A brief history of the Washington Group on Disability Statistics and their development of standard questions for the collection of statistics on disability worldwide is presented. A short set of 6 questions was originally developed and an extended set of 30-35 was finalised in 2009. Two modules have been developed in partnership with UNICEF for children: one for 2-4 year olds and one for 5-17 year olds. A module concerned with inclusive education has also been developed
The Disability-Inclusive Education Handbook for Teachers is a resource that was developed in Fiji to enable teachers to improve the inclusiveness of their schools and classrooms so that children with specific educational needs benefit from a quality education alongside other children.
It contains general information about creating an inclusive school, information about a range of different types of disabilities, case studies and a selection of reproducible resources in the appendices. It is hoped this provides a balance between general information to make the school a place of quality education and participation for all children, along with a degree of specific information on common impairments and approaches that may help in working with students with these impairments.
This document is the Sightsavers’ inclusion strategic framework 2015. It explains their rights-based approach of mainstreaming disability inclusion throughout their health programmes and their operations regarding education, organisational diversity and equal rights. It also shows their strategy focusing on the empowerment of people with disabilities in electoral process and in the financial sector
The effect of mainstream social protection policies in Peru on the inclusion of persons with disabilities in Peruvian society are explored in the both economic and social context. The policy analysis was conducted to understand past successes and failures and to plan for future policy implementation and the research took place alongside a similar analysis in Tanzania. A policy research guideline was developed allowing cross-country comparison between the two studies. A literature review was carried out to identify social protection policies and programmes in Peru. In addition, 22 interviews were held with key stakeholders, including organisations of persons with disabilities, to explore more in-depth information on the impact of major policies. Social protection policies, health, education and employment issues for people with disabilities are covered. Associated qualitative and quantitative reports are available.
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.
This Inclusive education video guide is facilitators who already have some experience of organising and facilitating sessions, but who would like some additional advice on using videos effectively as a training or advocacy tool, such as those working for NGOs, community workers, and teachers
This newsletter features selected inclusive education case studies around the world from Armenia to Indonesia. The case studies highlight how these initiatives have worked and how advocates might be able to use the practical examples in their work to fill the information gaps and further inclusion in education settings
Enabling education review, special issue
UNESCO together with UNICEF, the World Bank, UNFPA, UNDP, UN Women and UNHCR organized the World Education Forum 2015 in Incheon, Republic of Korea, from 19 – 22 May 2015, hosted by the Republic of Korea. Over 1,600 participants from 160 countries, including over 120 Ministers, heads and members of delegations, heads of agencies and officials of multilateral and bilateral organizations, and representatives of civil society, the teaching profession, youth and the private sector, adopted the Incheon Declaration for Education 2030, which sets out a new vision for education for the next fifteen years.
Towards 2030: a new vision for education
Our vision is to transform lives through education, recognizing the important role of education as a main driver of development and in achieving the other proposed SDGs. We commit with a sense of urgency to a single, renewed education agenda that is holistic, ambitious and aspirational, leaving no one behind. This new vision is fully captured by the proposed SDG 4 “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” and its corresponding targets. It is transformative and universal, attends to the ‘unfinished business’ of the EFA agenda and the education-related MDGs, and addresses global and national education challenges. It is inspired by a humanistic vision of education and development based on human rights and dignity; social justice; inclusion; protection; cultural, linguistic and ethnic diversity; and shared responsibility and accountability. We reaffirm that education is a public good, a fundamental human right and a basis for guaranteeing the realization of other rights. It is essential for peace, tolerance, human fulfilment and sustainable development. We recognize education as key to achieving full employment and poverty eradication. We will focus our efforts on access, equity and inclusion, quality and learning outcomes, within a lifelong learning approach.
Action and commitments required to implement the agenda are presented.
