•The ICT Directory for Inclusive Education presents Information and Communication Technologies (ICTs) that have the potential to foster the education of children with disabilities in inclusive schools.
•The ICTs are presented according to the type of difficulties they can address. These difficulties, which are defined in the Washington Group questionnaire, can affect a student’s participation in the classroom:
-Difficulty moving upper limbs
This guide will support field level staff to ensure that all children have access to safe learning opportunities that meet their individual needs. It outlines the barriers to learning that the most marginalised have access to safe learning opportunities that meet their individual needs. It outlines the barriers to learning that the most marginalised and excluded groups of children face and recommends interventions to support their inclusion in remote learning and their return to school. The guide also recommends key resources to use when designing interventions for inclusive and equitable learning.
Sections are included on mild, moderate and severe disabilities.
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
In recent times there has been sustained momentum to address inequalities within university faculties and improve the diversity of students. Also, in response to historical and current social injustices, universities have sought to decolonize curricula. These progressive movements have had particular significance for departments focused on development studies and related subjects because the need to be inclusive is not only the right thing to do from a moral position, but also because to be exclusive is fundamentally challenging to the conceptualization and philosophy of the discipline. Development is a contested term but addressing inequality and working towards social justice are common themes found across most definitions. This commentary provides a critical insight into the importance of inclusive universities as gatekeepers to equitable knowledge production and the development of future professionals. To play their part in addressing the challenges posed by a globalized world, universities need to be proactive in ensuring that they become fully and meaningfully inclusive. While all university departments would benefit from becoming more inclusive, departments focused on development must be the pioneers leading the way, as inclusivity is relevant to the delivery of development studies, as well as emerging as an important discourse within the discipline that continues to evolve. This commentary will explore how and why in an increasingly interconnected global society, the need for universities to leave no one behind, and challenge hegemonic and unequal structures has never been greater.
An online text discussion forum discussing how best the education of children with disabilities can be supported in low and middle income countries.
This advocacy brief from the UN Girls’ Education Initiative (UNGEI) and Leonard Cheshire draws attention to the main barriers to education for girls with disabilities, in the context of major opportunities for advocacy and tangible change in 2021. The recommendations outlined are targeted at world leaders, governments, ministries, UN agencies and NGOs. They offer a framework for rights-based action and principles towards gender-responsive and inclusive education, to ensure that no girls with disabilities are left behind.
Inclusive education offers a variety of potential academic and social benefits for all students; with as well as without disabilities. However, a common concern among the non-disabled population is the potential negative impacts the inclusion of students with disabilities might have on their non-disabled classmates. These negative beliefs and attitudes by parents and teachers can translate into a lack of implementation of inclusive education. There is substantial evidence for the benefits of inclusion for students with disabilities, however, there is very little evidence on the impact it has on non-disabled students, particularly in LMICs compared to HICs. This evidence brief explores evidence-based recommendations on the benefits of inclusive education for children without disabilities and how this issue shapes inclusive education implementation in LMICs.
This article is based on studies carried out within the Young children’s learning research education programme. This undertaking involved five graduate students, all recruited from the Swedish preschool system. The licentiate thesis makes up the final product of their education programme, and the focus of each candidate’s licentiate thesis was preschool-level documentation. Using the results of all five theses, a re-analysis was conducted with the concept of normality as the common starting point. The purpose was to investigate whether documentation and assessment can change the view of normality in preschools, and furthermore, what consequences there may be for preschool activity. ‘The narrow preschool and the wide preschool’ is the model used to support the analysis, which is a model used in previous studies to review and discuss educational choices and conditions in the school system. Results of the present investigation show that the documents and assessments performed in preschool have a strong focus on the individual child and a traditional, school-oriented learning is highly valued. The documentation and assessment practices that take place now in our preschools, therefore, most likely influence the preschool view of normality and restrict the acceptance of differences.
The Inclusive Education in the Sahel Project 2017-2021 implemented by HI and co-financed by NORAD and AFD (Burkina Faso) has created a “collaborative dynamic for organizations of persons with disabilities (OPDs) and civil society movements working in education at the regional level (West Africa) and national level (Burkina Faso, Mali, Niger) for the promotion of inclusive education”, and this study aims to capitalise on this dynamic. The ultimate goal of the project was to increase the number of children attending school in these three countries, especially children with disabilities and/or marginalised children. To achieve this objective, the project has developed an advocacy component aimed at sensitising communities about inclusive education on the one hand, and bringing about changes in education policies and sectoral plans to make them more inclusive, on the other hand.
