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Disability, CBR & Inclusive Development, Volume 30, No.2, 2019 (Summer 2019)

June 2019

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Research articles are:

 

  • Stereotypes about Adults with Learning Disabilities: Are Professionals a Cut Above the Rest?
     
  • Perceptions of Primary Caregivers about Causes and Risk Factors of Cerebral Palsy in Ashanti Region, Ghana
     
  • Changes in Social Participation of Persons Affected by Leprosy, Before and After Multidrug Therapy, in an Endemic State in Eastern India
     
  • Users’ Satisfaction with Assistive Devices in Afghanistan
     
  • Perceived Benefits and Barriers to Exercise among Physically Active and Non-Active Elderly People

 

Brief reports are:

  • The GRID Network: A Community of Practice for Disability Inclusive Development
     
  • A Preliminary Report of the Audiological Profile of Hearing Impaired Pupils in Inclusive Schools in Lagos State, Nigeria

 

An experiential report is given:

  • MAANASI - A Sustained, Innovative, Integrated Mental Healthcare Model in South India

 

Mainstreaming inclusive education: Sharing good practices

KABANI, Maliha
HEIJNEN-MAATHUIS, Els
LIGNELL, Mats
et al
May 2019

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The primary aim of this documentation is to provide a deeper understanding of how Save the Children projects have applied more inclusive concepts in not only changing the lives of children with disabilities, those living in poverty or children from ethnic minority populations, their families and communities, but in catalysing changes in policies and practices to the education system to benefit all learners. The stories follow a common structure describing the background of the project, a description of an approach that has worked especially well in the project, followed by stakeholder and partner engagement, participation of children, key milestones and significant challenges, scalability and sustainability, recommendations for replication and contact links for project tools and materials. A selection of practical tools and models have been attached as annexes.

INCLUDE US! Good practices in the inclusion of persons with disabilities in Myanmar

HUMANITY & INCLUSION (HI)
2018

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In 2015, Humanity & Inclusion HI began the project: “Empowering persons with disabilities to contribute to equal access to basic social services and local policymaking processes in under-resourced areas of Ayeyarwady and Mandalay”. The project supported Disabled Peoples Organizations and other civil society groups to participate in the development of inclusive regional policies and programmes, and to promote good practices contributing to greater access to services for persons with disabilities. An aim was also to document, publish and disseminate these good practices throughout Myanmar, increasing awareness and understanding in order to sensitise people to disability inclusion and influence policy change. Rather than focusing on what is not working, this report seeks to shift attention to what has worked locally and how it could be replicated in other parts of the country, providing constructive, practical recommendations to decision-makers, service providers and other community groups in Myanmar. The report is related to two projects. The second is “Advocacy for Change: Fostering protection and rights of men and women with disabilities in Myanmar”. 

 

There are global recommendations. There are seven good practices:

  • Related to education:  Case Study I: Promoting Inclusion of children with disabilities in Middle Schools of Ayartaw. Case Study II: How the development of the teacher training promotes inclusion of all children in education
  • Related to economic life: Case Study III: How partnerships between private companies and organizations of people with disabilities can improve access to employment and vocational training
  • Related to social/community life: Case Study IV: Giving the Myanmar Deaf Community access to information.  Case Study V: How parental advocacy can make a difference
  • Related to political life: Case Study VI: Community advocacy in obtaining the National Registration Card. Case Study VII: Supporting people with disabilities to participate in Myanmar elections

 

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.

 

 

Hear my voice: old age and disability are not a curse. A community-based participatory study gathering the lived experiences of persons with disabilities and older people in Tanzania

MRISHO, Mwifadhi
FAKIH, Bakar
GREENWOOD, Margo
STEFF, Marion
2016

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Community based participatory research (CBPR) was used to provide evidence on the specific nature and experiences of persons with disabilities and older people from their own perspectives in Tanzania, through the lens of social, political, economic and cultural inclusion. The aim was to strengthen efforts to provide services for and improve the lives of people living in the rural and urban settings of Nachingwea and Kibaha Urban Municipal Council. Twenty-nine peer researchers (nine persons with disabilities, 10 older people and 10 Tanzanian Non-Governmental Organisation (NGO) members working in these communities) were involved in the study. A total of 106 stories were collected. Eight priority areas emerged and were chosen by peer researchers for further discussion in groups: access to education and quality learning; access to health services; issues fed back from NGOs; poverty relating to income and dependence; attitudes towards witchcraft and albinism; relationship difficulties and marriage breakdowns; sexual violence and gender issues; poor treatment from family
 

