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Every learner matters: Unpacking the learning crisis for children with disabilities

McCLAIN-NHLAPO, Charlotte
et al
June 2019

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This paper was developed by the World Bank in partnership with Leonard Cheshire and Inclusion International. It is an attempt to add knowledge to the current understanding of the importance of learning achievements, with a focus on children with disabilities. While the premise is that inclusive education refers to the inclusion of all children, the focus of this paper is on children with disabilities.

The aim of the paper is to:

  • Provide an evidence-based review of educational participation of children with disabilities.
  • Establish a case for focusing on learning achievements for students with disabilities.
  • Take stock of current mechanisms of measurement of learning outcomes and review their inclusivity.
  • Explore evidence of practice and systems which promote disability-inclusive learning for all. 

Four case studies are provided - from Pakistan, South Africa, Canada and UK.

Creating an inclusive school environment

DOUGLAS, Susan
Ed
2019

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This publication draws together research and learning from around the world, in papers which highlight the need for inclusive education and some of the steps being taken to implement it. 

The settings brought to life here reveal the work of teachers, leaders and policy makers in geographically and culturally diverse situations. In each of the chapters we see the challenges they face and the significant efforts they make to ensure access to, and engagement with, a quality education for all children. The collection includes 15 case studies:

 

Special educational needs and disability section:

  • Teaching for All: mainstreaming inclusive education in South Africa
  • Successful inclusive education starts with teachers: what have we learned? A multi-country case study
  • Teaching English as a second language to the visually impaired in disadvantaged contexts: a case study from Chiapas, Mexico
  • The Theatre of the Classroom

Displaced populations section

  • Teaching on the run: safe learning spaces for internally displaced persons
  • Developing resilience through English language teaching in youth centres across Iraq
  • Capacity building for inclusive classrooms: the Living Together training
  • Integrating Syrian refugee children and their parents into Lebanese early education systems

Gender and inclusion in the classroom section

  • A gender equality and social inclusion approach to teaching and learning: lessons from the Girls’ Education Challenge
  • Teacher development and gender equality in five Nigerian states
  • Creating gender-inclusive schools in Turkey: the ETCEP project in action
  • Education, English language, and girls’ development: exploring gender-responsive policies and practices in Nepal

Minority ethnic groups in the classroom

  • Social inclusion and the role of English language education: making a transition from school to higher education in India
  • Storytelling for diverse voices
  • Inclusive education in marginalised contexts: the San and Ovahimba learners in Namibia

 

My right is our future the transformative power of disability-inclusive education. 03 Series on disability-inclusive development

CBM International
November 2018

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This publication explores the challenges of disability-inclusive education systems and provides practical support suggestions that can better meet both the general and specific learning needs of all children, including those with disabilities. It recognises that inclusive education is a complex process and aims to help governmental and non-governmental actors to navigate the most suitable pathways to change.

Topics include: Individual and systemic approaches; non-negotiable commitments; collaboration; long-term process; understanding and awareness; stakeholder empowerment and engagement; Innovation: accessibility and reasonable accommodation; Innovation: teachers and teacher education; Innovation: transition and lifelong learning; and organising inclusive education systems

15 case studies are provided

Disability and inclusive education - A stocktake of education sector plans and GPE-funded grants

BANHAM, Louise
PAPAKOSTI, Elena
et al
March 2018

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This report was commissioned by the Global Partnership for Education’s Secretariat to take stock of how disability and inclusive education are included in education sector plans in 51 countries, including GPE-funded programs, such as education sector program implementation grants, program documents, implementation progress reports education sector analysis, if applicable, and other relevant GPE program documents.

This report documents progress and highlights the need to step up support to GPE partner countries on disability and inclusive education, to improve consideration of issues around disability and inclusion in education sector analysis and sector planning processes to better promote the achievement of GPE 2020 strategic goal 2, and to fulfill the transformative vision of Agenda 2030

GEM report summary on disabilities and education

UNESCO
2018

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In support of the run-up to the 2020 GEM Report on inclusion and education, this paper contains summarised content related to disabilities and education in previous Global Education Monitoring (GEM) Reports since 2010. Reports cited from 2010 and 2015 monitored countries in the Global South. The GEM Report started monitoring countries in the Global North from the 2016 Report onwards only.

