This paper was developed by the World Bank in partnership with Leonard Cheshire and Inclusion International. It is an attempt to add knowledge to the current understanding of the importance of learning achievements, with a focus on children with disabilities. While the premise is that inclusive education refers to the inclusion of all children, the focus of this paper is on children with disabilities.
The aim of the paper is to:
Provide an evidence-based review of educational participation of children with disabilities.
Establish a case for focusing on learning achievements for students with disabilities.
Take stock of current mechanisms of measurement of learning outcomes and review their inclusivity.
Explore evidence of practice and systems which promote disability-inclusive learning for all.
Four case studies are provided - from Pakistan, South Africa, Canada and UK.
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
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
The focus of this manual is to increase participation of people with disabilities in physical activities and sport. Detailed adapted physical activities are provided with practical guides, group sport guides and assessment tools in order to promote a more inclusive society and enable educators to enrich their creativity and ideas for mentoring any person interested in participating in, advancing through and gaining enjoyment from the practice of a physical activity This guide to useful to all actors such as physical education and sports teachers in all types of schools, sports club coaches, recreational centre educators and facilitators, and even workers in rehabilitation centres or medical and social services centres
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