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Inclusion of the Children with Disabilities among School in Algeria

Article · October 2018

DOI: 10.30845/ijbss.v9n10p3

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International Journal of Business and Social Science Vol. 9 • No. 10 • October 2018 doi:10.30845/ijbss.v9n10p3

Inclusion of the Children with Disabilities among School in Algeria

Dr. Saad Eddine Boutebal

Social Sciences Department
Khemis Miliana University
Algeria

Dr. Samia Yahi

Social Sciences Faculty
Algiers University 2
Algeria

Abstract
Recently, many countries in the world have focused on promoting education of disabled children to qualify them
in order to interact with the society they belong to. It is worth stating that the education of disabled children who
are enrolled in regular schools has shifted from integration to inclusion. The idea of inclusion came out as a
result of a limited capacity and efficiency faced by integrating education. The developed countries have achieved
considerable steps in this domain, regardless the problems they still face. But, what about developing countries?
Especially, if we bear in mind that a huge number of disabled children are not yet enrolled in any school. With
reference to these important facts, we have decided to assign our paper on Algerian experience in this domain.
The point is that Algeria has made education of normal children and disabled as its first priority. So, what are the
policies and strategies that have been adopted in Algeria to support education of disabled children? And this is
what we are going to present by emphasizing on the Algerian experience.
Keywords: Disability, Childhood, Inclusion, Integration, Education.
Introduction
According to the statistics of the National Bureau of Statistics (2010) published by the Ministry of National
Solidarity and Family, about 130,000 children with disabilities are under the age of five (Aguoun Asia 2012, p.
187).
Disability refers to a permanently fixed state resulting from illnesses, accidents, or congenital defects. We can
distinguish between two types of disability: physical and mental. Mental retardation is more important. It leads to
social marginalization and to learning difficulties, that may be significant or minor (Lamine, 2007, p. 336) As
defined by the International Classification of Disability (CIF) and Health, focusing on the deficiency experienced
by the person on the one hand and the role of the environment on the other one, which may appear as a facilitator
or obstacle. (43Rapport national sur les personnes handicapées, 2014, p)
The environment of the disabled person may be general, and the disabled child in particular is troubled with
obstacles, whether in the social, geographical or educational environment. The latter plays an important role in
shaping the personality. Moreover, it participates in the development of the handicapped child, and thus raising
his self-esteem and rehabilitation to interact with his society. This also concerns their collective citizenship and
active participation.
The study of the educational environment has led us to talk about the course of education for the handicapped
child. Thus, the process of studying for handicapped children in most countries (America, France, Britain, etc.)
has gone through three phases. In the early seventies, the stage of segregation, where children with special needs
are in specialized institutions away from ordinary children. This type of schooling allows for an appropriate
response to these children through specialized specialists and practices.
From the mid-1970s to the 1990s, a new phase of integration education at the standard school level has been
introduced, thanks to a series of reports submitted by a number of countries and international declarations (United
Nations 1993, UNESCO, 1994).
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This concerns children with disabilities who affirm the right of persons with disabilities to participate in social life
the competent institutions remained open in some countries to receive children who are unable to attend normal
schools because of their disability (Thomazet, 2008, p127)
Gossot (2002) points out that integrated education treats the disabled child in the normal school as a personal
dimension.It is primarily based on the child's effort to adapt to the school and its employment standards, while
providing personal assistance that allows them to pursue education as it is.(Galasso-Chaudet & Chaudet, 2015,
p133)
This type of education does not provide the right conditions for the disabled child to learn.But, the latter must do
his best to follow up and assimilate the lessons and to integrate into the group (Manuel de formation des
enseignants en éducation inclusive, 2012, p14)
There has been a significant changes in inclusive education, its objectives, implications and effects during the
1990s, mainly because of recognizing that existing integration models only close specialized schools, add
handicapped students to regular schoolchildren, and follow normal curricula that do not respond to the learners'
expectations and needs, to be of a great benefit (International Conference on Education, 2008, p. 9). As a result of
all these considerations, educational policies in many countries of the world, especially western ones, have turned
to a different form of education called education inclusive. However, the call for inclusive education, or education
for all was achieved only in 1994 with the Salamanca Conference. It stated that regular schools provide high
quality education to all pupils, including persons with disabilities, without discrimination. Moreover, UNESCO
Guidelines for Integration (2005) states that the essence of education for all is the human right to education
(OHCHR Annual Report, 2013, p. 5)
The use of the word inclusion rather than integration was specifically chosen after the presentation of the
international lecture "Education for All" in 1990 in Jomtien Thailand. It reflected a better will to put an end to the
separation and discrimination that prevailed. 2010, p143-144)
Inclusive education for children with a disability status is intended to teach all children without exception in the
departments or educational institutions of the child's neighbourhood. These are preferred places for diversity and
other learning (Stanback, Villa and Thousand, 2005) Tant et Waitelain, 2014, p38). According to Armstrong
(1998), integrative education is a radical situation that requires that the sections themselves can be transformed
into school groups, where all teachers are received under the rule of equal rights.
(Plaisance et Belmont, 2007, p160)
The integration of handicapped children is a major challenge that many countries are trying to raise. However,
many of them, such as France, face many problems, including the large number of disabled people, lack of
resources, etc., and each country has its own educational strategy in this field. As far as the problem of integrated
education in our country is concerned , what have we prepared for that, and what strategy we have taken? We will
present this through the Algerian experience in the field of education for disabled children.
The term 'intégration' was used by Rouhi Marouhe Abdat (2010) to express the merger. Rekab Anisa (2013) used
the term intégration to indicate the integration of the integration, as preferred Emad Farouk Mohammed Saleh
(2011) word merger to express the INCLUSION. The translation that we will use in this paper is the "integration"
of the word intégratif and the "integration" of the word inclusif.
Basic concepts
1. Integrated education (L'éducation intégrative):
Sue Stubbs (2002) has seen it as a type of education for children with disabilities in a mainstream or normal
environment. The disabled child is accepted at the regular school level. But, he receives lessons by a professor in
a separate department. In inclusive education, the educational system does not adapt to the needs of the disabled
child, but to what is happening as it is the other way around, since it is the child who has to adapt to this
educational system.
The disabled child is received at school without any discrimination in the teaching methods and the course of
ordinary children, and the success of such integration can only be achieved if the child takes special care. In fact,
the integrative education seeks to change or re-educate the child in order to integrate him in the educational
system and society.

