{"id":50,"date":"2009-01-13T20:37:38","date_gmt":"2009-01-13T20:37:38","guid":{"rendered":"http:\/\/www.eyecarecaribbean.com\/site\/eyecarecaribbean\/2009\/01\/13\/inclusive-education-programs-in-the-caribbean\/"},"modified":"2009-01-13T20:37:38","modified_gmt":"2009-01-13T20:37:38","slug":"inclusive-education-programs-in-the-caribbean","status":"publish","type":"post","link":"https:\/\/www.eyecarecaribbean.com\/site\/ecc\/media-items\/inclusive-education-programs-in-the-caribbean\/","title":{"rendered":"Inclusive Education programs in the Caribbean"},"content":{"rendered":"<p><span style=\"font-size: 12px; font-family: arial,helvetica,sans-serif;\"><!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal<\/w:View> <w:Zoom>0<\/w:Zoom> <w:TrackMoves \/> <w:TrackFormatting \/> <w:PunctuationKerning \/> <w:ValidateAgainstSchemas \/> <w:SaveIfXMLInvalid>false<\/w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false<\/w:IgnoreMixedContent> 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\tmso-style-qformat:yes; \tmso-style-parent:\"\"; \tmargin:0in; \tmargin-bottom:.0001pt; \tmso-pagination:widow-orphan; \tfont-size:12.0pt; \tfont-family:\"Times New Roman\",\"serif\"; \tmso-fareast-font-family:\"Times New Roman\";} .MsoChpDefault \t{mso-style-type:export-only; \tmso-default-props:yes; \tfont-size:10.0pt; \tmso-ansi-font-size:10.0pt; \tmso-bidi-font-size:10.0pt;} @page Section1 \t{size:8.5in 11.0in; \tmargin:1.0in 1.0in 1.0in 1.0in; \tmso-header-margin:.5in; \tmso-footer-margin:.5in; \tmso-paper-source:0;} div.Section1 \t{page:Section1;} --> <!--[if gte mso 10]> <![endif]--> <\/span><\/p>\n<p><span style=\"font-size: 12pt; font-family: arial,helvetica,sans-serif;\">Over the past 20 years, we established or improved 10 national education programs for children with blindness or visual impairment, trained more than 55 teachers to work with the children and facilitated the graduation of more than 450 children from our partner inclusive education programs.&nbsp;<\/span><\/p>\n<p>  <!--more-->  <\/p>\n<p><span style=\"font-size: 12pt; font-family: arial,helvetica,sans-serif;\"> <strong>FROM SPECIAL SCHOOLS TO MAINSTREAMING<br \/> THE CARIBBEAN EXPERIENCE<\/strong><\/p>\n<p> Arvel Grant, Executive Director, Caribbean Council for the Blind<\/p>\n<p> Context: Caribbean area<\/p>\n<p> Countries: Antigua &amp; Barbuda, Barbados, Belize, Commonwealth of The Bahamas, Grenada, Guyana, Haiti, Jamaica, St. Lucia, St. Vincent &amp; The Grenadines &amp; Trinidad &amp; Tobago.<br \/> Population: approx 12.9M<br \/> Languages: English, and French<\/p>\n<p> CCB: Established in 1967 by Sir John Wilson (RCSB)<br \/> <\/span><\/p>\n<div style=\"margin-left: 40px;\">&nbsp;Most Caribbean countries are members (except Cuba ands Domincan Republic)<br \/> &nbsp;Supported by Sight Savers International since 1967<\/div>\n<p>Key programme areas: eye care, education, CBR (Adjustment to Blindness) advocacy and RM <\/p>\n<p> <img loading=\"lazy\" decoding=\"async\" src=\"http:\/\/eyecarecaribbean.com\/images\/stories\/caribbean_map.JPG\" alt=\"\" width=\"521\" height=\"364\" align=\"middle\" \/><\/p>\n<p> <strong>1. How did we achieve inclusive education, (integrated education or mainstreaming)?<\/strong><\/p>\n<p> Between the late 50s and the late 70s there were three (3) institutions which provided education for children with blindness or visual impairment:<\/p>\n<ul>\n<li>The Salvation Army operated school in Commonwealth of the Bahamas<\/li>\n<li>Another Salvation Army operated school in Kingston Jamaica<\/li>\n<li>A state funded school for blind children in Trinidad &amp; Tobago<\/li>\n<\/ul>\n<p><span style=\"font-size: 12pt; font-family: arial,helvetica,sans-serif;\"> Both the Jamaica and Trinidad schools encouraged selective integration of children who were seen to be intellectually advanced. (The intention &#8211; to help advance the image of the &#8220;Mother school&#8221; while giving the students a shot at a &#8220;normal&#8221; education).<\/p>\n<p> In 1978, CCB developed and printed a ten-year program plan, which included strong a focus on the establishment of national education programs for children with blindness and VI in all countries in the English-speaking Caribbean.<\/p>\n<p> Based on that programming guide, the CCB begun a sustained program of advocacy with Ministries of Education across the Region, to have Governments establish unit classes or resource rooms to support children who were blind or VI, attending mainstreamed schools.