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ICT Directory for Inclusive Education

Humanity and Inclusion
et al
December 2021

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•The ICT Directory for Inclusive Education presents Information and Communication Technologies (ICTs) that have the potential to foster the education of children with disabilities in inclusive schools.
•The ICTs are presented according to the type of difficulties they can address. These difficulties, which are defined in the Washington Group questionnaire, can affect a student’s participation in the classroom:
-Visual impairment
-Hearing impairment
-Communication difficulties
-Difficulty remembering/concentrating/learning
-Difficulty moving upper limbs
 

The Need and Desire for Inclusive Universities: A Perspective from Development Studies

THOMPSON, Stephen
July 2021

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In recent times there has been sustained momentum to address inequalities within university faculties and improve the diversity of students. Also, in response to historical and current social injustices, universities have sought to decolonize curricula. These progressive movements have had particular significance for departments focused on development studies and related subjects because the need to be inclusive is not only the right thing to do from a moral position, but also because to be exclusive is fundamentally challenging to the conceptualization and philosophy of the discipline. Development is a contested term but addressing inequality and working towards social justice are common themes found across most definitions. This commentary provides a critical insight into the importance of inclusive universities as gatekeepers to equitable knowledge production and the development of future professionals. To play their part in addressing the challenges posed by a globalized world, universities need to be proactive in ensuring that they become fully and meaningfully inclusive. While all university departments would benefit from becoming more inclusive, departments focused on development must be the pioneers leading the way, as inclusivity is relevant to the delivery of development studies, as well as emerging as an important discourse within the discipline that continues to evolve. This commentary will explore how and why in an increasingly interconnected global society, the need for universities to leave no one behind, and challenge hegemonic and unequal structures has never been greater.

Using the Washington Group Questions in humanitarian action (learning toolkit on disability data collection)

January 2019

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Humanity & Inclusion has created a learning toolkit to improve the collection of quality data on persons with disabilities and improve its use by humanitarian organisations.

 

Until now, existing guidance on the Washington Group Questions (WGQs) has been specific to national data collection efforts on persons with disabilities. To address the lack of guidance for humanitarian actors, Humanity & Inclusion (HI) is launching a learning toolkit on collecting data in humanitarian action, which includes an e-learning, a training pack for enumerators and various supporting resources that can all be found on the HI website.

 

Gathering evidence on the use of the WGQs in humanitarian action:

To respond to the need to collect, analyse and use data on persons with disabilities in humanitarian action, HI has been implementing a project, funded by the UK Department for International Development, to test and assess the use of the WGQs in humanitarian action. An action-research was carried out with over 30 humanitarian partners in Jordan, the Democratic Republic of Congo and the Philippines, with the evidence used to develop learning materials.

 

Development of a learning toolkit for humanitarian actors:

In addition to the findings of the action-research, HI gathered inputs from over 30 humanitarian organisations working in 22 countries to inform the design of the learning toolkit. Specific focus was given to the development of open source materials that would be accessible with screen readers, on mobile phones, and in hard to reach locations. The content was then informed by selected subject matter experts in inclusive humanitarian action and data collection.

 

What is included in the toolkit?

An e-learning on Collecting Data for the Inclusion of Persons with Disabilities in Humanitarian Action – The Application of the WGQs providing an entry point for humanitarian actors who would like to understand how to plan for and use the WGQs.

A Training Pack for enumerators giving guidance, session plans and activities to deliver training on using the WGQs (developed in collaboration with RedR UK).

Supporting resources providing practical guidance on the application of the WGQs in humanitarian contexts.

 

Who is this for?

The toolkit is tailored to a full range of humanitarian actors who would like to understand how to use the WGQs in their own work and organisations. The content has also been designed to provide technical guidance for programme and technical staff: with a practical focus on different topics relevant for the use of the WGQs –from the human rights based approach that underpins them, to their planning, use and the analysis of the data produced.

 

Where is the Toolkit available?

The e-learning is available now on disasterready.com and on Kayaconnect.org (accessible for mobile phones and tablets). Organisations interested in hosting the e-learning are welcome to contact the project team members. Toolkit resources and more information about the project are available for download in the project webpage.

School and classroom disabilities inclusion guide for low- and middle-income countries

BULAT, Jennae
HAYES, Anne
et al
January 2017

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This guide provides strategies and recommendations for developing inclusive classrooms and schools. We specifically address the needs of Sub-Saharan African countries, which lack the resources for implementing inclusive education. However, our strategies and recommendations can be equally useful in other contexts where inclusive education practices have not yet been adopted. Strategies for enhancing existing school and classroom environment and instruction include: modify the physical environment; modify classroom managment strategies; ensure social inclusion; adopt best instructional practices; apply strategies for students with sensory disabilities; and use assistive technologies. Strategies for adopting response to intervention include: tier by tier implementation; individualised education plans; and planning for school wide adoption of inclusive practices and a multilevel system of support.

