185x Filetype PPTX File size 0.06 MB Source: conference.zeroproject.org
Background • Ministry of Education lacked the awareness, know-how & capacity • Issue was neglected • Minimal private sector ‘models of inclusion’ • Civil society response • Realization • Law on the Rights of Persons with Disabilities • National IE Strategy THE EDUCATION OF CHILDREN WITH DISABILITIES IN JORDAN 600000 500000 5835 21859 400000 308272 300000 200000 100000 168034 0 1 Approx. number of non school aged children with disabilities Approx. number of school aged children with disabilities not in school Children with disabilities enrolled in government schools Children with disabilities receiving limited informal education Ultimate Challenge • To ensure that all children with disabilities receive quality education, enabling them to become functional and valuable contributors to society. • To mainstream all/most children with disabilities in inclusive schools • To increase the number of inclusive schools • To address the educational requirements of children who have never or hardly attended school Myths Hayes & Bulat • ‘IE has a negative impact on children without disabilities.’ • ‘IE is more expensive than special education.’ • ‘Education in separate and isolated schools and classes is more effective and beneficial to persons with disabilities.’ • ‘IE should not be applied or even mentioned until after general education is achieved.’ • ‘IE is a luxury that only developed countries can afford and enjoy.’ Strategy • National Inclusive Education 10-year Strategy launched on 15 January 2020 • Strategy comprised of eight components: –Policies & Legislation –Awareness, Media & Advocacy –Identification & Diagnosis –Accessibility & Reasonable Accommodation –Learning & Teaching –Human Resources & Capacity Building –Pre-school –Children not in School –Research
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