The Asia Education Summit on Flexible Learning Strategies for Out-of-School Children (24-26 February 2016) brought more than 550 education and learning colleagues from across the Asian Region and world to Bangkok, Thailand. The Summit welcomed 121 speakers and over 100 government officials. More than two-thirds of the Summit’s participants were NGO representatives and educators in the region who were, and currently are working “on the ground” in efforts with and for out-of-school children (OOSC). This report aims to highlight and give voice to the unique innovative initiatives and flexible learning strategies shared during the course of this three-day summit. Each presentation summary in this report is intended to stand alone, while contributing to the collaborative nature and understanding of the innovations and FLS for OOSC presented. Presentations inlcuded "Sustainable and Innovative Financing for Disabled and Disadvantaged OOSC in Thailand: Mae Hong Son Model"
This handbook has been developed specifically for Save the Children programme staff, implementing partners, and practitioners supporting education programmes in any context – development, emergency, or protracted crisis. The Inclusive Education Working Group (IEWG) recognized that inclusive education begins with the work being done by education staff in the field, and designed this handbook specifically with them in mind. Guidance has also been structured along the project cycle, so that it may be useful to programmes regardless of their current stage of implementation. This handbook is designed to provide guidance through the different attitudes and barriers that could be causing educational exclusion, as well as to identify key strategies to address them. The project steps are situational analysis, programme design, implementation design, implementation and monitoring, and evaluation and lessons learnt. Case studies presented include: community-based EMIS in Tajikistan; designing for gender equality in Sierra Leone; probing questions lead to deeper analysis and improved programmes (in Uganda); education in emergencies (in Syria); school self-evaluation in Lao PDR. Quick reference charts and further resources are offered for each step
Background paper for the Oslo Summit on Education for Development July 7th, 2015. This paper covers the four topics of the Oslo Summit: investment in education, quality of learning, education in emergencies and girls’ education. The inclusion of children with disabilities is a moral issue as well as an economic and social issue: the costs of exclusion are significant for both for the individual and for society. Disability inclusion should be mainstreamed in all policies and plans. Accessibility standards should be implemented and supported by international development cooperation. Currently, 1/3 of the 58 million out of school children are children with disabilities. Planning and budgeting by national governments and development partners needs to include children with disabilities. There is an immediate need for inclusive reporting and monitoring, for applying disability specific education indicators as well as a need for systematic collection of disaggregated data on disability, age and gender. Keys to achieving quality disability inclusive education include: requiring minimum standards of accessibility for all schools, including in emergency settings; investment in teacher training; ensuring that learning materials/resources are available in accessible formats and are easily adaptable; investment in assistive technology and devices; ensuring participation of Disabled People’s Organisations in education planning and monitoring.
AuthorAid is a tool to help researchers in developing countries to network and further disseminate their work to a wider audience. The website contains links to find mentors/collaborators, a range of E-learning opportunities, funding opportunities for people working in developing countries, and a plethora of resources on topics ranging from how to write a grant proposal though to the publication process itself
All students want to feel like they belong and that they are valued in their school community. School is a centrally important place to young people — not only where they learn fundamental academic knowledge, but also where skills in making and keeping friends, relating to peers, and social justice principles are learnt and practiced. What happens when young people feel like they don’t belong?
This paper examines a series of key issues about belonging and connection for students with disability and demonstrates research that shows:
• Feeling a sense of belonging and connection makes a positive difference to school life
•There are a number of key elements to belonging and connection — friendship, peer acceptance, capability, being valued and supportive relationships with key adults
• When belonging and connection are threatened, there are several areas in which the impact is seen. The friendships of students are limited; they are lonely; the places they can go within the school are controlled; there are tensions in negotiating support relationships; students feel and are excluded; and kid’s strengths aren’t seen by other students or adults in their school communities
• Bullying is a particularly strong threat to a felt sense of belonging and connection
The paper is also available at https://www.cyda.org.au/cda-issue-papers
All children in Australia have the right to an inclusive education. However, there are many barriers to the realisation of this right in the lived experience of children and families. Current efforts towards upholding the rights of all children are impeded by a lack of understanding of inclusive education and misappropriation of the term. Additional barriers include negative and discriminatory attitudes and practices, lack of support to facilitate inclusive education, and inadequate education and professional development for teachers and other professionals. Critical to addressing all of these barriers is recognising and disestablishing ableism in Australia.