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International Journal of Business and Social Science Vol. 9 • No. 10 • October 2018 doi:10.30845/ijbss.v9n10p3

In this type of education, it is the disabled learner who must adapt to the educational system with a variety of
skills, and not the opposite (Manuel de formation des enseignants en éducationinclusive, 2012, p12-13)
We conclude from the foregoing that integrated education is based on the reception of disabled children,
regardless of their disability, in an ordinary school environment next to their peers from ordinary children.
The learner (disabled) in this model of education is subjected to a rigorous assessment process, or will be
combined with ordinary children in some articles.
2- Education inclusive:
Integrative education is a process that takes into account the different needs of each child. It allows for
participation in learning, cultural life, and group life. It also aims to reduce marginalization within, and outside the
school. This type of education requires changes and transformations in the content of school programs; it also
depends on the belief that the normal educational system is primarily responsible for the education of all children
(Wormanaes, 2005, p82).)
Plaisance (2007) adds that the integrative school accepts all differences, and assumes that the educational system
adapts to the specificities of the child (Voyazopoulos, 2016, p14). Integrated education involves a type of
education that dissolves individual differences, all disabled children receive whatever their disability is, with their
peers from ordinary children in the same classes, adapting the educational environment and making it more
appropriate in terms of programs, buildings, school equipment. .etc. Having identified the basic terms that we
have adopted in this article, we shall now begin to present the Algerian experience.
The potential of integrating children with disabilities into the school:
In fact, the Ministry of National Solidarity is working to encourage the inclusion of children with disabilities in
the normal school environment of national education. This is done by circulating the process of opening
specialized sections at the level of all states in coordination with the national education sector (Programs for
protection and promotion Persons with Disabilities) , July 2016).
The process of caring for children with sensory disabilities (the hearing weakened and the blind) started in the
integration sections in the normal school environment during the 1990s, prior to the issuance of the joint
ministerial decision of 10 December 1998, which included the opening of special sections for the hearing
weakened and the blind in the educational institutions of the sector of National Education. (Document Education
et enseignement spécialisés pour enfants handicaps en milieu ordinaire, ministère de solidarité nationale, de la
famille, et de la condition de la femme, mai 2015)
This arrangement, which previously covered only children with sensory disabilities, was extended to include
children with a minor mental disability. Under a joint ministerial decree dated March 2014 between the Ministry
of National Solidarity and the Ministry of National Education, it defines how to open special sections for disabled
children in the educational institutions of the education sector (Data document on programs for persons with
disabilities and their promotion, Ministry of National Solidarity, 2016). Special classes for the disabled are
provided by:
Eight (08) to twelve (12) children at most, for children with hearing or visual weakening. Six (06) to 10 (10)
children with a minor mental disability. (Document Education et enseignement spécialisés pour enfants
handicapés en milieu ordinaire, ministère de solidarité nationale, de la famille, et de la condition de la femme, mai
2015)
The overall inclusion of disabled children is also supported in sections for ordinary children, especially at the
middle and secondary levels. The number of special departments open for this school year 2015-2016 has reached
414 in 41 provinces and 282 departments during the 2014-2015 academic year, including 250 special sections for
children with minor mental disabilities. The level of these special sections is 3246 disabled children among them
(1326 girls). (Programs for the Protection and Promotion of Persons with Disabilities, Directorate General for the
Protection and Promotion of Persons with Disabilities, July 2016)
They are distributed according to the type of disability as follows:
- A mild mental disability: 2120 children, including 811 females.
- Hearing impairment: 1073 students, including 490 females.
- Visual disability: 53 students, including 28 females.

