Module 9: Inclusive &

Friendly Learning
Environment
Table of Contents
NCQF QUALIFICATION FRAMEWORK ...................................................................................................................... 2
DNCQF.FDMD.GD04 Issue No.: 01 ....................................................................................................... 2
Introduction to School based Monitoring, Evaluation and Improvement Planning .................................. 3
INCLUSIVE AND FRIENDLY LEARNING ENVIRONMENT ........................................................................................... 4
Unit 1 ....................................................................................................................................................................... 4
Activity 1: .................................................................................................................................................... 5
Session1: Definition, Principles, Benefits, Characteristics of IFLE....................................................................... 5
Activity 2: .................................................................................................................................................... 7
Activity 4: ...................................................................................................................................................... 10
Activity 5: ...................................................................................................................................................... 11
SESSION 2: International Legislation and Policy Framework ............................................................................ 12
SESSION 3: Alignment of Legislation and School Policy .................................................................................... 13
Activity 7 ................................................................................................................................................... 13
Session 4: Policy Goals for the Inclusion of Vulnerable Learners with Special Needs ...................................... 13
Activity 8 ................................................................................................................................................... 15
Unit 2 ..................................................................................................................................................................... 17
: Activity 1 ................................................................................................................................................. 17
Session 1: Planning for a more Inclusive Classroom and Respecting Diversity of Children .............................. 18
Session 2: Monitoring and Sustaining IFLE ....................................................................................................... 18
Activity 2: .................................................................................................................................................. 20
Session 3: Communication Strategy for Informing and Sensitising on IFLE ...................................................... 20
Activity 5: .................................................................................................................................................. 20
Activity 6 ................................................................................................................................................... 20
Activity 7 ................................................................................................................................................... 20
UNIT 3 ................................................................................................................................................................... 21
Session 1: Safe and Protective Learning Environment ..................................................................................... 22
Activity 3 .................................................................................................................................................. 23
Activity 4 .................................................................................................................................................. 24
Session 2: Participatory School Management in Relation to Inclusive Education ............................................ 25
Activity 4 ................................................................................................................................................... 25
Session 3: Community and Parental Involvement ............................................................................................ 26
Activity 5 ................................................................................................................................................... 27
Activity 6: .................................................................................................................................................. 28
Activity 7: .................................................................................................................................................. 28
REFERENCES .......................................................................................................................................................... 29

1
NCQF QUALIFICATION FRAMEWORK

DNCQF.FDMD.GD04 Issue No.: 01

QUALIFICATION SPECIFICATION
SECTION A

QUALIFICATION EDUCATIONAL CONSULTANTS

DEVELOPER
TITLE

NCQF LEVEL 7
Educational Leadership and Management
FIELD Education and Training

SUB- Educational Leadership and

FIELD Management
NEW QUALIFICATION IN-SERVICE Review of existing qualification
PROGRAMME

SUB-FRAMEWORK General Education TVET Higher 

Education

QUALIFICATION Certificate Diploma Bachelor 

TYPE

Bachelor Honours Post Graduate Diploma 

Master Doctor

CREDIT VALUE 120

RATIONALE AND PURPOSE OF THE QUALIFICATION

Educational leadership is widely recognized as a critical factor in the process of achieving school effectiveness and
improvement This suggests that the manifold transformations occurring in education in contemporary times make
leadership development more deserving of considerable attention than ever before. In contexts where leaders have
undergone no professional preparation for their role, beyond years of classroom teaching experience, they could be faced
with a myriad of contemporary problems. To cope with these new demands and challenges, school leaders require relevant
knowledge, skills and competencies to enable them to meet the particular circumstances of the school and also offer better
service to the learners, teachers and communities they lead. In light of the increasing importance vested in school
leadership, this in-service programme of the reception of a leadership and management training programme conducted in
Botswana

2
QUALIFICATION STRUCTURE

SECTION C
Title : Educational Leadership and Management Level Credits

LEVEL
7

CORE COMPONENT MODULES

Subjects / Units /
Understanding and Leading Educational Change 7 12
Modules /Courses

Introduction to Outcome Based Education 7 12

Educational Leadership and Management in the 21 st Century 7 12

Instructional leadership in the 21st century 7 12

Transformational leadership 7 12

Introduction to School based Monitoring, Evaluation and Improvement 7

Planning

Conceptions and Trends of Continuous Professional Development in the 7 12

Context of Change

Teacher Performance Appraisal 7 12

Inclusive and Friendly Learning Environment 7 12

ICT integration in teaching, learning and management in the 21st century 7 12

ELECTIVE NONE
COMPONENT
Subjects / Units /
Modules /Courses

Total Credit distribution 120

3
 INCLUSIVE AND FRIENDLY LEARNING ENVIRONMENT

Understanding Inclusive and Friendly Learning Environment

Unit 1
The Ministry of Basic Education (MoBE) has as one of its priorities, improvement of access and inclusion in its education system. This is also communicated in the Education a
Introduction Critical Sector Priorities of ETSSP is to “Improve Equitable Access to Education.” In 2013 the Ministry availed the Inclusive Education Policy which aimed at “providing child
which enables them to learn effectively, whatever their gender, age, life circumstances, health, disability, stage of development, capacity to learn or socio-economic circumstances.”