Since 2012, the Kyrgyz government has pledged to close 17 residential institutions for children, including three for children with disabilities. But 3,000 children with disabilities remain in institutions.
This report is based on in-person visits to six institutions for children with disabilities and 111 interviews with children with disabilities, their parents, institution staff, and experts in four regions of Kyrgyzstan. It describes abuses in state care as well as barriers to education that often lead to a child’s segregation in a residential institution or special school, or their isolation at home.
Children with disabilities face multiple obstacles to access and thrive in education. In low- and middle-income countries, 50% of children with disabilities are out of school. More than 40% of countries in the regions of Asia, Latin America and the Caribbean still lean towards segregated education systems. Obstacles for the education of children with disabilities exist both within and outside the education system. The COVID-19 pandemic has further exacerbated inequalities in education. In times of crisis, coordinated multi-sectoral approaches are even more important to address the complexity and interdependency of children’s care, safety, wellbeing and education.
The extensive experience of Humanity & Inclusion and its partners across the 27 countries where they implement Inclusive education projects was crucial to develop this report and to nourish it with first-hand expertise and evidence. The Report contains arguments, testimonies, case-studies, and a list of actionable recommendations for governments in low and middle income countries, aid donors, and multilateral agencies
This report highlights the specific barriers facing deaf children and young people and demonstrates a number of smallscale approaches and initiatives that have succeeded in breaking down some of these barriers.
- Language and communication. Early diagnosis and support (example from Bangladesh). Effective and affordable hearing technology. Communication choices. What is sign language? Tanzanian Sign Language – the need for more interpreters
- Families. Early diagnosis and support. Upskilling parents and primary caregivers. Power to the parents (example from Uganda). Catalyst for change (example from India).
- Communities. Deaf role models (example from Bangladesh). Challenging the public and professionals. Educating the police force (example from India). Sharing knowledge across organisations
- Education. Intensive communication. Extra help in the classroom (example from Kenya). Making secondary education accessible. Developing sign language skills. Inclusive further and higher education
- Independence. Listening to deaf young people. Involving deaf young people in research. Support to make informed choices. Challenging perceptions in the workplace (example from Kenya)
This paper explores inclusive education for children with disabilities in Mongolia in line with the global commitment captured in SDG 4, based on data from a 2019 survey of more than 5,000 households in Ulaanbaatar, and 4 provinces.
ADB EAST ASIA WORKING PAPER SERIES No.28
Questions de recherche
1 / Dans quelle mesure le handicap — en interrelation avec le genre — influence-t-il les parcours de scolarisation des filles handicapées?
2 / Quelles spécificités liées aux types et au degré de handicap (physique, visuel, auditif, intellectuel) peuvent être observées?
3 / Quelles sont les spécificités liées à l’âge des filles handicapées?
4 / A quels enjeux, notamment en matière de protection de l’enfance, les jeunes filles handicapées sont-elle exposées ?
5 / Quelles spécificités contextuelles émergent dans les trois pays, objet de l’étude et dans les différents terrains d’étude?
6 / Quel rôle joue la religion et les croyances populaires dans l’accentuation des discriminations à l’égard des filles handicapées?
7 / Quels éléments facilitateurs (familiaux/communautaires/institutionnels/politiques/etc.) pour l’éducation des filles handicapées pourraient être identifiés dans les différentes zones d’étude?
Purpose: The study aimed to understand the issues and challenges encountered by various stakeholders (teachers, parents and counsellors) working with children with dyslexia in the inclusive school context.
Method: Using purposive and snowball sampling, 20 teachers, 20 counsellors and 20 parents (mothers) of children with specific learning disability (dyslexia) were selected from 8 inclusive schools in Delhi. A qualitative approach was adopted, with a semi-structured interview schedule to elicit responses. Qualitative thematic analysis was used as a framework for data analysis.
