Community Based
Inclusive Education
Katharina Pförtner
CBR Advisor
CBM International
Estelí, Nicaragua
Email: katharina@turbonett.com.ni
FINDINGS UNESCO 2009
72 Mio children not enrolled in school
 30% are children with disabilities
 Literacy rate for persons with disabilities
is 3%, women with disabilities 1%
 Studies in OECD and non-OECD
countries indicate that students with
disabilities achieve better results in
inclusive settings

International Classification of
Functioning, disability and health
HEALTH CONDITION
DISORDER OR DISEASE
Body Functions
And Structures
UIPC
IMSERSO
Activities
Environmental and Personal
Factors
Participation
CBR: Strategy for the inclusive
community development
Access to quality education is
the key for social integration
and the identity of citizens
(Gordon Porter, Managua Nicaragua 1997)
CBR MATRIX
HEALTH
EDUCATION
LIVELIHOOD
SOCIAL
RELATIONSHIPS
MARRIAGE &
FAMILY
COMMUNICATION
PERSONAL
ASSISTANCE
SOCIAL
MOBILIZATION
POLITICAL
PARTICIPATION
PROMOTION
EARLY
CHILDHOOD
PREVENTION
PRIMARY
MEDICAL CARE
SECONDARY &
HIGHER
FINANCIAL
SERVICES
CULTURE
&
ARTS
NON-FORMAL
WAGE
EMPLOYMENT
RECREATION
LEISURE &
SPORTS
SELF-HELP
GROUPS
ACCESS TO
JUSTICE
DISABLED
PEOPLE'S
ORGANIZATIONS
REHABILITATION
ASSISTIVE
DEVICES
LIFE-LONG
LEARNING
SKILLS
DEVELOPMENT
EMPOWERMENT
SELFEMPLOYMENT
SOCIAL
PROTECTION
The ultimate goal of inclusive
quality education is to end all
forms of discrimination and
foster social cohesion.
UNESCO 2009
PRESENT SITUATION ???
INTEGRATION

Ethics of equality
 Conditional insertion
 The persons should
adequate to the
conditions
INCLUSION

Ethics of diversity
 Unconditional
Insertion
 The conditions
should adequate to
the person
REQUISITS FOR INCLUSIVE
EDUCATION








Neighborhood school
Children of the same age
Obtain necessary support
Adequate equipment
Teacher Training
Resolve problems at school level
Accept diversity of students
Teaching methods reaching out for individual
advance
SAFE
ENVIRONMENT
INCLUDES ALL
CHILDREN: BOYS
AND GIRLS FROM
DIFFENT
CULTURES, WITH
DISABILITIES,
LEARNING
NEEDS, ETC
FAMILIES
TEACHERS AND
COMMUNITIES
INVOLVED IN
STUDENTS
LEARNING
CULTURAL
SENSITIVE
STIMULATES
LEARNING OF ALL
CHILDREN
INCLUSIVE
LEARNING
FRIENDLY
ENVIRONMENT
PROMOTES
PARTICIPATION
COOPERATION
COLABORATION
PROMOTES
HEALTHY
LIFESTYLES AND
SKILLS
LEARNING IS
RELEVANT TO
CHILDRENS DAILY
LIVES
GENDER FAIR
AND NON
DISCRIMINATION
PROMOTES
OPPORTUNITIES
FOR TEACHERS
TO LEARN AND
BENEFIT FROM
LEARNING
STRATEGIES
FOR INCLUSIVE EDUCATION
Inclusive education starts in preschool
Early detection system
 Home based early education
 Detection of children with learning
needs in pre-schools
 Referral system to specialized attention
if needed

SENSIBILISATION
FAMILIES
 TEACHERS
 STUDENTS
 COMMUNITY

Assessment
Exploration of family live, the family is
expert (CBR program develops
Mapping by fieldworkers)
 Observation during the class
 Level of development and advances
 Individual learning profile and objectives

Teamwork
Itinerant teachers work together with
classroom teachers
+ developing individual programs
+ referrals for specialized attention
+ supporting classroom adaptations
+ organizing support in the classroom
+ facilitating activities of sensitation and
training
Solve problems with school
resources

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Teachers working in teams
(include parents, CBR staff, support persons
if indicated)
Organize structured meeting with limited time
(30 minutes)
Elaborate priority of the case
Discuss alternatives and elaborate action
plan based on needs of the student
Implementation plan to evaluate results
ACTIVITY BASED LEARNING
Start from life reality of the students
 Integrate all senses
 Movement is the door of learning
 “trial and error” allowed
 Self evaluation

LEARNING BASED ON
INTERESTS, ACCEPTING THE
DIVERSITY
1. Find out common interests in the
classroom
 2. Evaluation: K W L
K = What do I know
W= What do I want to know
L = What did I learn

DIVERSITY IS AN ADVANTAGE
Teamwork (everybody contributes)
 Cooperative skills (share and help)
 Face to face interaction (seat order!)
 Homogeneous and heterogeneous
groups
 Time management adapted to student´s
abilities
 Individual accountability

Multiple Intelligences
HOWARD GARDNER 1983
logical/ mathematical
 verbal / linguistic
 musical
 bodily / kinesthetic
 visual / spatial
 interpersonal
 intrapersonal

Blooms Taxonomy (1956)
Analyze difficulty degree of activities
1.
2.
3.
4.
5.
6.
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Multi level activities
1.
2.
3.
4.
Identify concepts of the class
Establish method of presentation
Establish method of practical activities
Establish method of evaluation
Individualized Adaptations
SAME ACTIVITY, BUT ADAPTED
 Instructions
 Form of presentation of information
 Material we use
 Difficulty degree
 Form of evaluation
 Opportunities to practice
 Time table of assistance
 Physical assistance direct or indirect
WE CANNOT WAIT FOR
BETTER SYSTEMS

INICIATION

IMPLEMENTATION

INSTITUTIONALIZATION