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This guide provides basic information on the identification of deafness, importance of sign language and the need of education for deaf children. The guide accompanies the video 'Deafness'. This material is most appropriate for the African context

"The basic thesis we will explore in this article is that quality ECCD programmes provide a model that can be used for the development of inclusive programmes for children of all ages. It is particularly important that these programmes be developed for children from birth onwards, as many of the biological and environmental conditions that result in children having special needs can be ameliorated through early attention. In our discussion on inclusive ECCD programmes, we offer a brief description of the history of attention to those who are differently-abled for the purposes of understanding how we have arrived at the concept of inclusion. Then we define principles of programming for inclusive ECCD programmes, and we identify some of the issues related to creating inclusive early childhood programmes, and, finally, we determine what we need to be working toward"
The Coordinators' Notebook, No 22

An overall comparison between the two situations - 1986 and 1993 - reported here and in the previous report allow for some guarded optimism. Most countries provided some information on policies but varied greatly in the amount of detail offered. Special educational provision is more firmly located within regular education, at school and the administrative levels, than before and has greater legislative underpinning. Within the policy statements, themselves, the most common strands related to : developing the individual's potential, integration and necessary steps for implementation. Regarding legislation, most countries did include special needs provision in the same regulatory framework as general education; the most common reason given for excluding particular children was severity of disability. Much remains to be done and there is no room for complacency. Many countries face fiscal and personnel constraints, and maintaining let alone increasing existing investment in special educational provision will not be easy. A word of caution : even where resources are not the central issue, the pressures created by the general school reforms taking place in many countries may reduce the priority given to speical educational provision. However, progress has been made, despite the many difficulties.

(from Introduction) ... The purpose of this document is two-fold: to set out the key principles governing the education of children and young people with disabilities, and to provide a structure for reviewing the provision that is made. ...

This document examines the prevalence and need for inclusive education service provision for deaf, hard of hearing and deafblind people. The aim is define the scope of the issue and outline CBM strategy to achieve inclusion

This website highlights information about the association, its history, the aims, the structure and membership. Information is provided about national associations, interpreter trainings and accreditations, research/reference links, related newsletters and conferences. A summary page provides details of the website content in a range of different languages

Publishes original articles concerning special education; experimental as well as theoretical articles are included. Topics include curriculum development, teacher training, inclusive education, learning disabilities and cases studies
Three times a year
Free online (Vol 16 onwards)