All teachers should be trained to teach children with disabilities

Recently, Sightsavers was excited to be part of the launch of the International Disability and Development Consortium’s (IDDC) new policy paper on teachers, Teachers for All: Inclusive Teaching for Children with Disabilities, a paper that we worked with IDDC members to develop.

Our paper highlights the global shortage of well trained and motivated teachers, to include children with disabilities (and from other marginalized groups) in regular schools and classes. The paper recognizes the fundamental importance of teachers to deliver inclusive education and calls for governments and donors to strengthen educational opportunities of marginalized children and communities and provide necessary investments

From recommendations to reality

So how can we make this recommendation a reality? We all know that a good teacher is central to any child’s education – but many teachers do not have the training they need to support children with disabilities to thrive in their school environment. In order to develop the skills, experience and confidence to be inclusive of all children, teachers need to learn about and practice inclusive education during pre-service and in-service training. They also need to be given opportunities for on-going professional development throughout their careers.

We need to ensure that we provide teachers with the tools and the training they need to make their classroom environments inclusive for disabled children. Available tools range from learning theories to classroom management strategies and guidance on how to provide one-to-one help to children in the classroom (such as teaching numeracy skills using an abacus).  Training of these tools requires a balance of theoretical and practical learning for teachers at pre-service and in-service stages.

Understanding inclusive education

Teachers must have a clear understanding of the concept of inclusive education – what it means and how to apply it. Policy-makers and trainers responsible for developing and delivering teacher training need to understand inclusive education as an approach which can improve the quality of education for all – yet also provide specialized support for children with disabilities, when needed.

That’s why it is important that inclusive education training and continuous professional development is designed and delivered with input from diverse stakeholders, in particular community members and professionals with disabilities. Only then will the training be relevant and give a stronger sense of reality to teachers’ learning experiences.

A diverse workforce

One final gap that needs addressing is the under-representation of people with disabilities within the teaching profession. The teaching workforce needs to be more diverse, and targeted efforts are required to ensure that people with disabilities can train as teachers, find work and be supported in their jobs.

All children have the right to a quality education

In many countries where Sightsavers works, children with disabilities aren’t able to realize their right to a quality education. That is an education that puts each student’s individual needs first. This must change.  Our paper highlights the need for teachers to be sufficiently trained and motivated to include children with disabilities in regular schools. However, teachers cannot do this alone. They must have the backing of their governments and policy makers to further respect, protect, and fulfill the rights of children with disabilities by ensuring they have access to a good quality, inclusive education.