This report reveals a major gap between DFID’s inclusive education policy and practice, with weak implementation, as a result of a lack of resources and capacity. GCE UK’s report highlights that there is an urgent need for a significant increase in policy attention and resources to address the major structural and social barriers that children with disabilities currently face in accessing education. It concludes by making key recommendations. It finds that the issue needs much greater prioritisation within DFID, and that there is an urgent need for DFID to develop a systematic approach towards the issue, both directly within its education portfolio, and by mainstreaming the issue across other areas of DFID operations. It recommends that it is critical that DFID works to embed disability throughout its development programmes to achieve long-term change, even as governments change and key individuals move on
The aims of this project report are to examine the contemporary position of disabled people in the labour market in Britain, to explore the work experiences of a number of disabled people and the impact of policy and practice on their life stories of work and to identify and disseminate the good practices of organisations such as Breakthrough UK Ltd and GMCDP in relation to promoting the work opportunities of disabled people. The report is based on a research project that brought together Breakthrough UK Ltd (BUK Ltd), the Greater Manchester Coalition of Disabled People (GMCDP), researchers from the Centre of Applied Disability Studies at the University of Sheffield and the financial support of the European Social Fund. This project started in March 2004 and finished in December 2005. Versions of this report are available in Braille, Easy Word, Large Print and Audio by contacting the publisher
This report documents the results of a project to explore disabled children’s (11 – 16 years old) experiences, and their perceptions of impairment; of services; and of their social relationships with family, peers and professionals. The study involved over 300 children in a range of settings and used qualitative methods.
The research highlighted an atmosphere of resentment towards the comparatively high levels of adult surveillance disabled children faced, as opposed to their non-disabled peers, along with the varying degrees to which the word ‘disabled’ and the concept of disability had been appropriated and understood by disabled children themselves. Finally, it alluded to the presence of multiple barriers to inclusion (as generally understood by the social model) that disabled children were still facing on a regular basis
Source e-bulletin on Disability and Inclusion