Inclusion in education: Ensure equal opportunity

Author: Sudarshan Neupane

The Himalayan Times
22nd February 2018

There is a huge educational exclusion among children with disabilities. With Nepal’s remarkable
achievement in school enrolment rates, the common challenge is now to attain equitable
education for children with all types of learning abilities

Illustration: Ratna Sagar Shrestha/THT

Inclusive education has gained significant importance globally in recent times, both as a concept
and practice. It is one of the fundamental ways to welcome diversity amongst all learners.
Considering the astoundingly high number of children with disabilities not getting enrolled in
schools—and one third of them dropping out without completing basic education—disability
inclusive education has become a major concern for all stakeholders.

There is a huge educational exclusion among children with disabilities. With Nepal’s remarkable
achievement in school enrolment rates, the great common challenge is now to attain equitable
education for children with all types of learning abilities. National and international studies have
shown that exclusion of children with disabilities starts from very early in their life. Therefore a
holistic vision of education, acknowledging the importance of early interventions to improve
their well-being which also prepares children with disabilities for primary schools and successful
transition, is a must.
If children with disabilities receive proper opportunities, their families and they themselves will
be out of the risk of falling into chronic poverty trap.
Among many others, comprehensive policy and meaningful leadership are the most important
aspects for effective inclusive education. As a signatory of the United Nations Convention on the
Rights of Persons with Disabilities, and after the promulgation of the Constitution and Disability
Act and inclusive education policies, one can confidently say that the impetus to inclusive
education is well established at the policy level in Nepal. It is high time we started developing
realistic implementation plans with a clear framework to ensure that all stakeholders are
knowledgeable to promote and support inclusion of children with disabilities in schools and
communities.

Another important component is classroom and school environment that include capacity of
teachers to ensure that inclusive learning environment is created for the diverse learning needs of
children. Inclusive classroom ideally indicates a class full of diversity of learners where children
without disabilities can interact and learn from children with disabilities. For that, teachers will
need an inclusive approach to provide instruction to a diverse group of students. It encompasses
collaboration with parents of children with disabilities and teachers to instruct diverse types of
students with disabilities, enabling school environment in partnership with rehabilitation centres.
This is easier said than done but sustained effort from the concerned stakeholders can help
realise this goal.

Considering that several textbooks are not fully accessible to children with specific types of
disabilities in Nepal, there is a knowledge gap among children with visual or hearing or learning
difficulties. Teachers therefore need to identify an instructional strategy to support these children
considering their learning needs and strengths by using the braille, sign language and other
necessary tools.

For example, children with learning disabilities may not do great in memorising and writing
exams, but they can perform better in participation, fun games and other activities. So the
objective of the inclusive education should be to engage students in the session that ensures
meaningful learning for all types of pupils. Assessment of the students’ performance is another
very important factor on inclusive education. Simple and effective tests to examine the reading
and learning skills help assess their capacity.

Next component which is central to ensure inclusive work is the “development of learning
materials and instructional practices” that are helpful for both mainstream and resource teachers
to manage their day-to-day tasks. There are some materials developed by different organisations
in partnership with the inclusive education section and other departments with the Ministry of
Education. Increasingly, there is a need of private sector engagement to promote inclusive
education.

In several countries in the West, private companies have been contributing to promote inclusive
education practices in school—especially in the use of advanced technology and computer-based
learning to help teachers meet the needs of diverse children. Microsoft in several countries has
helped teachers to use computer-based technologies in order to meet distinct need of children
with disabilities. Nepal’s corporate houses and private sector need to start investing for bringing
new technology into the classrooms as part of their corporate social responsibility.

In conclusion, there is no “one size fits all approach” to resolve all associated challenges and
exclusionary practices on disability inclusive education in Nepal. Focus should be on
identification of children with disabilities and then to address various barriers that are preventing
them from going to school. Classrooms should be inclusive, non-discriminatory, culturally
sensitive and gender-friendly. Teachers must be supported with a variety of toolkits, strategies
and practices. Lastly, there must be a strong monitoring mechanism to capture the lessons
learned, and feedbacks from parents and students should be properly incorporated.
Neupane is associated with Humanity & Inclusion Nepal

A version of this article appears in print on February 22, 2018 of The Himalayan Times

https://thehimalayantimes.com/opinion/inclusion-education-ensure-equal-opportunity/