managed by S. Y Anass (Communication)
In Northern Ghana disable people constitute an impoverished marginalized group, characterized by poverty, lack of accesses to education and other social services, regarded as unproductive and incapable of contributing in a positive way to the societies, seem as economic burden on the family and the society, higher illiteracy rates in the rural and remote than urban areas in the northern region of Ghana. Also those children with disabilities who enrolled into public school are lack of support from both family and government this is putting them into risks situations by worsened their conditions of learning in receiving education or training, and those who remain outside the system of mainstream education are not encouraging due to lack of inadequate schools, teaching and learning materials such as textbooks as well as other learning materials for them. For example in Ghana there are 13 junior high schools and three underdeveloped senior high of special schools to accommodate 22,000 persons with disabilities. This resulted to poor performance which leads to school dropout and end up by begging on the road sides, Traffic light, super-market and market square
Also lack of awareness or low expectation among parents and communities for children with disabilities put them at the highest risk of social exclusion. Therefore, communities’ and parents’ awareness needs to be improved to ensure their involvement in the inclusive education processes. Mere physical integration into schools is not enough. Very often absent are such factors essential for participation in the learning process of children with disabilities as positive attitudes and a school environment that values diversity. Hence, teachers’ and students’ awareness needs to be raised to ensure creation of an environment conducive to inclusion of these children into mainstream activity of education. Finally teachers’ skills for children with disability are also inadequate and as a result, children with disabilities are not getting quality education. With this the programs will also organized pre-service and in-service training for teachers in special and mainstream schools selected.
With this problem statement the organisation is developing this proposal to reduce poverty and improve literacy rate of PWDs in the society which is in line with Article 24 of UN Conventions on the Rights Persons with Disabilities and MDGs goals of 1 and 2
To increased number of Children with disabilities in mainstream schools to access quality basic education through new approaches that include inclusive methods of education
Short term objectives
•To increase enrolment and retention of children with disabilities in mainstream schools
•To change community perception and attitudes toward children with disabilities education
•To advance school level performance for children with disabilities from primary schools to Junior High Schools
•To improved capacity and awareness of teachers, parents, and communities on special education for children with disabilities
•Strengthening piloted mainstream schools teachers capacities to provide quality basic education for children with disabilities
•To support children with disabilities with teaching and learning materials to enhance their learning in the schools.\
•To create a credible data base on the number of school going age of children with disabilities in the four districts
Beneficiaries direct and indirect beneficiaries in this project
The project targeted to benefit children with disabilities both in schools and out of schools to mainstream them into public schools. This will improve their access to quality basic education in public schools in the rural and remote areas in the proposed districts The indirect beneficiaries of the project are their families and community members in the benefiting communities in the proposed districts
1.Identification of children with disabilities who are not in school and mainstream them into schools and kindergartens
2.Formation and developing the capacity of District disability Education group (DISDEG) for monitoring children with disabilities needs in education
3.Embark Procurement of teaching and learning materials for children with disabilities to enhance their learning in the schools.
4.Developing a school-based plan for each pilot mainstream school and kindergarten for inclusion of the children with disabilities
5.Development of posters and stickers addressing children with disabilities issues for active learning methods on inclusive and quality basic education.
6.Training for school heads and teachers on social inclusion and inclusive education and child centered methodologies
7.Community dialogues to provide platforms for in-depth discussion towards addressing the religious and socio-cultural barriers militating against children with disabilities education.
8.Quarterly follow-up monitoring support to find out strengths and weakness of the project to improve weakness point s to achieve the project objectives
9.Organized in-service training of teachers in the selected pilot schools on Special Needs Education
10.Advocate and development of action plans for schools accessibility for children with disabilities
11.Embark on re-enforcement of the implementation of the action plans
12.Capacity building on rights based approach to development, advocacy and lobbying, interface engagements with GES to deliberate on children with disabilities rights and privileges to basic quality education
13.Organized radio discussions focusing on creating platform for evidence based advocacy and engagement. This will focus on evidence based on the grounds quality basic education and access to perform to teacher quality education in the districts
Sustainability of the project
The project will address sustainability in various ways. First, the focus on improving community members awareness that will help create necessary conditions for inclusion at the school level while putting mechanisms in place aimed at ensuring equal access of children with disabilities to quality basic education.. Second, the project’s will improved teachers’ capacities to ensure integration inclusiveness and children with Special Needs Education into the larger system of formal education to sustain children with disabilities mainstreaming in public schools.
The project will also strengthened the critical mass of people trained (involving local authorities, communities, stakeholders in education and DPOs) on inclusive education in the districts both internal and external conditions affecting access to quality basic education for children with disabilities both special and in the mainstream schools system. Also the established District disability Education group will also sustained the project at the districts levels level.
The organization needs $100,000.00 for the project for two years