Every child with disability has a right to education. In the Biwako Millennium Framework, inclusive, barrier free and right based society is emphasised. Various acts and policies have led to programmes towards inclusion in India. Yet, only 3 to 4% of children with disabilities have access to education with or without support services. There is an urgent need for providing competencies at various levels. For inclusion to be successful, education has to be with one government department rather than the divided responsibility among departments, as it is now. Positioning of human resources suitably to meet the educational needs of children with disabilities, adapting of curriculum, evaluation and feedback are imperative for optimum use of existing resources. National institutes have a major role to play in enhancing inclusion. Educating children with mental retardation has to be done keeping in mind their limited intellectual ability levels
This resource book, developed in Sri Lanka, aims to support teachers to develop the knowledge, skills and attitudes to enable them to include children with disabilities in pre-school, early childhood development settings. Chapters look at supporting children with specific impairments as well as working with parents, communities and referral systems
This book has been developed from an initiative between two organisations specialising in disability and development; Handicap International and Christoffel-Blindenmission. The initiative promotes 'Community Approaches to Handicap in Development (CAHD)'. CAHD is grounded in the social model of disability, using a rights-based approach to promote the inclusion of disability into mainstream development activity. This approach places emphasis on the role of communities in addressing the social and physical barriers faced by people with disabilities. The book describes the positive impact of CAHD projects in India, Bangladesh, Nepal and the Philippines. A diverse range of partners, in particular people with disabilities, their families and local communities have been actively involved in its publication. The book would be useful for anybody with an interest in development theory, policy and practice
This book has been produced to promote the social rights of people with disabilities. It presents extensive research on the South African context of disability and society and draws upon contributions from a diverse range of specialists in the field. A key aim of the text is to unite the disability movement in South Africa through research discourse, as a means to drive processes of social change. Key sections of the book cover: theoretical approaches to disability; governmental and societal responses to disability; disability and education; disability poverty and social security; disability and service provision; disability and human spaces. This book would be of interest to anybody working in the fields of disability, development and social inclusion
This report, part of the National Disability Survey, presents findings on education for people with disability in Afghanistan. It provides a general profile on the situation of children with disabilities and to a lesser degree, adults. This work also provides insights into the differences in educational opportunities according to the gender and age at which the person became disabled, in addition to urban and rural breakdowns. This resource would be useful for anyone with an interest in Afghanistan, inclusive education and disability and development
"This resource is intended as a practical toolkit for those involved in delivering training in Gypsy/Roma and Traveller culture for early years settings...This pack provides both training exercises and play and learning activities. By offering both, practitioners not only have the opportunity to participate in training to increase their understanding of the Gypsy/Roma and Traveller community; but also have access to a range of culturally reflective and inclusive activities, which they can then use in their settings"
This is an edited version of a paper presented at the African Decade Partners' meeting. It provides a comprehensive overview of the debate around inclusive education, highlighting key issues, problematic aspects and challenges. Inclusive education is often less expensive than special education, has a greater impact on the learning process and contributes to greater job satisfaction for teachers and to a better learning environment in schools. Disability, however, needs to be seen positively as diversity, which needs to be recognised in the classroom, while additional costs need to be taken into account and adequately resourced to support educational institutions and educators
This position paper concerns the processes for mainstreaming disability in development cooperation. Specifically, it is concerned with the ways in which SIDA can ensure that disabled people are active participants in development work and decision-making processes. The paper includes strategic areas for including persons with disabilities in SIDA's policies and programmes (on education, HIV and AIDS, poverty reduction, etc) along with a range of useful resources on global disability rights and websites on disability issues. This paper would be useful to anyone with an interest in mainstreaming disability in development cooperation, and in particular, to policy-makers, NGOs, and disabled people's organisations
