Resources search

Inclusive teaching and learning in higher education as a route to excellence

DISABLED STUDENTS SECTOR LEADERSHIP GROUP
LAYER, Geoff
January 2017

Expand view

The report encourages UK higher education providers (HEPs) to look at how they can support and offer the best environment for disabled students. It considers the requirement to provide ‘reasonable adjustments’ under the UK Equality Act 2010, and suggests actions to mitigate risks associated with that. It has been produced by the Disabled Student Sector Leadership Group, a sector-led group. 

DFE-00044-2017

Inclusive education : what, why, and how : a handbook for programm implementers

HEIJNEN-MAATHUIS, Els
March 2016

Expand view

This handbook has been developed specifically for Save the Children programme staff, implementing partners, and practitioners supporting education programmes in any context – development, emergency, or protracted crisis. The Inclusive Education Working Group​ (IEWG) recognized that inclusive education begins with the work being done by education staff in the field, and designed this handbook specifically with them in mind. Guidance has also been structured along the project cycle, so that it may be useful to programmes regardless of their current stage of implementation. This handbook is designed to provide guidance through the different attitudes and barriers that could be causing educational exclusion, as well as to identify key strategies to address them. The project steps are situational analysis, programme design, implementation design, implementation and monitoring, and evaluation and lessons learnt. Case studies presented include: community-based EMIS in Tajikistan; designing for gender equality in Sierra Leone; probing questions lead to deeper analysis and improved programmes (in Uganda); education in emergencies (in Syria); school self-evaluation in Lao PDR. Quick reference charts and further resources are offered for each step

Global Out-of-School Children initiative operational manual

UNICEF
UNESCO INSTITUE FOR STATISTICS
May 2015

Expand view

The Out-of-School Children Initiative (OOSCI) aims to support countries in their study and analysis of out-of-school children and children who are at risk of dropping out by using innovative statistical methods to develop comprehensive profiles of excluded children, linking these profiles to the barriers that lead to exclusion, and identifying, promoting and implementing sound policies that address exclusion often from a multi-sectoral perspective. The manual aims to provide concise and powerful tools for achieving this goal. 

OOSCI studies are intended to stimulate policy changes and enable governments to target their strategies for reaching out-of-school children. By using a systematic approach to identifying out-of-school children and analysing the associated issues, the studies can guide education sector reforms that will help bring all children into school.

 

 

Inclusive learning : children with disabilities and difficulties in learning : topic guide

HOWGEGO, Catherine
MILES, Susie
MYERS, Juliette
September 2014

Expand view

"This HEART Topic Guide brings together evidence on what works in inclusive learning for children aged 3 to 12 years with disabilities and/or difficulties in learning in low and middle income countries, and explores the role of inclusive approaches in contributing to inclusive societies and ultimately inclusive growth. The Topic Guide addresses some of the contested and debated issues around terminology, labelling, and segregated, integrated and inclusive schooling; reviews the limited evidence that exists from low and middle income countries around the outcomes of inclusive learning; and identifies future research directions"

Note: This resource is available in both pdf and online formats

Promoting inclusive teacher education : advocacy guides

KAPLAN, Ian
LEWIS, Ingrid
March 2013

Expand view

“This publication set is a series of five guides designed for anyone who wants to do advocacy to bring about improvements in pre-service teacher education towards more inclusive education. They discuss challenges and barriers to inclusive education in different areas of teacher education and outline ideas for advocates to consider and adapt according to their specific contexts for effective advocacy towards more inclusive practices.” The five guides promote inclusive teacher education outlined in introduction, policy, curriculum, materials and methodology booklets

Implementing inclusive education : a commonwealth handbook to implementing article 24 of the UNCRPD

RIESER, Richard
2012

Expand view

This guide presents "a picture of the future is constructed by critically examining programmes geared towards inclusive education across the Commonwealth and beyond. Article 24 of the UNCRPD requires the development of an inclusive education system at all levels, where children and students with disabilities can be part of their local school alongside their non-disabled peers, with the right support and accommodation to develop academically and socially. It has been necessary to revise and update this publication as more countries have since signed and ratified the Convention. Inclusion of children and students with disabilities is an issue of values and morality. We should engage in restructuring our education systems to make this a reality, as everyone benefits and our societies are stronger and more democratic as a result"
Note: Two DVDs attached to the cover of the book hard copies with four hours of film extracts of implementing inclusive education

