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1
This monograph presents 12 reports of successful programs serving children with special needs in various nations. The program locations and the program report titles and authors are as follows: (1)
...
Austria: "Integration Models for Elementary and Secondary Schools in Austria" (Volker Rutte); (2) China: "Integrated Education Project, Anhui Province" (Janet C. Holdsworth); (3) Ghana: "The Community-Based Rehabilitation Programme in Ghana" (Lawrence Ofori-Addo); (4) Guyana: "Involvement of Volunteers, Parents and Community Members with Children with Special Needs" (Brian O'Toole); (5) India: "Teacher Development Initiative To Meet Special Needs in the Classroom" (N. K. Jangira and Anupam Ahuja); (6) Jamaica: "Early Intervention and Education Initiatives in Rural Areas" (M. J. Thorburn); (7) Jordan: "The Role of Institutions in Community-based Rehabilitation and in Community-based Special Education" (Andrew L. de Carpentier); (8) Jordan: "The Resource Room at the Amman National School" (Hala T. Ibrahim); (9) Netherlands: "Individual Integration of Children with Down's Syndrome in Ordinary Schools" (Trijntje de Wit-Gosker); (10) Norway: "In Harmony We Learn" (Marna Moe); (11) International: "INITIATIVES for Deaf Education in the Third World" (Andrew L. de Carpentier); and (12) Sri Lanka: "The Integrated Education of Visually Impaired Children in Sri Lanka" (B. L. Rajapakse).
more
The aim with this study was to examine in what amount disabled children in South Africa can live a participating life in society, with focus on special needs
...
schools and their capability to empower the children. The data material has been collected through eight qualitative interviews, and observations at seven special needs schools in the country. Through my result I have distinguished three main roads to empower the children: First, to analyze social structures, secondly, to gain knowledge and awareness, and thirdly, to strengthen the children’s self-esteem. I have also analyzed the structural barriers that are hindering disabled children to participate, and illustrated this by describing social policies and their effect on special needs schools in South Africa.
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Achieving education for all in Ethiopia will remain a distant aspiration if most of the 5 million children with special educational needs in the country cannot go to school. Since 2014, Handicap Int
...
ernational have been supporting 49 schools to become places where everyone has a role to play in making schools more inclusive.
more
Education for Students with Intellectual Disabilities in Kenya: Challenges and Prospects
M.J. Chomba, S.G. Mukuria, P.W. Kariuki, S. Tumuti, B.A. Bunyasi
Disability Studies Quarterly
(2015)
C2
Kenya has great potential for enhancing education for individuals with intellectual disabilities. The fact that it has recognized the need to care for learners with special needs is commendable. In
...
comparison to many African countries, Kenya and Nigeria are ahead in developing programs for special education in institutions of higher learning, and in starting schools and units for special education. However, a legal mandate is still required as it would seal many loopholes that currently exist. Without it, the assessment of individual with intellectual disabilities cannot be administered correctly and professionally. In this article, the authors present a coherent account on various aspects related to learners with intellectual disabilities in Kenya. No doubt, the issues and challenges identified call for attention by not only the government of Kenya but also those interested in improving the status of learners with intellectual disabilities.
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Information Booklet for Parents
Accessed November 2, 2017 |
SPECIAL NEEDS NETWORK |
National Association Networking for the Special
...
Needs of the Individual
more
EDUCATION WHITE PAPER 6
MODULE 5 RESOURCE GUIDE | This guide is part of a series of manuals that focuses on six topics in Early Childhood Development (ECD): different programming approaches, basic concepts, assessments, early childhood environments, children with special
...
needs and child protection, and the health, safety and nutrition of young children. The series was prepared within a three-year CRS-led project called “Strengthening the Capacity of Women Religious in Early Childhood Development,” or “SCORE ECD.” Funded by the Conrad N. Hilton Foundation, the project helps Catholic sisters in Kenya, Malawi, and Zambia in their work with children aged 0-5 years and their families. The project is being implemented from January 2014 to December 2016
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Special Focus on COVID-19
The report provides updated estimates for drinking water, sanitation and hygiene in schools including progress from 2015 to 2019. It highlights the rapid improvement neede
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d to ensure students have access to handwashing facilities with soap and water during the COVID-19 pandemic, and to meet associated SDG targets by 2030.