This paper draws from recent research in addressing gaps in current understanding to provide a firm basis from which to inform research based policy development. Taking a rights-based approach, the paper focuses on developing a clear understanding of inclusive education and identifying strategies to enhance the education of all children in Australia
This guide offers practical ideas for including children and young people with disabilities in education during or after an emergency. It addresses current barriers to inclusive education. Specific sections cover curriculum content , tests and learning assessments. This guide will assist anyone working with teachers or facilitators in an emergency, whether as part of the formal education system or a non-governmental programme
This is a flipbook designed as an educational aid for carers and counsellers to educate children between the ages of eight and 14 on the basic facts of HIV and AIDS and how they can protect themselves against the disease. The book is colourful, fun and easy to follow and while it has been developed in an Indian context, can be used in any environment where HIV and AIDS education is needed
This paper critically examines the Sarva Shisksha Abhiyan (SSA) on the education of children in disabilities in India. Given statistical evidence, the author suggests that the National Action Plan for Inclusion for Education of the Children and Persons with disabilities (2005) is a challenge to implement, and that guidance and enforcement mechanisms for achieving its vision are weak. The paper calls for greater supply of learning aids in rural areas, recommends strengthening teacher training and encourages more effective measurement of disability educational support systems. This paper is useful for anyone interested in the education for children with disabilities in India
This booklet: * Introduces the concepts of quality education and effective learning. * Provides an overview of the impact of HIV and AIDS on quality education and effective learning. * Summarises the factors that contribute to effective learning in the context of HIV and AIDS education. * Highlights key issues to consider in developing and adapting HIV and AIDS learning materials, illustrated with case study examples.
This resource presents a story about a mother who takes her child to the clinic of an eye doctor to get his eyes examined. It uses both words and pictures to illustrate the details of his journey
The user has given permission for the uploaded document to be reproduced and made publicly available on the Source website
This is an introduction to the theory behind using picture cards as an educational and sensitisation tool with children affected by HIV and AIDS. It offers a detailed introduction to, and practical examples of, communicating with children and providing psychosocial support. The activities are set out clearly and are easy to follow and implement
"The course is intended to provide the specialists involved in education of people with special educational needs (SEN), with an overview of main ways, methods, and principles of information and communication technology (ICT) usage in their professional activities.
Materials of the course represent the best international experience, supported by comprehensive training materials and special sections with references, summaries, glossary, assignments, and bibliography for supplementary readings. The course offers the opportunities to acquire knowledge and develop practical skills on specifics of ICT application in faceto-face and distance education meeting the needs of six main groups of disabilities: physical, visual, hearing, speech and language, cognitive, learning. Particular emphasis of the course is placed upon the basic aspects of ICT policy development in special needs education (SNE), including promotion of ICT infrastructure, integration of ICTs into curriculum, training and retraining of ICT specialists in SNE
The materials presented in the course will be of interest to a wide range of specialists involved in education of people with SEN, from high-level policy- and decision-makers to researchers, teachers, programme planners, and curriculum developers"
This information pack provides tools for actively pursuing human rights. It contains precise steps to raise awareness of human rights in any community. Additionally it includes a DVD of 30 public service messages illustrating each of the articles of the Universal Declaration of Human Rights. The DVD also features the award-winning UNITED music video - a five minute film conveying the power of human rights awareness. The 'What Are Human Rights' booklet is also included in the information package bringing the Declaration to life and making each of the rights easy to understand. This information package can be ordered directly from the website and is useful for people in development pursuing a human rights approach
"The WHO mental health policy and service guidance package consists of the WHO mental health policy and plan checklists, and 14 interrelated modules...The package consists of a series of interrelated user-friendly modules that are designed to address the wide variety of needs and priorities in policy development and service planning. The topic of each module represents a core aspect of mental health"
This booklet looks at the different ways to stimulate a child with sensory impairments so that they are able to integrate or use together all senses to get the meaning from events and people around them. Many of the activities discussed facilitate cognitive development of deafblind children
This booklet describes the causes, syndromes and genetic conditions that may cause deafblindness. Knowledge of conditions that cause deafblindness provides teachers with important clues to students’ health status, physical stability, potential development as well as understanding of symptoms and the progression of students’ conditions
For deafblind children the ability to move about freely in the environment is sometimes difficult but is an important step towards independence. This booklet covers definitions of orientation and mobility, outlines the importance of them and gives techniques for guiding children that are suitable to Indian culture. It also describes concepts and skills that deafblind children need to learn and understand
Everyday activities such as; walking, running, bending, sitting, writing, dressing, are not always easy for children who are deafblind. This booklet offers some strategies to parents, carers and teachers for teaching such skills to deafblind children
The aim of the Planet Science website is to encourage children to learn about and become enthused about science. It is organised into eight main sections, each with its own type of visitor in mind and its own content. These are: information, ideas and resources for enhancing the teaching and learning of science; exploring the world of science through activities and experiments; science careers and advice; help for parents with activity ideas and experiments; ideas, information and interactivities for children under-11 years old; games, quizzes and amazing facts; and a library of science resources
Source e-bulletin on Disability and Inclusion