<\/p>\n<p> Guyana became the first target: A generic teacher, Mrs. Daphne Franklin was sent (with sponsorship of CCB&amp;RCSB) to Birmingham to be prepared to start an education program for children with blindness in Guyana. Ms Franklin returned and was employed by the MOE who also provided physical space at the St. Roses School, where a resource room was established.<\/p>\n<p> By the mid-80s similar programs were established in Belize, Barbados, Antigua &amp; Barbuda, St. Lucia, Grenada, St. Vincent &amp; the Grenadines.<\/p>\n<p> Because of the lack of trained teachers of the VI, the CCB embarked on a twin-track initiative:<\/p>\n<p> Starting in the mid eighties the Council (with financial assistance from RCSB and much technical assistance from HKI, Perkins School and CNIB, implemented a series of summer courses, to which all teachers working with children who are blind or VI were invited.<\/p>\n<p> Track 2 featured a sustained program of advocacy targeting The MICO Teachers College, Jamaica, the University of the West Indies and National MOEs, pushing for the establishment of a regional training program for teachers of children with visual impairment.<\/p>\n<p> By 1987, after more than 4 years of sustained advocacy, the &#8220;dam broke&#8221;.<\/p>\n<p> CCB, HKI &amp; RCSB partnered to scholarship Celene Gyles to read for a Masters in Special Education at Columbia University, NY.<br \/> Celene performed as advertised and returned to start the regional course in 1988.<br \/> To date the course has trained and graduated more than fifty five teachers at a 2-year post basic diploma level.<br \/> The program is now evolving to offer first degree and post graduate options<br \/> Excepting in the case of Guyana, the brain drain has not affected the development of the national programs significantly.<\/p>\n<p> By the early nineties, CCB and RCSB partnered to role out the regional Braille and large print service (Branded as Cable Print).<\/p>\n<p> After 5 years of facilitating training of Braille &amp; Large Print workers for national programs, CCB has handed over specialized production of material to various national entities:<\/p>\n<p> <strong><em>In order to eleminate the long-standing problem of broken or malfunctioning equipment; CCB established and still maintains, a regional Maintenance Program, for specialized educational equipment and systems. <br \/> <\/em><\/strong><br \/> <\/span><\/p>\n<p> <!--nextpage--> <\/p>\n<p><span style=\"font-size: 12pt; font-family: arial,helvetica,sans-serif;\"><br \/> <strong>2. Who opposed it?<\/strong><\/p>\n<p> 2.1 The strongest opposition came from the Salvation Army which insisted (at the time) that all their teachers should be Christians, and that they should be trained on the job. We resisted that approach vigorously and eventually we prevailed.<\/p>\n<p> 2.2 Several MOEs were reluctant in the beginning but several of their Education Acts required that all children between ages 5 and 15 should receive a formal education. We always reverted to their own laws to commence our arguments. Where no laws existed we used the fact that similar programs exist in this or that country.<\/p>\n<p> 2.3 The biggest difficulty was finding physical space. In most instances, we literally had to visit different schools with MOE officials and proposed adjustments to existing areas to make them suitable.<\/p>\n<p> <\/span><\/p>\n<p> <!--nextpage--> <\/p>\n<p><span style=\"font-size: 12pt; font-family: arial,helvetica,sans-serif;\"><br \/> <strong>3. How did you bring opponents on board?<\/strong><\/p>\n<p> 3.1 The Salvation Army in the Bahamas &amp; Jamaica became more comfortable once they realized that some of their existing teachers were eligible for training, because they already had basic teacher education certificates<\/p>\n<p> 3.2 MOEs were persuaded once they realized that CCB-SSI would be providing scholarships to their teachers and equip the Unit Class or Resource Room, if they agreed to employ the teacher upon completion of their training and provide physical space to support their work. <\/p>\n<p> 3.3 The University of the West Indies was not really an agent of opposition. It was an obstacle because of how bureaucratic and outmoded its decision making process was at the time.<br \/> I found my self traveling between the 3 campuses (Jamaica, Barbados &amp; Trinidad) to lobby directly with the respective campuses, to be sure that once the course was approved in one place, their would be no difficulties re recognition by the other campuses.