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Opportunities for Vulnerable Children (OVC)
Strengthening Efforts Towards Inclusive Education in Jakarta, Indonesia
Opportunities for Vulnerable Children
Mission Statement:
Is to save the sight and lives of the most vulnerable and disadvantaged. We combat the causes and consequences of blindness and malnutrition by establishing programs based on evidence and research in vision, health and nutrition.
HelenKeller
International
Opportunities for Vulnerable Children
HelenKeller
International
Opportunities for Vulnerable Children
EducationSituation
Number of Children in School: 39,117,214– Drop out rate from primary school to junior high: 28.6%– Drop out rates from junior high to High: 17.4%
66,425 Students with Disabilities attending school (est. less then 5%)– 17,885 (26.9%) public supported– 48,540 (73.1%) private school
Average Cost per student ???
Opportunities for Vulnerable Children
Situational Analysis
Opportunities for Vulnerable Children
OVCProgram
Goals
• Develop working models of schools for inclusion that build on government, non-government and community involvement.
• End systemic exclusion and/or segregation of children with disabilities.
• Increase public awareness of the rights of children with disabilities.
• Strengthen the management and teaching capacity of government counterparts to provide higher quality, inclusive education and improve access to local schools and opportunities for children.
A blind student enrolled in mainstream school works on a specially equipped computer at a satellite resource center.
Opportunities for Vulnerable Children
Review:Inclusive Education
Education is the right of all children, and IE aims to ensure that all children have access to an appropriate, relevant, affordable and effective education within their community. This education starts in the home with the family, and includes formal, non-formal and all types of community-based education initiatives. Within schools IE is an approach which aims to develop a child-focus by acknowledging that
all children are individuals with different learning needs and speeds.
Source: “What is Inclusive Education – Concept Sheet”, Sue Stubbs, Save the Children (UK)
Rather than being a marginal theme on how some learners can be integrated in regular education, inclusive education is an approach that looks into how to transform education systems in order to remove
the barriers that prevent pupils from participating fully in education. These barriers may be linked to ethnicity, gender, social status, poverty, disability etc. One group, in particular, most at risk of exclusion is learners with disabilities. However, this is not a homogeneous group. To meet the diverse need of all its
students schools and other educational provisions need to be flexible and accommodating, they also need to seek out the children who are not there. –
Source: http://www.unescobkk.org/education/appeal/topic08.htm
Opportunities for Vulnerable Children
Implementing Inclusion
Seeking out children who are not in school through community resources.
Expanding access to education through neighborhood schools.
Accomplishing access through system transformation – policy development, teacher training, strategic collaborations,.
Creating improved legislative understanding to effectively implement inclusive education.
Hansen, age 11, an extremely bright student with multiple disabilities will begin daily attendance at his local mainstream school in 2007. He only attends school two days a week due to the distance between his home and his school.
Opportunities for Vulnerable Children
Developing Access and
Systems
SCHOOLVulnerableCHILD RESOURCE
CENTER
Barriers to Access Barriers to Resources
Teacher Training
Stigma/Lack of
Information
Inadequate Policy
Too Far to Travel
Lack of Human
Resources
Poor Accessibility
Poor Home
Environment
Lack ofSufficientBudgets
Lack ofHuman
Resources
Lack ofAdequate
Curriculum
Lack of Obligation
SCHOOLVulnerableCHILD RESOURCE
CENTER
Barriers to Access Barriers to Resources
Teacher Training
Stigma/Lack of
Information
Stigma/Lack of
Information
Inadequate Policy
Too Far to Travel
Lack of Human
Resources
Poor Accessibility
Poor Home
Environment
Lack ofSufficientBudgets
Lack ofHuman
Resources
Lack ofAdequate
Curriculum
Lack of Obligation
Opportunities for Vulnerable Children
Developing Access and
Systems
SCHOOLVulnerableCHILD RESOURCE
CENTER
Barriers to Access Barriers to Resources
Teacher TrainingParent
Support Group
Stigma/Lack of
Information
Inadequate Policy
Too Far to Travel
Lack of Human
Resources
Poor Accessibility
Poor Home
Environment
Lack ofSufficientBudgets
Lack ofHuman
Resources
Lack ofAdequate
Curriculum
Lack of Obligation
SCHOOLVulnerableCHILD RESOURCE
CENTER
Barriers to Access Barriers to Resources
