Inclusive Education in Latin America and the Caribbean Now!

Despite strong commitments to inclusive education across Latin America and the Caribbean, the reality on the ground is uneven, with many students with disabilities still placed in segregated schools or special classes...

Bridging the Gap: Inclusive Education in Latin America and the Caribbean

by Claudia Martinez A. - Suzanne Duryea - Maria Antonella Pereira

In Latin America and the Caribbean, 10-15% of school-aged children live with disabilities or learning difficulties, making inclusive education both a moral responsibility and an economic imperative.  With 12.5-18.9 million children at risk of being left behind, inclusive education— in which children with and without disabilities learn together—offers a crucial path to ensuring equal opportunities.

Despite strong commitments to inclusive education across Latin America and the Caribbean, however, the reality on the ground is uneven, with many students with disabilities still placed in segregated schools or special classes.

Legal Frameworks and Policy Commitments—Building the Foundation

Countries in Latin America and the Caribbean have established a foundation for inclusive education through strong legal frameworks.  All nations in the region have ratified the UN Convention on the Rights of Persons with Disabilities (CRPD), ensuring that children with disabilities have the right to education within the general education system.  National laws further reinforce this commitment, with most countries mandating reasonable accommodations in schools to support the inclusion and learning of students with disabilities.

However, the implementation of these policies varies widely across the region.  While countries like Chile and Brazil have developed comprehensive programs that facilitate the inclusion of students with disabilities in mainstream schools, others continue to rely on segregated schooling models.  This gap between policy and practice underscores the need for ongoing advocacy and support to ensure that all children can interact and learn side by side.

The Enrollment-Completion Disconnect—A Persistent Challenge

One of the most significant challenges is the disconnect between enrollment and completion rates for children with disabilities.  While enrollment rates for children with disabilities in Latin America and the Caribbean are not particularly low, these students must still finish their education.  Most children with disabilities attend primary and secondary school, but gaps widen with age, particularly with regards to completion.

Evidence suggests that inclusive education policies play a role in reducing these disparities.  In countries like Chile and Brazil, where most students with disabilities attend mainstream schools, enrollment gaps at the primary and secondary level are minimal, at under 3 percentage points, and more than 68 percent of students with disabilities complete those levels of education.

In contrast, countries with lower levels of inclusion, such as Bolivia and Peru, still show substantial completion gaps, with secondary school completion rates for students with disabilities lagging behind those of their peers by as much as 48 percentage points.   This might be related in part to the low rates of disability measured in surveys in these countries.

In contrast to other countries in the region, the surveys may only be only capturing people with disabilities with high support needs.

These people are thus also more likely to experience discrimination or lag behind.  The large gaps in Peru and Bolivia may thus not actually be as large as they seem to be.  Still, the fact that gaps in completion rates vary significantly across countries and appear to be smaller in those that have expanded access to inclusive education bolsters the case for boosting inclusive education regionwide.

Learning from Leaders—Chile and Brazil’s Inclusive Education Models

Chile and Brazil have emerged as leaders in the region in this regard, pioneering innovative approaches to inclusive education.  Chile’s Education Integration Program (PIE) offers additional funding to schools that enroll students with disabilities, promoting inclusion within mainstream schooling.  Similarly, Brazil’s Specialized Educational Support Program (AEE) provides additional resources and learning support within mainstream schools, substantially reducing segregation.

These programs have yielded positive results, and there have been substantial increases in the number of students with disabilities attending mainstream schools.  In Brazil, students with disabilities in mainstream schools increased by 69.5% between 2014 and 2021, while in Chile their numbers rose by 36.5% during the same period.

Taking inspiration from the successful implementation of those endeavors and adapting Chile and Brazil’s models to their own contexts, other countries might similarly prioritize resources for inclusive education, including investments in teacher training, assistive technologies, and infrastructure improvements to make schools accessible to all students.  As in Chile, other countries may also consider providing financial resources for schools that are implementing inclusive education programs and monitoring outcomes.

Countries might develop more robust systems that identify students with disabilities and learning difficulties.  They might develop learning plans based on individual assessments and monitor progress toward these goals.  The key is creating sustainable and scalable programs that ensure every child has the opportunity to reach their full potential.  Inclusive education is an essential goal.  It is a pathway to a more equitable and prosperous future for Latin America and the Caribbean in which all children are given the opportunity to succeed.

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Why do Latin America and the Caribbean have low learning levels?

If learning were a disease, we would be talking about a global pandemic

 

Understanding The Learning Crisis: Where Are Students with Learning Gaps Located?

By Mercedes Mateo

iadb Blog

The OECD (Organization for Economic Cooperation and Development) published the results of PISA 2022 in December last year.  Those results showed a global crisis in learning.

What happened in Latin America and the Caribbean?  We saw that three out of four 15-year-old students lack basic skills in mathematics, and almost half do not understand what they read.

We partnered with the World Bank to publish the report Learning Can’t Wait: Lessons for Latin America and the Caribbean from PISA 2022.  We sought to better understand the reasons behind this learning crisis in the region.

And, just as with child mortality, we know where and why.

Where? 

Also, in low—and middle-income countries, on average, 15-year-old students in the region lag five years behind the average student in OECD countries.  If we compare Latin American and Caribbean countries with those above the OECD average, the gap is 12 years of learning compared to Singapore, which leads the PISA rankings.

