Resources search

Disability Inclusive Development - Nigeria Situational Analysis

THOMPSON, Stephen
June 2020

Expand view

This situational analysis (SITAN) addresses the question: “what is the current situation for persons with disabilities in Nigeria?”. It has been prepared for the Disability Inclusive Development programme (which works on access to education, jobs, healthcare, and reduced stigma and discrimination for persons with disabilities in Bangladesh, Jordan, Kenya, Nepal, Nigeria, and Tanzania), to better understand the current context, including COVID-19, and available evidence in Nigeria. It will be helpful for anyone interested in disability inclusion in Nigeria, especially in relation to stigma, employment, education, health, and humanitarian issues.

Experiences of teaching sexual and reproductive health to students with intellectual disabilities

NELSON, Becky
PETTERSSON, Karen Odberg
EMMELIN, Maria
2020

Expand view

There is growing awareness and international commitment to improving sexual and reproductive health for persons with intellectual disabilities. Despite this, people with intellectual disabilities continue to face stigma and have limited access to sexual health education and information. This qualitative phenomenological study uses data from 10 interviews to describe what it means to teach sexual and reproductive health and rights to students with intellectual disabilities at special-needs schools in southern Sweden. The meaning of teachers’ experience is described through their efforts to ‘accept the challenge to coach special-needs students into adulthood’. Findings show that sexual and reproductive health in special-needs schools covers a broad range of topics and that the teacher must adapt to students’ shifting needs. They also reveal that teachers are motivated and have access to the necessary resources to teach sexual and reproductive health but feel they lack the skills to address students’ particular sexual health issues, including questions of culture and religion. Schools are the main source of sexual health information in Sweden and therefore play a crucial role in providing equal education and promoting public health.

Educational inclusion and critical neuroscience: friends or foes?

BILLINGTON, Tom
2017

Expand view

Momentum is continuing to grow in the circulation of neuroscientific discourse, informing aspects of how we live but affecting too how we think about education and learning. Neurologically informed intrusions into education frequently align with psychology which has until now largely adopted a ‘medical model’, supporting policies and practices which ultimately invoke psychopathology and arguably render individual young people more vulnerable to various forms of social and educational exclusion. This paper urges caution in respect of understandings of educational neuroscience that focus on individual deficits and diagnoses. Rather it holds in mind the broader historical context for neuroscience and its implications for our understandings of what it is to be human in the twenty first century and thereafter for education and learning. Theoretical resources from critical and affective neuroscience but also critical educational psychology are brought together specifically to support the principles of inclusionist policies and practices in education.

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

LATORE-ARTEARRGA, Sergio
et al
September 2016

Expand view

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

Expand view

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.

Research & humanities in medical education (RHiME)

DHALIWAL, Upreet
et al
March 2014

Expand view

Research and Humanities in Medical Education (RHiME) is an open access, peer-reviewed online journal with the vision to blend humanities with the sciences in medical education. It aims to encourage contributions from and discussion between teachers and students, doctors and patients, the sick and their care-providers, and between health policy makers and policy users

Water, sanitation and hygiene for schoolchildren in emergencies : a guidebook for teachers

UNITED NATIONS CHILDREN’S FUND (UNICEF)
November 2011

Expand view

"WASH in Schools aims to support the provision of safe drinking water and improved sanitation facilities, and promotes lifelong health for children and their families...This guidebook is a resource for those involved in teaching and working with children in emergency preparedness, during an emergency and throughout the recovery period. It provides simple strategies for use and adaptation with all children and families to ensure a smooth and healthy transition to a healthy and accessible learning environment...The guidebook provides the information needed to ensure that every child knows about water, sanitation and hygiene. It is not a technical book about installing taps and building toilets. Instead it provides guidance on safe WASH behaviours that help children, families and teachers stay healthy and avoid life threatening diseases. Every emergency and child-friendly space or school is different, so the suggestions and ideas provided should be adapted to suit the local situation"
Note: a book of flashcards is available as a companion to the guidebook. Although this guidebook’s pictures were created for the Africa region, flashcard sets for Asia and Latin America are also available from the website

