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Creating an inclusive school environment

DOUGLAS, Susan
Ed
2019

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This publication draws together research and learning from around the world, in papers which highlight the need for inclusive education and some of the steps being taken to implement it. 

The settings brought to life here reveal the work of teachers, leaders and policy makers in geographically and culturally diverse situations. In each of the chapters we see the challenges they face and the significant efforts they make to ensure access to, and engagement with, a quality education for all children. The collection includes 15 case studies:

 

Special educational needs and disability section:

  • Teaching for All: mainstreaming inclusive education in South Africa
  • Successful inclusive education starts with teachers: what have we learned? A multi-country case study
  • Teaching English as a second language to the visually impaired in disadvantaged contexts: a case study from Chiapas, Mexico
  • The Theatre of the Classroom

Displaced populations section

  • Teaching on the run: safe learning spaces for internally displaced persons
  • Developing resilience through English language teaching in youth centres across Iraq
  • Capacity building for inclusive classrooms: the Living Together training
  • Integrating Syrian refugee children and their parents into Lebanese early education systems

Gender and inclusion in the classroom section

  • A gender equality and social inclusion approach to teaching and learning: lessons from the Girls’ Education Challenge
  • Teacher development and gender equality in five Nigerian states
  • Creating gender-inclusive schools in Turkey: the ETCEP project in action
  • Education, English language, and girls’ development: exploring gender-responsive policies and practices in Nepal

Minority ethnic groups in the classroom

  • Social inclusion and the role of English language education: making a transition from school to higher education in India
  • Storytelling for diverse voices
  • Inclusive education in marginalised contexts: the San and Ovahimba learners in Namibia

 

Early childhood care and education in south east Asia : working for access, quality and inclusion in Thailand, the Philippines and Viet Nam

DE LOS ANGELES-BANTISTA, Feny
2004

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This study was commissioned to examine current early childhood care and education programmes and policies in three countries in the Asia Pacific region: Thailand, the Philippines and Vietnam. Specifically the study attempts to achieve two objectives: firstly, to give an account of the extent to which a holistic view of child development has been translated into learner-centred curricula that includes health and nutritional needs of young children, and secondly, to address gender issues and the inclusion of children at risk of experiencing marginalisation or exclusion. This study is aimed at practitioners and policy makers to help work directly with young children who are at risk or are made vulnerable by difficult life conditions brought about by social, economic, political and cultural factors. It is the author's opinion that social and cultural diversity, gender sensitivity and equality and a committment to inclusion based on respect for and acceptance of human diversity can be addressed meaningfully through early childhood development programmes.

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