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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

 

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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