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

INEE pocket guide to supporting learners with disabilities

LEWIS, Ingrid
LITTLE, Duncan
PINNOCK, Helen
2010

Expand view

This guide offers practical ideas for including children and young people with disabilities in education during or after an emergency. It addresses current barriers to inclusive education. Specific sections cover curriculum content , tests and learning assessments. This guide will assist anyone working with teachers or facilitators in an emergency, whether as part of the formal education system or a non-governmental programme

Disability checklist for emergency response : general protection and inclusion principles of persons with disabilities/injuries

HANDICAP INTERNATIONAL
2010

Expand view

Adapted from the 'Disability Task Force', this checklist provides useful guidelines about general protection and inclusion principles for people with disabilites or injuries in emergency situations. The following topics are highlighted: health, food and nutrition; water, sanitation and hygiene; protection; psychosocial support; reconstruction and shelter; livelihoods; and education. This checklist would be useful for practitioners interested in the protection and inclusion of people with disabilities in emergency situations

INEE minimum standards for education : preparedness, response, recovery

INEE COORDINATION FOR MINIMUM STANDARDS
2010

Expand view

This resource presents "the minimum level of educational quality and access in emergencies through to recovery. The aim of the handbook is to enhance the quality of educational preparedness, response and recovery; to increase access to safe and relevant learning opportunities for all learners, regardless of their age, gender or abilities; and to ensure accountability and strong coordination in the provision of education in emergencies through to recovery...The INEE Minimum Standards are organised in five domains: Foundation standards; Access and learning environment; Teaching and learning; Teachers and other education; personnel; Education policy"

How-to-guide : preparing teachers for inclusive education

NGUYET, Dinh Thi
HA, Le Thu
2010

Expand view

"This guide aims to help CRS and partner education programs prepare teachers to implement successful models of inclusive education at the school level. It builds upon the previous publication while focusing more specifically on issues relating to teacher training and human resource development. Though the Vietnamese experience may not be universally applicable in all country contexts, it is hoped that the examples provided will serve as a reference of core themes that can be tailored to suit individual country needs"

Education in emergencies : including everyone

PINNOCK, Helen
February 2009

Expand view

The guide outlines useful principles for an inclusive emergency education approach, provides advice for strategies and actions at key stages of an emergency, offers advice on dealing with challenges, and highlights what support emergencies' education staff should expect from their organisations. It is aimed at anyone working to provide, manage or support education services in emergencies, and complements the INEE Minimum Standards for Education in Emergencies, Chronic Crises and Early Reconstruction

Policy Guidelines on Inclusion in Education

UNESCO
2009

Expand view

Inclusive education is a process that involves the transformation of schools and other centres of learning to cater for all children – including boys and girls, students from ethnic and linguistic minorities, rural populations, those affected by HIV and AIDS, and those with disabilities and diffi culties in learning and to provide learning opportunities for all youth and adults as well. Its aim is to eliminate exclusion that is a consequence of negative attitudes and a lack of response to diversity in race, economic status, social class, ethnicity, language, religion, gender, sexual orientation and ability. Education takes place in many contexts, both formal and non-formal, and within families and the wider community. Consequently, inclusive education is not a marginal issue but is central to the achievement of high quality education for all learners and the development of more inclusive societies. Inclusive education is essential to achieve social equity and is a constituent element of lifelong learning.

These guidelines were discussed in a side event at the International Conference on Education in Geneva, Nov 2008 and recommendations from that meeting have been built into this fi nal version. We hope that they will serve as a resource for policymakers, teachers and learners, community leaders and members of civil society in their efforts to promote more effective strategies for reaching the EFA goals.

