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Inclusive education training guide

LEWIS, Ingrid
July 2021

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This package is designed to assist with the training of staff within CBM and its partners. It has been prepared with country and regional advisory staff in mind but will have value for project/ programme management and other staff too. It has been designed for use with small groups of participants (e.g., maximum 10-15).

This training package focuses on inclusive education. It interprets inclusive education in a broad sense as a dual process of bringing about education system change, at all levels of education, to the benefit of all learners; and supporting the needs of individual learners, especially those with disabilities. It is not a training about specific impairments, nor will it show participants how to identify, teach and support learners with specific impairments. Instead the package helps participants to understand better the overarching challenges being faced and the systematic programme and advocacy approaches that CBM, its partners and other similar organisations need to engage with.

 

This training package consists of the following booklets:

A Inclusive education and CBM

B Inclusive education and the community

C Participation and achievement for all learners

D Education system change

‘Teachers Did Not Let Me Do It.’: Disabled Children’s Experiences of Marginalisation in Regular Primary Schools in China

WANG, Yuchen
2021

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The large-scale mainstreaming of disabled children in education in China was initiated with the launching of a national policy called ‘Learning in Regular Classrooms’ in the late 1980s. More than thirty years on, and little is known about disabled children’s daily experiences in regular schools due to a lack of research that foregrounds their voices. This paper reports the main findings from an ethnographic study conducted in 4 state- funded primary schools in Shanghai involving 11 children labelled as having ‘intellectual disabilities’, 10 class teachers and 3 resource teachers. Data were collected through participant observation, semi-structured interviews, and child-friendly participatory activities, and thematically analysed to identify patterns in practices and beliefs that underpin the processes of inclusion and exclusion. The research found that the child participants were facing marginalisation in many aspects of school life with rather limited participation in decision-making. The exclusionary processes were reinforced by a prevailing special educational thinking and practice, a charitable approach to the disadvantaged in a Confucian society, and an extremely competitive and performative schooling culture. The findings address the need to hear disabled children’s voices to initiate a paradigm shift in understanding and practice to counterbalance deep-rooted barriers. The paper concludes with suggestions for future research.

Global education monitoring report, 2020, Latin America and the Caribbean: inclusion and education: all means all

GLOBAL EDUCATION MONITORING REPORT TEAM
LABORATORY OF EDUCATION RESEARCH AND INNOVATION FOR LATIN AMERICA AND THE CARIBBEAN (SUMMA)
UNESCO OFFICE SANTIAGO AND REGIONAL BUREAU FOR EDUCATION IN LATIN AMERICA AND THE CARIBBEAN (OREALC/UNESCO)
2020

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This regional report on inclusion and education in Latin America and the Caribbean offers a deep dive into the core challenges and key solutions for greater inclusion, in a region characterized for having the largest and most challenging socio-economic inequalities in the world.

In the framework of this report, 29 in-depth case studies from the region covering 8 dimensions of exclusion were prepared. The Report covers access to education of Venezuelan migrants in Colombia and Haitians in Dominican Republic; remoteness in Suriname and Brazil; disability in Nicaragua; girls in Peru and boys in Jamaica; sexual orientation in Mexico and Chile; and youth incarceration in Uruguay. It also explores how the Covid-19 pandemic has further exposed and deepened the disparities that already existed in education.

Chapter 2 analyses the role of legal tools in supporting the development of inclusive education. Chapter 3 addresses governance and finance. Chapter 4 discusses the politically complicated issue of how curricula and learning materials are adapted to the principles of inclusive education. Chapter 5 looks at ways teachers can support the case for inclusion, considers their needs, and examines how well governments help them prepare to meet the inclusion challenge.  Chapter 6 examines school-level factors. Chapter 7 examines communities’ crucial role in achieving inclusive education. After these chapters addressing the main inclusion challenges, Chapter 8 looks at them all through the lens of COVID-19. 

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

 

Visual health screening by schoolteachers in remote communities of Peru : implementation research.

LATORE-ARTEARRGA, Sergio
et al
September 2016

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An assessment was carried out of the adaptation and scaling-up of an intervention to improve the visual health of children by training teachers in screening in the Apurimac region, Peru. In a pilot screening programme in 2009–2010, 26 schoolteachers were trained to detect and refer visual acuity problems in schoolchildren in one district in Apurimac. To scale-up the intervention, lessons learnt from the pilot were used to design strategies for: (i) strengthening multisector partnerships; (ii) promoting the engagement and participation of teachers and (iii) increasing children’s attendance at referral eye clinics. Implementation began in February 2015 in two out of eight provinces of Apurimac, including hard-to-reach communities. An observational study of the processes and outcomes of adapting and scaling-up the intervention was made. Qualitative and quantitative analyses were made of data collected from March 2015 to January 2016 from programme documents, routine reports and structured evaluation questionnaires completed by teachers. Partnerships were expanded after sharing the results of the pilot phase. Training was completed by 355 teachers and directors in both provinces, belonging to 315 schools distributed in 24 districts. Teachers’ appraisal of the training achieved high positive scores. Outreach eye clinics and subsidies for glasses were provided for poorer families. 