Results: Parents experienced negative feelings due to lack of awareness and acceptance of dyslexia. Counsellers felt parental ignorance led to delay in assessment and remediation. Parents and counsellors perceived lack of support from schools and lack of empathy among teachers. Teachers confessed they lacked training to deal with dyslexic learners, were unaware of policies and concessions for them, and were currently overburdened with their workload.
Conclusion: There is a need to hold psycho-educational workshops for parents in order to increase their awareness, and conduct training workshops (pre-service and in-service) for teachers to increase awareness and build empathy. Schools should provide in-house assistive services such as assessment and remediation, and redefine the goals of education to focus on the holistic skills of children.
As governments respond to the Coronavirus 2019 (COVID-19) pandemic, the global community must ensure that persons with disabilities are included. This will require disability inclusion to be considered in all interconnected sectors; education, health, social protection, and inclusion from the planning stage all the way through to delivery and recovery efforts that are inclusive of all and are sufficiently differentiated to meet the specific needs of children with disabilities. The issues paper focuses on the following objectives: (1) addressing education, social needs, barriers, and issues for learners with disabilities at a global, regional, and country-level during the COVID-19 crisis; and (2) recommending practices for education and social inclusion, and reasonable accommodations utilizing the twin track approach and principles of universal design for learning.
Rapid advances in education provision over the past few decades in East Asia and Pacific has led to considerable progress in integrating out-of-school children and adolescents in basic education. However, children with disabilities continue to face many barriers to accessing and completing quality primary education. While countries increasingly recognize the importance of making education systems more disability inclusive, many challenges remain to realising inclusive education for every child
The Education Section of UNICEF East Asia and Pacific Regional Office (EAPRO) commissioned a review of the progress of countries and UNICEF programmes in the region in advancing inclusive education for children, as part of its continued commitment to enabling equitable access to and participation of all learners in high quality and inclusive education. The mapping has a particular focus on programmes targeted for children with disabilities of pre-primary and primary school age, implemented from 2015 to 2019.
This Report analyzes successes, innovative approaches, challenges, gaps and priorities for action in the region and proposes a roadmap for advancing Inclusive Education in the region
This guidance is part of a series to provide support during the Covid-19 crisis. The guidance notes include #1 Inclusive Digital learning, #2 Teacher resources, #3 Home support, #4 TV and Radio Learning, and #5 Return to School.
10 tips are provided for returning to school during and after the Covid-19 pandemic. Tips are given to cope with school re-opening, manage learning continuity with existing constraints and build better education systems.
This guidance has been produced by CBM Australia for UNICEF’s East Asia and the Pacific Regional Office and UNICEF Australia. The document is intended for UNICEF staff, education policy makers and planners in the East Asia and Pacific Region. Its purpose is to provide guidance on critical considerations and actions that should be undertaken to ensure an inclusive return to school for children with disabilities, as children return to school after the temporary closure of schools due to the COVID-19 pandemic.
Background: Despite a global commitment to the right to education for persons with disabilities, little is known about how to achieve inclusive education in practice, particularly in low- and middle-income countries (LMICs), where the majority of the world’s people with disabilities reside. Moreover, although exclusion from education is magnified by intersecting gender and socioeconomic inequalities, there is especially little knowledge regarding what approaches to inclusive education are effective amongst girls with disabilities living in resource-poor settings.
Objectives: The objective of this article was to assess the impact of an inclusive education intervention led by a non-governmental organisation (NGO) on the educational attainment of girls with disabilities in the resource-poor Lakes region of Kenya.
Method: A quasi-experimental design was employed, where the literacy and numeracy educational attainment of the intervention and control groups was compared over two time points a year apart (Time 1 and Time 2; total matched N = 353). During this period, activities pertaining to six core components of a holistic inclusive education model were implemented.
Results: Relative to the control group, girls with disabilities in the intervention group reported a greater increase in literacy and numeracy attainment, adjusted for grade and level of functional difficulty.
Conclusion: Findings suggest that the intervention was successful in engendering additional improvements in the educational attainment of girls with disabilities from the resource-poor Lakes region of Kenya. Results highlight both the applicability of NGO-led interventions in settings, where national implementation of inclusive education is constrained, and the potential of taking such interventions to scale.
African Journal of Disability, Vol 9, 2020
Source e-bulletin on Disability and Inclusion