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DEVELOPMENT OF A NATIONAL MODEL FOR INCLUSIVE EARLY EDUCATION IN CHILE Patricia Araneda Castex

DEVELOPMENT OF A NATIONAL MODEL FOR INCLUSIVE EARLY EDUCATION IN CHILE Patricia Araneda Castex Project Coordinator GIZ – JUNJI International Conference Inclusive Early Childhood Development – an Underestimated Component within Poverty Reduction Germany February 2011. Content.

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DEVELOPMENT OF A NATIONAL MODEL FOR INCLUSIVE EARLY EDUCATION IN CHILE Patricia Araneda Castex

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  1. DEVELOPMENT OF A NATIONAL MODEL FOR INCLUSIVE EARLY EDUCATION IN CHILE Patricia Araneda Castex Project Coordinator GIZ – JUNJI International Conference Inclusive Early Childhood Development – an Underestimated Component within Poverty Reduction Germany February 2011.

  2. Content • History of theChileanmodel of early inclusive education • A holisticapproachto social protection • Early inclusive education as a meanstopovertyreduction • Inclusive Education: multi-levelapproach • Results • SuccessFactors • InvestmentRequired • Challenges • FuturePlans • Transferability

  3. Chile’s population: 16.6 million people

  4. History of the Model • JUNJI started as an institution that integrated children with disabilities since 1995; approach based on practical know how and sensitivity • GTZ support re-energizes the approach: paradigm shift from integrated to inclusive education • JUNJI plays a key role in implementing the integrated system of social child protection (2006 -2010)

  5. What the proposed system offers to children and their families • - • Bio-psychosocial developmental support • Pre school, kindergarten and primary school, as accredited institutions with school accident insurance • Support Programs for families and stimulation for child development All Children Children whose parents work Children from homes with 40%vulner-ability Children with special needs or vulnerabilities • At least half a day at an accredited pre-school • Preferential assistance from pre-school to 4th grade • Guaranteed meals at school • Nursery school from 3 months to 2 years of age • Pre-school between 3 and 4 years of age, full day at an accredited place with meals • The right to flexibly use maternal protection • Reinforced Bio-psychosocial support • Rights to post natal benefits extended to parents who adopt children. • Nursery school (greater vulnerability of the child , mothers who are looking for work, work informally or study • Day care at accredited places up to full day • Preferential access to programs in the public network.

  6. Chile – somefigures • From1990 to 2010 poverty and extreme poverty decreased significantly. • Development indicators were good: low levels of infant mortality, good health indicators, significant rise in life-expectancy, high level of urbanisation, high levels of schooling. One out of three children between 0 and 5 years of age receive early education • More than 18,000 childrenbetween 0 and 5 yearshave a disability • disabilityisfrequentamongpeople living in poverty. 1 out of 5 in povertyhave a disability. Only 1 out of 21 persons living living in verygood socio-economicconditionshave a disability • However, theEarthquake of 2010 has increasedpovertyindicatorssignificantly

  7. Inclusive Education and Childhood Development : interventions • Macro Level: impactonearlyeducationpolicybyincorporating inclusive education in the Curricular Reference in allearlyeducationinstitutions. University and NGOnetwork. • Meso Level: thedisability “approach” included in thetechnical and administrativework of JUNJI (National Bureau of NurserySchools) • Micro Level: effectonprofessionals, technicians and relativesinvolved in the JUNJI nurseryschools, duetosubstantialincrease in coverage as well as theeffective and sensitivesupportbythestaff • Economicimpact: theimportance of earlyeducation has beenshownbymanystudies. Investment in earlyeducationtranslates in significantsavings in social programs • Thesameholdsfor pre-schoolchildrenwithdisabilities.

