Community-based Inclusive Education: Best Practices from Nicaragua, El Salvador, Guatemala and Honduras

Katharina Pförtner

Abstract


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.

Keywords


CBR; early detection; early education; community participation; participative planning; monitoring and evaluation; teacher training

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References


All have a voice (2013). Ministry of Health Nicaragua: Successful program of integral attention of persons with disabilities. Available from: http://www.minsa.gob.ni/index.php/noticias/452-todos-con-voz-programa-exitoso-de-atencion-integral-a-discapacitados

Bluma S, Shearer M, Frohman A, Hilliard J (1976). Portage guide to early education. Portage, MI: Portage Printers

Nicaraguan Institute of Statistics and Censuses (2003). Nicaraguan survey about disability (ENDIS). Ministry of Health, Nicaragua.

Porter G, Stone J (1997). Models and strategies of integrated education, Managua Nicaragua

WHO, ILO, UNESCO, IDDC (2010). Community-based rehabilitation: CBR guidelines. Geneva: World Health Organisation




DOI: http://dx.doi.org/10.5463/dcid.v1i1.321

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