Inclusive education committee at the school, head teacher, principal or delegate. District, provincial or national offices responsible for compiling data. Frequency Annual. Interpretation This indicator assumes that disability-inclusive education system has made significant progress and set up systems to promote advocacy for children with severe intellectual disability or psychological disorders. If a school has considered and implemented an advocacy mechanism for all children in these categories, setting of goals for the children with disabilities will be more relevant and child-centred. It is important to recognise that DPOs may play a critical role in setting up and implementation of mechanisms. Limitations The indicator only requires a yes/ no response. It does not provide any information related to the outcomes of the advocacy mechanism. Schools, therefore, may collect additional information (e.g. parental satisfaction or any action taken by families as a result of participating in the activity). Indicator 8.7 Number of children with disabilities accessing training specific to their needs. Definition The total number of children with disabilities in the school who are identified as needing skills specific to their disability-related needs, and are provided training in these skills. Skills include: Braille, sign language, alternative/augmentative communication, orientation and mobility, self-care, wheelchair or other mobility device skills, specialised skills for accessible software, and social development skills etc. Data type and source Number of children with disabilities as per the definition. Information may be obtained from individual student records/portfolios for all primary and secondary schools. Records from respective service providers. Method for compiling and reporting the data
Inclusive education committee at the school, head teacher, principal or delegate. District, provincial or national offices responsible for compiling data. Frequency Annual. Interpretation This indicator assumes that disability-inclusive education system has made significant progress and set up systems to promote advocacy for children with severe intellectual disability or psychological disorders. If a school has considered and implemented an advocacy mechanism for all children in these categories, setting of goals for the children with disabilities will be more relevant and child-centred. It is important to recognise that DPOs may play a critical role in setting up and implementation of mechanisms. Limitations The indicator only requires a yes/ no response. It does not provide any information related to the outcomes of the advocacy mechanism. Schools, therefore, may collect additional information (e.g. parental satisfaction or any action taken by families as a result of participating in the activity). Indicator 8.7 Number of children with disabilities accessing training specific to their needs. Definition The total number of children with disabilities in the school who are identified as needing skills specific to their disability-related needs, and are provided training in these skills. Skills include: Braille, sign language, alternative/augmentative communication, orientation and mobility, self-care, wheelchair or other mobility device skills, specialised skills for accessible software, and social development skills etc. Data type and source Number of children with disabilities as per the definition. Information may be obtained from individual student records/portfolios for all primary and secondary schools. Records from respective service providers. Method for compiling and reporting the data