A series of video programmes describing the development of inclusive education in Zanzibar Roy McConkey, Lilian Mariga and Mpaji Ali Maalim ZAPDD (Zanzibar Association for People with Developmental Disabilities), Zanzibar Ministry of Education and Vocational Training (MoEVT), NFU


Zanzibar is an archipelago on the coast of Tanzania, consisting of two main islands – Unguja and Pemba, and several small islands. Zanzibar is a semiautonomous part of the Republic of Tanzania.

WHY?

STARTING POINT

Inclusive education came about in Zanzibar after education officials visited Lesotho and were inspired by the changes shown in the Lesotho education system.

TODAY

The Ministry of Education and Vocational Training (MoEVT) has adopted an inclusive education policy and at the moment is developing guidelines for the implementation of the policy. This work is supported by CREATE.
The MoEVT has also changed the name of the Special Needs Education unit to the Inclusive Education unit.
The Ministry has incorporated Inclusive Education into its new Policy Statement (2006) and plans to extend the programme to a further 20 schools in 2008 and this will continue on a rolling basis in future years. Teacher training capacity will be increased as will the Inclusive Education Unit.

WHO?

INITIAL PARTNERS

The Zanzibar Association for People with Developmental Disabilities (ZAPDD ) partnership with NFU (Norwegian Association for Persons with Developmental Disabilities) and the Ministry of Education and Vocational Training (MoEVT) , with funding from the Norwegian youth organisation “Operation Day’s Work”.

TODAY
MORE PARTNERS
The efforts in developing inclusive education and youth development in Zanzibar are now continuing through support from amongst other NFU through Norad. Additionally, the MoEVT is collaborating with SIDA, Sight Savers International, UNESCO, CREATE (USAID), and WHY (World Homes for Youth), as well as with several other actors – local as well as international.

WHEN?

The project started in 2004, and the initial pilot period was over in 2006.

HOW?

The first steps were to create awareness about inclusive education. Out of the 100 schools, 20 pilot schools were selected, based upon the following criteria:
    1.Schools already including students with disabilities
    2.Schools who had a negative attitude towards inclusion
    3.Schools who had special units
    4.Schools who had a positive attitude towards inclusive education

RESULTS

The project was evaluated and proved viable and a consolidation phase was recommended prior to expansion.

The video-programmes produced have three main objectives:
  • To raise awareness of inclusive education in Zanzibar among schools, families and people with disabilities.
  • To document the methods used in the pilot project on Inclusive Education and Youth Development in Zanzibar.
  • To produce practical tools for schools to assist with the consolidation and expansion of Inclusive Education in Zanzibar.
They will also:
  • inform the wider international community of strategies that have proved successful in establishing a more inclusive education system in countries with limited resources.
  • prove useful in other African countries as well as other less developed countries.
  • contribute to the growing international experience in making inclusive education a reality
  • inform donor agencies about the types of investment required in order to make Education for All children a reality.

The video-programmes outline:

Six programmes make up the series.

Programme 1: Introduction to ZAPDD


Introduces viewers to the Zanzibar Association for People with Developmental Disabilities – ZAPDD a successful parent organisation.
The Association was a key partner in instigating the Inclusive Education initiative with the Ministry of Education and Vocational Training (MoEVT) in Zanzibar.
You can see:
  • The growth of the Zanzibar Association for People with Developmental Disabilities and its role in lobbying Government;
  • The role of local branches and how they are formed;
  • The partnerships formed with local chiefs and schools;
  • The projects undertaken by certain branches such as training for youth.
  • The promotion of inclusion education and close co-operation with the Ministry of Education in its implementation.

