachers;<br />
■ using the old curriculum (the new curriculum<br />
was being introduced <strong>on</strong>e year at a<br />
time—thus grade <strong>on</strong>e in 1994, grade two in<br />
1995, grade three in 1996 etc.)<br />
In c<strong>on</strong>sidering these issues <strong>and</strong> formulating the<br />
next step, the project board felt that introducing<br />
early interventi<strong>on</strong> for children with special needs<br />
could be advantageous.<br />
Special Needs<br />
<strong>and</strong> <strong>Early</strong><br />
Interventi<strong>on</strong><br />
There is clear evidence that early interventi<strong>on</strong><br />
can be very beneficial for children with special<br />
needs. When early interventi<strong>on</strong> is available, children<br />
do not suffer the additi<strong>on</strong>al problems caused<br />
by social isolati<strong>on</strong> <strong>and</strong> the lack of stimulati<strong>on</strong> <strong>and</strong><br />
training which comes from distress, low aspirati<strong>on</strong>s,<br />
<strong>and</strong> low underst<strong>and</strong>ing in many families.<br />
During the kindergarten period, with its underst<strong>and</strong>ing<br />
of the all-round development of the<br />
child, special attenti<strong>on</strong> can be paid to the child’s<br />
needs, <strong>and</strong> families can come to have a truer picture<br />
of the child’s potential <strong>and</strong> their role in helping<br />
the child to achieve this. Furthermore, there<br />
are no problems with discriminati<strong>on</strong> by other<br />
children at this age; the child will grow up with<br />
his or her peers, <strong>and</strong> they can c<strong>on</strong>tinue together<br />
through the primary school with the more able<br />
children supporting <strong>and</strong> helping their friends.<br />
The pre-school is the str<strong>on</strong>g<br />
central post around which the<br />
house of primary educati<strong>on</strong> is<br />
built. If we compare the children<br />
who have had access to pre-school<br />
with those who did not, we can<br />
see very clearly how well they<br />
do later <strong>on</strong>. Integrati<strong>on</strong> is so beneficial<br />
for young children [with<br />
special needs]. It helps the children<br />
to overcome their difficulties, to be<br />
independent; it prevents isolati<strong>on</strong><br />
<strong>and</strong> gives them access to a social<br />
life.—MONE KHEUAPHAPHORN,<br />
DIRECTOR, DONG DOK KINDERGARTEN<br />
The Pre-school<br />
Programme<br />
In Laos a small, but effective, kindergarten system<br />
was available. It was felt that such kindergartens,<br />
with the underst<strong>and</strong>ing of child development, improved<br />
methodology, positive attitudes toward<br />
working with parents, <strong>and</strong> a str<strong>on</strong>g emphasis <strong>on</strong><br />
social development could provide, for at least<br />
some children, a str<strong>on</strong>g start. In additi<strong>on</strong>, it<br />
would be possible to recruit an additi<strong>on</strong>al layer of<br />
trainers <strong>and</strong> support pers<strong>on</strong>nel <strong>on</strong>to the team<br />
who would bring with them the skills <strong>and</strong> underst<strong>and</strong>ing<br />
of child development that could help<br />
teachers, particularly primary school teachers, as-<br />
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