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1
A Guide to Inclusive Education 2023
recommended
Refugee children with disabilities experience a reality of exclusion and marginalisation that makes them among the most vulnerable displaced persons in the world. Excluded from participation in social activities and access to school, not only because of their disability, but especially because of so
...
cial, cultural, and political barriers that prevent them from enjoying the same opportunities as their peers.
Daniela Bruni, a specialist in education in emergency contexts, who has overseen JRS’s related projects for the past two years, has developed a guide on inclusive education.
more
Guidance on Disability Inclusion for GBV Partners in Lebanon
Selon les estimations du recensement général de la population et de l’Habitat (RGPH, 2006), le nombre de personnes en situation de handicap au Burkina Faso en 2012 est estimé à environ 168 000, soit 1,2% de la population totale. La Fédération burkinabè des associations pour la promotion des
...
personnes handicapées (FEBAH) évalue à 66% le nombre de personnes en situation de handicap n’ayant aucun niveau d’instruction et seulement 16,5% ayant atteint le niveau primaire. Ces estimations contrastent avec celles de l’OMS et de la Banque mondiale (15% de la population mondiale sont en situation de handicap). Le champ de l’éducation inclusive se caractérisant au Burkina Faso par une absence de données quantitatives systématisées, de telles contradictions peuvent avoir des effets négatifs sur la planification éducative et les efforts déployés par les différents partenaires pour atteindre l’EPT.
more
This report from Human Rights Watch found that South Africa has failed to guarantee the right to education for many of the country’s children and young adults due to widespread discrimination against children with disabilities in enrollment decisi
...
ons. Human Rights Watch research in five out of South Africa’s nine provinces showed that children with disabilities face discriminatory physical and attitudinal barriers, often beginning early in children’s lives when government officials classify them according to their disabilities. Human Rights Watch August 2015
more
Humanity & Inclusion has published a report on November 20, on the difficulties children with disabilities face in accessing education in the world’s poorest countries.
Report from a research study conducted by Eden Centre for Disabled Children in partnership with VSO
THE RIGHT TO EDUCATION FOR CHILDREN WITH DISABILITIES ALLIANCE
Watermeyer, B., Stuurman, C., McKinney, E., et al
R2ECWD & Inclusive Education South Africa
(2017)
C2
Alternative Report to the UN Committee on the Rights of Persons with Disabilities in response to South Africa’s Baseline Country Report of March 2013 on the UN Convention on the Rights of Persons with Disabilities, with particular reference to the provisions of Article 24
Teachers for All: Inclusive Teaching for Children with Disabilities Collaborating globally to promote Inclusive Development
Ingrid Lewis and Sunit Bagree
International Disability and Development Consortium’s Inclusive Education Task Group
(2013)
CC
“Our children have the right to an education too”: Strategies Employed by Orange Farm Caregivers of Children with Disabilities in Pursuit of the Right to a Basic Education
Elphick, J., De SasKropiwnicki, Z. &Elphick, R.
Disability, CBR & Inclusive Development Journal (DCIDJ)
(2015)
CC
This paper aims to understand the agency that caregivers who participated in a CBR empowerment component programme exercised, in order to promote the rights of their children with disabilities to a basic education.
Making education more inclusive requires schools and education authorities to remove the barriers to ed
...
ucation experienced by the most excluded children - often the poorest, children with disabilities, children without family care, girls, or children from minority groups. Also included in the text are examples of children from very remote areas, girls excluded from school, children from ethnic groups, children with language barriers, and children in countries affected by conflict.
more
INEE pocket gu ide to inclusive education.
This guide is aimed at anyone working to provide, manage or support education services in emergencie
...
s and complements the INEE Minimum Standards.
The Pocket Guide to Inclusive Education outlines useful principles for an inclusive education approach in emergencies and provides advice for planning, implementing and monitoring. The guide also looks at the issue of resistance to inclusion, and highlights ways in which organisations can support their emergency staff to develop more inclusive education responses. Available in Arabic, English, Indonesia, French, Spanish
more
International Journal of Special Education. Vol.29 (3) 2014, 69-81
Educating students with disabilities in an inclusive general education setting
...
has been shown to increase academic achievement, increase peer acceptance, increase self esteem, create a richer friendship network, and have positive lifetime benefits (higher salaried jobs, independent living). In addition, inclusion can have benefits for students without disabilities. The West African nation of Senegal has pledged to increase inclusive education for students with disabilities by 2015. Issues that affect inclusive education for all in Senegal are access to schooling, community and societal perceptions of individuals with disabilities, poverty, and teacher training and pedagogy. To increase inclusive education for all in Senegal the country must increase access to schooling through physical accessibility and decentralization, create community awareness campaigns that increase knowledge of disabilities, and develop teacher training that fosters a student-centered pedagogy.
more
The government of Kazakhstan has committed to ensuring that children with disabilities have access to inclusive education and it has taken the important step of ratifying international human rights
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treaties enshrining the rights of people with disabilities, including the right of children with disabilities to inclusive, quality education. The government has also introduced legal and policy changes toward an inclusive education system for children with disabilities. It has committed to ensuring that 70 percent of mainstream schools are inclusive by 2019.
However, this report finds that progress towards genuine inclusive education is slow. In order for the government to succeed in ensuring that all children can access an inclusive, quality, and free primary and secondary education on an equal basis with others in the communities in which they live, it will need to fundamentally transform its policies and approach to education and address negative attitudes more broadly towards people with disabilities in Kazakhstan.
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Problems with education for children with disabilities in Iran“Just Like All Other Kids”: Lack of Access to Inclusive Education for Children Wi
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th Disabilities in Iran
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Experience from Save the Children and partners globally
demonstrates that improvements in education quality go hand-in-hand
with inclusion and access, Flexible, quality, responsive learning
environments will benefit all children and are fundament
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al to including
marginalised groups like disabled children in education.
These guidelines are primarily aimed at education staff trying to
develop inclusive education practices, focussing on including disabled
children in schools.While this book focuses on disabled children, we
hope it will be useful for developing general inclusive education
practices. Community groups and non-governmental organisations, as
well as people working in community-based rehabilitation(CBR) and
the wider disability context, could also use these guidelines to provide
input into inclusive education work.
While the guidelines focus primarily on schools, much of the
information is still relevant to readers working in out-of-school
situations.
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