UNIT: 8 THE ROLE AND RESPONSIBILITIES OF ALL RANGES OF SCHOOL COMMUNITY MEMBERS IN THE EDUCATION OF LEARNERS WITH DISABILITIES AND OTHER SPECIAL EDUCATIONAL NEEDS IN THE SCHOOL
Key Unit Competence: be able to describe the roles &
responsibilities and active collaboration of
all ranges of school community members
in the education of learners with disabilities
and other special needs in the school.
Introductory Activity
The role and responsibilities of all ranges of school community
members in the education of learners with disabilities and other
Special Educational Needs in the school
Read the following text and answer the question that follow:
Nowadays, inclusive education paves a way to building a new, more just
and non-discriminatory society. Towards this end, it is quite crucial that all
policy makers, school PTAs, head teachers, teachers, parents and students
ensure inclusive practices in all aspects of educational environments.
However, there are some concerns that the policy of inclusive education
is difficult to implement because head teachers and teachers are not
sufficiently well prepared and supported to work in inclusive ways. Inclusion
requires school head teachers and teachers to accept the responsibility
for creating schools in which all children can learn and feel they are in
an inclusive setting. In this task, head teachers need to adopt inclusive
culture and set inclusive policies and regulations to make inclusive
practices happen. Teachers are also to play the central role in promoting
participation and reducing under-achievement, particularly with children
who might be perceived as having difficulties in learning. To successfully
implement inclusive practices in education, there is need to reconsider the
roles, responsibilities and identities of head teachers, teachers and the
entire learning community.
Therefore, on one hand, there is a need to educate teachers and head
teachers, by building their professional skills, knowledge, attitudes and
beliefs for effective implementation of inclusive education practices. On
the other hand, to succeed inclusive education, children with and without
disabilities also have a role to play and need to be sensitized about
their roles and responsibilities in supporting inclusive education. More
importantly, children need to be educated on how to adopt positive
language and respect towards children with disabilities, promote mutual
support in learning and performing other tasks in a peer led approach.
This builds a way to fighting against stigma and discrimination among
children in an inclusive school.
Questions:
1. What roles do head teachers have to play to succeed inclusive education?
2. Teachers need to be educated on roles and responsibilities they have to play in supporting IE. Discuss.
3. Children with and without disabilities are key players in supporting
inclusive education. Discuss about the major roles children may have to play.
8.1. Current situation of roles played by head teachers,
teachers and children in supporting inclusive education
Activity 8.1.
Use books or other sources of information to answer the following
questions:1. Discuss in pairs how you understand the situation of inclusive
education in Rwanda focusing on roles played by head teachers
and teachers.2. What kind of activities do children with and without disability have
to perform in order to smoothly promote inclusion?3. What are the challenges faced by head teachers, teachers, support
staff and children with and without disabilities while playing their
roles in supporting inclusive education?
Inclusive education is a teamwork and creating inclusive educational
institutions involves the school administration, teachers, support staff andstudents. They are called on to actively play their roles.
8.1.1. Head teachers’ involvement in implementing inclusive education
In an inclusive school, head teachers play a pivotal role. To effectively lead
inclusive schools, head teachers need to foster on the following:• Setting inclusive vision, planning, and decision-making processes,
• Creating collaborative structures and processes,
• Using data to make decisions about curriculum and instruction, and
• Understanding and utilizing policy to create a conducive learning
environment where everyone’s needs are accommodated.
Effective inclusive schools share characteristics of innovativeness,
commitment to diversity, and a strong emphasis on school improvement.
Head teachers share common personal attributes such as sharing decisionmaking
power with their staff, leading their school by example, extending
the core values around inclusiveness and quality initiatives throughout the
school, and actively promoting learning communities.
To achieve inclusive schooling imply that head teachers should be highly
accomplished leaders to ensure their schools are both excellent and equitable
for all students. Head teachers identify and approve changes that support
inclusive education. They also eliminate existing practices that undermine
inclusive education and ensure inclusive programmes are institutionalized
and sustained.
While the roles of teachers and head teachers are said to be vital in
implementing inclusive education, it is noted that a myriad of challenges
such as, inadequate support from head teachers, insufficient knowledge and
negative attitudes still hinder the implementation of inclusive education in
Rwanda. Other challenges include:• Unclear inclusive vision and missionTherefore, head teachers have to ensure the effectiveness of inclusive
• Insufficient professional supports and services
• Inadequate collaborative mechanisms
• Weak policy implementationeducation policies in their schools.
8.1.2. Teachers’ involvement in implementing inclusive education
In inclusive schools, to translate teaching/ learning theories into meaningful
classroom practices, teachers need planning and implementation of
classroom tasks on the basis of teaching and learning that allow to nurture
pupils’ talents and giftedness. Teachers need to develop skills and values
for appropriate management of inclusive education. In the situation of
classroom teachers, they need to analyze/assess pupils ‘needs and prepare
classroom plan approaches to learning that enhance inclusive education.
In this case, teachers need to be conversant with competences and roles
relevant to inclusive education, classroom organization and planning for
learner –centered teaching.
