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The effect of school leadership on implementing inclusive education: how transformational and instructional leadership practices affect individualised education planning

LAMBRECHT, Jennifer
LENKEIT, Jenny
HARTMANN, Anne
EHLERT, Antje
KNIGGE, Michel
SPÖRER, Nadine
2020

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Fostering equity by offering the best education possible to all students is one of the main goals of inclusive schooling. One instrument to implement individualised education is individualised education planning (IEP). IEP requires cooperation between special and regular teachers. From research on school leadership it is known that leadership styles are connected to the way, school leaders use their scope of action with respect to fostering collaboration. However, little is known about the relationship between the leadership of a school, the provision of structures for collaboration, and the implementation of IEP in an inclusive context. The article focuses on the question to what extent transformational (TL) and instructional leadership (IL) are connected to the provision of structures for collaboration and how TL and IL as well as structures for collaboration relate to the implementation of IEP directly and indirectly. Based on data of N = 135 German schools, a path model was calculated. It revealed medium relations between TL, IL, and structures for collaboration as well as a medium effect from structures to collaboration on implementation of IEP. The effect from TL towards implementation of IEP was fully mediated by structures for collaboration, while the effect from IL persisted.

Pacific regional consultation – IASC guidelines on inclusion of persons with disabilities in humanitarian action

DOMINIK, Georgia
January 2018

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The Pacific Disability Forum (PDF), in partnership with the Inter-Agency Standing Committee (IASC) Task Team on Inclusion of Persons with Disabilities in Humanitarian Action and the International Disability Alliance (co-chair of the Task Team), held a regional multi-stakeholder consultation for the Pacific in Nadi, Fiji from 24 – 25 January 2018.

The workshop was the first in a series of regional consultations which will support the development of the IASC Guidelines on Inclusion of Persons with Disabilities in Humanitarian Action (“the Guidelines”). 

The Guidelines will assist humanitarian actors, governments, affected communities and organizations of persons with disabilities to coordinate, plan, implement, monitor and evaluate essential actions that foster the effectiveness, appropriateness and efficiency of humanitarian action, resulting in the full and effective participation and inclusion of persons with disabilities and changing practice across all sectors and in all phases of humanitarian action. 

Inclusive education

CORPS, Hannah
September 2012

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This policy brief provides an overview of Handicap International’s 2012 policy paper on inclusive education which explains Handicap International’s current work on inclusive education and offers perspectives for the period 2011-2015
PP Brief No 8

Inclusive education (background paper)

CORPS, Hannah
CERALLI, Gilles
BOISSEAU, Sandra
July 2012

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"This policy paper explains Handicap International’s current work on inclusive education and offers perspectives for the period 2011-2015. The primary aim is to provide readers with a deeper understanding of the topic and sufficient knowledge to undertake concrete, positive actions towards inclusion. This policy paper draws upon Handicap International’s experience in the field of education since 1998 and prior to that, its experience of working with former development partner Action Nord Sud (ANS) 2. It takes into account the outcomes of baseline field assessments, meetings with partners and donors, feedback from educational professionals, decision-makers and policymakers, and importantly, the views of children with disabilities and their families"
PP No 8

Early childhood development and disability : a discussion paper

WORLD HEALTH ORGANIZATION (WHO)
UNITED NATIONS CHILDREN'S FUND (UNICEF)
2012

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"This discussion paper provides a brief overview of issues pertaining to early childhood development (ECD) and disability. It lays the foundation for a long-term strategic and collaborative process aimed at improving the developmental outcomes, participation and protection of young children with disabilities. Essential to this effort is dialogue between United Nations agencies and relevant stakeholders to identify sustainable strategies which build on existing efforts, and expand on multisectoral approaches to guarantee the rights of young children with disabilities and their families"

Handbook for coordinating gender-based violence interventions in humanitarian settings

WARD, Jeanne
LAFRENIERE, Julie
July 2010

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This Handbook has been produced by the global Gender-based Violence (GBV) Area of Responsibility Working Group as a quick reference tool for all individuals and agencies involved in GBV programming and coordination in humanitarian/emergency settings. The handbook contains practical guidance on leadership roles, key responsibilities and specific actions to be taken when establishing and maintaining a GBV coordination mechanisms in a humanitarian setting. The focus is primarily on work that should be done to scale up coordination from the onset of an emergency (both conflict and natural disasters) but is also relevant to contingency planning and post-emergency stabilization phases
The goal of the handbook is to improve coordination capacity at the field level in order to facilitate accessible, prompt, confidential and appropriate services for survivors according to a basic set of principles and to put in place mechanisms to prevent GBV
The handbook can also be used as an advocacy tool to educate non-GBV programmers--including UN personnel, government officials, NGO staff and donors--about basic protection responsibilities related to GBV coordination, prevention and response