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The purpose of this Strategy is to set out the way to meet the needs of the rural populations for improved domestic water supply services, access to and use of improved sanitation with elimination of open defecation, and improved hygiene behaviour b
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y the Year 2030. It also addresses water, sanitation and hygiene in schools up to high school level and health facilities up to township hospital level. The Strategy is supported by Investment Plans covering a financing period 2015 to 2030 in order to ensure sufficient funding for development and operation of services in accordance with the Strategy.
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The package is designed to help address the WASH in Schools monitoring deficit at the national level.
The package consists of three modules:
The EMIS module: a set of basic monitoring questions on WASH in ... Schools to be incorporated into national Education Monitoring Information Systems (EMIS), usually administered annually;
The survey module: a more comprehensive set of questions, observations and focus group discussion guidelines for use in national WASH in Schools surveys as well as for sub-national, project level or thematic surveys;
The children’s monitoring module: a teacher’s guide and tool set for the monitoring of WASH in Schools by students, including observation checklists, survey questions and special monitoring exercises. more
The package consists of three modules:
The EMIS module: a set of basic monitoring questions on WASH in ... Schools to be incorporated into national Education Monitoring Information Systems (EMIS), usually administered annually;
The survey module: a more comprehensive set of questions, observations and focus group discussion guidelines for use in national WASH in Schools surveys as well as for sub-national, project level or thematic surveys;
The children’s monitoring module: a teacher’s guide and tool set for the monitoring of WASH in Schools by students, including observation checklists, survey questions and special monitoring exercises. more
The document presents an assessment developed by both institutions as a contribution to the prioritization of education in national response plans to the health emergency and future recovery strategies. "Countries have deployed various response and recovery plans in which education
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needs to be incorporated as a central element," the report says, "not only to ensure an education response, but to achieve an equitable, inclusive and sustainable recovery”.
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Psychological first aid for schools: Field operations guide, 2nd Edition
Brymer M., Taylor M., Escudero P., Jacobs A., Kronenberg M., Macy R., Mock L., Payne L., Pynoos R., & Vogel J.
National Child Traumatic Stress Network (NCTSN) & National Center for PTSD
(2012)
C2
National Child Traumatic Stress Network National Center for PTSD | The field of school safety and emergency management has evolved significantly over the past decade. Tragically, acts of violence, natural disasters, and terrorist attacks have taught us many lessons. We also know that other types of
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emergencies can impact schools, including medical emergencies, transportation accidents, sports injuries, peer victimization, public health emergencies, and the sudden death of a member of the school community. We now recognize the need for school emergency management plans that are up-to-date and take an “all-hazards” approach with clear communication channels and procedures that effectively reunite parents and caregivers with students. We have also learned that preparing school administrators, teachers, and school partnering agencies before a critical event is crucial for effective response, the value of ongoing training and emergency exercises, and that having intervention models that address the public health, mental health, and psychosocial needs of students and staff is essential to a safe school environment and the resumption of learning.
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“I Would Like To Go To School”. Barriers to Education for Children with Disabilities in Lebanon
Human Rights Watch
(2018)
This report finds that although Lebanese law bars schools from discriminating against children with disabilities, public and private schools exclude many children with disabilities. For those allowe
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d to enroll, schools often lack reasonable accommodations, such as modifications to the classroom environment and curricula or teaching methods to address children’s needs. Schools also require the families of children with disabilities to pay extra fees and expenses that in effect are discriminatory.
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All young people, including those with special needs and from the most vulnerable groups, have the right to quality health care services. Unfortunately, this right is not a reality, particularly in
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the case of sexual and reproductive health services. Many youth in need of sexual and reproductive health care may either decline or be denied access to health services for a variety of reasons: Providers are often biased and do not feel comfortable serving youth who are sexually active; youth do not feel comfortable accessing existing services because they are not "youth-friendly" and may not meet their needs; and, often, community members do not feel that youth should have access to sexual and reproductive health services.
