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Education : a right for all children [whole issue]

December 2005

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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

Guidelines for inclusion : ensuring access to education for all

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION (UNESCO)
2005

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"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."

Educating children with disabilities in developing countries : the role of data sets

ROBSON, Colin
EVANS, Peter
2005

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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

Moving away from labels : a school for all

CBR NETWORK (SOUTH ASIA)
2005

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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

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

Inclusive education

SOURCE INTERNATIONAL INFORMATION SUPPORT CENTRE
2005

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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

Inclusive education : an EFA strategy for all children

PETERS, Susan J
November 2004

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This paper studies inclusive education from within the context of the Education For All strategy. It examines experience of inclusive education and lessons learned from both northern and southern countries, and discusses economic issues (such as cost-effectiveness) and legal issues

Learning from difference : understanding community initiatives to improve access to education

EENET
August 2004

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This CD-ROM holds guidelines for an action research project carried out by teachers in Zambia and Tanzania and external facilitators. The guidelines are aimed at people who want to adapt the process for their own communities, and are supplemented with videoclips and links to further information and useful examples. The aim of the research was to encourage teachers to articulate their experience in inclusive education by developing written accounts that could be shared with other countries of the South. The accounts, guides and examples are useful training materials and serve as a stimulus for further reflection

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

Education for all : a gender and disability perspective

ROUSSO, Harilyn
2004

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This paper explores the challenges involved with educating women and girls with disabilities. It begins by explaining the shortcomings of data collection and information gathering, briefly explores the legislative and policy issues, and concludes with a set of policy recommendations for inclusive education. This was a background paper prepared for the Education for All Global Monitoring Report 2003/4 'Gender and education for all: the leap to equality'

Inclusive education training in Cambodia : in-service teacher training on disability and special needs issues for primary school teachers

THOMAS, P
VICHETRA, K
July 2003

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These materials are an in-service teaching training course for mainstream primary school teachers. They cover types of disability, disabled children's rights and advice on how to include disabled children in the classroom. This course is based on the UNESCO ‘Children with Special Needs Teacher Education Resource Pack’, and materials developed by the Spastic’s Society of Tamil Nadu in India, Voluntary Service Overseas and Kampuchean Action for Primary Education, which have been simplified and adapted. While prepared for use in Cambodia, this resource offers useful, easy to adapt materials to other contexts

A world fit for all children : including the rights of children with disabilities in the UN Convention on the Rights of the Child.|National plans of action : guidelines for inclusion

INCLUSION INTERNATIONAL
CANADIAN ASSOCIATION FOR COMMUNITY LIVING
March 2003

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Many governments are in the process of developing National Plans of Action to implement the UN Convention on the Rights of the Child. This document is intended to present suggested guidelines for how to include the rights of disabled children into action plans in a way that promotes and protects inclusion

Inclusive education : achieving education for all by including those with disabilities and special education needs

PETERS, Susan J
2003

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This report approaches inclusive education from a holistic perspective. It takes into consideration policy aspects, the philosophy behind education in general and the historic developments in the fields of education and special needs education.
The report highlights best practice examples and lessons from the north and the south. It also describes the different international frameworks, the economic and policy implications of education for all.
It concludes that inclusive education requires decentralisation, the allocation of sufficient financial resources, accessibility and participation and must be set into the general Human Rights framework

Overcoming exclusion through inclusive approaches in education : a challenge and a vision

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION (UNESCO)
2003

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Paper seeking to map out inclusive approaches in education as a strategy to achieve the goal of education for all. It aims to construct a coherent conceptual and contextual policy framework in order to provide access and quality in basic education for all children and young people, and explores the implications for education systems so that these needs can be addressed and responded to in mainstream education whether it is formal or non-formal

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