 

Topics covered include: compliance monitoring; the role of civil society organisations; lack of data; marginalisation; data on primary school attendance; intersection with other disadvantages; different education related challenges; and ten education policies to counteract marginalisation.

INCLUDE US! Good practices in the inclusion of persons with disabilities in Myanmar

HUMANITY & INCLUSION (HI)
2018

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In 2015, Humanity & Inclusion HI began the project: “Empowering persons with disabilities to contribute to equal access to basic social services and local policymaking processes in under-resourced areas of Ayeyarwady and Mandalay”. The project supported Disabled Peoples Organizations and other civil society groups to participate in the development of inclusive regional policies and programmes, and to promote good practices contributing to greater access to services for persons with disabilities. An aim was also to document, publish and disseminate these good practices throughout Myanmar, increasing awareness and understanding in order to sensitise people to disability inclusion and influence policy change. Rather than focusing on what is not working, this report seeks to shift attention to what has worked locally and how it could be replicated in other parts of the country, providing constructive, practical recommendations to decision-makers, service providers and other community groups in Myanmar. The report is related to two projects. The second is “Advocacy for Change: Fostering protection and rights of men and women with disabilities in Myanmar”. 

 

There are global recommendations. There are seven good practices:

  • Related to education:  Case Study I: Promoting Inclusion of children with disabilities in Middle Schools of Ayartaw. Case Study II: How the development of the teacher training promotes inclusion of all children in education
  • Related to economic life: Case Study III: How partnerships between private companies and organizations of people with disabilities can improve access to employment and vocational training
  • Related to social/community life: Case Study IV: Giving the Myanmar Deaf Community access to information.  Case Study V: How parental advocacy can make a difference
  • Related to political life: Case Study VI: Community advocacy in obtaining the National Registration Card. Case Study VII: Supporting people with disabilities to participate in Myanmar elections

 

Inclusive Education Booklets and Webinars

UNICEF Europe and Central Asia Regional Office
February 2017

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With the view to promoting Inclusive Education systems, the UNICEF RO for CEE/CIS in collaboration with the Education and Disability Sections at HQ, has developed a cohesive set of products related to Inclusive Education, products that will support the capacity development of UNICEF staff and provide them with a set of materials that can be used in the field. Below you can find a series of webinars and companion booklets, each dedicated to a specific thematic area, under the overall title of A Rights-Based Approach to Inclusive Education for Children with Disabilities.

The series is intended to provide practical guidance to UNICEF staff and their partners on the issues of Inclusive Education with a focus on children with disabilities, by exploring specific concerns, policy and implementation issues specific to thematic areas. The webinars provide the audience with the necessary tools and references to guide further study, and determine the capacity development needs of each country. Each webinar and its companion booklet was developed by an expert on a specific thematic area.

Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

UNESCO
November 2016

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The Asia Education Summit on Flexible Learning Strategies for Out-of-School Children (24-26 February 2016) brought more than 550 education and learning colleagues from across the Asian Region and world to Bangkok, Thailand. The Summit welcomed 121 speakers and over 100 government officials. More than two-thirds of the Summit’s participants were NGO representatives and educators in the region who were, and currently are working “on the ground” in efforts with and for out-of-school children (OOSC).  This report aims to highlight and give voice to the unique innovative initiatives and flexible learning strategies shared during the course of this three-day summit. Each presentation summary in this report is intended to stand alone, while contributing to the collaborative nature and understanding of the innovations and FLS for OOSC presented. Presentations inlcuded "Sustainable and Innovative Financing for Disabled and Disadvantaged OOSC in Thailand: Mae Hong Son Model"

Enabling education review, issue 4

ENABLING EDUCATION NETWORK
December 2015

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This newsletter contains a variety of articles about inclusive education in several countries around the world. The topics focus mostly on funding, managing and sustaining inclusive education; engaging and empowering beneficiaries in finding solutions; facilitating parental and child involvement and early childhood education

Enabling Education Review, issue 4

Signs for a good education

HUMAN RIGHTS WATCH
October 2013

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This video highlights some of the challenges faced by deaf children and young people, and the opportunities sign language education offers them

Teachers for all : inclusive teaching for children with disabilities

LEWIS, Ingrid
BAGREE, Sunit
July 2013

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This paper provides detail about the context and scale of the challenges of the global shortage of inclusive teachers for children with disabilities. It then outlines five broad issues that need addressing if we are to prepare, recruit and support enough teachers, with appropriate skills, to educate every child, including those with disabilities

Equal right, equal opportunity – Inclusive education for children with disabilities

WALKER, Jo
2013

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This report synthesises current evidence on the policy responses which can help bring down the common barriers faced by disabled children in gaining a quality education, across seven inter-dependent strategies – from the family, local communities and national government, through to the international community. 

