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KEY F EATURES (W ITH ADDITIONS FROM THE ZERO P ROJECT TEAM)
Kurdistan’s Inclusive Education Pilot Programme of 2007 is to be classified as a regional non-legally binding
regulatory/distributive policy, which involves designing an early intervention program, opening early intervention
centers, developing materials and training staff. Teaching support staff and supervisors received training in preparation
for providing necessary supports to children with disabilities in schools. Policies, processes and guidelines were
developed to provide the support structures within the Ministry of Education and the respective directorates around
the region to roll out and oversee the implementation of the program. A comprehensive curriculum for teachers, with
different modules and workshop was developed. Monitored by UNICEF, this training benefited from the expertise of
disabled people, members of local DPOs, who went in the classroom to help teacher practicing sign language for
instance, or develop other skills that would favour inclusion of disable children. Early intervention programmes start
early with families to address development gaps and give children support in their early learning. Establishment of
structures and guidelines, and training of support teachers has opened the doors of many schools to children with
disabilities. The few resource classrooms that were in schools (remaining from a previous special education structure)
and the institutes operating (special schools) were systematically isolating children with disabilities from participating in
their own communities and accessing education alongside their peers and those in their neighbourhood. While in some
cases, children were being 'educated', they were also experiencing exclusion on the basis of their impairment. The
participation of parents of children with disabilities, organisations for people with disabilities, and disability advocates
played a big role in awareness activities, through direct involvement in training activities and planning programmes.
INNOVATION
With regards to a low income context, the project was primarily effective, because it took advantage of the existing
resource of overstaffing in schools. In most of the regions, there was no need to employ additional teachers for
supporting children with high needs in schools, as there is an excess in teachers. The model which support teachers
were given, was not based on using high tech devices or expensive resources. They were taught to use existing school
resources with additional support, or with minor modifications to facilitate access to education for children with
disabilities. The early intervention model relied on the resource of the family and was based on utilising resources
available in the home. With view to emergencies, although the Kurdish Region of Iraq was secure during the time of
piloting the programme, the rest of Iraq was/is still very unstable. Basing the programme in the Kurdish Region meant
that representatives of education from the south and central areas of Iraq could come and visit the programme, attend
training courses in the secure region, and there is future potential for more cooperation. It was noted by some that
ongoing violence and effect of war result in a even greater number of children with disabilities and thus needing support
to effectively access education - so increasing the need for such programmes.
FACTS ON O UTPUT (WITH ADDITIONS FROM THE ZERO PROJECT TEAM)
1. Although in the very early stages, the programme was piloted by an international organisation, it was quickly
picked up by the Ministry of Education directly and subsequently their complete ownership of the initiative has