Manual for the professional in adapted physical activity

PEYNOT, Lucile
CHANTEREAULT, Thomas
BOUZID, Ezzedine
June 2011

Expand view

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

Educator development and support

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION (UNESCO)
March 2008

Expand view

Limited attention has been given to helping educators to deal with the new challenges posed by the epidemic. Even less attention has been given to protecting educators from HIV infection and to providing care, treatment and support for educators infected with or affected by HIV and AIDS. There are also very few programmes addressing the needs of other education sector personnel, such as planners, managers and support staff. This booklet looks at educator development and support; educator conduct; and prevention, care, treatment and support of infected and affected eduators

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

INTERNATIONAL HIV/AIDS ALLIANCE
February 2008

Expand view

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

School-centred HIV and AIDS care and support in Southern Africa : technical consulation report

BOLER, Tania
JOHNSSON, Emily
February 2008

Expand view

This report maps out the various activities in school-based HIV treatment, care and support that are being undertaken in Southern Africa, as a response to the changing needs of teachers, students and local communities. It highlights successful factors and common challenges and suggests five broad principles that help provide a comprehensive response to treatment, care and support,and reinforce prevention messages

Our Future : teaching sexuality and life-skills|A guide for teachers using our future pupils' books

INTERNATIONAL HIV/AIDS ALLIANCE
January 2008

Expand view

The guide is intended to support anyone who wants to use the ‘Our future: sexuality and life-skills education’ books for primary schools, Grades 4-5, 6-7 and 8-9, to facilitate sexuality and life-skills lessons with learners in or out of the classroom. It contains information and activities to encourage users to try out ideas in the classroom and feel confident to plan and facilitate sexuality and lifeskills lessons

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

INTERNATIONAL HIV/AIDS ALLIANCE
January 2008

Expand view

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

Our future : sexuality and life skills education for young people. Grades 6 - 7

INTERNATIONAL HIV/AIDS ALLIANCE
March 2007

Expand view

To help support young people, the Government of Zambia has a comprehensive strategy for sexual and reproductive health and HIV education in and out of school. This is the first in a series of three books which focus on young people of different ages. Each book contains learning activities and illustrations, which engage young people in understanding themselves and their world. They reflect on the virtues and skills needed to develop caring and loving relationships, make good decisions, solve problems and seek help. The topics and activities are designed to fit into the national curriculum or to be used in extra curricula activities in or out of school. The books are accompanied by a Teachers’ Guide

Our future : sexuality and life skills education for young people. Grades 4-5

INTERNATIONAL HIV/AIDS ALLIANCE
December 2006

Expand view

To help support young people, the Government of Zambia has a comprehensive strategy for sexual and reproductive health and HIV education in and out of school. This is the first in a series of three books which focus on young people of different ages. Each book contains learning activities and illustrations, which engage young people in understanding themselves and their world. They reflect on the virtues and skills needed to develop caring and loving relationships, make good decisions, solve problems and seek help. The topics and activities are designed to fit into the national curriculum or to be used in extra curricula activities in or out of school. The books are accompanied by a Teachers’ Guide

Getting education right : first steps for quality assurance for students and tutors

BATES, Imelda
NABWERA, Helen
PURNELL, Sue
October 2006

Expand view

This is a practical guide for tutors and students aimed at making sure that educational initiatives for health professionals, including university degrees, workshops and training, meet international educational standards. Originally developed for the teaching hospital in Kumasi, Ghana, it outlines principles and practice of educational quality assurance drawing from UK national and institutional recommendations. The handbook covers key aspects of teaching practice, including recruitment and admissions, course design and delivery, assessment strategies, supporting students and developing tutors' skills

Teachers matter : baseline findings on the HIV-related needs of Kenyan teachers

KIRAGU, K.
et al
August 2006

Expand view

This paper summarises a baseline study on assessing changes in teachers’ knowledge of HIV & AIDS, risk behaviours (e.g., multiple partners and unprotected sex), and utilisation of voluntary counselling and testing. The workplace model will also aim to assist teachers who are infected with and affected by the disease through helping them to identify and access available treatment, care, and support community resources

Pages

E-bulletin