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Cycle 6 (2017 Deadline)
Students with disabilities and pedagogical practices of teachers in the schools in three regions of Haiti
PI: Rochambeau Lainy, rochambeau.lainy@ueh.edu.ht, The GIECLAT (Groupe d’Initiative pour l’Etude de la Cognition, du Langage, de l’Apprentissage et des Troubles)
U.S. Partner: Nathalis Wamba, Queens College
Project Dates: April 2018 - March 2021
Medium Article on Project - March 2021
Project Overview:
This project will involve collection and analysis of data on students with disabilities and the pedagogical practices of their teachers in areas of Haiti devastated by Hurricane Matthew on October 3, 2016. The Grand Anse, Nippes, and Southern areas of Haiti suffered massive destruction of all infrastructures, including housing, health, transportation, and education; many people in these areas of Haiti had probably already been devastated by the severe earthquake in January 2010. While there are ongoing efforts to respond to basic needs of survivors, less than two percent of humanitarian aid efforts go to education. Of the humanitarian aid for education, very little is allocated for children with disabilities. In post-earthquake and hurricane reality, meeting basic life needs is difficult for everyone (with or without disabilities) in the best of circumstances. The Haitian Ministry of Education has begun to address the educational needs of those with disabilities, but demographic summaries suggest that less four percent of children with disabilities are registered in school. It is reasonable to expect (but we don’t know) that today the number is even smaller and that children with disabilities are receiving very little education. Given this large area of need, Dr. Lainy and his colleagues will focus their project on expanding known data about youth with disabilities in Haiti. The objectives of this project are to (1) estimate the number of students with disabilities in three departments of Haiti, (2) survey the needs of students with disabilities in these departments, (3) determine services received by these students, and (4) describe the educational context for these students, including resources and practices of teachers and schools.
Since the devastating earthquakes in 2010, Haiti has received $4.2 billion from the U.S. Government to help transition from disaster relief to a long-term development plan. This project will support these goals by building an information infrastructure about the status and needs of those with disabilities in Haiti, many of whom were disabled directly by the disaster events. Expected specific results and outcomes of the project include:
1. Providing donors and stakeholders (e.g., USAID/Haiti, the Ministry of National Education, NGOs, etc.) with credible and reliable data to guide their actions to increase access to educational activities to youth with disabilities in Haiti
2. A description of the causes, symptoms, and impacts of mental and/or motor disabilities among school students in Grand Anse, Nippes, and Southern areas of Haiti
3. A description of the limitations of the pedagogy used and the weakness of the available infrastructures
4. Increased awareness among teachers, principals, parents, and local authorities regarding the impacts of disabilities
5. A set of resources and way forward to assist students with disabilities
6. A summary description and analysis of the psychological impacts of disabilities on students
Final Summary of Project Activities
This project was a comprehensive effort to address the challenges of inclusive education in Haiti, with a particular focus on the Grand Sud region. The primary goal was to conduct qualitative research, supplemented by quantitative methods as needed, to understand and improve educational practices for students with disabilities.
The research initiative identified 13 communes and two localities, Léon and Fonds-Cochon, as key research sites. Additionally, schools in five communes of the South and four communes of Nippes were included in the study. This broad geographical scope ensured a diverse representation of educational contexts, both urban and rural, across the targeted regions.
One of the significant findings was the glaring absence of inclusive education within university curricula, particularly at institutions like UPGA (Université Publique du Grand'Anse). This gap underscored the need for systemic changes in how teachers and educational leaders were prepared to support students with disabilities effectively.
In terms of methodology, the project sampled 60 schools in the Grand'Anse region, 12 in the South, and 10 in Nippes. This extensive sampling allowed researchers to document various learning difficulties among students and assess the capacity of teachers and school administrators to address these challenges adequately. The research highlighted deficiencies in school governance related to handling disabilities, prompting a critical evaluation of existing educational policies and practices.
A pivotal aspect of the project was its impact on stakeholders within the educational community. Teachers and administrators demonstrated a growing interest in inclusive education principles, moving away from outdated and narrow conceptions of disability. Through discussions, interviews, and collaborative efforts with researchers, these stakeholders began to embrace a more inclusive approach to teaching and school management.
The dissemination of findings was another key outcome, with significant media coverage and scholarly publications. Notably, the project resulted in ten articles published in Haitian and Guadeloupean media outlets and eleven scientific articles in a Canadian publication focusing on disabilities in Haitian schools. This dissemination helped raise awareness and fostered broader discussions on educational equity and inclusion.
Furthermore, the project's success led to additional funding and support for expanding its initiatives. This included initiatives such as further teacher training and the establishment of a Master's program in Inclusive Education at UPGA. These developments were crucial in institutionalizing inclusive education practices and building capacity among future educators and educational leaders in Haiti.
Publications
Lainy, Rochambeau, ed. Context, Crises, Disability, Diversity, Education, Educational, Exclusion, Haiti, Inclusive, Learning, Relationships. Taylor & Francis, 2023. https://library.oapen.org/handle/20.500.12657/60238.
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