It is therefore necessary that all school leaders and managers should ensure that the school environment under which they operate presents an inclusive and friendly learning atmosp

This Unit is to help you understand what Inclusive and Friendly Learning Environment (IFLE) is and how it can be beneficial to all stakeholders. The Unit will also look into the ch
to an ordinary classroom as well as the characteristics of IFLE based on shared vision and values.

LEARNING After completing this Unit, you will be able to;

OUTCOMES LO1: Demonstrate knowledge of the principles of Inclusive Friendly Learning Environment (IFLE)

PC (a) Critically discuss the principles of IFLE.

PC (b) Contrast an Inclusive Friendly Learning Environment and an Exclusive Learning Environment

LO2: Demonstrate knowledge of the attributes of Inclusive Leadership

PC (a) Describe attributes of an Inclusive Leader
PC (b) List the attributes of an Inclusive Leader already covered in PC (a)
PC (c) Apply attributes of an inclusive leader in your school (Practical

LO3: Critically discuss the benefits of Inclusive Friendly Learning Environment in the school and community
PC (a) Demonstrate ways in which the school and the community will benefit from Inclusive Education

LO4: Apply inclusive practices in your school.

PC (a) Provide evidence of inclusive practices in your school

LO5: Demonstrate knowledge of International Conventions, Declarations and Recommendations related to Inclusive Education.
PC (a) Compare and contrast International Conventions, Declarations and Recommendations with Local Policies.

LO6: Infuse Specific Policy goals for the inclusion of vulnerable learners with special needs, in Inclusive Education practice.
PC (a) Illustrate how you can use Botswana Specific Policy Goals to mitigate challenges faced by vulnerable learners with special needs.

LO7: Critically establish the linkage between Inclusive Education and Quality Education

PC (a) Compare Inclusive Education and Quality Education

Session 1 Definition, Principles, Benefits, Characteristics of IFLE and Attributes of Inclusive Leadership.

International Legislation and Policy Framework.

Alignment of Legislation and School Policy.

Session 2
Policy Goals for the Inclusion of Vulnerable Learners with Special Needs.

Session 3

Session 4

A. REFLECT ON PREVIOUS KNOWLEDGE AND PRACTICE

4
 20 minutes
Activity 1:

Instructions:
Work in pairs and do the following:
 Study pictures below
 Determine pictures which depict an inclusive and non inclusive learning environment
 Justify your findings
 Share your answers during plenary

Look for more pictures which depict exclusive and non exclusive practices

Picture 1 Picture 2 Picture 3

Picture 4 Picture 5

B. NEW CONCEPTS
80 minutes

Session1: Definition, Principles, Benefits, Characteristics of IFLE

1.1 What is Inclusive Education?
Inclusive Education used to have a narrow definition in the past. It focused mainly on learners
with special needs such as disabled children. Today Inclusive Education involves

5
transforming our schools to cater for all learners including abused children, children from
ethnic minorities, linguistic minorities and other groups that were not fully integrated into the
main stream education.

The Salamanca Statement of 1994 defines Inclusive Education as entailing ‘recognition of the
need to work towards “schools for all” – institutions which include everybody, celebrate
differences, support learning, and respond to individual needs.’

Inclusion is premised “on the idea that all children should learn together, regardless of
differences or disability.”(Salamanca Statement)

The gist of Inclusive Education is captured in the renewed global commitment to Inclusive
Education during Salamanca Conference (2009) which states; “We understand Inclusive
Education to be a process where main stream schools and early years settings are transformed
so that all children/students are supported to meet their academic and social potential and
involves removing barriers in environment, attitudes, communication, curriculum, teaching,
socialisation and assessment at all levels.”

In a nutshell Inclusive Education is Education for ALL and it strives to ensure access and
equity.

Figure 1: Access and Equity.

Source:http://www.ajax.ca/en/experencerecreation/inclusionservices.asp

In practice, promoting inclusion means stimulating discussion, encouraging positive attitudes

and improving educational and social frameworks to cope with new demands in education
structures and governance. It involves improving inputs, processes and environments to foster
learning both at the level of the learner in his/her learning environment and at the system level
to support the entire learning experience. Its achievement rests on governments’ willingness
and capacities for addressing issues of inclusion in public expenditures on education,
developing intersectoral linkages and approaching inclusive education as a constituent
element of lifelong learning.

6
1.2 Principles of Inclusive Education

Source: http://studentsatthecenterhub.org/resource

Refer to Handout 2 for a detailed description on the seven principles.

