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Accueil A model for empowering teachers and promote inclusive education, Honduras
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Instituto Juana Leclerc
  • Colonia Residencial Los Robles FM1100 Tegucigalpa Honduras
  • +504 2233-3120
  • jleclercdireccion@nullyahoo.es
  • Olga Mendoza de Pauck
  • jleclercdireccion@nullyahoo.es


A model for empowering teachers and promote inclusive education, Honduras

  • Childhood : Learning
  • South America : Honduras
  • Fiche d'expérience

Par Olga Mendoza de Pauck le 30/06/2015

Description of the project

Members of the Education Committee of the municipalities of Orocuina and Apacilagua of the Choluteca Department, concerned about the high number of children with disabilities and special educational needs in the schools in the area, and asked the Juana Leclerc psycho-pedagogical Institute, technical support in the training of teachers and the implementation of the process of Inclusion in the schools in the area to respond to the special educational needs of the school population. This initiative developed with the technical and financial support from the cooperating organization help in action gets underway with the participation of 38 teachers from different schools in the Ministry of education participants of the project. The project consists of the design, implementation, evaluation and monitoring of a participatory inclusive education proposal, with the participation of all stakeholders: children and children with disabilities, parents, education authorities, teachers and teachers of schools that participate in the project, technical personnel the Juana Leclerc Institute and the University of special education of the Ministry of education.

Objective and methodology

The development of this experience is done with a participative methodology, initiating a process of training through a diploma in attention to diversity by means of which are provided to participants the necessary knowledge for the implementation of processes of Inclusion in the schools in the area. In the development of the process will involve stakeholders (parents, children and children with disabilities integrated in regular schools, teachers in regular schools, itinerant teachers who support children and girls, educational authorities). In this stage the Board of education conducted a selection process of the teachers of schools of pre-basic and basic levels to receive the degree of attention to diversity given by technical personnel of the Juana Leclerc psycho-pedagogical Institute; These teachers have responsibility do the multiplier effect of knowledge and the Organization of support committees to the inclusion in their respective schools. The topics of the training were the following: educational needs in the classroom (unit 1), types of disabilities and learning disabilities (unit 2), detection of educational needs and individual planning of care (unit 3), inclusive education (unit 4).

Development of the project

The project was developed in the following stages:

Diagnostics: in this first phase were used instruments and research techniques (surveys, questionnaires, focus groups, workshops) which threw information on the educational situation of the children and young people with disabilities in the areas of influence of the project. They were planned and scheduled working hours under a participative methodology, oriented to the realization of the diagnosis, a profile for the selection of schools and a list of teaching participants in the project.

Implementation: Development of awareness workshops aimed at staff of schools selected, with the purpose of organizing teams to support the inclusion at the level of schools, formed by the director, as head of the process, the integrated parents, a representative of the society of parents of family education center, the integrated student, co-worker (a) the master's degree, a master of the subsequent degree and the itinerant teacher of methods and resources. Training of those involved in topics of attention to diversity in order to achieve educational quality care to all students and in particular that have any type of disability. He had as a fundamental factor, education and training of those involved in specific issues related to the process of inclusion and disability (cf Inclusion process)

Consolidation: strengthening the process of Inclusion through the strategy of support teams in each school, in coordination with the Ministry of education of the Orocuina municipality. Organization of the table of inclusive education as a space where shared the experiences of schools and recover good practices of each experience.

Monitoring, evaluation: the process of evaluation and monitoring is done on a participatory basis through: meetings that facilitate exchange of impressions and experiences, the participants visits from direct observation in the classroom to verify the Organization and constant updating of records complying to the Inclusion process, days of verification of the conditions of the classrooms such as lighting and ventilation the provision of furniture, teaching-learning methodology and the teaching strategies used by teachers. In this stage the Education Committee developed a plan of follow-up for which were appointed teachers responsible for the follow-up and monitoring in each area. The plan contains the following activities: designing instruments for verification of the actions, visits of monitoring and tracking, Providence of materials to support the integration, progress in the implementation of the inclusive table to share good practices and strengthen processes of inclusion, working hours in each school, strengthening of the monitoring equipment through study circles.

Results, assessment and future prospects

The results were the following:

-Effective coordination with the Ministry of education,

-Awareness of the involved direct and indirect

-Training of the participating teachers,

-Multiplier effect of training by participating teachers,

-Development of the capacities of children with disabilities included in the schools, through the curricular adjustments that promote performance and guarantee their success in school,

-Development of study circles with other educational stakeholders of different schools in the area.

The experience once validated, will serve as a model of community practice for all municipalities of the country. This experience will serve as a basis for the creation of a space for the exchange of successful experiences in CONCORDE: network of institutions and national and cooperating organizations working for the education in the country. Its extension will allow the promotion of the right to education of children and youth with disabilities and the sustainability of the process. Today, aims to replicate the experience in the departments of the country with teams support psychopedagogical consolidated, who will have responsibility for the conduct of the process at the same time.

Interview with Olga Marina Mendoza Cárcamo

Langue d'origine : Espagnol
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