Inclusion in Somalia: Creating Impact through Inclusive Classrooms

• In Event: Teacher Professional Development for Disability Inclusive Education

Proposal

An inclusive classroom environment is crucial for promoting equitable education in Somalia, a country striving to rebuild its education system amidst social and economic challenges. This paper examines the current situation and the way forward in establishing inclusive classrooms, with a particular focus on teaching and learning, curriculum development, and assessment practices. Through a desk review and analysis of the literature, the paper presents best practices from around the world that may be useful to implement inclusive classrooms in Somalia. The current situation in Somalia reveals significant educational disparities, as many children face barriers to accessing quality education. Factors such as poverty, gender inequality, disability, and displacement contribute to exclusion from mainstream educational settings. By incorporating inclusive approaches, Somalia can empower all learners, including marginalized groups, and foster a more inclusive and equitable society. These inclusive approaches require changes in teaching and learning methods, curriculum development, assessment practices, and partnerships. Teaching and learning methods in an inclusive classroom prioritize diverse learning styles, collaborative learning, and differentiated instruction. Culturally, responsive teaching practices respect and value students' backgrounds, fostering a sense of belonging and engagement. By incorporating inclusive teaching strategies, such as universal design for learning (UDL) and cooperative learning, educators can create an inclusive environment where every learner can thrive. Investments in teacher training programs and professional development on inclusive education are crucial to equip educators with the necessary skills and knowledge. Curriculum development process plays a crucial role in an inclusive classroom. A culturally inclusive curriculum should reflect the diversity of Somali society, providing content that is relevant, representative, and engaging for all learners. Incorporating inclusive literature, local narratives, and multicultural perspectives promotes understanding and empathy, fostering a more inclusive society. Assessment practices should be designed to accommodate diverse learners' needs and abilities. In an inclusive classroom, assessments should be fair, flexible, and aligned with the diverse learning outcomes. Implementing formative assessments, portfolios, and alternative assessment methods can provide a comprehensive understanding of students' progress while reducing bias and enabling all learners to showcase their abilities. Strengthening partnerships between schools and communities can enhance support systems, raise awareness, and ensure that all children have equal opportunities to access quality education. Collaboration among stakeholders, including policymakers, educators, families, and communities is required to sustain changes in practice and policy. In conclusion, establishing an inclusive classroom environment in Somalia has the potential to create a transformative impact on education. By prioritizing inclusive teaching and learning methods, developing culturally responsive curricula, implementing fair assessment practices, and building local and national partnerships, Somalia can foster a more inclusive and equitable society. The way forward lies in collaborative efforts, emphasizing the importance of investment in teacher training and community engagement to ensure sustainable and inclusive education for all.

Authors

• Dahlia Shaewitz, Third Sight, LLC

• Jafred Muyaka, University of Eldoret

• Suaad Abdulle, Somali Institute of Special Educational Needs and Disability SISEND