| The Ministry of
Education of Peru has been encouraging the acceptance of children with
special educational needs into regular schools as part of its plan to
create inclusive schools. There are laws in existence which regulate this
development (Act 23384, Act 27050), however, the implementation of this
process at a national level has been slow due to the following factors:
* The relatively low social and economic status of
professionals in education does not encourage them to continue their professional
development and maintain an open mind towards change.
* Low expectations regarding the potential of
people with visual impairment and consequent discrimination.
* The centralised nature of the Peruvian system
which does not permit professionals in education to experiment with new
techniques and implement innovations.
* The widely differing topography of each region.
It is important to stress that the Ministry of
Education has been working toward this objective of inclusion, and is
offering training on curricular diversification, favouring the integration/inclusion
of students with visual impairment.
A good example of a project promoting integration/
inclusion can be seen at C.E.E. (Special Education Centre) "San Francisco
de Asis" in Lima which has been in operation for twenty years and
has produced very positive results. Its operation is based around these
broad strategies:
1. A comprehensive assessment service (psychological,
visual and pedagogical) designed to establish the strengths and weaknesses
of each student and to offer him/her better support.
2. The provision of training to staff from regular
schools. This is made available to all the professionals working at each
school and especially to those who are directly involved in the visually
impaired student's education. The training involves:
* Sensitisation - the needs of persons with visual
impairment are explored through simulation techniques and case studies.
* Technical Orientation - advice on the adaptation
of the curricula, on access, on teaching strategies and on the evaluation
and assessment of learning.
* The introduction of information about the cognitive,
behavioural and social development of the student with visual impairment.
3. Follow-up and support to regular schools which
is delivered by itinerant teachers who co-ordinate support, respond to
teacherís questions, adapt teaching materials and teach the students
specialist skills such as the use of the abacus and Grade Two Braille.
Children are also visited at home where they are taught ADL techniques
and Orientation and Mobility.
At the projectís resource centre, specialist
teachers provide additional support for mostly high school students in
subjects such as, Mathematics and English which cannot be given at school.
Learning materials on tape are also used in these two subjects. In some
cases, elementary school students attend on Saturdays with the prior consent
of their teacher and parents in order to enhance their study of Mathematics
and Communication.
4. The transcription of print texts into Braille
and the preparation of raised diagrams and embossed materials in subject
areas, where these cannot be supplied by regular teachers or parents.
Attendance/Coverage
Every year the number of students in the program
increases. At present, an average of 45 students are served covering 26
districts of Lima and Callao. The team comprises 5 itinerant teachers,
a co-ordinator, and professionals working at the resource centre who offer
their full support.
Economic Resources
Inevitably the transportation of itinerant teachers
to regular schools in the different districts has a cost, which is paid
for by the contribution of parents, "San Francisco de Asis"
school and CBM.
Conclusion
The work of the Special Education Centre "San
Francisco de Asis", Surco-Lima is progressing satisfactorily, thanks
to the contribution of parents, the cooperation of the teachers in regular
schools and the continuous follow-up and support of the inclusion/integration
team. However, I consider there is still much to do especially regarding
the sensitisation of regular teachers and society in general, in order
to consolidate the modality of inclusion as an educational option for
the person with visual impairment.
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