 20 minutes
Activity 2:
Working in groups designated by the facilitator do the following:
 Use message pads provided to describe principles of Inclusive Education on the
manilla pasted on the wall
 Determine strategies associated with each principle discussed
 Discuss benefits of Inclusive Education consider designing a separate activity
 Attributes of Inclusive Leadership

1.3 Benefits of IFLE: For Children, Teachers, Parents and Communities.

Inclusive Education and Friendly Learning Environment (IFLE) puts at the forefront, the
interest and full development of the learner. This calls for the involvement of teachers, parents
and the community. Children, teachers, parents and the entire community stand to benefit
from IFLE. (See Handout 3)

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1.4 Attributes of an Inclusive Leadership
Inclusive leadership is a practice of leadership that recognises the contributions of all
stakeholders.

An inclusive leader should possess the following attributes:

people oriented ability to tap into

peer talents
understanding

great listeners motivating and

empowering
Attributes of
an Inclusive
Leadership
gentle and soft
spoken patient

genuinely Accountable
interested in
others

1.5 Differences between an Inclusive and Friendly Learning Classroom and an Ordinary
Classroom
Inclusive Education emphasises that all children have the right to learn to their fullest
potential in an environment that is safe and welcoming. Schools are therefore expected to
make their classrooms inclusive and learner friendly.

Handout 4 shows the difference between an Inclusive and Friendly Learning Classroom and
an Ordinary Classroom.

8
 10 minutes
Group work
Activity 3: Complete the table below to show the difference between an Ordinary
Classroom and an Inclusive Friendly Learning Classroom

Inclusive Friendly Learning Classroom Ordinary Classroom

Teacher centred
Textbook and chalkboard dominates
Rigid and tense atmosphere
Sitting arrangement very formal, rigid and restricts
movement
Emphasis on syllabus coverage
Focus on the mediocre student
Assessment is terminal/summative
Label Children
Disability perceptions
Education for some

1.6 Curriculum Adaptation

One of the principles for inclusive education has to do with adaptation. Curriculum adaptation
is an ongoing dynamic process that modifies and adapts the prescribed programme of studies
to meet the learning requirements of a student with special needs. The curriculum therefore
becomes more inclusive.

Curriculum Adaptation:

 Enables the teaching team to welcome learners of all abilities and ensures that every
student is challenged to learn.
 Is needed in every part in the learners’ day. Learning, socialisation, independence and
safety are assured for the learner when all school staff is aware of their teaching roles
in the classroom and the entire school environment.
 Recognizes that a student with special needs is the collective responsibility of the
entire school community.
 Encourages educators to be open about their feelings and concerns and to welcome
input from fellow staff members, parents and other professionals.

Source: https://www.slideshare.net/sonja989/inclusive-education

An inclusive curriculum takes cognizance of the following:

 Human and children’s rights.

 Alignment of learning and teaching materials to the lives of learners.
 HIV/AIDS prevention education.

9
  Flexibility and readiness to allow for adjustments based on the individual needs of
learners.
 Sensitivity to gender, cultural identity and language background.
 Removal of barriers in learning material, teachers’ attitudes and expectations.

An Inclusive curriculum therefore remains critical in the move towards an inclusive school. It
means recognising, accommodating and meeting the needs of all learners.

 15 minutes
Individual work
Activity 4: Analyse/Interrogate activities in your school that show that your curriculum is
inclusive.

1.7 Characteristics of an IFLE based on a shared vision and values

Inclusion should be viewed as intrinsic to the mission, philosophy, values, practices and
activities of the school. Full inclusion must be embedded deeply in the very foundation of the
school, in its mission, its belief system, and its daily activities, rather than an appendage that
is added on to a conventional school (Henry M. Levin (1997)). Such an environment should
have the following characteristics:

Safe and secure

Includes all children Sensitive to cultural diversity

Stakeholder Teacher empowerment

collaboration

Gender equality Learner empowerment

Healthy lifestyles IFLE based on a

and life skills shared vision and Upholds children’s
values rights

Promotes love
Motivates teachers

Outcome based
Child-friendly systems

It should be understood that no school can be child-friendly without being inclusive and no
school can be inclusive without being child-friendly. An inclusive, child-friendly school is
fertile ground for quality education and when assessing such an environment there are three
key areas to consider: The School and its Resources, Teachers and the Community.

10
 15 minutes
Group work
Activity 5: Under each of the three areas (the school and its resources, teachers and the
community), what factors should be considered when assessing a friendly learning
environment? (Refer to Handout 5 and the diagram above (page 8) on characteristics of
IFLE).

1.8 The Link between Quality Education and Inclusive Education

The Education for All movement of 1990 has been increasingly concerned with linking
Inclusive Education with quality education. It is important to confirm whether through
Inclusive Education quality education is attained.

Quality education is the ‘process through which trained teachers use child centred teaching
approaches in well managed classrooms and schools and skilful assessment to facilitate
learning and reduce disparities’ (UNICEF, 2000).

