WE RING THE BELL CAMPAIGN (DISABILITY INCLUSIVE EDUCATION )

WE RING THE BELL CAMPAIGN (DISABILITY INCLUSIVE EDUCATION )

This focus area contributes to attainment of SDG 4 : Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.It also in line with  National Inclusive Education Strategy  2018-2021 and National Education Policy 2014 . Persons with disabilities are less likely to have attended school and are more likely to be illiterate than persons without disabilities. Children with disabilities tend to attend special schools, special units in mainstream schools or “inclusive places” in mainstream schools, rather than inclusive education. Most of the emphasis on inclusive education has been at the primary school level, making it harder for children with disabilities to enter secondary education.Barriers to education include lack of a formal assessment system; lack of trained teachers; lack of accessible learning materials; inaccessible school environment (including toilets); overcrowding; poverty; extra costs; distance to school; concerns over safety; negative parental attitudes; negative attitudes of teachers and peers; risk of sexual abuse; early marriage; and low awareness and sensitivity to disability issues by government policy makers and other stakeholders.

Overall Objective: To support increased enrollment, retention and transition of CYWDs by facilitating access to inclusive age appropriate quality education.

Strategic Interventions:

Influencing/ Advocacy:

1. Advocate for adaptation of physical and other education infrastructure to be disability friendly; also push for increased budget allocation towards disability friendly infrastructure.
2. Advocate for actualization of existing disability progressive policies and laws.
3. Advocate for adaptation of the education curriculum to allow CWDs who can’t follow the formal education to explore vocational education/ be educated according to their abilities.
4. Undertake research analysis on key education shortcomings and how to tackle the same for use in advocacy, learning and improved practice.

Direct Service Provision

1. Support development and or adaptation/ modification of existing facilities in (inclusive) schools or educational facilities to be disability friendly with a view to enhancing access.
2. Facilitate access to appropriate equipment as well as teaching or learning materials in supported inclusive schools or educational institutions.
3. Support/ facilitate school transport and or boarding facilities/ possibilities for supported CYWDs.
4. Support village or sub-village based non-formal education for CYWDs who can’t can’t follow the formal education system.

Capacity Development

1. Capacity building for teachers to enable identification and proper management of children with disabilities
2. Support establishment of functional Early Screening Resources and Assessment Centers and offer mobile  assessment services.
3. Undertake community awareness or sensitization towards increased enrolment and retention of CYWDs in inclusive school, as well as for greater CYWDs parents’ engagement in their education.
4. Undertake initiatives to build self-esteem and confidence of CYWDs, including through mentorship programs supported by other YWDs.