This directory of information resources pulls together over 300 of the most practical and useful books, reports, videos, CD-ROMs and websites on disability. It is aimed at organisations working with disabled people in developing countries. Organised thematically, It covers a wide range of issues including human rights, gender, poverty and mainstreaming, as well as planning and management of disability programmes and service delivery relating to children, community-based rehabilitation, mental health and HIV and AIDS. The directory provides a quick reference listing of information resources with clear abstracts and details of distributors and websites, while the CD-ROM contains many published and un-published full-text documents, as well as links to websites for those who can access the Internet. The index of publishers and distributors will be especially useful to resource centres and information services which collect and manage information on disability and development
This issue focuses on inclusive education, and the right of every child to access education. It emphasises that accessibility needs to be improved, with changes to the physical environment but equally to the curriculum and teaching methodologies. It stresses, however, that process of inclusion and mainstreaming are not just a matter for the professionals. There is a need to raise awareness within the local community, and change deep-seated attitudes and preconceived ideas by sharing successful stories
This paper clarifies the underlying concepts of a rights-based approach to education programming. The aim is to increase awareness of the importance of human rights in underpinning development cooperation and programming, and to foster a discussion on the practical aspects of implementation. This resource would be useful for anyone with an interest in inclusive education
This is a summary of key issues related to the costs of accessible school infrastructure. It proposes universal design as a cost-effective approach that benefits all, providing guidelines for cost control. This would be useful for people interested in accessible school infrastructure
This study provides the results of a desk study analysis, informational site visits, and a research study to assess preschool and primary education in Bangladesh for children with disabilities
This publication summarises the findings and broader 'lessons learned' from the Disability KaR programme (2003-2005). The programme developed a strong focus on mainstreaming disability in development, saw partnerships grow between organisations in developed and developing countries, and saw disabled people taking a lead in research
"This paper is intended to systematize how excluded children are planned for in education. It begins with a brief introduction, which provides a historical perspective on the origins of inclusion and describes the shift from integration towards inclusion. It is then divided into three main parts.
The first provides a theoretical framework. It defines inclusion, explains how it is founded in a human rights approach and how it relates to factors such as quality and cost-effectiveness.
The second part looks at more practical changes at the school level. It outlines the key elements in the shift towards inclusion with a particular focus on the key players including teachers, parents and educational policymakers as well as curricula.
The third part brings together the first two sections by providing tools for policymakers and educational planners for hands-on analysis of education plans."
This report contributes towards the availability of data for education reform of children with disabilities. The report focuses first on data sets which identify children with disabilities, and then highlights preschool and school data sets which better identify whether these children have access to education. The analysis also assesses the achievement of policy goals. This study would be useful to those who have an interest in the education of children with disabilities
This manual describes the process of developing inclusive education practices in India and the need for future development. It outlines practical information and includes templates of individual education plans for children with disabilities in mainstream schools to aid their learning. The manual aims to enable families and teachers at the grassroots level to include all children into neighborhood schools
This guide was developed to facilitate and support inclusive education. It presents strategies and learning activities to facilitate curriculum differentiation, and offers suggestions, strategies, and learning activities to teachers to use in classrooms. This guide is useful to anyone interested in using curriculum differentiation to respond to students’ diversity
The Index for Inclusion is a set of materials devised in England for supporting the development of learning and participation in schools. This paper reports on the extent to which the Index can be used in countries of the South, with a particular focus on South Africa, Brazil and India
This Key list highlights essential information resources on inclusive education. Over recent years, approaches in education for disabled children have moved from special needs education toward inclusive education, reflecting a change from the medical to the social model of disability, as well as a growing human rights focus in the disability field. In 1994, the Salamanca Statement declared that schools should accept all children regardless of disability or special educational need. Ten years on, there are many differing views about how to implement inclusive education. For some practitioners the concept of inclusive education has been widened to encompass other issues as well as disability, such as gender, ethnicity and HIV status, while for others the concern is to ensure that segregated education continues for some groups of children. The resources in this Key list include practical guides, case-studies, guidance materials for managers, and resources for parents
Source e-bulletin on Disability and Inclusion