Human Rights

www.macao-tz.org
December 2014

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Malezi AIDS Care Awareness Organization (MACAO) is a non-profit organization reaching out to neglected Indigenous people in Ngorongoro District, Arusha Region of Northern Tanzania.  Macao founded in 2003, Macao is a humanitarian organization that provides assistance to approximately 200,000 Indigenous Maasai community in Ngorongoro district for addressing needs of water and sanitation, food security, health Care Research, Education, Research environment, Maasai Traditional Research, Human Rights and sustainable economic development by strengthening their livelihoods.  In addition to responding to major relief situations, MACAO focuses on long-term community development through over 4 Area Development Project. We welcome the donors and volunteers to join us in this programs, we are wolking in ruro villages.

Inclusive Tanzania network : access to education and political participation of persons with disabilities

LIGHT FOR THE WORLD
Ed
October 2014

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MTAJU - Inclusive Tanzania was a pilot project aiming to empower persons with disabilities through inclusive education and political participation that ran from November 2005 to December 2010. MTAJU is a network of Tanzanian Disabled People’s Organizations (DPOs) and Pro Disability Organizations (PDOs), who campaign together for an inclusive society where people with disabilities enjoy the same rights as other citizens. The project's main aims were the legal, political and social establishment of the right to education of children with disabilities and the right to political participation of persons with disabilities. This short learning guide is based on the full project report and highlights the key lessons learned by the project team. This guide would be very useful for anyone interested in the access to education for children with disabilities and the participation of disabled people in public and political life in Africa in particular and the global south in general

Learning Guide, 2/2014

Refugees with disabilities : increasing inclusion, building community : a discussion tool on improving access and inclusion for displaced persons with disabilities

WOMEN’S REFUGEE COMMISSION
2014

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This presentation is a “tool for raising awareness among community workers, volunteers and displaced people about increasing access and inclusion for persons with disabilities in refugee and displacement contexts. It can be used by staff of organisations working with refugees and displaced persons, as well as community leaders and disability associations conducting sensitisation with the wider refugee community. The tool illustrates common barriers experienced by persons with disabilities in displacement contexts, as well as positive practices or approaches to promote inclusion. Suggested questions provide a guide for facilitators of the discussion, but should be adapted according to the context and audience. The tool is intended to facilitate conversation about concerns and ideas for change at field levels, but is not a comprehensive catalogue of either barriers or solutions in these contexts”

Education and livelihood opportunities (ELO) : a whole community approach for education

DISABILITY AND DEVELOPMENT PARTNERS (DDP)
2011

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This report provides a synopsis of the processes and achievements of an inclusive education and livelihoods opportunity programme in rural Chamrajnagar, Karnataka state, India. The programme’s objective was to improve the quality of village government primary education provision for all children while promoting equality of opportunity in it for disabled and otherwise marginalised children. The resource highlights changes that were needed so disabled and other marginalised children could enjoy educational opportunities and outlines how these changes can be achieved

Community based disaster risk management (CBDRM) guidelines

PARIPURNO, Eko
et al
2011

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This set of guidelines is designed to help Community Based Disaster Risk Management (CBDRM) practitioners in building community resilience to disaster risk by coping with hazards and working around the issues of capacity and vulnerability. It is focused on building capacity in mobilising community collective resources in managing disaster risk instead of building their dependence on external support and assistance. The first half of the document details the importance of CBDRM, whilst the second explores the various tools at practitioners disposal (e.g. participatory research tools, facilitation methodologies and community organising strategies).

Change at hand : web 2.0 for development

ASHLEY, Holly
et al
June 2009

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There are dozens of emerging interactive web services and applications, sometimes referred to as the ‘participatory’, ‘social’ or ‘readwrite’ web, but more commonly known as Web 2.0. Together, they are radically changing the ways we create, share, collaborate and publish digital information through the Internet. These new technical opportunities bring challenges as well as opportunities that we need to understand and grasp. Most of the themed articles are based on presentations made at the the international Web2forDev conference, 25-27 September 2007 at the Food and Agriculture Organization (FAO) headquarters in Rome, Italy

Community action and the test of time : learning from community experiences and perceptions|Case studies of mobilization and capacity building to benefit vulnerable children in Malawi and Zambia