Towards inclusive education for children with disabilities : a guideline

CALDERBANK, Daniel
Ed
2009

Expand view

"The Manual begins by identifying the problem and setting out the rationale for the focus on the education of children with disabilities. This is followed by a detailed analysis of eight aspects of the education system and the ways in which it must change to allow the full inclusion of children with disabilities. Each aspect has a critical role to play in transforming the education system...The final section summarizes the way forward, with an emphasis on a rights-based approach to providing education of good quality for children with disabilities in the region"

Mobilising communities on young people’s health and rights : an advocacy training guide

FAMILY CARE INTERNATIONAL
June 2008

Expand view

"The Training Guide was developed as a tool for ‘Mobilising Communities for Young People’s Health and Rights: An Advocacy Toolkit for Programme Managers’, which is designed to assist programme planners and managers in designing, conducting, and evaluating advocacy campaigns to advance the implementation of existing policies, with a specific focus on young people’s sexual and reproductive health (SRH) and rights. The Training Guide was developed with the view that community-based advocacy is a crucial intervention, and that much more needs to be done to equip grassroots groups, networks, and organisations with the information and advocacy skills to demand that community needs and priorities be addressed. The Training Guide is specifically designed for use with community-based organisations, youth groups, and other grassroots partners that are interested in improving access to SRH information and services for youth. The five-day training leads participants through the essential steps in designing and planning an advocacy campaign. The Training Guide includes a number tools specifically designed to help grassroots partners formulate advocacy goals and objectives, and map out a comprehensive advocacy plan"

Implementing inclusive education : a commonwealth guide to implementing article 24 of the UN Convention on the Rights of People with Disabilities

RIESER, R
2008

Expand view

This guide presents "a picture of the future is constructed by critically examining programmes geared towards inclusive education across the Commonwealth and beyond. Article 24 of the UNCRPD requires the development of an inclusive education system at all levels, where children and students with disabilities can be part of their local school alongside their non-disabled peers, with the right support and accommodation to develop academically and socially. It has been necessary to revise and update this publication as more countries have since signed and ratified the Convention. Inclusion of children and students with disabilities is an issue of values and morality. We should engage in restructuring our education systems to make this a reality, as everyone benefits and our societies are stronger and more democratic as a result"

 

Note: Two DVDs attached to the cover of the book hard copies with four hours of film extracts of implementing inclusive education

Good practice guidelines for the providers of support and services for students with disabilities in higher education

MCKERNAN, Connie
2008

Expand view

These guidelines were written "for the provision of supports and services for students with disabilities in higher education. These guidelines aim to create a better understanding of the needs of students with disabilities and help to promote inclusive practice across institutions. Included in the guidelines are practical examples, case studies and recommendations"

Partners in policymaking coordinator's handbook supplement : integrating online learning

MINNESOTA GOVERNER'S COUNCIL ON DEVELOPMENTAL DISABILITIES
July 2007

Expand view

This guide aims to facilitate the use of online courses and complement an online curriculum for individuals using the tools in classrooms or face-to-face group sessions. This comprehensive resource helps users of e-learning materials retain more information, explore particular topics in more depth, and demonstrate a higher level of competency. This resource would be useful for anyone with an interest in teaching aids, and disability and development

Mainstreaming blindness issues into HIV & AIDS training programs : organisational guide

AFRICAN UNION OF THE BLIND (AFUB)
2007

Expand view

This comprehensive resource provides a set of criteria for mainstreaming the training of blind and visually impaired people on HIV & AIDS education. It is based on the meetings and workshops conducted at the Institutional Development Program (IDP) 4th Africa forum, with the aim of ensuring the inclusion and participation of blind and visually impaired individuals in HIV & AIDS education programmes. This ends with a set of tips for facilitators working in disabled peoples organisations and HIV & AIDS services and organisations

Transition planning guide : for students with disabilities and their families

ALBERTA GOVERNMENT
2007

Expand view

The purpose of this guide is to provide young disabled people and their parents with important information that can ease the transition into post-secondary education. It aims to address the issues that are unique to disabled students and their parents as they prepare for this transition. This work would be useful to anyone with an interest in inclusive education

Pages

E-bulletin

Source e-bulletin on Disability and Inclusion

Subscribe to updates