Programme 2: A Feasibility Study of Inclusive Education


Part 1 describes the feasibility study that was first undertaken in over 100 schools and communities throughout Zanzibar. This identified the challenges that the inclusive education programme faced, for example in terms of teacher attitudes and accessibility of school facilities.
  • The conduct of a feasibility study that was undertaken in Zanzibar as a prelude to the establishment of Inclusive Education.
  • Recruiting and training teachers to undertake the survey in their locality.
  • The range of attitudes found among teachers to the concept of inclusive education.
  • An inspection of the school environment to determine its accessibility.
  • The children with disabilities already enrolled and the training needs of teachers.
Part 2 gives an overview of how the Inclusive Education Programme was implemented in 20 selected schools. The main strategies are summarised including the formation of a multi-agency Steering Committee, teacher training opportunities and the production of resource materials.

The programme describes:
  • The setting up of an Inclusive Education Unit within the Ministry of Education of teachers with experience of special needs pupils with a range of impairments – hearing, visual and intellectual.
  • The preparation of manuals to guide teachers on key topics such as sign language.
  • Devising and presenting training courses for selected teachers from the pilot schools. These covered sign language and Braille. The trained teachers in turn, trained their colleagues in the own schools.
  • Teachers identified the children with suspected learning problems in their classrooms and a multi-disciplinary assessment team was recruited through the Ministry of Health to visit the pilot schools. Their reports guided teachers on how they might assist the child’s learning by adapting their teaching methods.
  • Teachers were assisted to produce teaching aids and resource materials using locally available materials.
  • Within each school an Inclusive education Committee was established consisting of the Head teacher, teachers, community leader parents and students with and without learning impairments.
  • An independent evaluation of the pilot project was undertaken after two years (Mrs Santa Vusia and Mrs Anne Nkutu, NCG Uganda 2007. Can be obtained from NFU).

Programme 3: Working in Partnership


A notable feature of the Inclusive Education programme in Zanzibar is the number of partners who have been recruited to support teachers and schools in their efforts.
This programme introduces the various partners and outlines their contribution: Inclusive Education Committees in schools (mostly made up of parents), clinicians from the Ministry of Health, UWC (Zanzibar Association for People with Disabilities), local chiefs (Shehias), and other NGOs.
Compared to inclusive education initiatives elsewhere in the world, the programme in Zanzibar placed great emphasis on schools working in partnership with other significant people and organisations. The programme takes a more detailed look at the work summarised in Programme 2.
Each ‘partner’ is described in turn:

  • The Ministry of Education together with the partner agency ZAPDD formed a top-level Planning Committee which had key people from the different Ministries and NGOs to assist with the technical aspects of the implementation of inclusive education.
  • In each participating pilot school an Inclusive Education Committee was formed. The Head teacher met with the local branch of ZAPDD who elected parent representatives. A student without disabilities and teachers also served on the Committee.
  • The committees had a range of functions:
    • To sensitise other community members on the importance of Inclusive Education;
    • To ensure the enrolment of children with special needs;
    • Create a conducive environment in schools.
    • To make the school buildings more accessible by building ramps and improving toilets. New classrooms were built in some schools.
    • To fund-raise to assist with the purchase of materials.
  • Another partner was the Community Based Rehabilitation (CBR) Programme that is provided by UWZ – the Zanzibar Association for People with disabilities. Their staff and volunteers provide support to children with disabilities and families in different districts. They had a key role in encouraging the enrolment of children in schools.
  • The Ministry of Health agreed for their staff to be released for short periods of time to assist with the assessment of children whom teachers had identified in schools as having special needs. A multi-disciplinary team visited the school:
    • A special education teacher assesses their communication.
    • Each child’s hearing and vision was checked by personnel from the local hospitals.
    • An occupational therapist and a physiotherapist assessed the child’s motor development.
    • The community mental health nurse and social worker discussed issues of concern to the family.
    • Following the assessments a report was compiled on each child and any necessary referrals for further examination or treatment were made. The child’s teacher received a report on how they may need to adapt the classroom and their teaching to suit the child’s needs.
  • The schools and the Inclusive Education Committees were encouraged to keep the local chiefs – Shehias – informed about their work and to seek their assistance.
  • The programme worked closely with other NGOs. For example UNICEF has helped to sponsor new toilets in some schools and mobility aids were provided by UWZ.

