1. Tashi Nima

2.  What
is Inclusive Education?
 What is a child-friendly school?
 Why Child Friendly Schools ?
 Why children don’t attend school or drop out
from school?
 Creating child-friendly classrooms
 Managing child-friendly classrooms

3.  The
term Inclusive education is more than a term. It
means to welcome all children without discrimination into
the regular school. According to international conventions,
such as Salamanca Declaration from 1994, inclusive
education is a human right. (Hegarty, S and Alur, M, 2008)

4.  It
means the doors to schools, classrooms and
school activities are open to every child and they
are afforded every opportunity to be included with
their minimum-disabled peers.
 The
focus is on giving every child the help s/he
needs to learn.

5. What is a child-friendly school?
 Child-friendly
schools are not architectural
phantoms from a strange place. They are schools
with attributes typically associated with good
schools in many countries. However, they have
additional elements that complement and reinforce
the principles and practices of the child-friendly
approach to education. (Child friendly schools,
UNICEF 2008)

6.  It
is a concept based on children’s equal rights to
education.
 Promote
equality, respect, non-discrimination and
inclusiveness for all children
 Satisfy
the needs and abilities of different groups of
children in one and the same classroom.

7.  It
is to emphasize that the purpose of education is the
optimal development of all children.
a
sanctuary against abuse and harm and to monitor the
well-being and rights of children
 Is
diverse and flexible, to meet the differing learning
circumstances and needs of all children,
 Is
child-centred, encouraging child participation for the
development

8.  Lack
of a safe and secure school environment, both
within schools and for children who must walk long
distances to reach facilities.
 Beliefs
and practices that discourage girls' enrolment.
 Discrimination
against orphans and girls within the
education system and in classrooms.

9. Creating child-friendly classrooms
Sequence. Break down tasks and give step-by-step
instructions.
Repetition and feedback. Use daily “testing” of skills,
repeated practice, and daily feedback.
Start small and build. Break down a targeted skill into
smaller parts, and then help children to develop this
skill step-by-step.

10. Reduce difficulty. Sequence tasks from easy to
difficult, and provide hints and help only when
Necessary
Questioning. Ask process-related questions like;
“how to?”, or content related questions like; “what
is?”
Graphics and illustrations. Emphasize pictures or
other pictorial representations.

11. Group instruction. Provide instruction or guidance for small
groups of students instead of the whole class.
Group learning. Grouped to facilitate interaction between
children with different abilities and disabilities, as well as from
different backgrounds (each group should be “heterogeneous” in
other words reflect the diversity of abilities and backgrounds
found in the classroom, school and community).
Supplement teacher and peer involvement. Use homework,
parents, relatives, or others to assist in instruction.

12. Managing child-friendly classrooms
 The
school encourage rules and regulations, but also
emphasize that they must be in the best interest of children
and applied in a fair, transparent manner.
 Teachers need to have the skills to apply alternative forms
of discipline.
 The mutual respect between a child and a teacher
 Students share responsibility for helping to
overcome the difficulties experienced by some
students in lessons

13. Reference
An Assessment of Inclusive Education Education in Bangladesh. (2000). UNESCO Dhaka.
Betty c. Epanchin, Brenda Townsend, Kim Stoddard. (1994). Constructive classroom management.
California: Brooks/Cole Publishing Company.
Carrington, S. Symposium 26: Systems Models To Support Inclusive Education Practices. Retrieved on
10th sept, 2013 from http://publications.aare.edu.au/06pap/car06476.pdf
Cole, R. W. (1995). Educating everybody's children. Virginia: Association for suprivision and curriculum
development.
Development and Implementation of Inclusive Education in Nepal, MOES, Nepal; DANIDA,
March 2004
Gary A. Davis and Margaret A. Thomas. (1989). Efective Schools and Effective Teachers. massachusetts:
Allyn and Bacon.
UNESCO.(2004). Book 4: creating Inclusive, Learning- friendly Classroom. Retrieved on 6th sept 2013
from http://www.unesco.org/html
UNICEF. (2007). Community contracts help build child-friendly schools in Madagascar.
Retrieved on 6th September 2013 from http://www.unicef.org/
infobycountry/madagascar_39221.html.