According to the UNICEF Framework for Child-Friendly Schools (2008), school managers
and teachers need to develop an inclusive approach by managing resources with a clear aim of
providing high quality education. The same understanding of inclusive approach in education
is included in Ministry’s National Curriculum and Assessment Framework of 2015 which
states that ‘being a Learner –Friendly School is an essential aspect of having a rich and high
quality Learning Environment’. Promoting inclusiveness in education stimulates discussions,
encourages positive attitudes and improves educational and social framework to meet new
demands. (UNESCO, 2009). This broadens learners’ understanding and encourages them to
explore more in their studies.

It has been noted that quality and equity are central to ensuring Inclusive Education and that
Inclusive Education is an on-going process aiming at offering quality education for all.

According to UNESCO, 2009, policy developers view quality education and inclusive
approach as reciprocal. It can be concluded that when Inclusive Education is practiced well in
schools; teachers involve all learners and use appropriate teaching and learning methods and
all stakeholders play their part well, the results are bound to improve and quality education is
attained.

11
SESSION 2: International Legislation and Policy Framework
This session covers International and Local Policy Frameworks that support Inclusive
Education.

2.1 International and National Legal Policy Frameworks in Support of Inclusive Education
Botswana has national policies that are in support of Inclusive Education. These policies are
aligned to International Declarations and Conventions.

 15 minutes
Working in Pairs
Activity 6: Identify other policies which are not listed below? Discuss the link between
International and Local Policies.

International

2007 United Nations Declaration on the Rights of Indigenous Peoples

2006 Convention on the Rights of Persons with Disabilities

2005 Convention on the Protection and Promotion of Diversity in Cultural expressions

1999 Convention concerning the Prohibition and Immediate Action for the elimination of the Worst
Forms of Child Labour

1990 International Convention on the Protection of the Rights of All Migrant Workers and Members
of their Families

1989 Convention on the Rights of the Child

1989 Convention concerning Indigenous and Tribal Peoples in Independent Countries

1979 Convention on the elimination of All Forms of Discrimination against Women

1965 International Convention on the elimination of All Forms of Racial Discrimination

1960 Convention against Discrimination in education

1948 Universal Declaration of Human Rights

Local

 Inclusive Education Policy (2011)

 Pastoral Policy
 Parents, Teachers Association
 Revised National Policy on Education (1994)
 Children’s Act
 Education and Training Sector Strategic Plan (ETSSP)
 Circles of Support
 Child Friendly School

12
SESSION 3: Alignment of Legislation and School Policy
This session establishes the link between Inclusive Education, the School Manual and the
Pastoral Policy.

3.1 Linkages between Inclusive Education, the School Manual and the Pastoral Policy

The principles of Inclusive Education are all anchored on the provision of quality education as
much as the provision of quality education is anchored on the principles of Inclusive
Education, which could be linked to the MoBE School Manual and Pastoral Policy.

 15 minutes

Activity 7: The table on Handout 7 shows some features of Inclusive Education.

Individually use the table to complete the activity below.

Use a tick to indicate a link between the School Manual and the Pastoral Policy or a cross
where there is no link.

Discuss in plenary.

Session 4: Policy Goals for the Inclusion of Vulnerable Learners with Special
Needs
This session covers International and Local Policy Goals that deal with the inclusion of
vulnerable learners with special needs.

4.1 Specific Policy Goals for the Inclusion of Vulnerable Learners with Special Needs

International Accords Main Focus

The World Declaration on Education for All It sets out an overall vision universalising
(Thailand (1990) access to education for all children,
including vulnerable learners with special
needs. It is a guide to all education policies
and practices and addresses the fact that
education is a basic human right and a
foundation for a more just and equal society
The Education for All (EFA) goal It specifically addresses vulnerable learners
with special needs and aims at expanding
and improving comprehensive early
childhood care and education.
The Salamanca Declaration, June 1994. It shed more light into Inclusive Education
and put emphasis on access and quality. It
formed part of an overall educational
strategy for major reform of the ordinary
school to become more inclusive.
The World Education Forum meeting in It reaffirmed the vision set in the Salamanca
Dakar, April 2000 Declaration. The forum resolved that

13
 Education For All must take cognisance of
the need of the poor and the disadvantaged
including working children, remote rural
dwellers and nomadic, ethnic and linguistic
minorities, children, young people and
adults affected by conflict and HIV and
AIDS, hunger and poor health as well as
those with disabilities or special learning
needs.
It states that there should be no exclusion
The Convention on the Rights of Persons from free and compulsory education, or
with Disabilities (2006), from secondary education, on the basis of
disability. An assurance of an Inclusive
Education system at all levels and in life-
long learning is expected in all education
policies.

The Ministry of Basic Education, Botswana, therefore drew and aligned its Inclusive
Education Policy to the World Declaration on Education for All (1990), and the Salamanca
Declaration (1994). The overall goal and specific goals of the Inclusive Education policy are
as follow;

Overall goal

Botswana will achieve an Inclusive Education system which provides children, young people
and adults with access to relevant, high quality education which enables them to learn
effectively, whatever, their gender, age, life circumstances, health, disability, stage
development, capacity to learn or socio-economic circumstances.

