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Region Three teachers to benefit from Inclusion Professional Development training
Teachers who attended the IPD training workshop
Teachers from the West Demerara District stand to benefit from an Inclusive Professional Development (IDB) training that targets nursery, primary and secondary schools.
This is being made possible through the Ministry of Education (Region Three) in collaboration with National Centre for Educational Resource Development (NCERD). The venture is intended to heighten the level of performance by teachers, after training in the areas of active learning, effective planning, and making teaching methods more accessible.
The training workshop is an 18-month initiative that is divided into five modules. Teachers meet once every two months and after completing all five modules they receive a certificate after being assessed on the impact of their involvement in their schools, and their role play strategies.
Upon completing their stint teachers are then made to become advocates in their schools and communities by extension. The event is the first of its kind to be conducted in the West Demerara District.
Tuesday’s session was held in the Boardroom of the Ministry of Education Region3 Head Office and spearheaded by Facilitator, Akeisha Benjamin.
She explained that the main purpose behind the training is to allow teachers of developing the skills to make their teaching methods more accessible to pupils regardless of gender, background or disability. She added that this can be achieved through helping teachers to learn how to recognize and overcome a range of problems that may act as a barrier to pupil learning.
The training workshop was also geared at molding teachers so that they can structure their everyday teaching to actively engage students.
Through the development of teaching, training resources/skills, knowledge about special needs, and creating an inclusive classroom, each participant will become a resource tool and an agent for change in the varying schools.
Benjamin noted that the five-module training will have follow-up activities to assist in sharing of knowledge, application of skills, and also make room for practical presentations.
She explained the motive behind adapting the IPD training was fuelled by the fact that in June 1994 representatives of 92 governments and 25 international organisations formed the World Conference on Special Needs Education, held in Salamanca, Spain.
They agreed that a dynamic new statement on the education of disabled children was essential, thus paving the way for inclusive education to be the norm. In addition the Conference adopted a new framework for Action, the guiding principle of which is that ordinary schools should accommodate all children, regardless of physical, intellectual, social, emotional, linguistic or other conditions.
The framework states that all educational policies should stipulate that disabled children attend the neighbourhood school ‘that would be attended if the child did not have a disability’.
Schools represented at Tuesday’s function included those from La Grange, Tuschen, Vreed-en-Hoop, Crane, and other West Bank Demerara villages.
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