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Transforming Education Through Inclusive Practices

Chisambo Primary School has experienced a significant transformation in its approach to inclusive education, thanks to the Girls Get Equal (GGE) project funded by Norad and implemented by Plan International in partnership with the Creative Centre for Community Mobilization (CRECCOM). Annet Munyowa, the deputy headteacher at Chisambo Primary School, has highlighted the profound benefits brought about by the project, particularly in supporting students with disabilities.

Before the GGE project intervention, inclusive education was not a well-practiced concept at Chisambo Primary School. Harmon Chibowa, a Standard 5 student with a physical disability, faced numerous challenges in his education. According to Munyowa, Harmon was often left out during lessons. “Harmon used to write things that were not clear, and teachers were not paying attention to him,” she explained. This lack of support and understanding from the teachers significantly hindered Harmon’s learning process and overall academic performance.

The scenario at Chisambo Primary School changed dramatically after the implementation of the GGE project. The training provided by CRECCOM on inclusive education equipped teachers with the skills and knowledge necessary to effectively incorporate inclusive education methods into their teaching practices. Munyowa noted a significant improvement in her teaching methods and the overall learning environment for students like Harmon.

“After receiving the training, I started dividing the blackboard to write exercises in two forms—one for Harmon and one for his fellow students who are not disabled,” Munyowa shared. This approach ensured that Harmon could follow along with the lessons and complete his exercises just like his peers.

Harmon’s progress has been remarkable since the introduction of these inclusive practices. “He started writing things that were clear enough for most teachers to read and mark, which was a significant improvement from before the training,” said Munyowa. Harmon, who communicates using nonverbal cues, began reminding his teachers to provide him with exercises, demonstrating his increased engagement and confidence in class.

“Harmon can now write things that are very clear, and he is doing well in class,” Munyowa reported with pride. She expressed her gratitude to CRECCOM and the GGE project for the positive impact their training has had on Harmon’s educational journey.

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5 days ago
Rated 5 out of 5 stars.

This is very interesting

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