Teacher TrainingParent
Support Group
Stigma/Lack of
Information
Stigma/Lack of
Information
Inadequate Policy
Too Far to Travel
Lack of Human
Resources
Poor Accessibility
Poor Home
Environment
Lack ofSufficientBudgets
Lack ofHuman
Resources
Lack ofAdequate
Curriculum
Lack of Obligation
Opportunities for Vulnerable Children
Developing Access and
Systems
SCHOOLVulnerableCHILD RESOURCE
CENTER
Barriers to Access Barriers to Resources
Teacher TrainingParent
Support Group
Stigma/Lack of
Information
Inadequate Policy
Too Far to Travel
Lack of Human
Resources
Poor Accessibility
Poor Home
Environment
Lack ofSufficientBudgets
Lack ofHuman
Resources
Lack ofAdequate
Curriculum
Lack of Obligation
SatelliteResource Centers
SCHOOLVulnerableCHILD RESOURCE
CENTER
Barriers to Access Barriers to Resources
Teacher TrainingParent
Support Group
Stigma/Lack of
Information
Stigma/Lack of
Information
Inadequate Policy
Too Far to Travel
Lack of Human
Resources
Poor Accessibility
Poor Home
Environment
Lack ofSufficientBudgets
Lack ofHuman
Resources
Lack ofAdequate
Curriculum
Lack of Obligation
SatelliteResource Centers
Opportunities for Vulnerable Children
Developing Access and
Systems
SCHOOLVulnerableCHILD RESOURCE
CENTER
Barriers to Access Barriers to Resources
Teacher TrainingParent
Support Group
Stigma/Lack of
Information
Inadequate Policy
Too Far to Travel
Lack of Human
Resources
Poor Accessibility
Poor Home
Environment
Lack ofSufficientBudgets
Lack ofHuman
Resources
Lack ofAdequate
Curriculum
Lack of Obligation
SatelliteResource Centers
Community Trainings
SCHOOLVulnerableCHILD RESOURCE
CENTER
Barriers to Access Barriers to Resources
Teacher TrainingParent
Support Group
Stigma/Lack of
Information
Stigma/Lack of
Information
Inadequate Policy
Too Far to Travel
Lack of Human
Resources
Poor Accessibility
Poor Home
Environment
Lack ofSufficientBudgets
Lack ofHuman
Resources
Lack ofAdequate
Curriculum
Lack of Obligation
SatelliteResource Centers
Community Trainings
Opportunities for Vulnerable Children
Developing Access and
Systems
SCHOOLVulnerableCHILD RESOURCE
CENTER
Barriers to Access Barriers to Resources
Teacher TrainingParent
Support Group
Stigma/Lack of
Information
Inadequate Policy
Too Far to Travel
Lack of Human
Resources
Poor Accessibility
Poor Home
Environment
Lack ofSufficientBudgets
Lack ofHuman
Resources
Lack ofAdequate
Curriculum
Lack of Obligation
SatelliteResource Centers
Community Trainings
Social Marketing Activities
SCHOOLVulnerableCHILD RESOURCE
CENTER
Barriers to Access Barriers to Resources
Teacher TrainingParent
Support Group
Stigma/Lack of
Information
Stigma/Lack of
Information
Inadequate Policy
Too Far to Travel
Lack of Human
Resources
Poor Accessibility
Poor Home
Environment
Lack ofSufficientBudgets
Lack ofHuman
Resources
Lack ofAdequate
Curriculum
Lack of Obligation
SatelliteResource Centers
Community Trainings
Social Marketing Activities
Opportunities for Vulnerable Children
Developing Access and
Systems
SCHOOLVulnerableCHILD RESOURCE
CENTER
Barriers to Access Barriers to Resources
Teacher TrainingParent
Support Group
Stigma/Lack of
Information
Inadequate Policy
Too Far to Travel
Lack of Human
Resources
Poor Accessibility
Poor Home
Environment
Lack ofSufficientBudgets
Lack ofHuman
Resources
Lack ofAdequate
Curriculum
Lack of Obligation
SatelliteResource Centers
Community Trainings
Social Marketing Activities
Policy Initiatives
SCHOOLVulnerableCHILD RESOURCE
CENTER
Barriers to Access Barriers to Resources
Teacher TrainingParent
Support Group
Stigma/Lack of
Information
Stigma/Lack of
Information
Inadequate Policy
Too Far to Travel
Lack of Human
Resources
Poor Accessibility
Poor Home
Environment
Lack ofSufficientBudgets
Lack ofHuman
Resources
Lack ofAdequate
Curriculum
Lack of Obligation
SatelliteResource Centers
Community Trainings
Social Marketing Activities
Policy Initiatives
Opportunities for Vulnerable Children
Developing Access and
Systems
SCHOOLVulnerableCHILD RESOURCE
CENTER
Barriers to Access Barriers to Resources
Teacher TrainingParent
Support Group
Stigma/Lack of
Information
Stigma/Lack of
Information
Inadequate Policy
Too Far to Travel
Lack of Human
Resources
Poor Accessibility
Poor Home
Environment
Lack ofSufficientBudgets
Lack ofHuman
Resources
Lack ofAdequate
Curriculum
Lack of Obligation
SatelliteResource Centers
Community Trainings
Social Marketing Activities
Policy Initiatives
Inclusive School Training
Opportunities for Vulnerable Children
Policy Advocacy
CHILDREN WITH SPECIAL NEEDS
ACCESSIdentification, Assessment and Enrollment
Inclusive Education Training for Teachers and Government Counterparts,
Involvement of School Committees
Enhancement of Public Awareness
RESOURCESResource Teacher and Training & Early Intervention Training,
Enhancement of School Facility,
Resource Centers and Resource Center Satellite.
