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Uzbekistan: Case for inclusion

NAM, Galina
2019

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The inclusion of children with disabilities in mainstream education has become an important agenda for many developing countries. The Uzbekistan government has also attempted to provide equal educational opportunities to this previously excluded group of children. Despite these efforts, however, many children with disabilities remain segregated. The total number of children with disabilities under 16 years old in the country is 97,000 (Uzbek Society of Disabled People, 2014). The majority of them either study at specialised educational institutions, or receive home-based education. Those who are placed at specialised institutions are often deprived of resources and services necessary to receive adequate education (UNICEF, 2013). While limited by the lack of reliable empirical data and research, this article aims to present the current situation in the development of inclusive education in Uzbekistan. It outlines the major legislative documents intended to support inclusive education and identifies some of the current obstacles to inclusive education practices.

 

Disability, CBR and Inclusive Development, Vol 30, No 1 (2019)

Training Manual on Inclusive Vocational Training and Education

Md. Mazedul Haque
Mathieu Simard
2013

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A practical guideline for Vocational Education and Training (VET) school teacher to initiate inclusive VET in Kyrgyzstan.

 

The main objective of this manual is to build capacities to Vocational Education and Training (VET) school teachers and social workers to facilitate inclusive VET. It targets actors working in the disability, education or VET arena to improve their knowledge on disability and inclusive education, so they can advocate for and technically support inclusive VET and general education.


More specifically, the manual will enable stakeholders to:
- Identity people who are excluded from VET ,
- Identify capacities and specific needs of persons with disabilities,
- Share common understanding on Inclusive VET
- Provide basic support to persons with disabilities with appropriate teaching methods
- Facilitate physical accessibility at school,
- Minimize barriers to promote inclusive education
- Planning and setting-up inclusive VET supported by social workers


The manual is designed to be utilized by VET school teachers, Social Workers, Inclusive Educator and Development workers.

Manual for the professional in adapted physical activity

PEYNOT, Lucile
CHANTEREAULT, Thomas
BOUZID, Ezzedine
June 2011

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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

State of the world's children 2004 : ­girls, education and development

BELLAMY, Carol
2003

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This year's report focuses on girls' education and its implica- tions for development. It presents the many benefits of educat- ing girls, examines the barriers that keep more girls out of school and the lasting impact such exclusion has on a country's development, details why education is the most effective means of combating many of the most profound challenges to human development and presents concrete and practical recommendations for the way forward

Promoting inclusive education through child-to-child activities : pilot project at Jerusalem Centre for Disabled Children, Palestine

SOBOH, Najat
MAAS, Lucienne
1997

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This report describes a pilot project in Jerusalem aimed at promoting Inclusive Education by using Child-to-Child activities. The project included teacher training and activities with children, both disabled and non-disabled. The report describes the activities in detail, including a training plan, and notes the effects of the project

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