Programme 4: Support for teachers


Particular efforts have been made in Zanzibar to support teachers in Inclusive Education. This programme summarises the diverse ways this has been delivered. The role of staff in the Inclusive Education Unit that was set up in the Ministry (plus the production of manuals and latterly text books in Braille); the provision of in service training courses for selected teachers (who in turn train other teachers in their schools); support from staff in teacher training and resource centres, and from subject advisers; guidance from head teachers and school inspectors; and also from the involvement of parents in the child’s learning.

A crucial feature of any inclusive education initiative is the support that is available to teachers to assist them with the challenges they face within their inclusive classrooms. The IE programme in Zanzibar provided support in a variety of ways. Again team-work was the key to success.
  • An Inclusive Education Unit was set up within the Ministry of Education. The members were experienced teachers in special educational needs.
    • They prepared a set of manuals that provided basic information to teachers about disabilities.
    • Staff from the Inclusive Education Unit visit schools to monitor and support teachers
    • The Unit is also arranging for school text-books to be available in Braille versions.
  • A series of training courses are available for teachers such as courses in sign language and Braille. These are taught by Unit staff or experienced facilitators from outside Zanzibar.
  • Within each school, teachers who have been trained, arrange similar training sessions for other teachers within their schools.
  • Some schools previously had resource centres for learners with special needs. Staff from these centres advise the teachers when their children move from the unit into mainstream classes
  • Head teachers are also encouraged to observe and advise teachers in their work.
  • The School Inspectors are another group who have been enlisted to support and encourage teachers in their new roles.
  • The Ministry has a team of subject advisers based in Teacher’s centres throughout the two islands. They are available to advise teachers as to how they can adapt curriculum subjects such as geography and science to meet the needs of certain learners with visual impairments.
  • The staff in teacher resource centres have also been recruited to assist with the production of teaching aids; usually made from locally available materials and adapted to suit the particular needs of individual pupils.
  • These resources are stored in local centres so that other teachers can borrow them.
  • Teachers can also involve the children’s parents in helping their learning. At this school on Fridays, teachers visit the parents at home to discuss the activities they have been working on. Or parents can be invited to meet the teacher in the school.
  • The IE Unit is currently working with the Teacher Training Colleges to further develop the one year Certificate course in Inclusive Education that was provided for the first time in 2006. They also hope that Inclusive Education will feature in all pre-service teacher training.

Programme 5: Skills training for youth.


Alongside the work on Inclusive Education, a Youth Development Programme was instigated for older learners with special needs. This video programme describes the work undertaken within schools and outside of schools in a partnership between ZAPDD and the Ministry. The programme should usefully form part of the Inclusive Education series in that it challenges schools and teachers to consider the curriculum for students who cannot cope with the academic work in secondary schools but who still need education if their life chances are to be improved.

This is the third ‘overview’ programme in the series and describes the main features of a special pilot project funded by overseas donors, to assist teenagers and young adults with developmental disabilities. The main aim of the Youth Programme is to increase their skills and involvement in all sectors of life. Self-advocacy is promoted and the youth are assisted to become active members in ZAPDD branches. It is joint project between the Ministry of Education and ZAPDD.

The Project’s activities are based both in schools and outside of schools.
  • In schools, opportunities are provided for a more practical curriculum with a focus on basic life skills that youth with developmental disabilities may lack.
  • The learners are encouraged to practice their skills in the local community; for example, enlisting the help of traders to teach money skills and getting the correct change.
  • In school, but more importantly outside of school, the young people are helped acquire the skills needed in farming and in making crafts.
  • For the youth who have dropped out of school, youth clubs are organised. The Pandani branch of ZAPDD in Pemba have started an income generating project of making roof thatch and sweeping brooms to sell to local persons.
  • The Clubs also provide opportunities to talk to the young people about issues such as HIV/AIDS and to learn practical skills such as reading signs.
  • The youth are encouraged to speak up for their rights.
  • Sports and leisure activities also feature in the clubs. Able-bodied students play alongside their peers with disabilities
  • Being able to earn money is important for all young people when they leave school. Hence in schools and in youth clubs opportunities are sought for young people to experience working in community settings such as cycle repairing and carpentry.

