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School and classroom disabilities inclusion guide for low- and middle-income countries

BULAT, Jennae
HAYES, Anne
et al
January 2017

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This guide provides strategies and recommendations for developing inclusive classrooms and schools. We specifically address the needs of Sub-Saharan African countries, which lack the resources for implementing inclusive education. However, our strategies and recommendations can be equally useful in other contexts where inclusive education practices have not yet been adopted. Strategies for enhancing existing school and classroom environment and instruction include: modify the physical environment; modify classroom managment strategies; ensure social inclusion; adopt best instructional practices; apply strategies for students with sensory disabilities; and use assistive technologies. Strategies for adopting response to intervention include: tier by tier implementation; individualised education plans; and planning for school wide adoption of inclusive practices and a multilevel system of support.

 

 

Strengthening participation of children and young people with disability in advocacy

SIMMONS, Dr. Catharine
ROBINSON, Dr. Sally
October 2014

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Participation by children and young people in advocacy and change-making can not only improve and foster positive change in their own lives, but also influence the lives of others. When young people’s participation is supported, meaningful and engaged, multiple benefits accrue; their perspectives and experiences bring a unique contribution and can result in rights-based empowerment, enacted citizenship and improved relationships. This has the potential to shape policy, to increase the relevance and responsiveness of organisations they use, and to influence change in their communities in positive ways

 

However, there are significant issues and a range of barriers that discourage, prevent or actively exclude children and young people with disability from participating. A culture of low expectations, social and cultural barriers, relationship and identity difficulties and practical hurdles exist for many young people. As a result, many are precluded from participation, particularly around change-making activities

 

This paper examines how meaningful participation of children and young people with disability in advocacy and change-making can be strengthened. In the paper CDA calls for the promotion of children and young people’s participation as active and valued community members

Developing intervention strategies to improve community health worker motivation and performance

FRANK, Tine
KALLANDER, Karin
2012

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"This 28-page learning paper describes Malaria Consortium’s experience with Integrated Community Case Management (ICCM) in malaria prevention and treatment in Mozambique and Uganda. ICCM is an approach where community-based health workers are trained to identify, treat, and refer complex cases malaria (and other diseases) in children"
The Learning Series Papers

Community-based health financing and child health

MAKINEN, Marty
PARTNERS FOR HEALTH REFORMPLUS (PHRplus)
et al
2006

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This brief reports on the effects that membership in community-based health financing schemes has on the use of health services when a member is ill or injured and, specifically, on priority child health services (immunisations, vitamin A supplementation, treatment of diarrhoeal disease, and prevention and treatment of malaria). The results come from household surveys performed by the Partners for Health Reformplus project (PHRplus) in the three West African countries of Ghana, Mali, and Senegal in 2004

School readiness

WATSON, Johanna
February 2003

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This paper presents an overview of main theoretical approaches to school readiness and of the critical themes relating to children's transition to school. It analyses the demands, implications and predictors of a successful transition both at the individual level - children's social competence, physical health, emotional stability, language skills, discipline - and at social level, looking at how parents can support their children in the transition process, how to assess whether the school is ready for the child but also introducing the concept of school readiness of the community, emphasising a shift from the individual - child's abilities and/or parents' skills - to the society - the community's ability to respond to the educational needs of children

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