Tag Archives: Jordan

Turning Four!

Not everyone is still willing to give persons with disabilities a chance four years after The PWD Forum came about.

In Indonesia for instance, disability is still regarded as a punishment from God. PWDs must be exorcised, tied up at the back of the house (dipasung), confined to a small hut in the backyard, or tied at the wrists and ankles to a tree or heavy log. Disability is also seen as a matter of fate so there is little empathy for PWDs for whom ‘nothing can be done’.

As such, PWDs are excluded from most governments’ planning and support. In Bhutan in particular, its educational policy lack inclusive policy guidelines resulting in unequal opportunities.  Taiwan, on the other hand, has only programs for PWDs with “mild” conditions and the curricula just followed what is being taught in preschool classes.

In South Africa, teachers lack skills and knowledge. In South Korea, teachers know no culturally relevant curricula. In Malaysia, teachers are unprepared in terms of emotional acceptance and technical skills.

It is no wonder then that PWDs are still berated when seeking employment or at work; employers would definitely incur costs from hiring PWDs. Educating them alongside non-PWDs  would not be an easy feat especially that the term ‘inclusion’ itself has no fixed definition even in the western countries from which this concept was realized.

There are also parents who do not understand the meaning of inclusive education till now. Thus, the parents are still anxious with their children attending mainstream schools. Even governments are not sure what the concept really means and how it could be relevant within the local context.

If PWDs and non-PWDs study together, though, there would be no need to build exclusive educational institutions. Adjustment may also come naturally. Maricel Apatan had not been a burden anyway when she was studying a two-year course in Hotel and Restaurant Management in Cagayan de Oro City. She was even hired as a pastry chef at the Edsa Shangri-La Hotel in Manila.

A polio victim, Marc Joseph Escora, had managed his training at the Negros Occidental Language and Information Technology Center (NOLITC) in Bacolod City. Blind, Safiya Mundus had graduated from the Eusebio C. Santos Elementary School.

The PWD Forum could just imagine what else could have happened had Arnel Navales Aba, Godfrey Esperanzate Taberna, Emilia Malinowska, Jose Feliciano, and Mohamed Dalo finish school. Townsely Roberts had at The College of the Bahamas with an associate degree in Accounting and Computer Data Processing in 1995. Gary Russell had, too, at the same college with an associate degree in Law and Criminal Justice then at the University of Buckingham for his bachelor’s and master’s.

It was from his blind father that former interior and local government secretary Jesse Robredo learned discipline. Protecting the integrity and honor of one’s family is of highest importance, his father had said, and children are expected to contribute their share in doing that. So Jesse launched the “Fully Abled Nation,” a program seeking to increase the participation of PWDs in the coming 2013 Philippine midterm elections, roughly three months before he died in a plane crash.

“Hopefully, one day, the notion behind “persons with disability” be somehow erased from the world’s vocabulary and usher-in a day when technology, private & public organizations, and the law work together to give each person equal rights and opportunities, regardless of the person’s impediment.” ~ Atty. Mike Gerald C. David

Video taken from the YouTube Channel of Jozelle Tech

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Inclusive Education in Jordan

The Hashemite Kingdom of Jordan has been recognized by the Global Monitoring Report on Education for All as the first in the Arab world in delivering education services in the Middle East. It is also the fourth in the world among countries with medium probability of achieving the goals of education for all.

Unfortunately, there are no accurate statistics showing the real number of persons with disabilities in Jordan. The Department of Statistics has counted only 1.23% PWDs in the community while the Higher Council for Affairs of Persons with Disabilities (HCD) has tallied 2%. There is also no specific law for PWDs in the educational provisions. The first law of education in Jordan was issued in 1964 but it was not until 2007 that the Rights of People with Disabilities Act No. 31 was issued. It has given the HCD the sole responsibility to provide the services for PWDs, and has defined the term “inclusion” for what it should be: as “measures, programs, plans, and policies aimed at achieving the full participation of disabled people in life without any form of discrimination and with equal with others.”

Furthermore, inclusive education in Jordan has been likened to the concept of the UN Convention on the Rights of Persons with Disabilities: as “the right of persons with disabilities to education with a view to realizing this right without discrimination and on the basis of equal opportunity.” It has adopted the American education policy of No Child Left Behind (NCLB) in order to develop full-inclusion.

The Individuals with Disabilities Education Act (IDEA) in Jordan has maintained that children with disabilities must be educated with children who are not disabled. Only if the educational alternatives cannot be achieved in the regular classroom can a PWD be isolated. The Confederation of Family Organizations in the European Union (COFACE) has also come to believe that “inclusion is not the same as integration. Whereas integration requires the child to adjust to an education system, inclusion must be about making the system adapt to each child.” The United Nations Children’s Fund (UNICEF) has seen inclusive education as “a process of addressing and responding to the diversity of needs of all learners through increasing participation in learning, cultures and communities, and reducing exclusion within and from education.”

So, in Jordan, three independent institutions oversee educational services for its PWDs under the age of 18: the Ministry of Education, the Ministry of Social Development, and the Higher Council for Affairs of Persons with Disabilities. For PWDs over the age of 18, the responsibility rests on the Ministry of Higher Education.

 “[Inclusive education] is the prerequisite for stability. If schools managed to accommodate all students, they will grow up to create non-discriminatory, peaceful and stable societies,” Kamal Jabr