Programme 6: Assisting Students to Learn and model lessons.


Begins with a short introduction around how children with special needs can be assisted to learn in classrooms. Teachers must be prepared to adapt their teaching to make it more accessible to all learners.

This programme is structured as an introduction to the organisation of classrooms to better meet the needs of inclusive learners: viz. the positions of children of special needs, grouping of learners, use of assistants to provide one-to-one tuition, and the use of visual aids and interactive resources.

A series of four model lessons strategies that teachers used which are self-contained illustrations of teachers adapting a numeric and literacy lesson to meet the needs of certain learners and how sign language and Braille can be incorporated into their teaching.
  • The position of the child in the classroom is important. They need to sit close to the teacher so that they can see and hear more clearly.
  • This also applies with children who have behaviour problems. Moving them closer to the teacher makes it easier to control their behaviour.
  • A learner with special needs can sit beside a more able child who will be able to give extra assistance if needed.
  • Some activities are better done in a large circle so that children can learn from watching one another as well as the teachers.
  • The class can also be divided into small groups. The children can then work together on the task.
  • Children can get one-to-one help if there is an assistant available in the class. She can work with one child while the teacher looks after the others. Or the teacher can work with one learner while the assistant manages the rest of the class.
  • Children find it easier to learn from pictures or objects. Examples of resource materials are shown that teachers have made for use in their lesson.

Model Lessons

Four model lessons are provided. The aim is to provide an example of how teachers have adapted their teaching to accord with the needs of particular learners. Two are focussed on curriculum issues – number work and literacy. Two look at the needs of pupils with hearing impairments and with visual impairments.
    1: Number Work


    This 10 minute sequence is taken from a lesson in which the teacher uses various visual aids and activities to help the students grasp simple addition. One of the learners has an intellectual disability and another is hearing impaired.

    The first part starts with a song about numbers and shows how children can be helped to identify the numeral seven with a card that has 7 circles arranged in the shape of the numeral.

    In the second part, the teacher has child with a learning disability to match numerals and to write the numeral on the chalk-board. Note the card holder the teacher made. She also signs for a boy who has a hearing impairment.

    The third part shows how the teacher introduces number concepts through the child counting the objects drawn on cards. She extends this to simple addition and has the children recognise the signs for + and =.

    In the fourth segment, the teacher matches the numerals to the objects and repeats the addition.

    This is an excellent example of how a task can be broken down into simple steps to assist the pupils’ learning.

    2: Learning Letters

    Here a second teacher works with an older pupil with Down Syndrome (an intellectual disability) while the class teacher conducts a reading lesson with the rest of the class. The pupil is being helped to recognise single letters and then letter combinations.

    3: Sign Language


    This extract from an English language lesson shows how the teacher uses an interpreter to communicate with a group of hearing impaired pupils who are learning about the present tense in English to describe their daily routine when they awake in the morning. The teacher is also able to use simple signs in her teaching. NB A DVD is available from the Inclusive Education Unit that demonstrates common signs in Swahili Sign Language1.

    4: Visual Impairment


    The final ‘lesson’ describes how a teacher adjusted his lessons for two brothers who have visual impairments. The use of slates and Perkins Brailler are demonstrated. The contribution of other pupils in helping the brothers is noted.

1 - Lexicon of Basic Signs in Swahili Sign Language (30 minutes)
Four signers demonstrate each sign as the word in spoken in Swahili. The programme can be paused in teaching sessions to enable teachers to practice the sign, or it can be played with sound down in order to test teacher recognition of signs.