NAIROBI, Kenya, Sep 4 – A report by the United Nations Children’s Fund (UNICEF) has called on African countries to prioritise the training of all teachers to deal with children with disabilities.
According to the study, this will enhance equity in schools and further dismantle traditional notions of special education.
The survey further indicated that addressing inclusion at the pre-service
level is therefore a key priority for any government committed to providing inclusive
education for all.
“Teacher preparation must aim to dismantle traditional notions of
special education and enable teacher trainees to develop reflective practices, agency, and values to independently examine their own beliefs about disability and child rights,” the report indicated.
“For teachers already in the service, continuous and work-based professional
development support, such as communities of practice, is essential,” it stated.
It pointed out that inclusive education must be a priority in teacher training and school-based learning sessions, emphasizing that inclusive education is the same as quality education and that it benefits all children.
“Teacher development initiatives must reflect the principles of inclusive education as
outlined in Article 24 of the CRPD and the GC 4 and must include practical approaches on how these can be applied in varied classroom contexts,” ‘it said.
“Collaborative practices among teachers, including special education teachers/staff must be strengthened and encouraged. Existing practices such as itinerant teachers assisting mainstream teachers could be a good foundation for fostering collaboration in the schools.”
According to the report, teacher development initiatives must reflect the principles of inclusive education as outlined in Article 24 of the Committee on the Rights of Persons with Disabilities (CRPD).
It must also include practical approaches on how these can be applied in varied classroom contexts.
“Collaborative practices among teachers, including special education teachers/staff must be strengthened and encouraged,” read the report.
“Existing practices such as itinerant teachers assisting mainstream teachers could be a good foundation for fostering collaboration in the schools.”
The report was conducted by UNICEF of Eastern and Southern Africa Regional Office on March 2023.
