This publication aims to analyze and disseminate good practices implemented throughout the project called "Improving access to employment for Young people with disabilities in the Greater Casablanca. " To assess the success of this project, it was needed to meet the people with disabilities that benefited from work placement in the companies. The following testimonies come from smiling, dynamic people who, thanks to a stable employment, are able to project into the future.Their disability has become "a detail": for their Colleagues, they are Anouar, Zineb, Mustafa, Anas, Yasmine ... competent staff who as everyone in the company brings an added value. Rabii And Sanaa, who both work as inclusion agents at the AMH Group and in the association called ANAÏS, contributed greatly to these personal and professional achievements. Every day they accompany, advise, facilitate training, prepare disabled young people for the labor market, but they also approach companies and propose nominations. The career paths exposed in this publication are encouraging towards continuing their efforts, along with ANAPEC and the other players at stake in the inclusion sector: not only professional, but also every Moroccan companies and the CGEM, to allow Young people with disabilities to access to stable and rewarding work places. As for the companies, the results speak for themselves: trained human resources departments, formalized action plans to implement disability policies, CSR targets achieved, and skilled employees providing added value to the teams.
This is an exploratory study suggesting ways to analyse the challenges of the inclusion of disabled children and young people in learning in developing countries. This paper examines aspects of teaching and learning and ideas about the social purposes of education. It is based on a broad review of relevant literature drawing together insights from developing and developed economies. It argues that the pedagogy needed to include disabled children in learning can be developed by 1)working with disabled children and adults, 2)allowing and encouraging teachers to experiment and learn from their own and each others' experiences, and 3) sharing ideas about inclusive pedagogy between countries. All of these have implications for curriculum design and teacher education and support
CREATE PATHWAYS TO ACCESS Research monograph No 38
This book deals with practical advice on health care for women with disabilities. It has been developed in partnership with health care professionals and disabled women in over 42 countries. It covers the key issues of disability in the community; accessible health care; mental health; sexual health; family planning; and child birth. The book is written in a practical and accessible style, suitable for anyone with an interest in disability, social development and women's health issues. In particular, the book offers a valuable insight into 'real-life' personal experiences of disabled women
"This book represents the ideas of the local community on how to support disabled children and their families and provides a very useful starting point for other women's groups who want to improve the quality of life of disabled children in their own communities. The process described can assist in establishing community led action for disabled people in resource poor areas of the world."
Report of a regional workshop held to held to share experiences of inclusive education practices in the Asia Pacific region, and explore future strategies to promote inclusive education within the framework of education for all
"This book is designed for those with some training in reconstructive surgery for peripheral neuropathies, but who have not been exposed to all of the procedures presently available...In this field it is absolutely essential that the surgeon works closely with a therapist able to educate the patient following reconstructive surgical procedures. As such the book is also designed for therapists, with chapters covering the principles and techniques of pre- and postoperative therapy for neuropathic limbs. The book also contains sections on orthopaedic appliances and prosthesis, but only in sufficient detail to allow the surgeon to have a reasonable understanding of how to choose an appropriate orthosis/ prosthesis and what can be expected of the same"
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
Job placement services for disabled people have been the focus of increasing global attention as awareness about the difficulty disabled people have in seeking jobs has grown. This book gives background to job placement services and describes the necessary policy and legislative framework for these services to be effective. The four key components of a job placement service (preparation for jobs, job placement, self-employment and publicity and promotion) are described, and monitoring and evaluation of the service are explained.
This book brings together more than 20 case-studies of programmes and approaches in helping disabled people gain skills, find employment and earn a living in the Asia-Pacific region. They include both centre- and community-based vocational training and income-generation programmes, employment services and partnerships
This book explores the use of music therapy in school and community settings to enhance the development of independent leisure skills with a variety of client populations, including children, adolescents, adults, and the elderly with mental health needs, developmental and learning disabilities, Alzheimer’s disease and other aging-related conditions, substance abuse problems, brain injuries, and physical disabilities
These guidelines are primarily aimed at education staff who want to develop inclusive education practices, focusing on including disabled children in schools. It is also useful for community groups and NGOs and those working in CBR who need to provide input into inclusive education work; and is relevant to readers working in out-of-school situations.
The book builds on Save the Children’s experience prior to 2002. Subsequent experiences are documented in ‘Making Schools Inclusive' (2009)
This publication contains stories of family-based advocacy organisations which have helped to transform education systems in southern Africa, South Asia, Europe and Australia. Quotes from family and community members provide valuable insights into the activities, thoughts and feelings of parents involved in fighting for the inclusion of their disabled children. The guide is especially useful for family and community members who may feel isolated and want to form a support group or advocacy organisation, and also for teachers, teacher educators and policy-makers
This booklet summarises the more comprensive report by the same title, which brings together experience from a wide range of countries and attempts to summarise knowledge and experience in relation to the development of inclusive education systems
This report examines the organisational strategy of 11 disabled women's groups in Nicaragua. More specifically, this resource explores the experiences of each organisation as they introduce gender perspectives, sexuality and women rights issues into their work, at the local and national level. It concludes by providing recommendations for developing appropriate participatory methodologies. This resource would be useful to anyone with an interest in women right's and disability and development
This technical note offers an economic argument in favour of inclusive education, and shows that the incremental benefits of educating a child with disabilities outweigh the incremental costs. It supports a change from special education to mainstreaming and indicates some intervention options to improve the enrolment of children with disabilities in regular schools
Split into five pull-out sections, this publication sets out the basic principles of Tearfund's Child Development Policy as applies to disability. Includes case studies of programmes with 'questions for reflection' around building relationships, participation, advocacy, parental responsibility and identifying needs and priorities. Attempts to develop the idea of good practice in programming for children with disabilities
This resource examines key structures which can help disabled people with the transition to adulthood. By starting with families and then expanding to wider social structures such as education, housing, work and benefit provisions, each chapter highlights the respondents who achieve paid employment and independent living
This books gives a framework for examining children's fiction for out-dated or erroneous portrayals of disability. This book: explains how certain familiar storybooks can be interpreted to highlight major disability awareness concepts; suggests how these can be used to promote discussion about disability with children, for early years to adolescence; shows how to identify texts which create misleading ideas about disability; indicates how disability interests can be included in a number of curriculum areas
This well-known manual contains a wealth of information that is crucial for therapists, professionals and community groups. It deals comprehensively with all common childhood disabilities including polio, cerebral palsy, juvenile arthritis, blindness and deafness. It provides clear, detailed information and easy-to-implement ideas for rehabilitation at the village level, the development of skills, making low-cost aids and the prevention of disabilities
This publication focuses on problem-based learning and looks at disability from a human rights perspective. Gives practical guidelines for CBR workers on the child-to-child approach, appropriate technology and independent living
Source e-bulletin on Disability and Inclusion