 

The strategies are: create appropriate legislative frameworks, and set out ambitious national plans for inclusion; provide the capacity, resources and leadership to implement ambitious national plans on inclusion; improve data on disability and education, and build accountability for action; make schools and classrooms accessible and relevant for all; ensure there are enough appropriately trained teachers for all; challenge attitudes which reinforce and sustain discrimination; create an enabling environment to support inclusive education, including through cross-sectoral policies and strategies that reduce exclusion.

 

Actions to be taken by national governments to achieve these strategies are presented.

 

Case studies in India, Italy, Ethopia, Bolivia, Bangladesh, Mozambique, Gambia, Burkino Faso and Palestine are provided.

 

 

How-to-guide : preparing teachers for inclusive education

NGUYET, Dinh Thi
HA, Le Thu
2010

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"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"

Formation en éducation inclusive avec un accent particulier sur l'accueil d'enfants handicapés en classe ordinaire

HALLET, Virginie
2009

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Ce manuel de formation en « éducation inclusive, avec un accent particulier sur l’accueil d’enfants handicapés en classe ordinaire » veut contribuer à la réalisation des objectifs de l'Éducation Pour Tous et ainsi assurer à tous les enfants l'égalité des droits et des chances en matière d’éducation, y compris pour les enfants handicapés. L’éducation inclusive désigne un système éducatif qui tient compte des besoins particuliers en matière d'enseignement et d'apprentissage de tous les enfants et jeunes gens en situation de marginalisation et de vulnérabilité : enfants des rues, filles, groupes d'enfants appartenant à des minorités ethniques, enfants issus de familles démunies financièrement, enfants nomades, enfants handicapés, etc. L’éducation inclusive se rapporte à l’ensemble des mesures qu’une école doit prendre pour être accessible à tous ces enfants. Le présent manuel de formation en éducation inclusive met l’accent sur la scolarisation des enfants handicapés. Toutefois, l’ensemble des stratégies proposées va inévitablement promouvoir les opportunités en matière d’éducation pour de nombreux autres groupes d’enfants exclus des systèmes éducatifs. Il constitue une introduction au concept d’éducation inclusive que des formations spécifiques sur la déficience mentale, le Braille et la langue des signes viendront compléter. Si les publications en langue anglaise sur l’éducation inclusive sont abondantes, ce n’est pas le cas dans le monde francophone. Nous espérons donc que le présent document viendra combler ce manque. 

Educator development and support

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION (UNESCO)
March 2008

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Limited attention has been given to helping educators to deal with the new challenges posed by the epidemic. Even less attention has been given to protecting educators from HIV infection and to providing care, treatment and support for educators infected with or affected by HIV and AIDS. There are also very few programmes addressing the needs of other education sector personnel, such as planners, managers and support staff. This booklet looks at educator development and support; educator conduct; and prevention, care, treatment and support of infected and affected eduators

Changing teaching practices : using curriculum differentiation to respond to students’ diversity

PERNER, Darlene
2005

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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

Special needs in the classroom : a teacher education guide

AINSCOW, Mel
2004

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An updated version of UNESCO's training pack developed in the early 1990s for teachers learning about inclusion. It has been used in over 50 countries and has been adapted to different countries' contexts. This guide is a source of ideas for educators wishing to improve teachers’ skills in dealing with pupil diversity in mainstream schools. It offers advice on teacher education methods, including accounts of initiatives already undertaken in various parts of the world. The book emphasises the importance of teacher development, both pre-service and in-service, and demonstrates how pupil diversity in mainstream schools can be a positive influence on the life of the school

In my classroom : guide to reflexive practice

DU PLESSIS, Joy
et al
2002

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This practical guide "suggests ways of working together in schools and teacher networks. Through the use of reflection and dialogue, the materials ask teachers to analyze their own teaching context and try out new teaching strategies...(it provides) teachers with opportunities to examine the ideas and examples, discuss them with colleagues and others, and guides them through adapting tasks, practices, and materials that may be used effectively in their own context"

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