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Table (01): shows the evolution of the number of open private departments in Algeria
Year Number of open year
sections
2000 23
2005 31
2010 54
2014 208
2015 282
2016 414
(Data document on programs for persons with disabilities and their promotion, Ministry of National Solidarity,
2016)
From the data in the above table, we can deduce that there is a significant increase in the number of open special
classes, especially since 2014 when the doors of special classes for children with intellectual disabilities were
opened. This indicates the seriousness of interest in this category and work on promoting it in the best conditions.
Table (02): shows the evolution of the number of integrated disabled children
Year Number of open year
sections
2000 158
2005 278
2010 557
2014 1745
2015 2482
2016 3246
(Data document on programs for persons with disabilities and their promotion, Ministry of National Solidarity,
2016) According to the data of Table (02), there is a remarkable development in the number of handicapped
children who are integrated into the special classes, especially since 2014. The Ministry of National Solidarity and
the Ministry of National Solidarity, dated 13 March 2014, define the modalities of opening special divisions for
children with disabilities within the public education institutions of the national education sector.
Primary and Middle school end Exams:
Table (03): Success rate, Number of successful, Number of candidates and Nature of disability
Nature of disability Number of successful Number of candidates Success rate
Hearing impairment 327 371 88.14%
Visual impairment 91 93 97.84
Motor disability 3 4 75%
Shortness of breath 6 11 54.54%
Integrated sections 119 130 91.53%
Total 546 609 89.65%
According to findings in Table (03), the success rate of learners with disabilities is varied and is considered as the
best in terms of results achievement. Then, this reflects the outstanding work embodied with those children. This
is an incentive for achieving the best teaching results that meet the expectations of children with different
disabilities.

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International Journal of Business and Social Science Vol. 9 • No. 10 • October 2018 doi:10.30845/ijbss.v9n10p3

2. Certificate of Middle School Education (fourth year average)

Table (04): Success rate Number of successful Number of candidates Nature of disability
Number of Number of
Nature of disability Success rate
successful candidates
Hearing impairment 46 145 31.72%
Visual impairment 78 91 85.71%
Motor disability 4 5 80%
Shortness of breath 1 5 20%
Integrated sections 17 66 25.75%
Total 146 312 46.79%
According to the data in Table (04), the achieved results with visual and motor disabled people were distinct.
Nevertheless, we notice a weakness in people with other disabilities. This is due to the difficulty of the teaching
process on the one hand. On the other hand, it is because of its requirement for the specialists and professionals.
This pushes the concerned institutions to work on developing their human qualifications adhering the latest
advancements and so for the requirements of cases to increase efficiency and better results achievements.
Conclusion
We can say that the field of education for children with special needs in Algeria is particularly well considered
both in terms of legislation, and pedagogy. This is evident from the developments in this field, such as; the
increasing number of integrated children with disabilities. But, more efforts are needed by the establishment of an
effective policy and strategy of efficient education, with the participation of the ministries concerned. In addition
to the need to make changes and changes to our educational system, with more appropriate programs and a
suitable educational environment for these children, in order to facilitate the process of rehabilitation and their
interaction in the community.

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