ADB bats for urgent policy plan for education

MANILA, Philippines — As children with disabilities have been hit harder by the learning crisis during the pandemic, the Asian Development Bank (ADB) said it is imperative for countries in Asia Pacific to immediately take action by having a policy and plan for inclusive education.

In the multilateral lender’s latest blog, social sector specialist Jukka Tulivuori and education specialists Eila Heikkila and Bethany Davidson-Widby cited the need for quick action from countries in the region to make sure children with disabilities receive the quality education they deserve.

“All countries should ensure inclusive quality education for children with disabilities, so that they learn in the mainstream school system, and fully engage as equal members and active participants in communities and society,” they said.

The ADB experts said children with disabilities have suffered the most from the learning crisis, made worse by the pandemic.

“Although children with disabilities represent only around five percent of the total child population, they encompass more than half of out-of-school children in Asia and the Pacific,” they said.

By promoting inclusive education, they said all children would be encouraged to learn regardless of any disability or learning difficulty.

Inclusive education requires a shift from the “one-size-fits-all” model to differentiated instruction, which involves having teaching and learning practices designed according to the students’ diverse needs.

“Studies in developing countries show promising early progress in inclusive education with differentiated instruction, but improvement is needed in a variety of areas,” the experts said.

To promote the development of inclusive education, they recommended steps countries could take, which starts with having a policy where children are included in mainstream education to learn with other kids of the same age to the extent possible.

They said there should be updated policy and action plans for inclusive education development implemented in coordination and consultation with people with disabilities and disability-rights organizations.

They also proposed the introduction of a twin-track approach in education, which provides specialist support for children with disabilities, and pushes for inclusive strategies to mainstream education.

In addition, an individualized education plan should be developed to make sure a child with disability receives specialized instruction and related services in education.

Also part of the recommendations is to adapt the curricula for individualized teaching and learning approach.

“This is important also in the current situation, after all the school closures, to emphasize learning for all and to take care that no one is left behind,” the experts said.

They also pushed for differentiated learning content to enable those with disabilities to master the knowledge and skills within the range of their abilities, as well as modifying the learning environment to meet the students’ preferred learning spaces.

For teachers to have confidence to teach children with disabilities, the experts said there should be support for the instructors’ professional development in inclusive education.

To support children with disabilities, the experts said countries should learn about the latest developments in the field, seek expertise from organizations and persons engaged in inclusive education, and include health professionals, civil society organizations, disability organizations, parents’ associations, and volunteers.