We not only know where the learning crisis is located and in which countries these learning challenges exist, but we also know who the lagging students are within countries.

There is an enormous inequality in learning by socioeconomic status: 88% of low-income students underperform in mathematics, compared to 55% of the wealthiest students.  That’s a difference of more than 30 percentage points between the two groups.

Why do Latin America and the Caribbean have low learning levels? 

We not only know where, but we know why: 

1. First, we are not investing enough in education.  Our countries invest, on average, three times less in education than OECD countries. 
2. There is also a relationship between investment and learning.  With the current level of investment, we could improve learning outcomes.  Therefore, there is room for efficiency.  The countries in the region are below the trend line, which means they could achieve better learning results for every dollar they invest. 
3. Third, there is a distribution problem and an equity issue. The teacher is the main input an education system has to achieve learning.  And what we see is that this main input is unequally distributed.  The highest-quality teachers are systematically in schools where the highest-income students attend.

Three keys to overcome the education crisis: solutions that work

Just as in the case of child mortality, we know where; we understand why. And we also know the solutions that work.

 

1. Measure more and better.  Measuring learning means knowing where we stand and providing a sense of purpose and direction.  It indicates where we want to be in the coming years. 

2. Investing more.  Countries in the region need to invest more. 

3. Investing better.  Investing better means generating efficiencies and spending better on the one hand.  On the other hand, it means investing in programs that we know are effective and can improve learning. 

Examples of solutions that work to enhance learning

• Early literacy programs.  We know, for instance, that if we offer good literacy programs to young children from an early age, we can improve their reading skills by 30%.  “Let’s All Learn to Read” is one such solution. 
• Intercultural bilingual education.  We also know that when we culturally contextualize the learning of mathematics, indigenous children develop 50% stronger math skills. 
• Remote tutoring.  We also know that when we provide personalized support to the most vulnerable, lagging students through highly cost-effective remote tutoring, we can accelerate their learning by 30%. 
• School feeding programs.  We also know that offering school meals to students increases their participation in school.  We see a 9% improvement in school attendance. 
• Education management and information systems.  Finally, having management and information systems is crucial.  They not only help us generate efficiencies but are also essential to ensure equity.  This data allows us to distribute resources more equitably in education systems to compensate for student differences.  

We know the magnitude of the problem.  We have studied it in depth.  We know where the problem lies and why we are facing this challenge.  And we also know the effective solutions.  We have done it before; we can do it again.  The main challenge is how to transform the region’s education systems at scale.  Because learning can’t wait, these generations of children and youth cannot wait.

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Requiem to a Jamaican genius: Walk good, Rex Nettleford

YESTERDAY morning, a nation struggling to come to terms with simultaneous emotions of grief and gratitude, said farewell to Professor Ralston Milton 'Rex' Nettleford.

The dilemma is by no means unique to Jamaica. For there have been many occasions in the past when nations have had the uncomfortable experience of paying tribute to great men and women who have made such an indelible mark on humanity that we are unable to accept their early departure.

But departure is inevitable, for as the Scripture tells us, man's days are as grass, or yet again "It is appointed unto man once to die..." Life, therefore, is temporary. And it is what we do with that time on earth -- whether brief or extended -- that defines us.

No one can challenge the fact that Professor Nettleford packed many lifetimes into his short 76 years with us. His achievements are numerous and would fill these columns and many more were we to start listing them.

We believe, though, that Professor Nettleford would have been embarrassed by a listing of his accomplishments and the accolades bestowed upon him. His focus would be on our commitment to continuing the work to which he dedicated his life -- work on the acceptance of every facet of our vibrant culture by all Jamaicans; work on the strengthening of our democracy and the institutions that govern us; work on our role in creating a united Caribbean with a strong voice in the international community; work on our realisation that we can accomplish greatness regardless of our station in life.

For Professor Nettleford's life itself was a product of that work -- started by our ancestors -- and bore testament to the fact that, because he was not afraid to die, he lived.

He would have been pleased with yesterday's funeral service -- simple, yet elegant and conducted with the grace he and his beloved National Dance Theatre Company (NDTC) so often displayed on stage here and abroad. He would also have been delighted with the fact that the atmosphere inside the University Chapel was one of celebration. For his life is indeed one to celebrate -- a life dedicated to professionalism, selflessness, education, social and political emancipation, and patriotism.

Thankfully, Professor Nettleford had the foresight to document his thoughts and experiences on a range of issues, leaving us with the benefit of his voice and expertise from which we can improve our lives.

Two weeks ago in this space, we humbly suggested that the Government assembles a broad committee representing the major interests served by Professor Nettleford to consider the most fitting tribute that can be paid to this extraordinary man who gave service beyond self to his country.

We trust that our suggestion was accepted.

And now, as we salute this great son of the soil, we appeal to Jamaicans to ensure that his legacy is preserved. For in the Hon Professor Ralston Milton 'Rex' Nettleford, OM rests the hope of every Jamaican of humble beginnings that they, too, can fulfil their ambitions.

Walk good, 'Prof'. May your soul rest in peace.

February 17, 2010

jamaicaobserver

Bahamas Blog International