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Education for all means all. Global Reading Network blog

HEUMANN, Judy
ELDER, Brent
March 2017

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The aim of this blog to provide an overview of issues related to disability and literacy.

The blog series, prepared under the auspices of USAID’s Office of Education, is to address some potential challenges and solutions to increase student literacy rates as they relate to a variety of disabilities in diverse global contexts.

Able to include

INCLUSION EUROPE
February 2017

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"The ABLE TO INCLUDE solution improves the quality of life of people with intellectual or developmental disabilities (IDD) and similar conditions such as people affected by dementia or any kind of cognitive impairment. To achieve this, the project integrates a set of already-developed technologies to create a context-aware accessibility layer that, by being integrated with existing and future ICT tools, can improve the day-to-day life of people with IDD by understanding their surroundings and helping them to interact with the information society. The project focuses on the most important areas that a person needs to live independently and find fulfilment as an individual: to socialize in the context of the web 2.0, to travel independently and be able to work.

Three key technologies are used as a framework to develop everyday tasks:

Text and content simplifier
A pictogram-to-text, text-to-pictogram and pictogram-pictogram translation tool
Text-to-speech functionalities

These technologies are utilised to create an accessibility layer for people with IDD in everyday tasks within the framework of the information society. The accessibility layer is accessed through an open and free API that foster the introduction of an assistive technologies layer for people with IDD in any software development."

Community-based rehabilitation : CBR Guidelines|Education component

WORLD HEALTH ORGANIZATION (WHO)
et al
2010

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This component of the CBR Guidelines focuses on education and how to make it inclusive. It describes "the role of CBR is to work with the education sector to help make education inclusive at all levels, and to facilitate access to education and lifelong learning for people with disabilities." It outlines key concepts and then presents the core concepts, examples and areas of suggested activities in each of the following five elements: Early childhood care and education; Primary education; Secondary and higher education; Non-formal education; and Lifelong learning. This guideline is useful for anyone interested in the education component of CBR

Guidebook for planning education in emergencies and reconstruction|Chapter 12 : non-formal education

INTERNATIONAL INSTITUTE FOR EDUCATIONAL PLANNING (IIEP)
2006

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This practical guide presents non-formal education in the contexts of emergencies and reconstruction to provide emergency-affected out of school children, youth and adults with educational activities that meet their needs and interests, and to supplement formal schooling of those children and youth with subjects relevant to their protection well-being and psycho-social needs. This guide is useful to anyone interested in non-formal education in the contexts of emergency and reconstruction

Reflect mother manual - regenerated Freirean literacy through empowering community techniques

ARCHER, David
COTTINGHAM, Sara
1996

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REFLECT is a participatory approach to adult literacy developed by ActionAid, based on Participatory Rural Appraisal and Freirean methods. The approach does not use pre-printed materials, but through ‘literacy circles’ encourages people to develop their own learning materials, such as maps, diagrams and calendars representing local reality. These are then used as the basis for introducing reading and writing in a meaningful context

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