 

 

Availability and diversity of training programs for responders to international disasters and complex humanitarian emergencies

JACQUET, Gabrielle A
et al
June 2014

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"Volunteers and members of relief organizations increasingly seek formal training prior to international field deployment. This paper identifies training programs for personnel responding to international disasters and complex humanitarian emergencies, and provides concise information – if available- regarding the founding organization, year established, location, cost, duration of training, participants targeted, and the content of each program. An environmental scan was conducted through a combination of a peer-reviewed literature search and an open Internet search for the training programs.The authors concluded that "a variety of training programs are available for responders to disasters and complex humanitarian emergencies. These programs vary in their objectives, audiences, modules, geographical locations, eligibility and financial cost. This paper presents an overview of available programs and serves as a resource for potential responders interested in capacity-building training prior to deployment"

PLOS Currents Disasters, Edition 1

The Convention on the Rights of Persons with Disabilities Training Guide : Professional Training Series No. 19

UNITED NATIONS HUMAN RIGHTS OFFICE OF THE HIGH COMISSIONER
2014

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These eight training modules are meant to “inform and empower those who are involved in ratifying, implementing and monitoring the two instruments. While the Training Guide is mainly targeted at facilitators of training courses on the Convention and its Optional Protocol, it acknowledges that each and every one of us has a role to play. I recommend wide dissemination of the training package, and its use by all those who want to embark upon the essential journey towards greater awareness and effective implementation of the rights of persons with disabilities and, ultimately, the building of an inclusive society for all.”

Accessible ICTs and personalized learning for students with disabilities : a dialogue among educators, industry, government and civil society

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION (UNESCO)
2011

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"The use of technology in education plays a particularly vital role by enabling flexible curriculum development and assisting students with disabilities to participate as equals in the learning experience. The recommendations contained in this report target teachers, policy makers and administrators. The main recommendations centre on a number of core themes that include maximising the use of the myriad of accessibility features in mainstream ICTs such as personal computers, tablet PCs, mobile phones etc. already in use in classrooms; empowering students to learn their own preferences and settings when using technology for learning and removing attitudinal barriers to the use of technology for inclusive education, in particular those of teachers who may struggle with modern ICTs"
Collaborative Expert Meeting Report
UNESCO Headquarters, Paris
17 -18 November 2011

Including disabled children in learning : challenges in developing countries

CROFT, Alison
June 2010

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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

INEE pocket guide to supporting learners with disabilities

LEWIS, Ingrid
LITTLE, Duncan
PINNOCK, Helen
2010

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This guide offers practical ideas for including children and young people with disabilities in education during or after an emergency. It addresses current barriers to inclusive education. Specific sections cover curriculum content , tests and learning assessments. This guide will assist anyone working with teachers or facilitators in an emergency, whether as part of the formal education system or a non-governmental programme

Getting education right : first steps for quality assurance for students and tutors

BATES, Imelda
NABWERA, Helen
PURNELL, Sue
October 2006

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This is a practical guide for tutors and students aimed at making sure that educational initiatives for health professionals, including university degrees, workshops and training, meet international educational standards. Originally developed for the teaching hospital in Kumasi, Ghana, it outlines principles and practice of educational quality assurance drawing from UK national and institutional recommendations. The handbook covers key aspects of teaching practice, including recruitment and admissions, course design and delivery, assessment strategies, supporting students and developing tutors' skills

HIV prevention in maternal health services : training guide

PERCHAL, Paul
et al
2004

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This training pack has been developed using participatory training approaches, which means that the exercises require the active involovement of all participants. It has been developed for use by skilled and experienced trainers who are familiar with the content and objectives of each exercise. The guide consists of a detailed curriculum with session guides, and a series of appendices containing additional materials

Counseling the postabortion client : a training curriculum

KLITSCH, Michael
Ed
2003

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Training pack for training providers who interact with postabortion clients. It will enable them to use communicaiton and counseling skills to assess the client's needs; listen to her concers, answer her questions, give her information about the procedure, and help her make decisions about family planning, STI and HIV prevention and other reproductive health services

Designing and conducting health system research projects : volume 2 data analysis and report writing

