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Workshop no. 6Developing partnerships with Ministries of Education Exploring the gap between Policy & Reality Dr Evariste Karangwa Kigali Institute of Education London, 6th September 2007
Overview of presentation Part one - Overview of inclusion policies and practice Part two - Aspects related to inclusion in: • Communities • Schools Part three - Planning collaboration strategies Conclusion
Part 1: Policy strategiesTwo emerging Models of policies in Rwandan Education(Bridging the gap through collaboration) Child-friendly school model Linking resources of regular and special schools • Ministry of Education, UNICEF, KIE, FAWE, CARE International & ADRA 2. Ministry of Education, HI, KIE
Part 1: Policy StrategiesGap between policy & practice “Rwanda has made extraordinary progress since the genocide and the country is well placed to make similar progress with regard to disability. All the key components are broadly in place, and the government should be congratulated for its recognition of the needs of disabled Rwandans. All stakeholders in the sector need to work together to support each other and the government, to build on the firm foundation that already exists, and to ensure that commitments on paper are fulfilled by concrete actions on the ground” (Observations by Phillippa Thomas of DfID/KaR, in ‘Mainstreaming disability in Development in Rwanda’, 2005)
Bridging the gap for inclusion according to P. Thomas (DfID/KaR, 2005)
Part 2The Rwandan Community & Disabilities • The Rwandan community has always raised unanswered questions about the disability of their children • Inclusion perspectives seem to be unconventionally present in the community • Awareness about • Disabilities and • the capacities to • respond to them are • still developing
Part 2Unanswered community questions • Confrontation with the disability gives rise to questions within families & entire community…. • When answers are inadequate, so are the decisions taken…. 1. Perceiving the problem in the child ? What is this ? 2. Obligation to confronting the problem ? What are the options open? 3. Making choice on interventions available ? What is the most appropriate intervention?
Part 2Potentials in communities - Mutual support & CBR • Mama Arua is the mother of a disabled boy, determined to help other mothers in rural communities. • Innocent is a member of FACHER (Fédération des Associations et Centres pour Handicapés au Rwanda – Federation of Associations and Centres for Disabled People in Rwanda), has cerebral palsy & is a born again Christian. He uses his faith to reach families.
Part 2Potential in schools - Peer support “African people have a deeply entrenched culture of extensive family bonds, community solidarity and a spirit of mutual support - all of which could be explored for the benefits of inclusion of people with disabilities.”(EENET, 2003: p. 4). Peer tutoring seem to be inherently present and highly influential among siblings and peers
Part 2The practice in some schoolsPeer interaction Karagi is deaf and looks after cows in the neighbourhood school compound. He has learnt to read and write from colleagues in the school, and his peers and siblings have leant sign language from him.
Part 2Inclusive practice in schools - Some initiatives • Educators’ roles in school, and strategic collaboration to achieve inclusion • Breaking the traditional barriers
Thank you Murakoze, Murakarama
Group 1Understanding the limitations & potentials within the environment of disabled children
Group 2What are the strategic inputs required in order to achieve inclusion?
Group 3What should be the collaboration strategies to achieve inclusion?