DONAHUE, Jill
MWEWA, Louis
December 2006

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This case study review seeks to identify lessons learned from community experiences and perceptions of community mobilisations initiatives in Malawi and Zambia, particularly the sense of ownership generated and where that has been able to sustain activities to benefit especially vulnerable children. It would be of interest policy makers and programme designers

CBR as part of community development : a poverty reduction strategy

HARTLEY, Sally
Ed
2006

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Contents: 1. Community-based Rehabilitation Africa Network (CAN) 2. CBR as part of community development and poverty reduction 3. CBR as part of social, cultural and political developement 4. CBR and economic empowerment of persons with disabilities 5. Community-based rehabilitation as part of inclusive education and development 6. CBR as part of community health development 7. HIV and AIDS, and disability 8. International Classification of Functioning, Disability and Health (ICF) and CBR 9. CBR research as part of community development 10. Information sharing and community-based rehabilitation 11. The Malawi directory of disability organisations

Community capacity enhancement handbook : the answer lies within

GUEYE, Moustapha
et al
2005

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This manual draws on the experience and practice of the UNDP Community Capacity Enhancement programme, known as CCE. The programme addresses the underlying causes of HIV/AIDS, including power relations, gender issues, stigma or discrimination. The programme makes extensive use of the Community Conversations methodology - an interactive and systematic dialogue with the community - as a means to policy making participation and action. This manual is designed for CCE trainers who will train others in the Community Conversations methodology, in addition to practising it themselves. Community Conversations provide a platform for people to think through all the repercussions of a situation, and the way their individual values and behaviours, and those of their family and neighbors, affect people's lives. Community Conversations create a space for mutual learning and result in new perspectives. They help reshape relationships in line with transformed values. They are inclusive processes for enhancing the capacity of all. If successfully facilitated, Community Conversations result in a series of decisions and agreements on ways to move a community forward. The development of skilled facilitators is therefore critical to successful implementation. This is a comprehensive resource, written in a very accessible language. The methodology can be easily adapted and applied to a variety of contexts

Community capacity enhancement strategy note : the answer lies within

GUEYE, Moustapha
et al
2005

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Th is publication outlines the rationale and strategy behind the UNPD Community Capacity Enhancement (CCE) programme and provides a guide for its implementation. The programme is an integral part of UNDP's Leadership for Results programme and is based on a methodology known as Community Conversations. The CCE programme is aimed at dealing with the underlying causes of HIV/AIDS, be they power relations, gender issues, stigma or discrimination. Most community methodologies rightly focus on awareness-raising and discussion; CCE focuses heavily on interactive dialogue on the epidemic's deeper causes and, through a facilitated process, community decision-making and action. The note also contains implementation guidelines and describes key steps in facilitating Community Conversations

Becoming an inclusive, learning-friendly environment

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANISATION (UNESCO). Asia and Pacific Regional Bureau for Education
2003

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Booklet 1 describes what is an inclusive, learning-friendly environment (ILFE) and what are its benefits for teachers, children, their parents and communities. It also will help to identify the ways in which a school may already be inclusive and learning-friendly, as well as those areas that may need more improvement. It will provide ideas about how to plan for these improvements, as well as how to monitor and evaluate the progress

Working with families and communities to create an ILFE

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANISATION (UNESCO). Asia and Pacific Regional Bureau for Education
2003

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Booklet 2 describes how to help parents and other community members and organizations to participate in developing and maintaining an inclusive learning-friendly environment (ILFE). It gives ideas about how to involve the community in the school and students in the community. It will help identify in what ways this is already going on, and it will offer ideas for involving families and communities even more in promoting and developing an ILFE

Getting all children in learning

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANISATION (UNESCO). Asia and Pacific Regional Bureau for Education
2003

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Booklet 3 will help individuals working in schools understand some of the barriers that keep children from coming to school and what to do about them. The Tools are presented in a building block fashion (step-by-step), and they contain ways of including traditionally excluded children that have been used widely and effectively by teachers throughout the world. These Tools, will enable the reader to talk with other teachers, family and community members, and students about what conditions may be pushing children away from learning. They also will be able to identify where the children live, why they are not coming to school, and what actions can be taken to get them in school

Creating inclusive, learning-friendly classrooms

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANISATION (UNESCO). Asia and Pacific Regional Bureau for Education
2003

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This booklet will help the reader to understand how the concept of learning has changed over time as classes have become more child-centred. It will give the reader tools and ideas about how to deal with children with diverse backgrounds and abilities that attend aclass, as well as how to make learning meaningful for all

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