COLLABORATIONGovernment
Universities
NGOs
Private Sectors
Province & District
ProvincialParliament
Policies
INCLUSIVE SCHOOLS & COMMUNITIES
Developing Access and
Systems
Opportunities for Vulnerable Children
ProgramComponents
Early Intervention: Students and teachers at the HKI developed Early Intervention Center for Children with Visual Impairments.
Identification and Enrollment:IAE staff conduct an interview with the parent of an un-enrolled child with visual impairments.
Opportunities for Vulnerable Children
ProgramComponents
Resource Teachers:A resource teacher, gives writing and reading tutorial to Adit, a student with learning disability, at the resource room, SDN Kramat Jati 24, East Jakarta.
Partnership Schools:Teachers at SDN Kampung Gedong 12 work together on developing IEPs(Individual Education Plans).
Opportunities for Vulnerable Children
Policy Development and Governance: HKI staff, teachers, NGO partners, psychologists, university officials and Dinas officials meet to design the resource teacher credit system. to give resource teachers a legitimate career track..
Public Awareness:President of the Republic of Indonesia, Susilo BambangYudhoyono, and First Lady KristianiHerawati at the HKI developed Early Intervention Center in Jakarta. – May 2005
ProgramComponents
Opportunities for Vulnerable Children
Core Implementation
PartnersProvincial Department of Basic Education DKI JakartaProvincial Department of Education NADMinistry of National EducationYayasan Mitra NetraYayasan Pendidikan Dwituna RawinalaUniversity of Indonesia – Faculty of PsychologyUniversity of Indonesia – Faculty of MedicineUniversity of Indonesia Disabilities CenterState University of JakartaPerkins-Hilton International Program (US)Royal National Institute for Blind – UKIDP NorwayNational Commission for the Protection of ChildrenYayasan Santi Rama
Indonesian Parliamentary Forum for Population and Development Yayasan Autis Mutiara (SLB/Yayasan)Taman Latihan Pendidikan Anak PelitaHatiSD Pantara (Yayasan)Persiapan Negeri Matraman(SLB/Yayasan)Yayasan Pendidikan Anak CacatUNESCOICEVIYayasan Rumah ZakatJakarta Eye CenterGallaudet University (USA)Lion’s Club International – IndonesiaThe Lavelle Fund for the BlindUSAID DBE 1 & 2 (RTI & EDC)General ElectricStandard Chartered Bank
Opportunities for Vulnerable Children
Program Information
Location & Time Frame :
– Province DKI Jakarta (2003-2008)
– Province NAD (2007-2008)
– Province South Sulawesi (2007-2008)
– Province Central Java (2007-2008)
Cha Cha, age 4 and totally blind, practices pre-Braille skills. She was identified and enrolled in early intervention programming in early 2005.
