The challenge of inclusion for children with disabilities

Blue banner with the words Think Education: Facing the learning crisis in eastern and Southern Africa

Despite the fact that the right to education for all is enshrined in myriad national and international treaties, children with disabilities still face challenges in accessing education, being socially included in education and experiencing quality education. In addition to these gaps, there is also a lack of evidence into what works in inclusive education in Eastern and Southern Africa (ESA).

Given the deficiencies in education for children with disabilities, financial and human resource constraints in many countries, and the unclear discourse surrounding the definition and scope of inclusive education, this Think Piece on Disability Inclusion introduces a practical and pragmatic approach to increasing inclusion for both boys and girls with disabilities.

The Wave Model

The authors have used the Wave Model to enhance and accelerate inclusive education programming and as a response to the challenges of continuing exclusion and poor-quality education for children with disabilities. The Wave Model proposes a graduated response in which the child is at the centre. The response starts with the universal (i.e. what was available for all), and then moves towards the targeted (the additional support that children needed to access schooling) and on to the specialist (highly tailored intervention to support children in reaching their potential).

A young girl in midair as she jumps while playing as some children look on.
© UNICEF/UN0158309/BERTIN Philippe CUCURON(Foreground) Ansha, 9, plays with other children in a courtyard outside her home in Matola, a suburb of Maputo, Mozambique. Ansha could neither walk nor talk for a very long time.

The Wave Model starts with a first wave of strategies that focus on mainstream classrooms and are predicated on the understanding that educating children with disabilities can first be done by improving teaching and learning for all children. Generally speaking, there is agreement that effective teaching for children with disabilities is the same as effective teaching for all. Thus, this first wave focuses on the majority consisting of mainstream teachers and aims to dispel the common assumption that teaching boys and girls with disabilities requires extra disability training and skills. To support inclusive education, the role of the classroom teacher is to deliver high quality teaching: doing this will benefit all learners including children with disabilities and children with special needs.

Wave 2 of the model recognizes that children with disabilities have the potential to work at and above the academic level of their peers, but to do so they will need direct intervention which is time-specific. Wave 2 strategies are not to be seen as sequential to Wave 1; rather they run in parallel and are primarily in place to support children in accessing the mainstream quality teaching implemented in Wave 1.

Finally, Wave 3 interventions recognize that some specific complex impairments make it impossible for learners to achieve at the same rate as their non-disabled peers and that, as a result, different provisions are needed. This is where more specialist strategies come into play, albeit for a smaller number of children who have severe disabilities.

A graphic depicting the three waves of the proposed model along with interventions.
© UNICEF ESAROFigure 1: the Wave Model offers inclusive education strategies that can work in parallel.

Figure 1 outlines the Wave Model and also offers inclusive education strategies that can work in parallel. The strategies are not necessarily new. However, they are re-framed in a way that allows government ministries of education to identify what they have already achieved, and what pragmatic steps need to be taken to support all forms of disability. Most education ministries have, in some way, shape or form, implemented strategies found in all three of these waves. However, many inclusive education interventions only focus on highly specialized Wave 3 strategies or attempt to implement targeted Wave 2 strategies without first achieving some of the quick-win Wave 1 actions that make mainstream teaching more inclusive.

Inclusion is not a simple one-size-fits-all intervention that can be implemented in schools, rather it is a response to the population that the school serves and interventions are along a continuum. Many schools are working hard to provide inclusive education; however, they are largely ad hoc and in isolation from each other. The Wave Model proposes, that when policy-makers, planners, schools and communities understand differences within the student population, and adopt a progressive approach, this helps to promote social equity and leads to more inclusive societies.

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Emma Sarton is an Education Economist and Monitoring and Evaluation specialist with over 15 years’ experience in the international development and education sector. She has a particular interest in inclusion and literacy, and her strengths are in research, M&E and impact assessment, with an in-depth knowledge of teaching, and learning pedagogy to maximise the quality of learning outcomes.

Mark Smith has worked on school improvement both in the UK and overseas for the last 20 years. In the UK, he has worked for two Local Authorities advising schools in literacy improvement, inclusive education and general school improvement. In sub-Saharan Africa, he has project managed large scale DFID and Comic Relief Funded projects in Reading and Inclusive Education in Ethiopia and been lead consultant to other projects around disability, school improvement and literacy in Ethiopia and Uganda.

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  2. Partnership is necessary in order to generate changes.The curriculum must be accessible and must have quality standard for these changes to take place

  3. Wave 2 is based on interventions. The things the teachers can do collectively to support inclusive education. Teachers and administration can work together with positive attitudes and support,which will validate an inclusive school.

  4. I was pleasantly surprised to discover that Wave 2 is designed to run parallel to Wave 1and takes place at the level of the school.
    Quality teachers who are efficient and effective are key (who knew?); since we must take responsibility for inclusion and partner with stakeholders such as parents and NGOs to implement interventions.
    Essentially, Wave 2, recognises that disabled children have the potential to work at and above the age-related expectations of their peers when provided with a time-specific, direct intervention. (This was news to me and exciting to discover).
    Easy to implement ideas like installing ramps to make the physical environment accessible, or providing encouragement for the parent of a disabled child to join the school PTA or a disability club can make a great difference. (I’m raring to go, how about you?)

  5. Very informative information with regards to inclusive education

  6. The wave models had brought a change in making the education system being inclusive to all learners. I really understood the models from the course completed before. The children with disabilities have a right to education in the mainstream classrooms with resources, collaboration of teachers and administration working together to help the children reach their goals. Where intervention is needed it should be provided.

  7. Activity 1.2
    Two features of an inclusive school are:
    Teachers willingness and positive attitude
    Training teachers to be equip to work along in an inclusive school

    At my school the teachers are hard working and displays a positive attitude in the environment.
    Upon arrival, the teacher stands at the welcoming chart where children will have the opportunity to select from the chart how they would like to be greeted. The children look forward to this activity as it sets a positive pace for the children throughout the day.

  8. Interventions for inclusion is unique to the culture and specific institution therefore the wave model gives an outlines the approach but the specificity is dependent on the needs of the population and may change as the population changes

  9. We all need as teachers to change our mind sets and the culture of our schools to facilitate children with disabilities. With available resources both human and otherwise will greatly assist with modifying schools to be equip for inclusion. I strongly believe with improve teaching, positive culture, attitude and great support from our stakeholders children with disabilities can be in the main stream schools.

  10. Collaboration with all stakeholders is fundamental at all levels. Continuous training and development will aide with addressing needs of diverse learners within our population. Resulting in specific targets as they are empowered to be successful learners at all levels.

  11. Schools are now making the physical environment more accessible egs. ramps and toilets

  12. As an educator, I believe that inclusive education is very important. When teachers are educated continuously in this area, their classroom/Centre welcomes inclusiveness and a result of this, children will become successful and will be able to function in society.

  13. Wave two model can give learner’s with disability an opportunity to acquire skills that would beefit them . They interact with learner’s without disability. Its need to be supported

  14. indeed if our institutions would follow the three wave strategies a lot will be is true that we tend to focus more on wave three and two, yet wave one can achieve more in terms of inclusion and us making use of the teachers ,and lesser resources can then be focused on children with intense disability hence impacting more. And through the first wave of mainstreaming, the two groups learn from an early stage that one having a disability is not a major issue, and stigma is removed early enough.

  15. An information presentation and literature on how inclusivity can be implemented and how it can benefit the child.

  16. The wave model has brought it home to me as it relates to inclusivity. All learners should be a part of the same setting and feel worthwhile and good about themselves.