Published at the same time as the Inter-Agency Standing Committee (IASC) Guidelines on Inclusion of Persons with Disabilities in Humanitarian Action, this report aims to support their uptake and promote learning by example. This report presents 39 short case studies on inclusive practices for persons with disabilities in humanitarian action and disaster risk reduction (DRR). It is designed for humanitarian stakeholders with limited experience of working with and for persons with disabilities, as well as for organizations of persons with disabilities (OPDs) planning to engage in humanitarian action and DRR. The report draws lessons from field practices, but does not provide technical guidance. The IASC Guidelines are the reference document to seek in-depth theoretical and technical information
The case studies focus on:
Inclusive disaster risk reduction and preparedness
Collecting and using disability disaggregated data for assessments and programming.
Participation of persons with disabilities and their representative organizations in humanitarian response and recovery
Removing barriers to access humanitarian assistance and protection.
Influencing coordination mechanisms and resource mobilization to be inclusive
The evidence presented in this report was identified in 2017-2018 through a desk review of publicly available reports and internal documents on projects implemented by CBM, HI and IDA members, as well as their partners and affiliate members. Field visits to Lebanon, Jordan, Kenya, Nepal, and the Philippines conducted in 2018 also informed the case-study collection and documentation
This publication draws together research and learning from around the world, in papers which highlight the need for inclusive education and some of the steps being taken to implement it.
The settings brought to life here reveal the work of teachers, leaders and policy makers in geographically and culturally diverse situations. In each of the chapters we see the challenges they face and the significant efforts they make to ensure access to, and engagement with, a quality education for all children. The collection includes 15 case studies:
Special educational needs and disability section:
Teaching for All: mainstreaming inclusive education in South Africa
Successful inclusive education starts with teachers: what have we learned? A multi-country case study
Teaching English as a second language to the visually impaired in disadvantaged contexts: a case study from Chiapas, Mexico
The Theatre of the Classroom
Displaced populations section
Teaching on the run: safe learning spaces for internally displaced persons
Developing resilience through English language teaching in youth centres across Iraq
Capacity building for inclusive classrooms: the Living Together training
Integrating Syrian refugee children and their parents into Lebanese early education systems
Gender and inclusion in the classroom section
A gender equality and social inclusion approach to teaching and learning: lessons from the Girls’ Education Challenge
Teacher development and gender equality in five Nigerian states
Creating gender-inclusive schools in Turkey: the ETCEP project in action
Education, English language, and girls’ development: exploring gender-responsive policies and practices in Nepal
Minority ethnic groups in the classroom
Social inclusion and the role of English language education: making a transition from school to higher education in India
Storytelling for diverse voices
Inclusive education in marginalised contexts: the San and Ovahimba learners in Namibia