Opportunities for Vulnerable Children
Data Collection, Findings and Policy Development
HelenKeller
International
Opportunities for Vulnerable Children
Data CollectionMethodology
•Randomized Community Sector Survey• Survey Implemented in 10% of Jakarta’s Hamlet
Sectors• Selection Randomized by District• All HH with children with disabilities interview (n=604)• 10% Quality Control Implemented• Survey Tool consisted of 80 questions covering
• Socio-economic status• Education status• Access to Services
•Community Based Identification Training• Training implemented to key community stakeholders• Trainees tasked with identifying children with
disabilities in their community for Assessment and Enrollment
• Verification of identification by school, local education office, local DPOs
Opportunities for Vulnerable Children
Data and Information
0
200
400
600
800
1000
1200
1400
1600
Survey Data Community Total
Process of ID
# of
chi
ldre
n w
ith d
isab
ilitie
s
In School Not In School
Total Number of Children Identified in Jakarta by Process of Identification and Enrollment Status – September 2006 - May 2007Source: HKI 2007
79%
77%
80%
21%
23% 20%
Opportunities for Vulnerable Children
Governance and Budgeting
22.5%
39%
20.9%17.6%
0
100
200
300
400
500
600
700
Never in school Drop Out Under School Age In School Total
Enrollment
Num
ber o
f Chi
ldre
n
Student Enrollment and Non-enrollment 2006/2007Source: HKI 2007
22.5%
77.5%
Opportunities for Vulnerable Children
Governance and Budgeting
8%5% 1%
13%
73%
0
10
20
30
40
50
60
70
80
Under School Age Parents Unaware Child has chronic desease Others CombinationCost/Geography/Access Denied
Perc
enta
ge o
f Fam
ilies
Sur
veye
d
Top Reasons Given by Parents for Non-enrollment 2006/2007(Source HKI 2007 (survey data)
Opportunities for Vulnerable Children
Data and Information
3.4%
24.8%
51.0%
4.4% 5.6%
10.9%
-
10.0
20.0
30.0
40.0
50.0
60.0
< $1 /day $1 -< /$2 day $3 - < 4 /day $5 - < $6 /day $6 - < $7 > $7 and above/dayIncome
Average Daily Income of Surveyed Families Source HKI 2007 (survey data)
(n=504) (Rp 9,000 = $1)
Opportunities for Vulnerable Children
15.20
9.20
20.70
28.60
19.4021.40
0.00
5.00
10.00
15.00
20.00
25.00
30.00
35.00
<$1 per day $1 - $2 per day $3- $4 per day $5 - $6 per day $6 - 7$ per day >$7 per day
Daily HH Income
% o
f Dai
ly In
com
e
Percentage of HH Daily Income Spent on EducationSource: HKI 2007 (survey data)
Data and Information
Data and Information
Opportunities for Vulnerable Children
Data and Information
0
50
100
150
200
250
Hamlet Leader Community Health Cadre School Personnel Sub-Village Leader Social Worker Village Leader
Source of Information
Num
ber o
f Chi
ldre
n w
ith D
isab
ilitie
s Id
entif
ied
In School Not in School
Sources of Community Based IdentificationSource: HKI 2007 (Community based identification data)
Opportunities for Vulnerable Children
Governance
Important Policies facilitated by OVC stakeholders
•2004: Provincial Department of Basic Education Decree: THE APPOINTMENT OF SPECIAL SCHOOLS TO BECOME RESOURCE CENTERS
•2005: Provincial Department of Basic Education Decree: •RESOURCE TEACHERS IN INTEGRATED/INCLUSIVE SCHOOLS IN DKI JAKARTA•INCLUSIVE SCHOOLS MODEL IN DKI JAKARTA•INCLUSIVE EDUCATION GUIDELINES
•2006: Provincial Department Basic Education Decree: •CREDIT SYSTEM POINT FOR RESOURCE TEACHER
•2007: •Governor’s Decree on Inclusive Education - PENDING•Ministry Statement of Interpretation for Teaching Instruction Time Requirement for Resource Teachers - PENDING
Opportunities for Vulnerable Children
Data and Information
512
680
153320
100
200
300
400
500
600
700
800
Mainstream School Special School/Resource Center
# of students # of Special/Resource Teachers
Comparison of Resource Teachers/Special Teachers and Children Served in Special Schools and Mainstream Schools
Source: HKI DMS 2007
Opportunities for Vulnerable Children
Governance
0
100
200
300
400
500
600
700
800
900
Resource Teachers System Costs (Current) Resource Teachers System (Advocated) Special School System
Dol
lars
Per
Stu
dent
Projected Ann. Teaching & Materials Cost per Student Based on Service Mechanism
& Current Need(Source: HKI DMS 2007, PDOE, SLB/2007)
$277$228
Teacher/Student1:19
$844
Teacher/Student 1:3.5
Teacher/Student 1:12
Opportunities for Vulnerable Children
Conclusions&
Key Issues•Empowering Resource Teachers and other Community Stakeholders ismore cost effective in improving the access and quality of education for children with special needs
•Resource teachers networks should be expanded to ensure adequatesupport services to children with special needs
•Government, legislature and community understanding of recent policy on the local level (Provincial, District & Sub-district) are vital to the potential impact of inclusive education on every child
•Children with special needs should always be included in all education programs working towards MDG 2
•More data is needed and should be incorporated into EMIS
Opportunities for Vulnerable Children
Terima Kasih