 

Bulletin of the World Health Organization, Volume 94, Number 9, September 2016, 633-708

http://dx.doi.org/10.2471/BLT.15.163634

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.

Sexuality and life-skills : participatory activities on sexual and reproductive health with young people

INTERNATIONAL HIV/AIDS ALLIANCE
February 2008

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This toolkit is written for anyone who wants to facilitate participatory learning activities with young people to equip them with the knowledge, positive attitudes and skills to grow up and enjoy sexual and reproductive health and well-being. This includes peer educators and leaders, outreach workers, teachers, community workers and others

Our future : Preparing to teach sexuality and life-skills|An awareness training manual for teachers and community workers

INTERNATIONAL HIV/AIDS ALLIANCE
January 2008

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The activities in the manual will strengthen teachers' understanding of sexuality, gender, sexual and reproductive health and HIV and AIDS as well as the self-awareness, values and skills that play an effective role in HIV prevention, care and mitigation in their schools and the community. This includes providing supportive, positive role-models, creating a safe environment, reducing stigma and discrimination and teaching sexuality and life skills effectively

Techniques and practices for local responses to HIV/AIDS

WEGELIN-SHURINGA, Madaleen
TIENDREBEOGO, Geoge
2004

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This book aims to strengthen the capacity of different actors to address HIV/AIDS at local level. Experiences worldwide contributed to a selection of techniques and practices for the toolkit. It aims to help facilitators to support audiences to analyse their own situation in order to establish needs and priorities for their planning. Part one contains 20 techniques for application in different stages of the planning cycle. The purpose and use of each technique is described, as well as practical guidelines on how to proceed. Part two contains 50 practices used to address one or more specific problems. The practices are grouped according to four categories: prevention, care and treatment, support and mitigation, and partnership and coordination

The sound of silence : difficulties in communicating on HIV/AIDS in schools

BOLER, Tania
et al
2003

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This report describes the difficulties in communicating on HIV/AIDS in schools. It includes experiences from India and Kenya, and reports the findings of a survey carried out by ActionAid researchers in both countries in 2002. The research examines parental demand for HIV/AIDS education. It then explroes teh role that schools have in meeting this demand and other sources that young people might use to learn about HIV and AIDS. The final section places HIV/AIDS communication in the wider context of a crisis in education in resource-poor settings, and highlights some of the barriers or silences in communication around HIV/AIDS. Among its conclusions is the suggestion that HIV/AIDS education be placed in the context of the community

The continuity framework : a tool for building home, school and community partnerships

BROWN, Glyn E
et al
2002

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This article focuses on a set of training materials that has been developed to assist community partnerships in their efforts to plan and monitor services for children. These materials highlight eight elements of continuity and successful partnerships: (1) families as partners, (2) shared leadership, (3) comprehensive/responsive services, (4) culture and home language, (5) communication, (6) knowledge and skill development, (7) appropriate care and education, and (8) evaluation of partnership success. Results from a field study that included more than 200 reviewers and eight pilot sites are summarized. Results indicate that a majority of reviewers found the training materials easy to understand, relevant to their work, and up-to-date. In addition, data gathered from the pilot sites indicate that the partnerships found the materials practical and useful for addressing a variety of issues, including time constraints, communication gaps, differences in professional training, and funding limitations

Starting school : effective transitions

DOCKETT, Sue
PERRY, Bob
2001

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This paper focuses on effective transition-to-school programmes. Using a framework of 10 guidelines developed through the Starting School Research Project, it provides examples of effective strategies and transition programmes.The guidelines argue that effective transition-to-school programmes: establish positive relationships between the children, parents, and educators; facilitate each child's development as a capable learner; differentiate between "orientation-to-school" and "transition-to-school" programmes; draw upon dedicated funding and resources; involve a range of stakeholders; are well planned and effectively evaluated; are flexible and responsive; are based on mutual trust and respect; rely on reciprocal communication among participants; take into account contextual aspects of community and of individual families and children within that community. In this context, the nature of some current transition programmes is questioned, and the curriculum of transition is problematised. In particular, issues are raised around who has input into such programmes and who decides on appropriate curriculum

Deafness : a guide for parents, teachers and community workers

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION (UNESCO)
2000

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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

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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