Towards inclusive education for children with disabilities : a guideline

CALDERBANK, Daniel
Ed
2009

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"The Manual begins by identifying the problem and setting out the rationale for the focus on the education of children with disabilities. This is followed by a detailed analysis of eight aspects of the education system and the ways in which it must change to allow the full inclusion of children with disabilities. Each aspect has a critical role to play in transforming the education system...The final section summarizes the way forward, with an emphasis on a rights-based approach to providing education of good quality for children with disabilities in the region"

Improving support for black disabled people : lessons from community organisations on making change happen

SINGH, Becca
2005

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“This study reviews the JRF’s Making Change Happen programme, which provided a year’s funding to four grassroots development organisations with a track record in providing support to black disabled people. The report sets out the learning that emerged from the four development projects. It includes: overviews of the four development projects; learning and common themes, with boxed illustrations from the projects; detailed case studies from two of the projects; practical pointers and suggestions for voluntary and community organisations wishing to improve support to black and minority ethnic disabled people; and some questions for funders and service providers to consider”

CBR : a strategy for rehabilitation, equalization of opportunities, poverty reduction and social inclusion of people with disabilities - joint position paper 2004

WORLD HEALTH ORGANIZATION (WHO)
International Labour Organization (ILO)
United Nations Educational, Scientific and Cultural Organization (UNESCO)
et al
2004

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In 1994 the ILO, WHO and UNESCO published the first version of this joint position paper. Since then progress has been made in several fields. Nevertheless many disabled people are still not reached or included in the fields of rehabilitation, employment or education - particularly disabled women, people with mental health problems or HIV/AIDS and poor disabled people.
This paper underlines that community-based rehabilitation is a strategy promoting multi-sectoral collaboration to reach different community groups. CBR has to be based on the principles of equal opportunities, participation and human rights.

The continuity framework : a tool for building home, school and community partnerships

BROWN, Glyn E
et al
2002

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This article focuses on a set of training materials that has been developed to assist community partnerships in their efforts to plan and monitor services for children. These materials highlight eight elements of continuity and successful partnerships: (1) families as partners, (2) shared leadership, (3) comprehensive/responsive services, (4) culture and home language, (5) communication, (6) knowledge and skill development, (7) appropriate care and education, and (8) evaluation of partnership success. Results from a field study that included more than 200 reviewers and eight pilot sites are summarized. Results indicate that a majority of reviewers found the training materials easy to understand, relevant to their work, and up-to-date. In addition, data gathered from the pilot sites indicate that the partnerships found the materials practical and useful for addressing a variety of issues, including time constraints, communication gaps, differences in professional training, and funding limitations

Leading to choices : a leadership training handbook for women

AFKHAMI, Mahnaz
EISENBERG, Anne
VAZIRI, Haleh
2001

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This handbook is the result of work across three continents and engages the ideas and skills of women and men from a variety of sectors including those from NGOs, scholars, political leaders and development practitioners. It is a tool adaptable to any community, designed to enhance women’s participation and leadership in various spheres of social interaction and decision-making. It is based on the concept that women need to be empowered if they are to achieve their rights, participate in building civil society, and help attain sustainable and equitable development. The handbook seeks to enable the reader to identify for herself and develop the best means to communicate, listen, build consensus, create shared meaning, and foster learning partnerships at work, at home, and in her community. There are twelve workshop sessions in the book, useful for facilitating leadership training sessions but also as a general resource for facilitating any type of meeting. The first part of the book is about ‘Developing the Self for Leadership’, the second concerns ‘Communicating with Others’ and the third is ‘Creating Learning Partnerships’. Appendices contain alternative culture-specific sessions, ideas for alternative lesson and exercise facilitation tactics, and strategies for enhancing communication among workshop participants

Planning for education in the context of HIV/AIDS

KELLY, Michael J
2000

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Examines (briefly) the role of education in HIV prevention, and (in detail) the growing, potentially devastating impact of HIV on education systems. The latter is analysed with respect to the demand and supply of education (growing number of orphans, declining number of teachers, and associated issues); the impact of HIV on the content, process, organisation, and role of education, and on the planning and management of education. Concludes that education must be radically re-examined in the light of the HIV pandemic, and its role in the prevention of the disease

Positive development : setting up self-help groups and advocating for change. A manual for people living with HIV

MAASDORP, Aubrey
LONG, Siân
BEHRMAN, Nina [ed]
1998

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This manual has been written for people working in groups. It aims to offer suggestions and ideas to people and organisations who are beginning new groups, or planning to do so and who have limited experience of running a group. It will also be useful for trainers and facilitators who have been running groups for some time or who are helping others set up their own groups. It has developed from experiences of people living with HIV who have been working together in groups around the world. It is practical in focus and written in accessible language, with checklists, examples and tips throughout. Part 1 looks at why we set up groups and the benefits of group working. Part 2 looks at the practicalities of setting up groups, organising meetings and keeping the group going. Part 3 looks at some skills and activities for developing and maintaining positive group dynamics. Part 4 explains how to develop a project step-by-step, from planning to evaluation. Part 5 offers advice on finding sources of funding, Part 6 deals with disclosure issues, and Part 7 looks at advocacy and campaigning at all levels

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