Specific policy goals

Policy Goal 1 All learners will complete basic education and progress where possible
to senior secondary and/or tertiary education or to vocational training.

Policy Goal 2 Teachers will have the skills and resources to enable children of
different abilities to learn effectively.

Policy Goal 3 Out-of-school education programmes will be further developed and

strengthened to ensure the inclusion in education and skills
development of those children, young people and adults whose needs
cannot be met in the formal system.

Policy Goal 4 Schools will be supportive and humane establishments which embrace
and support all their learners and value their achievements so that
children will attend school regularly, behave well and work hard at
their studies.

14
Policy Goal 5 All relevant Governmental, Non-Governmental and private
organisations will work in harmony to develop and maintain an
inclusive education system in Botswana.

The Ministry of Basic Education came up with ten statements of commitment to drive the five
specific policy goals. Refer to Handout 8.

Effective implementation of the specific policy goals will enable school age and out of school
children with special needs to learn effectively.

 15 minutes

Activity 8

In groups discuss strides Botswana has made to date to cater for learners with special needs.

Discuss in plenary.

4.2 Planning for an Inclusive School

Inclusive schools as the name denotes are set to welcome students with variable abilities in
one place to learn. It is therefore important to ensure that all the necessary precautions are
considered to plan for such places so that no student is left behind.

Goal 4 of the World Sustainable Development Goals: “Basic Education Agenda 2030” was
set for all Nations to plan and create Inclusive schools in order for everybody to access quality
and equitable education. Education philosophers and practitioners believe that it is important
to take note of current practices and challenges when planning for an Inclusive School.

Three elements to consider when planning for an inclusive school according to Voltz et.al,
(2001) are:

i. A meaningful participation in all aspects of the school by all.

ii. A sense of belonging on the part of all students.
iii. A shared ownership among school and staff for the success of all students.
To effectively plan for an inclusive school, there is need to have complete information about
performance of all the children, facilities, parents, teachers and staff as well as partners.

According to Reeves, (2007/2008) three main elements should be adopted to make an

effective Inclusive School Plan and these are:

1. MONITORING
This should indicate and cover aspects related to analysis of;
a) students performance

15
 b) instructional\ communication practices
c) leadership practices

2. EVALUATION
This must indicate how the school

a) practices
b) objectives
c) initiatives,
are constantly scrutinized to check if they are relevantly working towards anticipated
quality performance.

3. EXPECTATIONS:
It is an indication to ensure that quality teaching and learning takes place to
expectations of students, school, parents and community.

Strategies/steps to planning for Inclusive Schools

Once the school assessment has been completed, the following strategies should be
adopted to implement the plan.
i. Set up a coordinating team that includes all relevant players in the
school and community
ii. Identify educational needs based on relevant socio-economic lives of
the local people
iii. Create a clear vision of the school
iv. Develop and produce plan with well-defined, implementable
measurable objectives
v. Implement the plan and note resource requisites such as teachers,
materials, teaching/learning approaches
vi. Evaluate plan and provide feedback/report to relevant partners and
stakeholder

C. APPLICATION OF NEW KNOWLEDGE

20 minutes
Group work
Activity 9: Based on the conceptualisation and dimensions of IFLE discuss major areas that
have to change in your school to make it more IFLE.

D. REFLECT ON VALUE OF NEW KNOWLEDGE

30 minutes
Individual Work
Activity 10: Explain the possible challenges to the implementation of IFLE in your school.
Discuss how you can use the new knowledge to mitigate the challenges?
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 Inclusive School Policies, Practices and Administrative Support

Unit 2
Introduction The Salamanca Conference of 1994 provided a fundamental policy shift
required to promote Inclusive Education. This enabled schools to serve the
needs of all children.

In 2011 Botswana developed a policy which promotes school cultures and

environments that are child-friendly, conducive to effective learning and
inclusive to all children.

Schools as second homes for children need to be supportive, accommodative

and caring to provide a child friendly learning environment. It is therefore
important to develop school and departmental policies to regulate the daily
activities. Appropriate monitoring and evaluation mechanisms need to be in
place to evaluate inclusive education policies.

Learning After completing this Unit, you will be able to:

outcomes
LO 1: Demonstrate knowledge to Plan for a more inclusive classroom.

PC (a): Develop a Plan for a more inclusive classroom

LO 2: Demonstrate knowledge to Develop an IFLE monitoring tool

PC (a): Develop an IFLE monitoring tool

LO 3: Demonstrate knowledge to Develop a plan (on how) to inform and

sensitise key stakeholders on IFLE
PC (a): Develop a plan to inform and sensitise key stakeholders on IFLE
Session 1 Planning for more inclusive classroom and respecting diversity of children.

Session 2 Monitoring and sustaining IFLE.

Session 3 Communication strategy for informing and sensitising IFLE.