  8. National Bureau of Nursery Schools(JUNJI) • Institution estate • Early Education is an holistic approach: education, nutrition, health work, ethnies, poverty, gender • 40 years of experience • In charge of 1,700 kindergartens • 150,000 vulnerable children. Of these with disability in 2007: 1433 - in 2010: 2.800 • Covering the whole country • JUNJI has a key role: coverage and quality • Addressing the needs of the poorest 40% of the country • Focus on women who work or study • Important role and impact in the political discussion about improving the institutional structure as well as the quality of early education

  9. El impacto de la Mirada integral de la Educación Parvularia en Chile. Educación Salud Educación Parvularia Trabajo Familia Género Pobreza La inversión en Educación Parvularia tiene la particularidad de abarcar al mismo tiempo diversas dimensiones de la protección social. (Arenas Alberto. Educación Parvularia: una inversión donde se conjugan todas las rentabilidades. Nov 2008) 9

  10. Design and implementation of a Model of Inclusive Early Education Indicators of Success: Quality: 40 % of children with learning difficulties in JUNJI have been evaluated and had increased their learning results at the final evaluation by the end of 2010, under study. Coverage: In 2008, the coverage of children with learning difficulties rose by 5% compared to 2007, and in 2009 15% compared to 2008. Exceeded by 2010 = 2800 children with disabilities in JUNJI. Capacities of parents will have strengthened so that they are supportive of their children with learning difficulties, in process. Policy: By the end of 2009, JUNJI developed a Model of Inclusive Early Education

  11. Progress • Sustained sensibilization and training activities since 1995. • Strong support of the Convention on the Rights of Persons with Disabilities (2008) and updating of Chilean Law.(2010) • with 80 professional teams in all 15 geographical regions. • Training: Fours national training workshops with GTZ experts attended by 70 JUNJI professionals each. Replication of training in the regions, reaching a total of 480 JUNJI professionals. • Distribution of two textbooks that favour Inclusive Education in each of JUNJI´s 2.400 educational units and programmes. (Total 4.800 textbooks) .

  12. Progress • Incorporation of Inclusive Education as a key issue in the Institutional Curricular Project. • Adjustment of methodology used to assess the learning of children with special educational needs. • Development of Training Course on Mediation of Learnings for the JUNJI staff (multimedia and handbooks). • Development of Training Course and Supporting Guide for the families of children with disabilities. • Inter-institutional coordination: 6 public institutions, 3 NGOS, 2 round tables working on different documents. • Academic coordination: 8 universities involved in the formation of nursery and special needs teachers.

  13. Factors of Success: Requirements for a Sustainable Change • Institutionalcommitment. • Teams of mediatingagents: earlyeducationprofessionalsthat are committedtobecomeagents of social change. • Incorporation of theapproach in allactions of theinstitution: vision, goals, plans, programs. • Adequate curricula and of infrastructure • Promotetheviewthattherealways are peoplewithdisabilities in theinstitutionsthatrequiresupport. • Ensuring political anchoring of the model

  14. Investment Requirements (changing the paradigm) • Intention es a change of mindset • Diagnostic assessment of “support” needs. • Hiring of professionals. • Establish roles and functions of common agreement • Sensibilization permanent and training in paradigm change and on the practical elements of the curriculum: planning, time and space distribution, differential evaluation, inclusion of parents, community…etc.

  15. Future Plans • To continue to created a common understanding, e.g. “institutional language” concerning disability and inclusion • To train personnel on “learning mediation”. Not enough to have the child in the school: he or she must learn. • To train staff and parents on specific needs of parents of children with disabilities. • To hire more special educators.

  16. Transferability What to Advise Others Seeking to Replicate the Model? • To carry out a well planned and permanent sensitization and training program for the institution, in Inclusive Education: gender, population, poverty, disabilities, etc. • To introduce the issues of diversity and people with disabilities to the training courses of the professionals training educators. • To hire special educators acting as support to the school teacher and the families. • To set up the program in agreement with the senior authorities of the institution, and hopefully depending directly on them. • Sensitization is reinforced by interacting directly with people with disabilities: organize activities where they can participate and show their abilities.

  17. For more information: patia@mi.cl

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