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Inclusion for all: Research case study June 2018: Occupied Palestinian Territories

CAPPER, Sarah
El ZOKM, Norah
2018

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The Inclusion for All program, funded by the Norwegian Agency for Development Cooperation (NORAD) and implemented by Save the Children and its partners, seeks to increase the access of children with disabilities (CwD) to quality education and to strengthen child rights in the Occupied Palestinian Territories (OPT). The program works with children, parents, teachers, counselors, and principals at 30 public, UNRWA, and private schools in the West Bank, Jerusalem, and Gaza, since 2015. In addition, the program supports full inclusion of CwD in education and child rights governance through extracurricular activities run by a host of partner organizations and promotes policies and mechanisms that support such inclusion and child rights. This review of the Inclusion for All program, completed between February and May 2018, utilizes previously-collected quantitative data, in addition to data from focus group discussions and interviews with children, parents, teachers, counselors, principals, policymakers, and program implementers and observations of program activities.

Including alternative stories in the mainstream. How transcultural young people in Norway perform creative cultural resistance in and outside of school

DEWILDE, Joke
SKREFSRUD, Thor-André
2016

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The development of an inclusive pedagogy takes on new urgency in Norwegian schools as the student body has become increasingly culturally and linguistically diverse. Traditionally, the Norwegian school has been dominated by homogenising and assimilating discourses, whereas alternative voices have been situated at the margins. In response to this tendency, we present two transcultural students’ autoethnographic stories produced in alternative spaces to the Norwegian mainstream, that is, in a transition class for newly arrived students and on Facebook. Both spaces are perceived as contact zones in the sense that they are culturally and linguistically complex. This article illustrates how the students perform cultural and linguistic resistance towards dominant homogenising discourses as the transition class and Facebook seem to offer opportunities for constructing alternative stories. Moreover, we contend that these alternative stories offer important knowledge for conventional education contexts since they represent stories of competence in contrast to the assumed limitations of these students.

Teachers for all : inclusive teaching for children with disabilities

LEWIS, Ingrid
BAGREE, Sunit
July 2013

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This paper provides detail about the context and scale of the challenges of the global shortage of inclusive teachers for children with disabilities. It then outlines five broad issues that need addressing if we are to prepare, recruit and support enough teachers, with appropriate skills, to educate every child, including those with disabilities

Changing teaching practices : using curriculum differentiation to respond to students’ diversity

PERNER, Darlene
2005

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This guide was developed to facilitate and support inclusive education. It presents strategies and learning activities to facilitate curriculum differentiation, and offers suggestions, strategies, and learning activities to teachers to use in classrooms. This guide is useful to anyone interested in using curriculum differentiation to respond to students’ diversity

Let's teach about AIDS : communication in AIDS education

LAVER, S
1992

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Ideas and practical activities around HIV/AIDS communication, emphasizing the need to listen, encourage and share, and to build on what people already know. One in a series of six booklets developed in southern Africa for use by AIDS educators, describing participatory learning exercises that can be used with adults and young people. Other booklets in this series cover a range of issues, including drama, AIDS education and evaluation

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