<\/p>\n<p> <\/span><\/p>\n<p> <!--nextpage--> <\/p>\n<p><span style=\"font-size: 12pt; font-family: arial,helvetica,sans-serif;\"><br \/> <strong>4. What have been the results?<\/strong><\/p>\n<p> 4.1 Consolidation of national education programs for children with blindness and visual impairments in ten countries. A new program is just being established in Dominica and explorations are taking place in St. Kitts Nevis.<\/p>\n<p> Training, certification and deployment of 55 teachers of children with visual impairments (We have lost some to the brain drain, however most are still in place).<\/p>\n<p> Education of 450 children with blindness or visual impairment over the past 15 years <\/p>\n<p> Establishment of a methodology for negotiating with tertiary institutions re establishment of specialized courses.<\/p>\n<p> Transfer of production techniques re Braille, large print and tactile literature-material.<\/p>\n<p> Establishment of a regional service for the maintenance of specialized equipment, used in the education of children with blindness or visual impairments. <\/p>\n<p> Creation of a professional cadre of teachers, from which to introduce the next level of post graduate qualifications. This is most important, since that will produce the technical basis on which to develop strong national and sub-regional training programs.<\/p>\n<p> 4.2 We need to pay more attention to quality assurance issues in all our national programs; While expanding our offerings re children with low vision. <\/p>\n<p> 4.3 Even though we have done much, a recent evaluation of our education programs in: Guyana, Trinidad &amp; Tobago and Jamaica found that more than 60% of children with blindness or visual impairment are not receiving formal education services. <\/p>\n<p> <\/span><\/p>\n<p> <!--nextpage--> <\/p>\n<p><span style=\"font-size: 12pt; font-family: arial,helvetica,sans-serif;\"><br \/> <strong>5. How much did it cost?<\/strong><\/p>\n<p> Training and development of a faculty $150,000<\/p>\n<p> Training of 55 teachers at about US$10 thousand per capita $550,000<\/p>\n<p> Establishment of a regional Braille &amp; Large Print service $800,000<\/p>\n<p> Regional Maintenance Service: US$40,000.00 pa x 15 years $600,000<\/p>\n<p> Start up equipment for Resource Units: US$5,000 for ten centers $50,000<\/p>\n<p> Total (All figures approximate\/estimates) $2,150,000 <\/p>\n<p> <\/span><\/p>\n<p> <!--nextpage--> <\/p>\n<p><span style=\"font-size: 12pt; font-family: arial,helvetica,sans-serif;\"><br \/> <strong>6. Incalculable:<\/strong><\/p>\n<p> Advocacy time and support<\/p>\n<p> Consultations by professors who helped developed the course<\/p>\n<p> Salaries for teachers who are all being paid by national governments<\/p>\n<p> Physical space and recurrent inputs by MOEs<\/p>\n<p> *link to donation <\/p>\n<p> <\/span><\/p>\n<p><span style=\"font-size: 12pt; font-family: arial,helvetica,sans-serif;\"><br \/> <\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Over the past 20 years, we established or improved 10 national education programs for children with blindness or visual impairment, trained more than 55 teachers to work with the children and facilitated the graduation of more than 450 children from our partner inclusive education programs.&nbsp;<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[5],"tags":[],"class_list":["post-50","post","type-post","status-publish","format-standard","hentry","category-media-items"],"_links":{"self":[{"href":"https:\/\/www.eyecarecaribbean.com\/site\/ecc\/wp-json\/wp\/v2\/posts\/50","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.eyecarecaribbean.com\/site\/ecc\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.eyecarecaribbean.com\/site\/ecc\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.eyecarecaribbean.com\/site\/ecc\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.eyecarecaribbean.com\/site\/ecc\/wp-json\/wp\/v2\/comments?post=50"}],"version-history":[{"count":0,"href":"https:\/\/www.eyecarecaribbean.com\/site\/ecc\/wp-json\/wp\/v2\/posts\/50\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.eyecarecaribbean.com\/site\/ecc\/wp-json\/wp\/v2\/media?parent=50"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.eyecarecaribbean.com\/site\/ecc\/wp-json\/wp\/v2\/categories?post=50"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.eyecarecaribbean.com\/site\/ecc\/wp-json\/wp\/v2\/tags?post=50"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}