A. REFLECT ON PREVIOUS KNOWLEDGE AND PRACTICE

 25 minutes
: Activity 1
Group Work
Conduct a SWOT analysis on barriers to Inclusive Education in your school.
Prioritise needs (and draw Action Research Plan).
Discuss in plenary

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B. NEW CONCEPTS

80 minutes

Session 1: Planning for a more Inclusive Classroom and Respecting

Diversity of Children

All classrooms are diverse because, naturally, all children are unique. Creating a learning
environment that respects diversity sets the scene for promoting children’s positive self-
concept and attitudes. Such an environment assists children in developing positive ideas about
themselves and others. It also creates the conditions under which children initiate
conversations about differences and provides the setting for introducing activities about
differences and creating fair and inclusive communities in the school and beyond.

Planning for an inclusive classroom is a prerequisite to quality education and therefore

wholesale moves should be made to ensure that planning and its associated activities at
classroom level promote participation by all.

The following should be considered when planning for a more inclusive classroom:

 Provision of multiple ways to access information and demonstrate learning.

 Provision of timely and appropriate support.
 Differentiated instruction.
 Differentiated assessment.
 Provision of information about each student.
 Provision of appropriate learning materials for all.

Session 2: Monitoring and Sustaining IFLE

2.1: Importance of Monitoring
For any programme to succeed there is need to continuously monitor its implementation.
Likewise, for the IFLE to succeed there is need to continuously collect information to assess
if we are making progress in relation to the original goals and expectations. This will help us
see the barriers and therefore enable us to come up with programmes or policies to overcome
the impediments.

For monitoring to succeed, the original goals of the programme (IFLE) have to be kept in
mind and it needs the commitment of all stakeholders (learners, teachers, school leadership,
parents, education officials and the community) and there should be continuous reporting on
progress.

Successful monitoring of IFLE can be effectively done through asking these questions:

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1. Are we there? -Where we set out to be. This is to say, are we inclusive and Learning –
Friendly as we initially said we want to be?

2. Are we making any impact? – Is there an improvement in the learning of our learners and
are they enjoying school?

3. How can we better what we have achieved so far?

These questions will help keep the programme on track and can lead to successful
implementation and evaluation.

Monitoring is important in the sense that it calls for accountability and it encourages action.
Another important factor about monitoring is that it allows early identification of problems (at
implementation stage) and gives room for corrective measures to be taken. This basically calls
on those doing the monitoring to give regular updates on progress.

Monitoring consists mainly of two activities which are:

 Monitoring processes
 Monitoring outcomes

The former checks whether planned actions are taking place while the later checks whether
these actions are bringing the expected results.

If there is no measurement of results, one cannot tell success from failure.

The IFLE checklist can be very useful in monitoring.

2.2 IFLE Checklist

An Inclusive Friendly Learning Environment Checklist should have the following
components:

1. Inclusive school policies and administrative support

2. School Environment

3. Teachers’ skills, knowledge and attitude

4. Curriculum

5. Special Subjects Areas/Co-Curricular Activities

6. Students

7. Community

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 15 minutes
Group Work
Activity 2:
Discuss components to be considered when developing an IFLE checklist
Develop an IFLE checklist.
Discuss in plenary

Session 3: Communication Strategy for Informing and Sensitising on IFLE

Effective communication with all stakeholders is central to inclusion in education. In order to
formulate an effective communication strategy for informing the stakeholders on IFLE, the
school should set up a communication plan.

 20 minutes
Group Work
Activity 5:
Discuss various ways that can be used to disseminate IFLE information to stakeholders.
Develop an IFLE information dissemination plan for a School academic year.
Discuss in plenary

C. APPLICATION OF NEW KNOWLEDGE

 20 minutes
Group work
Activity 6: As a School Head for Morolong Senior Secondary School, you are required to
address community leadership on learner diversity and IFLE monitoring.
Discuss components of a briefing note.
Prepare briefing notes to use when addressing this gathering.
Discuss in plenary.

D. VALUE OF NEW KNOWLEDGE

 30 minutes
Group Work
Activity 7: Basing on the knowledge acquired in this unit discuss changes (in relation to
planning, monitoring and communication) that you are likely to introduce in your school for
addressing IFLE.
Discuss in plenary.

20
 Some Standards for IFLE

UNIT 3
Introduction The UNICEF Convention on the Rights of the Child (1989) is clear
on the obligations of Governments to facilitate Children’s right to
learn in a safe and secure environment. It requests countries to take
appropriate measures to ensure protection of children from all
forms of violence, injury, abuse and neglect.

In response to this, the Government of Botswana introduced

Inclusive Education Policy in 2011 to protect children’s rights.

In a child friendly school, management should ensure that teachers,

learners and all key stakeholders are involved in school
governance and ensure a safe and protective learning environment.

Learning Outcomes After completing this Unit, you will be able to:

LO1: Demonstrate knowledge of the UNICEF Convention on the

Rights of the Child

PC (a) Give evidence of application of core principles of the

Convention of the Rights of the Child in your school
PC(b) Give evidence of application of the rights of the child in
your school in relation to the Convention on the Rights of the
Child

LO2: Create (awareness for) a safe and violence free learning

environment in the school and the community.

