Comprehensive, Whole-of-School Approach to School Development of Inclusion R14 MESC to develop and trial a whole-of-school Long term plan for the IE Task approach to the development of disability program. This can come inclusive primary schools, whereby school after the development and administrators. Assessing the disability set up of IE Champion inclusiveness of the schools, using the newly Schools. developed Inclusion Indicators (refer R 5 above), involving school, parents, community members and facilitators, and a school disability inclusion improvement and capacity building plan; progressively implement the plan (with external support in specific areas) and monitor change over time Conduct a school / community mapping MESC to consult MWCSD to MESC/MWCSD exercise to identify the range and number of start this work. This exercise CWD in the school catchment, and develop can also be incorporated individual plans for their access to disability with other studies/ reviews support services and education that have been recommended to ensure that it is not burdensome on the sector. Conduct a school-community mobilisation to Not sure what this is but This recommendation also IE Taskforce promote IE, potentially using the Index of sounds like something for fits in with the Information/ Inclusion model; the long term Advocacy Strategy work. Identify suitable teachers for advanced Partially MESC to seek TA support Government of Samoa training as IE resource teachers for this under sector (MESC, MWCSD) Trial, on a whole of school basis, program. inclusive education capacity building covering critical topics (potentially using the A number of teachers have International’ program, discussed in gone through training at 3.2 above APTC. A new cohort is
Comprehensive, Whole-of-School Approach to School Development of Inclusion R14 MESC to develop and trial a whole-of-school approach to the development of disability inclusive primary schools, whereby school administrators. Assessing the disability inclusiveness of the schools, using the newly developed Inclusion Indicators (refer R 5 above), involving school, parents, community members and facilitators, and a school disability inclusion improvement and capacity building plan; progressively implement the plan (with external support in specific areas) and monitor change over time Long term plan for the program. This can come after the development and set up of IE Champion Schools. IE Task Conduct a school / community mapping exercise to identify the range and number of CWD in the school catchment, and develop individual plans for their access to disability support services and education MESC to consult MWCSD to start this work. This exercise can also be incorporated with other studies/ reviews that have been recommended to ensure that it is not burdensome on the sector. MESC/MWCSD Conduct a school-community mobilisation to promote IE, potentially using the Index of Inclusion model; Not sure what this is but sounds like something for the long term This recommendation also fits in with the Information/ Advocacy Strategy work. IE Taskforce Identify suitable teachers for advanced training as IE resource teachers Trial, on a whole of school basis, inclusive education capacity building covering critical topics (potentially using the International’ program, discussed in 3.2 above Partially MESC to seek TA support for this under sector program. A number of teachers have gone through training at APTC. A new cohort is Government of Samoa (MESC, MWCSD)
samoa-inclusive-education-demonstration-program-evaluation-mgt-resp.docx