VARKEVISSER, Corlien M
PATHMANATHAM, Indra
BROWNLEE, Ann
2003

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Part I, Proposal Development and Fieldwork, contains modules 1-20, of which the first 18 will lead the course participants through all steps that the development of their proposal requires. Modules 19 and 20 guide them through the fieldwork period and preliminary data analysis. Each module contains detailed instructions for group work on the successive steps in the development of the proposal. At the end of each module, facilitators will find Trainer’s Notes, providing guidelines on how to present the modules and how to assist the groups in the writing of their research proposal. After Module 20 an annex has been added with general guidelines for the planning and management of HSR workshops, the training methodology and the supervision of fieldwork. The annex includes an example of a course schedule and guidelines for budgeting an HSR course. Furthermore, an information circular for course participants and a course evaluation form have been added. The course schedule presented applies to a full-time workshop for beginners, lasting just over two weeks. Depending on the level of the participants, the duration of the course can be shortened. The training materials can also be used in university settings, stretched out over a trimester or quarter with weekly sessions

Designing and conducting health system research projects : volume 2 data analysis and report writing

VARKEVISSER, Corlien M
PATHMANATHAM, Indra
BROWNLEE, Ann
2003

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Part II of the manual consists of 13 modules. These training modules on data analysis, report writing, and planning for implementation of recommendations. These modules can be used in a flexible way, depending on the educational level and research experience of the course participants; the type of study conducted and type(s) of data collection techniques used; and the state in which the data are at the onset of the data analysis and report writing workshop

Comprehensive counseling for reproductive health : an integrated curriculum. Trainers' manual

ENGENDERHEALTH
2003

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Developed by EngenderHealth, this curriculum is designed to prepare all levels of sexual and reproductive health (SRH) providers to use communication and counseling skills to assess and address clients' comprehensive SRH needs. It introduces the concept of integrated SRH counseling - a two-way interaction between a client and a provider to assess and address the client's overall SRH needs, regardless of what health service he or she is working within or what services the client has requested. The curriculum trains providers to focus on the client as a whole person and to consider factors both inside and outside the clinic that influence a client's SRH decision-making. The trainer's manual consists of an introduction to trainers, a detailed curriculum with session guides and a series of appendicies containing additional materials

Comprehensive counseling for reproductive health : an integrated curriculum. Participant's handbook

ENGENDERHEALTH
2003

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Developed by EngenderHealth, this curriculum is designed to prepare all levels of sexual and reproductive health (SRH) providers to use communication and counseling skills to assess and address clients' comprehensive SRH needs. It introduces the concept of integrated SRH counseling - a two-way interaction between a client and a provider to assess and address the client's overall SRH needs, regardless of what health service he or she is working within or what services the client has requested. The curriculum trains providers to focus on the client as a whole person and to consider factors both inside and outside the clinic that influence a client's SRH decision-making. The participant's handbook provides information on the principles and approaches of client-centred communications related to SRH and further details the role of providers in creating a good climate for communication, assisting clients in making good decisions and helping clients follow through on their decisions. The handbook also includes relevant worksheets

Management of men's reproductive health problems

ENGENDERHEALTH
2003

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Provides information to clinicians and other service providers in diagnosing and managing reproductive health disorders in men. Topics include disorders of the male reproductive system, including infertility and sexually transmitted infections; sexual and reproductive history assessment; and step-by-step instructions for performing a genital examination. Consists of a participant's handbook and trainer's resource book.The participant's handbook is intended for use by health care staff who participate in a training workshop, and can be used both during the training course and as reference material after the course is over. The trainer's resource book is intended for use by skilled, experienced trainers, and provides guidance, suggestions, and training activities to be used to teach the content of the training course

Counseling and communicating with men

ENGENDERHEALTH
2003

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Focuses on strengthening service providers' ability to interact with, communicate with, and counsel men (with or without their partners) on reproductive health issues. Topics include counseling and communication approaches, provider biases toward and against men that may need to be addressed, and effective communication and counselling techniques. The participant's handbook is intended for use by health care staff who participate in a training workshop, and can be used both during the course and as reference material after the course is over. The trainer's resource book is intended for use by skilled, experienced trainers, and provides guidance, suggestions, and training activities to be used to teach the content of the training course

Open file on inclusive education : support materials for managers and administrators

UNITED NATIONAL EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION (UNESCO)
2002

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This report brings together experience from a wide range of countries. It identifies underlying principles, which inform practice across a wide range of contexts, and provides brief illustrations from a number of countries. It aims to help education administrators and decision-makers to move beyond the making of policy commitments towards the implementation of inclusive education

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