However, it is recognized that teachers face challenges related to:• Inadequate skills and knowledge, meaning that teachers do not have
sufficient skills and knowledge to teach learners with and without
disabilities in the same classroom because majority of the teachers are not trained;
• Lack of appropriate teaching facilities and other supportive means/ devices;
• Limited knowledge to provide individual, specialized pedagogical support;
• Negative attitude for some teachers to address diversity, failing to cope
with children learning at a slower pace;
• Lack of role models who can provide pedagogical advisory services
on practical tips required to handle needs of children who are quite exceptional.
8.1.3. Children’s involvement in implementing inclusive education
Participation or “involvement” of children with and without disabilities is
quite essential in promoting inclusive education. Participation in school
includes unstructured activities (e.g friendship, play), organized activities
(e.g. sports, clubs, arts), classroom based activities (e.g. group work, peer
tutoring) and engagement in social roles (eg. club leader or class monitor).
Without the support of peers, children with disabilities are at significant risk
for limited participation in school or likely to face stigma and discrimination.
Such restrictions have significant lifetime consequences for achievement,
quality of life and wellbeing. Subsequently, several issues occur. Attendance
for children with disabilities is reduced compared to peers. Students with
disabilities participate less in structured and unstructured activities, and
experience reduced interaction and participation.
Participation of children with and without disabilities goes beyond school
activities. Participation includes school events, trips, game teams, clubs,
relationships and friendships with peers. School participation can be
understood in terms of how much, how often and what activities the child
does (attendance), as well as their everyday experience (involvement).
Sensitization of children with and without disabilities is paramount in inclusive
education in order to overcome challenges facing the inclusion of children
with disabilities and SEN.
Some challenges include but are not limited to the following:• Children with disabilities have difficulties to exercise their rights, as a
result of being undermined by peers and teachers.
• Though some roles including being a leader or a member of a club are
sometimes possible, children with disabilities have tendency to occupy
less “desirable” roles within the school.
• Roles considered desirable by children, especially those including
being good at something (e.g. best in class) or “best friend” roles are
seldom held by children with disabilities.
• Children with disabilities are also engaged in less “doing roles” (such
as athlete, leader, helper and peer-tutor) and more are likely to be
classified into passive roles including “challenged learner” who is
unable to perform. This inconsideration often leads to negative selfperceptions.
In an actual sense, children’s knowledge, understanding and everyday
experience of roles can influence children’s participation. Therefore, it
is strongly advised to create harmony, cohesion and interaction between
children with and without disabilities so as to allow a favoring and conducivelearning environment for all.
SELF Assessment 8.1
1. State important tasks of a head teacher in an inclusive school.
2. Discuss challenges faced by teachers while implementing inclusive
education in classroom.
3. Suggest practical solutions to the challenges faced by learners
with disabilities in an inclusive school, focusing on the support to be provided by peers.
8.2. Roles and responsibilities played by the school
community in implementing inclusive education
Activity 8.2.
Use books or other sources of information to answer the following
questions:
1. Discuss roles which can be played by:• Head teachersWrite your answers on sheet and present them in plenary.
• Teachers
• Support staff
• Children with and without disabilities
Below are the roles of different members of a school in the promotion of
inclusive education.
• School administration–– Make schools more responsive to learners with disabilities and
SEN.
–– Promote positive attitudes towards disability and SEN throughout
the school community.
–– Involve teachers and other staff in resolving teaching-learning
problems.
–– Make sure that learners get assistive devices and support services
such as Braille, wheelchairs, hearing aids, etc.–– Organize continuous professional development for teachers.–– Train support staff on inclusive education.
–– Involve all school members to plan and implement programmes.
–– Sensitize other learners to work with and support their peers with
disabilities and SEN.
–– Encourage other teachers to be positive when working with
learners with disabilities and SEN.
–– Ensure that school buildings, classrooms, pathways, playgrounds
and toilets are accessible to all learners.
–– Ensure that teaching methods and resources are adapted to
learners with disabilities and SEN.
–– Mobilize community resources, e.g., local artisans who can work
with/for learners with disabilities and SEN in the community.• Teachers
–– Identify learners with disabilities and SEN and take part in the
assessment of learners’ needs and strengths, as well as the
development of individual education plans when necessary.
–– Ensure cooperative and collaborative learning in classroom
activities.
–– Ensure that their daily pedagogical practice is aligned with the
principles of IE and the needs of CwDs
–– Work with the local authorities, local and school community,
parents and community education volunteers to support the
integration of CwDs in school at all stages of the process:
identification, assessment, placement, teaching, monitoring,
evaluating, reporting
–– Advocate and ensure that learners get assistive devices and
support services such as Braille, wheelchairs, hearing aids, etc.
–– Sensitize other learners to work with and support their peers with
disabilities and SEN.
–– Encourage other teachers to be positive when working with
learners with disabilities and SEN.
–– Help in mobilizing community resources and use them
appropriately.
–– Remove all barriers in the learning environment that may hinder
the wellbeing of learners with disabilities and SEN.