PC (a) Develop a strategy for a safe and violence free learning

environment in the school and the community.
PC(b) Communicate the strategy to all stakeholders
PC(c) Implement the strategy

Session 1 Safe and Protective Learning Environment.

Session 2 Participatory school management in relation to inclusive education

practices.

Session 3 Community and parental involvement

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 20 minutes

Activity 1

1. Individual Work
Post paper cutlets provided appropriately on the manila paper into :

 Core Principles of CRC

 Human Rights for Children

2. Group Work
Discuss how Convention on the Rights of the Child has been implemented in your school
Discuss in Plenary

Video

A. REFLECT ON PREVIOUS KNOWLEDGE AND PRACTICE

B NEW CONCEPTS

Session 1: Safe and Protective Learning Environment

1.1 UNICEF Convention on the Rights of the Child
The Convention on the Rights of the Child (CRC) is a United Nations human rights treaty that
sets out children’s rights under civil, economic, social health and cultural perspectives.

The Convention defines a child as someone at 18 years and below or according to the set
standard of any society if the age of the child could be younger than 18 years. The
Convention was adopted and opened for signature during the United Nation’s General
Assembly of 1989 and was enforced as a Declaration for the Rights of Children on September
1990.

PRINCIPLES OF THE CONVENTION

The Convention has four (4) core principles:

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 i. Non-discrimination: of a child on the basis of gender, colour, nationality or
ethnicity, culture and social or economic status and of a child with HIV/AIDS.
ii. Devotion to the best interest of the child: every child has the right to both
parental love and care.
iii. The right to life, survival and development: every child has the right to
survival and healthy development (physically, socially and emotionally).
iv. Respect the views of the child: The child has to be informed and involved in
any decision taken involving him/her.
The convention is the first legally binding international instrument to incorporate the full
range of human rights for children. These rights are:

i. Their right to association with both parents.

ii. Their right to human identity.
iii. Their right to basic needs as well as physical protection.
iv. Their right to food.
v. Their right to free quality education.
vi. Their right to health care.
vii. Their right to criminal law appropriate for their age and human development.
viii. Their right to equal protection, civil right and freedom.

 20 minutes

Group work

Activity 3

Watch the following video:

Describe what you have observed

Discuss possible effects of violence on learners
Explain measures that you would put in place to address these effects
Discuss your findings at plenary

1.2 Handling Violence, Bullying, Harassment, Corporal Punishment and Discrimination.

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 20 minutes

Activity 4

Work in small groups and do the following:

Post the paper cutlets appropriately on the manila papers provided by the facilitator into
 Form of violence
 Nature of violence
 Grounds of violence

Present your findings to the rest of the class during plenary

The right to education remains fundamental for all children. This however cannot be achieved
if barriers to learning are not addressed. For effective and optimal learning, the school system
must provide an enabling environment. To this end, creation of child friendly environments
free from violence, bullying, harassment, corporal punishment and discrimination becomes a
necessity.

The table below shows some common forms, nature and basis/grounds for violence.

Forms of violence Nature of violence Basis/Grounds

1 Bullying Physical, emotional, verbal Age, race, nationality, origin,
gender, religion or disability
2 Harassment Sexual, physical, emotional, Race, nationality, origin, gender,
verbal religion or disability
3 Corporal Punishment Physical Disciplinary, abuse
4 Discrimination Emotional, verbal Race, nationality, origin, gender,
religion or disability

As part of the global village, Botswana also seeks to ensure that its schools provide a safe
environment to its learners. Through the Pastoral Policy, efforts are made to instil mutual
respect and respect for law by the school community. While the country still tolerates the use
of corporal punishment, it however has legislation in place to counter against its misuse. The
Revised National Policy on Education (RNPE) is also sensitive to issues of discrimination as
it provides for access and equity for all. The Public Service Act of 2008 also protects learners
from sexual harassment or amorous relationships. This hints to the value that the country
places on safe and friendly environments as a necessity for optimal learning by all.

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Session 2: Participatory School Management in Relation to Inclusive
Education
2.1 Characteristics of Participatory Management in Relation to IFLE

 20 minutes

Activity 4

In groups of 4 do the following:

-Discuss characteristics of participatory management.
-Describe the extent to which your school practises participatory management
- Discuss your findings at plenary

Participatory management refers to inclusion of relevant stakeholders in management. It

involves a range of people and organisations in management and extends to those who would
not normally participate in organizational decision making (Matt Hare, 2006). In a school
setting this would include school management, teaching staff, ancillary staff, students, parents
and other stakeholders such as government departments, NGO’s and the private sector.

In a rights-based approach, children, particularly, as rights holders should have a say in the
form and substance of their education, as should those who facilitate their rights.

