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Experiential Accounts

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

Author:

Katharina Pförtner

CBM International and Latin America, Apartado Postal # 80 ,Estelí, NI
About Katharina

Katharina, originally German, psycho pedagogue, has been living and working since 1989 in Central America on programs related to early, non formal and inclusive education,  livelihood, social and empowerment and community mental health using CBR strategies in rural communities.

Since 11 years she has been working as CBM-CBR adviser in different countries of the Latin American continent, as well as part of the global CBM Advisor working group and CBR, CBM Coordinator of Global AWG Inclusive Education

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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.

How to Cite: Pförtner, K., 2014. Community-based Inclusive Education: Best Practices from Nicaragua, El Salvador, Guatemala and Honduras. Disability, CBR & Inclusive Development, 25(1), pp.72–81. DOI: http://doi.org/10.5463/dcid.v25i1.321
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Published on 19 May 2014.
Peer Reviewed

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