To address provider and site bias toward serving youth, EngenderHealth created a training curriculum intended to sensitize all staff at a health care facility on the provision of youth-friendly services. The curriculum was created as a result of the participatory work that we have been doing with youth in Nepal to address the needs of all levels of providers at different service-delivery settings. The curriculum has been field-tested and used in Nepal, Russia, Mongolia, and the United States.
Youth-Friendly Services allows staff to reflect upon and assess their own beliefs about adolescent sexuality while ensuring that those values and attitudes do not compromise the basic sexual and reproductive health rights to which youth are entitled. The curriculum also helps providers understand cross-cultural principles of adolescent development and health needs specific to youth. Once participant knowledge, attitudes, and skills are improved, sites conduct a self-assessment on the youth-friendliness of their services and create an action plan for specific improvements.
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A National Service Programme for All Children with Special Needs and their Families
In Myanmar, we estimate that at least 40% of children require ECI services for short to longer periods of time. ... At present, 35.1% of Myanmar children are moderately to severely stunted; all of these children are likely to have one or more developmental delays. In addition, at least 5% to 12% of the nation’s children will be identified to have disabilities, chronic diseases or atypical behaviours.
Over time, approximately 70% of the children who will be served will improve in their development, attain expected levels of development for their age, and will consolidate their gains within one to two years. Other children, approximately 30%, will have lifelong disabilities or other conditions, and ECI services usually greatly improve their development and help them to achieve their full potential. more
In Myanmar, we estimate that at least 40% of children require ECI services for short to longer periods of time. ... At present, 35.1% of Myanmar children are moderately to severely stunted; all of these children are likely to have one or more developmental delays. In addition, at least 5% to 12% of the nation’s children will be identified to have disabilities, chronic diseases or atypical behaviours.
Over time, approximately 70% of the children who will be served will improve in their development, attain expected levels of development for their age, and will consolidate their gains within one to two years. Other children, approximately 30%, will have lifelong disabilities or other conditions, and ECI services usually greatly improve their development and help them to achieve their full potential. more
While the full extent of Cyclone Ida’s impact is still being assessed, early reports indicate significant damage to infrastructure and livelihoods, with an estimated 3,000km2 of land submerged. Preliminary government reports as of 24 March indicate that more than 58,600 houses have been damaged, i
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ncluding 36,747 totally destroyed, 19,733 partially destroyed and 2,184 flooded. More than 500,000 hectares of crops have been damaged, which is expected to significantly increase food insecurity given that the flooding has coincided with the annual harvest season. More than 3,100 schools have been damaged, along with at least 45 health centres.
Nearly 110,000 people remained displaced in more than 130 accommodation centres – mostly schools and other public buildings – in Sofala (90), Manica (26), Zambezia (10) and Tete (4), where humanitarian needs are acute and both the risk of communicable disease outbreaks and protection risks – particularly for women and girls – are high
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The main aim of this paper is to present the current situation of children with disabilities in the Republic of Namibia, with special regard to their educational chances and influence of cultural beliefs on their lives. Namibia has a law, which enti
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tles education for all its citizens. Despite numerous legislative acts which should have increased the educational chances of Namibian children with disabilities, their real situation is completely different and depends on various factors, including the infrastructure of the schools, teacher competencies, their attitudes towards students, the small number of special and integrated schools as well as an insufficient amount of money transferred for the education of the children. The paper discusses all of the above factors and provides practical implications, which would improve the situation of children with disabilities in Namibia.
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In Israel, as in other countries, the COVID-19 outbreak highlights existing structural inequities,which compromise the health of some migrant groups. The Israeli case also demonstrate show strong NGOs successfully advocate for the protection of migrants‘health amidst the crisis, madepossible bya c
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ertain level ofcooperation withthe Israeli Ministry of Health.Hence,measures for COVID-19preparedness in Israel‘s marginalized migrant communities mostly result from pressure from civil society, against thebackdrop of a generally exclusionary approach toward migrants.4Over time, the Israeli Ministry of Health thus shifted from acknowledging the need to include migrants in preparedness measures toward the realization that particular needs and circumstances amongmigrant communities in some instances require special responses. Givena legacy of neglect and exclusion, this creates challenges for both the authorities and the migrant communities.
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