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Parenting a child with intellectual disability – factors that may contribute in making parenthood a positive experience

PSAILA, Elvira
October 2016

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This paper reviews both internal and external factors which can determine how parenting a child with an intellectual disability can be a positive experience. One in which the parents act as enablers in creating an environment that promotes the development of their children into autonomous adults from the moment of disclosure of the presence of intellectual impairment. The paper reviews literature that explores coping mechanisms, resilience and sense of coherence (SoC) as intrinsic qualities, and working with professionals and support systems as external factors. 

Considering Disability Journal, Vol.1, No.3

DOI: 10.17774/CDJ1.32016.5.20575874

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

A guide for community health workers supporting children with disabilities

ADAMS, Mel
et al
2014

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"This resource is to be used as a guide for Community Health Workers (CHWs) to support parents in promoting the development and independence of their child with neurodevelopmental disabilities...In line with current thinking, this resource places the emphasis on promoting activity and participation in a child’s daily life activities rather than therapies that try to fix ‘the problem’ (Skelton and Rosenbaum, 2010). As such, this manual provides ideas on how to support the child during activities of daily living – taking particular account of their physical and communication abilities and needs – and does not include hands-on rehabilitation techniques that focus on specific impairments. It does however provide guidance on overall management and prevention of further disability. The materials in this manual can be used as the basis for a programme of intervention that progresses through two stages"

Note: As indicated when clicking on the resource link below, the manual is available once contact details are entered or alternatively user can contact mel@maits.org.uk to receive a free pdf copy of this resource

Becoming an inclusive, learning-friendly environment

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANISATION (UNESCO). Asia and Pacific Regional Bureau for Education
2003

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Booklet 1 describes what is an inclusive, learning-friendly environment (ILFE) and what are its benefits for teachers, children, their parents and communities. It also will help to identify the ways in which a school may already be inclusive and learning-friendly, as well as those areas that may need more improvement. It will provide ideas about how to plan for these improvements, as well as how to monitor and evaluate the progress

Working with families and communities to create an ILFE

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANISATION (UNESCO). Asia and Pacific Regional Bureau for Education
2003

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Booklet 2 describes how to help parents and other community members and organizations to participate in developing and maintaining an inclusive learning-friendly environment (ILFE). It gives ideas about how to involve the community in the school and students in the community. It will help identify in what ways this is already going on, and it will offer ideas for involving families and communities even more in promoting and developing an ILFE

Getting all children in learning

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANISATION (UNESCO). Asia and Pacific Regional Bureau for Education
2003

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Booklet 3 will help individuals working in schools understand some of the barriers that keep children from coming to school and what to do about them. The Tools are presented in a building block fashion (step-by-step), and they contain ways of including traditionally excluded children that have been used widely and effectively by teachers throughout the world. These Tools, will enable the reader to talk with other teachers, family and community members, and students about what conditions may be pushing children away from learning. They also will be able to identify where the children live, why they are not coming to school, and what actions can be taken to get them in school

Creating inclusive, learning-friendly classrooms

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANISATION (UNESCO). Asia and Pacific Regional Bureau for Education
2003

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This booklet will help the reader to understand how the concept of learning has changed over time as classes have become more child-centred. It will give the reader tools and ideas about how to deal with children with diverse backgrounds and abilities that attend aclass, as well as how to make learning meaningful for all

Managing inclusive, learning-friendly classrooms

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANISATION (UNESCO). Asia and Pacific Regional Bureau for Education
2003

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This booklet will give the reader tips about managing diverse classrooms. It explains how to plan for effective teaching and learning, how to use resources effectively, how to manage group work in a diverse classroom, as well as how to assess students' progress and thus the reader's own progress

Creating a healthy and protective inclusive, learning-friendly environment for all

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANISATION (UNESCO). Asia and Pacific Regional Bureau for Education
2003

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This booklet will help the reader to begin to develop an effective school health and protection component. It pays attention not only to what is happening in classrooms and how far lessons plans have progressed, but also to: finding opportunities to include health promotion in everything done by schools and with communities; focusing on strategies that are feasible to implement even in the most resource poor schools and those located in hard-to-reach areas; creating effective partnerships between teachers, parents, students, health workers, and community members to get necessary resources and support; and increasing children's awareness and participation in solving health and protection problems that are relevant to their lives

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