5. ASSIGNMENT 02
Read the following excerpt of the UNICEF report. Thereafter, read the case study
and answer the questions that follow:
ARTICLE: Inclusive schools pave the way for inclusive societies.
Children’s right to inclusive, quality education remains a challenge for children
globally: Maida Pasic, UNICEF Regional Adviser on Education for Europe and
Central Asia
(12 February 2024)
UNICEF REPORT
Children’s right to inclusive, quality education remains a challenge for children globally.
This is especially true for the nearly 11 million children with disabilities living in 55
countries and territories in Europe and Central Asia.
UNICEF’s rece n t rep ort presents data from nine countries across the region
and outlines the challenges children with disabilities face in accessing development
and learning opportunities1.
Data from four counties and territories in the Western Balkans including Kosovo 2,
Montenegro, North Macedonia and Serbia, find that children with disabilities face
discrimination and exclusion in their homes, schools and communities, at all
stages of childhood.
In their early years, children with disabilities are less likely to be played with at home
than children without disabilities, meaning they are less likely to receive adequate early
stimulation and responsive care. In Kosovo, only 1 in 10 children with disabilities has
access to books at home.
Stigmatisation, discrimination and neglect continue into school years. Children
with disabilities are more likely to be out of school than children without disabilities. At
primary school level, Montenegro and North Macedonia have the highest rates of out-
, of-school children with disabilities. Kosovo has the second highest rate among nine
countries with available data at the upper-secondary level, with 1 in 6 children with
disabilities of upper-secondary age missing out on school. In most countries with
available data, children with disabilities are less likely to demonstrate foundational
literacy and numeracy skills than children without disabilities.
What are countries doing to address this situation?
Governments in the region are showing a strong commitment to reverse these
trends. In all four countries and territories in the Western Balkans, ministries of
education have put in place ambitious inclusive education reforms that have resulted
in systemic changes and attitudinal shifts and represent good practices for the entire
region.
CASE STUDY
AFF Primary School serves a diverse community but faces significant challenges of
inclusive education. Despite several national policies supporting inclusive education,
AFF's principal, Mr Simpson, is sceptical of its implementation at his school. This
has resulted in a lack of training for teachers to accommodate learners with barriers
to learning in their classrooms. As a result, Emily Johnson, a 10-year- old Grade 3
learner at the school, has been struggling with mathematics and reading since Grade
1. She was promoted to Grade 2 despite her difficulties, with the hope that she would
improve. By Grade 3, it was evident that Emily could not perform at the expected
level. She was therefore retained in Grade 3 for two consecutive years. Foundation
Phase teachers discussed Emily’s work and reported their observations to the Head
of Department, Ms Khaoleza. Their report highlighted that Emily's poor performance
in class has severely impacted her overall academic performance and self-esteem;
she is often disengaged during lessons, she exhibits signs of frustration, low self-
confidence and avoids reading aloud and participating in any
mathematical activities.
6
Read the following excerpt of the UNICEF report. Thereafter, read the case study
and answer the questions that follow:
ARTICLE: Inclusive schools pave the way for inclusive societies.
Children’s right to inclusive, quality education remains a challenge for children
globally: Maida Pasic, UNICEF Regional Adviser on Education for Europe and
Central Asia
(12 February 2024)
UNICEF REPORT
Children’s right to inclusive, quality education remains a challenge for children globally.
This is especially true for the nearly 11 million children with disabilities living in 55
countries and territories in Europe and Central Asia.
UNICEF’s rece n t rep ort presents data from nine countries across the region
and outlines the challenges children with disabilities face in accessing development
and learning opportunities1.
Data from four counties and territories in the Western Balkans including Kosovo 2,
Montenegro, North Macedonia and Serbia, find that children with disabilities face
discrimination and exclusion in their homes, schools and communities, at all
stages of childhood.
In their early years, children with disabilities are less likely to be played with at home
than children without disabilities, meaning they are less likely to receive adequate early
stimulation and responsive care. In Kosovo, only 1 in 10 children with disabilities has
access to books at home.
Stigmatisation, discrimination and neglect continue into school years. Children
with disabilities are more likely to be out of school than children without disabilities. At
primary school level, Montenegro and North Macedonia have the highest rates of out-
, of-school children with disabilities. Kosovo has the second highest rate among nine
countries with available data at the upper-secondary level, with 1 in 6 children with
disabilities of upper-secondary age missing out on school. In most countries with
available data, children with disabilities are less likely to demonstrate foundational
literacy and numeracy skills than children without disabilities.
What are countries doing to address this situation?
Governments in the region are showing a strong commitment to reverse these
trends. In all four countries and territories in the Western Balkans, ministries of
education have put in place ambitious inclusive education reforms that have resulted
in systemic changes and attitudinal shifts and represent good practices for the entire
region.
CASE STUDY
AFF Primary School serves a diverse community but faces significant challenges of
inclusive education. Despite several national policies supporting inclusive education,
AFF's principal, Mr Simpson, is sceptical of its implementation at his school. This
has resulted in a lack of training for teachers to accommodate learners with barriers
to learning in their classrooms. As a result, Emily Johnson, a 10-year- old Grade 3
learner at the school, has been struggling with mathematics and reading since Grade
1. She was promoted to Grade 2 despite her difficulties, with the hope that she would
improve. By Grade 3, it was evident that Emily could not perform at the expected
level. She was therefore retained in Grade 3 for two consecutive years. Foundation
Phase teachers discussed Emily’s work and reported their observations to the Head
of Department, Ms Khaoleza. Their report highlighted that Emily's poor performance
in class has severely impacted her overall academic performance and self-esteem;
she is often disengaged during lessons, she exhibits signs of frustration, low self-
confidence and avoids reading aloud and participating in any
mathematical activities.
6