A dissertation on the Palestinian experience of disability under Israeli territorial occupation. The following key research questions were considered under this dissertation. "First, to locate the perceptions of disability among the disabled in the occupied territories of Palestine, in light of their religious affiliation. Second, to investigate the realities of the disabled within Palestine; and third, to enquire as to whether there had been any differences in the perceptions of disabilities and the realities of those who were injured in conflict, and those who were born with impairment" These questions were answered through a hybrid-methods system of research, with a mix of qualitative and quantitative methods being used
Dissertation submitted in part fulfilment of the requirements for a Masters degree at the University of Birmingham
The user has given permission for the original dissertation document to be uploaded to be reproduced and made publicly available on the Source website
A 2013 Plan study across 30 countries found that children with disabilities were on average 10 times less likely to go to school than children without disabilities. This report presents the findings of a follow-up second phase to the research with a qualitative study on barriers and enablers to education for children with disabilities in Nepal. The research looks at the experiences of 21 children aged 6 to 16 years (8 of them had dropped out of school while one had never been enrolled) through in-depth interviews conducted with 21 families (20 caregivers and 13 children), 9 key informant interviews, and visits to two special schools and one integrated school. The report presents the findings and makes recommendations for the way forward
A 2013 Plan study across 30 countries found that children with disabilities were on average 10 times less likely to go to school than children without disabilities. This executive summary report presents the findings of a follow-up second phase to the research with a qualitative study on barriers and enablers to education for children with disabilities in Nepal
Responding to the United Nations Convention on the Rights of Persons With Disabilities (CRPD), this paper reports on the results of one phase of a qualitative research study conducted at a large, public, multi-campus university in East Africa to explore the challenges faced by students with physical disabilities. Recommendations from a focus group are presented and implications for pedagogical and institutional transformation are discussed
Journal of Diversity Management, Volume 9, Number 12
MTAJU - Inclusive Tanzania was a pilot project aiming to empower persons with disabilities through inclusive education and political participation that ran from November 2005 to December 2010. MTAJU is a network of Tanzanian Disabled People’s Organizations (DPOs) and Pro Disability Organizations (PDOs), who campaign together for an inclusive society where people with disabilities enjoy the same rights as other citizens. The project's main aims were the legal, political and social establishment of the right to education of children with disabilities and the right to political participation of persons with disabilities. This short learning guide is based on the full project report and highlights the key lessons learned by the project team. This guide would be very useful for anyone interested in the access to education for children with disabilities and the participation of disabled people in public and political life in Africa in particular and the global south in general
Learning Guide, 2/2014
This paper summarises education information disaggregated by age, gender and impairment gathered on children with disabilities in 268 schools in four districts in Mashonaland West Province (MWP), Zimbabwe, and outlines results from a survey given to parents, caregivers and teachers on knowledge, attitudes and practices. Findings highlighted a lack of training in inclusive education and the major barriers identified were a lack of assistive devices; distance to school and lack of transportation; cost; and human resource allocation. This research forms part of a three-year project led by Leonard Cheshire Disability Zimbabwe Trust to promote the provision of inclusive primary education for children with disabilities in that province and these findings provide the programme team with the possibility of adapting interventions and measuring changes over the duration of the project
Working Paper 26
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. A section summarises a selection of available toolkits on inclusive education with a particular focus on guides to classroom practice
"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
This report examines the challenges, opportunities and policy issues affecting persons with disabilities in Pakistan. "The report makes strong recommendations for policymakers as well as the corporate sector and others. It advocates a comprehensive strategy through a gradual approach that includes policy intervention, awareness-raising and investment. The attitudinal, social and physical barriers faced by persons with disabilities in Pakistan also need to be challenged."
This study aimed to assess whether children with disabilities were included within humanitarian and food security response programmes and whether there was an association between disability and malnutrition. The fieldwork was conducted in 2013 in the Turkana region of Kenya, a region repeatedly classified as experiencing a humanitarian emergency, and used both qualitative and quantitative methods. The key finding of the report is that children with disabilities are more likely to be malnourished and the key recommendations are that children with disabilities should be targeted in food aid and food assistance programmes, and that further efforts are needed to include children with disabilities in education. The report is intended for stakeholders to inform policy
This report summarises a study that aimed to assess whether children with disabilities were included within humanitarian and food security response programmes and whether there was an association between disability and malnutrition. The fieldwork was conducted in 2013 in the Turkana region of Kenya, a region repeatedly classified as experiencing a humanitarian emergency, and used both qualitative and quantitative methods. The key finding of the report is that children with disabilities are more likely to be malnourished and the key recommendations are that children with disabilities should be targeted in food aid and food assistance programmes, and that further efforts are needed to include children with disabilities in education. The report is intended for stakeholders to inform policy
“This document presents a Model Policy for Inclusive Information and Communication Technologies (ICTs) in Education for Persons with Disabilities. The focus is upon the use of ICTs to support the implementation of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD, 2006), specifically:
- Article 9: Accessibility;
- Article 21: Freedom of Expression and Opinion, and Access to Information;
- Article 24: Inclusive Education”
Source e-bulletin on Disability and Inclusion