Community-based Inclusive Education: Best Practices from Nicaragua, El Salvador, Guatemala and Honduras
DOI:
https://doi.org/10.5463/dcid.v25i1.321Keywords:
CBR, early detection, early education, community participation, participative planning, monitoring and evaluation, teacher trainingAbstract
This article highlights some lessons about the strategy of community-based inclusive education, drawn from in different programmes in Latin America. Having worked in the region for several years as a CBR advisor and special education teacher, the author provides insights into the progress that has been made. Early detection of disability followed by early education, with support from within the community, helps children with disability to participate in mainstream schools. Sensitisation of the public can overcome discrimination and exclusion. Teachers have to be trained to adapt teaching methods for the benefit of those with special needs. The author concludes that communities ought to initiate these strategies in their local schools as inclusive education is good for all children.
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