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Universal design for learning to help all children read: Promoting literacy for learners with disabilities (First Edition)

HAYES, Anne
TURNBULL, Ann
MORAN, Norma
November 2018

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Providing evidence-based research and information on effective teaching techniques, the toolkit offers information on how to teach early literacy skills to students with different categories of disabilities, including how to best apply these theoretical approaches in practice in Low- and Moderate- Income Country (LMIC) settings. Although the toolkit provides information on multiple aspects of literacy (grammar, spelling and writing), the techniques and interventions focus on the concept of reading as taught in the early years of primary school.

 

Specifically, the toolkit describes:

  • the phases of literacy for students with disabilities
  • supports and services that can be used to gain literacy skills
  • specific instructional techniques using the framework of UDL (Universal Design for Learning)
  • suggestions to monitor students’ progress
  • funding practices and suggestions for a phased approach to move towards inclusive education
  • a self-reflection checklist that covers many of the items in the toolkit to help educational systems recognize possible gaps and areas for improvement

Implementing inclusive education : a commonwealth handbook to implementing article 24 of the UNCRPD

RIESER, Richard
2012

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This guide presents "a picture of the future is constructed by critically examining programmes geared towards inclusive education across the Commonwealth and beyond. Article 24 of the UNCRPD requires the development of an inclusive education system at all levels, where children and students with disabilities can be part of their local school alongside their non-disabled peers, with the right support and accommodation to develop academically and socially. It has been necessary to revise and update this publication as more countries have since signed and ratified the Convention. Inclusion of children and students with disabilities is an issue of values and morality. We should engage in restructuring our education systems to make this a reality, as everyone benefits and our societies are stronger and more democratic as a result"
Note: Two DVDs attached to the cover of the book hard copies with four hours of film extracts of implementing inclusive education

Implementing inclusive education : a commonwealth guide to implementing article 24 of the UN Convention on the Rights of People with Disabilities

RIESER, R
2008

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This guide presents "a picture of the future is constructed by critically examining programmes geared towards inclusive education across the Commonwealth and beyond. Article 24 of the UNCRPD requires the development of an inclusive education system at all levels, where children and students with disabilities can be part of their local school alongside their non-disabled peers, with the right support and accommodation to develop academically and socially. It has been necessary to revise and update this publication as more countries have since signed and ratified the Convention. Inclusion of children and students with disabilities is an issue of values and morality. We should engage in restructuring our education systems to make this a reality, as everyone benefits and our societies are stronger and more democratic as a result"

 

Note: Two DVDs attached to the cover of the book hard copies with four hours of film extracts of implementing inclusive education

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