An Inclusive Friendly Learning Environment by its very nature requires a multi-pronged

approach which can only be possible where all stakeholders are taken on board and allowed to
be active participants in the management of a school and the education system at large. Such
an arrangement is characterized by the following:

Increased
public Collaborativ
Equitable awareness e Planning
resource Stakehold
sharing er
ownership
Shared Characteristics of
values participatory Disadvantaged
management are empowered

Emphasis Mutual
on rewards understanding

Student and Positive Shared

Joint 25
teacher teacher understanding
cohesion attitude decisions
Participation of all stakeholders in management for the realization of an IFLE is not optional
but an imperative. Schools have an obligation to take all stakeholders on board in their quest
to care for and protect the children entrusted to them from any act that may render the
learning environment unfriendly such as bullying, corporal punishment and any other forms
of violence. Myths that glorify and justify acts of violence such as corporal punishment
should be dispelled and positive discipline elevated instead

Session 3: Community and Parental Involvement

3.1 Role of Parents and the Community in Planning and Management for development of a
safe and protective Learning Environment
The fundamental principle of Inclusive Education is that all children must have the
opportunity to learn together. Successful learning can only take place in an environment that
has been carefully planned for by all stakeholders. Parents are the first teachers of their
children and as such they must be involved in the planning and implementation of Inclusive
Education. The broader community also has a responsibility in the education of all learners.

Parental and community involvement in education was in the past not very noticeable in
Botswana. This was mainly because most parents and community members knew very little
about schools and partly because schools did very little to reach out to parents and
community. Parental involvement was mainly through the Parent Teacher Associations (PTA)
which was not effective in most schools.

Significant strides have been made in this regard as more parents, caregivers, business
community and community groups are getting closer to schools in the quest for better
education for children. The Partnership Programme of the Ministry of Basic Education
(MoBE) encourages community participation in education and has led to the rise of
individuals and companies adopting schools.

The role of parents and the community in Inclusive Education cannot be over emphasised.
Research has shown that parents and community members:

 Are capable of identifying and mobilising learners who are out of school.
 Who are involved in the life of a school can champion its values, policies and values
at home and in the community.
 Can easily identify barriers to their children’s learning such as harassment and
isolation and can help in addressing such barriers.
 Are better placed to identify resources outside school that can be used in effectively
educating their children.

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  Can make the school accountable to the community
 Can make the home environment conducive to learning.
3.2 School - Community Networking

School-Community Networking

 20 minutes

Activity 5

Working in pairs

Discuss initiatives through which schools and communities establish networks

Draw a plan of activities that would promote this networking.
Discuss how this networking would promote inclusive education
Discuss your findings during plenary

Schools reside within and must cultivate relationships with communities and can build a
strong and positive relationship as they network. A network comprises several institutions
(consortium) that bind together for a common goal. Networking of schools and community is
vital as they both have common benefits.

The School and the Community have the following roles to play:

 Support in fundraising activities.

 Lobby for support from local authorities and other stakeholders.
 Set community council to assist in planning and running activities.
 Make school and class more accessible.
 Make school a reliable place for children to learn.
 Participate fully in co-curricular activities.
 Build learners’ morale and character.
 Create attractive, safe and healthy environment.
 Uphold good relations.
 Share values, norms and standards.
 Cultivate a strong sense of partnership.
 Cherish and encourage development of families’ educational cultures.
It is important for the school and community to network as this will strengthen and encourage
inclusiveness. Working as a team and respecting one another would assist in building a good
school-community culture, with all stakeholders having stipulated roles to play.

C. APPLICATION OF NEW KNOWLEDGE

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 20 minutes

Activity 6:

Group Work

Read the case study below and discuss the steps that you would take to handle a situation of this
nature.

Discuss during plenary.

Case Study

Form 4 students had just reported to their new school, Botlhe Senior Secondary School, when
Katlego, a Form 5 student rushed furiously towards Kago (Form 4) after supper.
Katlego grabbed Kago by his shirt and strangled him. Kago was confused, frightened and
helpless. Katlego forcefully took his food and brutally hit him with a broom-stick.
Kago cried for help but none of the boys in the vicinity who happened to be Form 5s came to his
rescue. Instead they hurled insults at him. They scolded him, telling him to go back to his
remote, small settlement.
Later at night Katlego poured water on Kago’s bed and forced him to sleep on it. He made fun of
him that he was bed-wetting. The following day Kago reported the matter to the Boarding
Master.

D. REFLECT ON VALUE OF NEW KNOWLEDGE

30 minutes

Activity 7:
Group Work

• Based on your new knowledge:

-Discuss the standards for IFLE
-Discuss the strides Botswana has made in relation to standards for IFLE?
-Discuss the results at plenary

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Friendly Environments. Booklet 1: Becoming an Inclusive Learning – Friendly
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2. UNESCO (2009). Policy Guidelines on Inclusion in Education, Paris, France

3. UNESCO (1994). The Salamanca Statement on Framework for Action on Special Needs
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4. Republic of Botswana (2011). Inclusive Education Policy

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22. Val Chapman, Developing an Inclusive Curricula, Learning and Teaching in Higher Education,
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