–– Help learners with disabilities and SEN to understand and accepttheir school community.their condition of living and how they can play a significant role in
• Support staff
–– Be aware of the principles of inclusive education.
–– Demonstrate positive and supportive attitudes towards learners
with disabilities and SEN.
–– Sensitize other workers to accept and support learners with
disabilities and SEN.
–– Participate in community mobilization of resources, e.g., local
artisans who can work with/for learners with disabilities and SEN.
–– Remove all barriers in the school environment that may hinder
the wellbeing of learners with disabilities and SEN.
• Learners with disabilities and SEN
–– Be aware of children’s rights and report if these rights are violated
or if children experience abuse.
–– Be flexible and get integrated into school life.
–– Participate in all aspects of work, community, home and school
activities.
–– Where appropriate, be consulted at all stages of their integration
into schooling and all future issues affecting their schooling and
welfare
–– Participate in decision making through membership of the school
council
–– Report on all forms of abuse and discrimination
–– In partnership with other children, create and join clubs through
which he/she can advocate for children’s rights to education
• Learners without disabilities
–– Be aware of children’s rights and report if these rights are violated
or if children experience abuse, especially children with disabilities
and SEN.
–– Be positive and supportive towards learners with disabilities and SEN.
–– Play with and include learners with disabilities and SEN in
activities at school.
–– Respect and look after assistive devices that belong to, or are
used by children with disabilities and SEN.
–– Participate in decision making on all issues affecting schooling and welfare
–– Participate fully in the life of the school through membership of
the school council alongside CwDs
–– Engage in activities that will develop their self-confidence and
empower them to build relationships with CwDs
–– Participate in all aspects of work, community, home and school
life alongside CwDs
–– Report on all forms of discrimination and abuse
–– In partnership with CwDs, create and join clubs through which he/
she can advocate for children’s rights to education
–– Inform the school authorities of any event that may affect theschooling of CwDs
SELF Assessment 8.2
1. Head teachers can shape the reality of inclusive education and
make schools more responsive to learners with disabilities and
SEN. Explain.
2. Children with and without disabilities are key players in the
promotion of inclusive education. Discuss in groups and present
your thoughts to the rest of the class.
8.3. Roles and responsibilities of students clubs in raising
awareness on Inclusive education
Activity 8.3.
Use books or other sources of information to answer the following
questions:1. What are the benefits of inclusive education clubs in schools?8.3.1 Inclusive education clubs play important roles in schools
2. Who are members of the inclusive education club?
3. Discuss how you think an inclusive education club can work. Writeit down on a paper
The success of inclusive education depends on how the school responds to
both academic and social/ emotional needs of children with disabilities. Their
effective inclusion requires a school climate that is psychologically inclusive,
offering a space where all students better understand one another, feel safe
and supported, have positive relationships, and are more respectful and
accepting each other.
In this regard, inclusive education clubs are key in changing discriminatory
attitudes. Schools should create the environment that allows for a child’s
first relationship, enables the development of social relationships and
interactions. Students with diverse abilities and backgrounds come to play,
socialize and learn to support each other. They build together a stigma free
school community where everyone feels at home.
8.3.2 What roles do inclusive education clubs play?
Inclusive education clubs play important roles. Children with and without
disabilities meet to:• Conduct awareness raising session on disability inclusion in education;
• Build inclusive culture in the school community by teaching appropriate
terminologies and adopting positive behavior towards effective disability
inclusion
• Advocate for children’s rights in general and rights of children with
disabilities to education in particular
• Make sure that children with disabilities and those with SEN are enrolled
and provided with social-emotional and academic support
• Entertain the school community by organizing inclusive activities and
games such sport, debates, drama, sketches, songs, poems, etc.
• Fight against discriminatory attitudes
• Strengthen the spirit of mutual support (between children with and
without disabilities
• Monitor on regular basis how disability inclusion is being shaped among
children with and without disabilities
Inclusive education clubs help children to build respectful and supportive
relationships and promote positive values through a peer-to-peer interactive
approach. Through these interactions, each child becomes a greaterresource for everyone and the culture of inclusion rapidly emerges.
8.3.3. Inclusive education club core benefitsInclusive education club core benefits
For students with and without disabilities, benefits are:
• Enhanced friendship and collaboration
• Increased social interaction and relationships
• Improved academic peer-to-peer support
• Increased student’s participation
• Children are more aware of their rights, strengths, talents and needs
For the entire learning community, benefits are:
• Increased awareness on children’s rights to education
• Increased acceptance of individual differences
• Increased understanding and accommodation of diversity
• Early children’s talents detection
• Integrated learning (combination of academic, social and functionalskills)
SELF Assessment 8.2
1. Discuss the benefits of inclusive education clubs for students withand without disabilities.
END UNIT ASSESSMENT
Section A:1. Mention three major challenges faced by inclusive classroom
teachers and provide them with concrete solutions.
Section B:1. Children with and without disabilities are key players in the
promotion of inclusive education. Debate the topic in two groups
(oppose and support the statement).
Section C:1. Discuss the benefits of inclusive education clubs for the entireschool community.