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Inclusive teaching and learning in higher education as a route to excellence

DISABLED STUDENTS SECTOR LEADERSHIP GROUP
LAYER, Geoff
January 2017

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The report encourages UK higher education providers (HEPs) to look at how they can support and offer the best environment for disabled students. It considers the requirement to provide ‘reasonable adjustments’ under the UK Equality Act 2010, and suggests actions to mitigate risks associated with that. It has been produced by the Disabled Student Sector Leadership Group, a sector-led group. 

DFE-00044-2017

Problem Management Plus (PM+) Individual psychological help for adults impaired by distress in communities exposed to adversity

WORLD HEALTH ORGANIZATION
2016

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With this manual, the World Health Organization (WHO) is responding to requests from colleagues around the world who seek guidance on psychological interventions for people exposed to adversity.

The manual describes a scalable psychological intervention called Problem Management Plus (PM+) for adults impaired by distress in communities who are exposed to adversity. Aspects of Cognitive Behavioural Therapy (CBT) have been changed to make them feasible in communities that do not have many specialists. To ensure maximum use, the intervention is developed in such a way that it can help people with depression, anxiety and stress, whether or not exposure to adversity has caused these problems. It can be applied to improve aspects of mental health and psychosocial well-being no matter how severe people’s problems are.

Inclusive education : what, why, and how : a handbook for programm implementers

HEIJNEN-MAATHUIS, Els
March 2016

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This handbook has been developed specifically for Save the Children programme staff, implementing partners, and practitioners supporting education programmes in any context – development, emergency, or protracted crisis. The Inclusive Education Working Group​ (IEWG) recognized that inclusive education begins with the work being done by education staff in the field, and designed this handbook specifically with them in mind. Guidance has also been structured along the project cycle, so that it may be useful to programmes regardless of their current stage of implementation. This handbook is designed to provide guidance through the different attitudes and barriers that could be causing educational exclusion, as well as to identify key strategies to address them. The project steps are situational analysis, programme design, implementation design, implementation and monitoring, and evaluation and lessons learnt. Case studies presented include: community-based EMIS in Tajikistan; designing for gender equality in Sierra Leone; probing questions lead to deeper analysis and improved programmes (in Uganda); education in emergencies (in Syria); school self-evaluation in Lao PDR. Quick reference charts and further resources are offered for each step

Global Out-of-School Children initiative operational manual

UNICEF
UNESCO INSTITUE FOR STATISTICS
May 2015

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The Out-of-School Children Initiative (OOSCI) aims to support countries in their study and analysis of out-of-school children and children who are at risk of dropping out by using innovative statistical methods to develop comprehensive profiles of excluded children, linking these profiles to the barriers that lead to exclusion, and identifying, promoting and implementing sound policies that address exclusion often from a multi-sectoral perspective. The manual aims to provide concise and powerful tools for achieving this goal. 

OOSCI studies are intended to stimulate policy changes and enable governments to target their strategies for reaching out-of-school children. By using a systematic approach to identifying out-of-school children and analysing the associated issues, the studies can guide education sector reforms that will help bring all children into school.

 

 

Assistance to victims of landmines and explosive remnants of war : guidance on child-focused victim assistance

KASACK, Sebastien
November 2014

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This resource presents guidance on child-focused victim assistance. The first section contains the acknowledgements, foreword, acronyms and chapters one through four outlining victim assistance introductory information, stakeholders, international standards, principles, coordination and cross-cutting issues.  Another six stand-alone documents are available for the six technical components comprise data collection and analysis, emergency and continuing medical care, rehabilitation, psychological and psychosocial support, social and economic inclusion, and laws and policies. The final chapter contains resources and references that users may find helpful

Inclusive learning : children with disabilities and difficulties in learning : topic guide

HOWGEGO, Catherine
MILES, Susie
MYERS, Juliette
September 2014

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"This HEART Topic Guide brings together evidence on what works in inclusive learning for children aged 3 to 12 years with disabilities and/or difficulties in learning in low and middle income countries, and explores the role of inclusive approaches in contributing to inclusive societies and ultimately inclusive growth. The Topic Guide addresses some of the contested and debated issues around terminology, labelling, and segregated, integrated and inclusive schooling; reviews the limited evidence that exists from low and middle income countries around the outcomes of inclusive learning; and identifies future research directions"

Note: This resource is available in both pdf and online formats

A guide for community health workers supporting children with disabilities

ADAMS, Mel
et al
2014

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"This resource is to be used as a guide for Community Health Workers (CHWs) to support parents in promoting the development and independence of their child with neurodevelopmental disabilities...In line with current thinking, this resource places the emphasis on promoting activity and participation in a child’s daily life activities rather than therapies that try to fix ‘the problem’ (Skelton and Rosenbaum, 2010). As such, this manual provides ideas on how to support the child during activities of daily living – taking particular account of their physical and communication abilities and needs – and does not include hands-on rehabilitation techniques that focus on specific impairments. It does however provide guidance on overall management and prevention of further disability. The materials in this manual can be used as the basis for a programme of intervention that progresses through two stages"

Note: As indicated when clicking on the resource link below, the manual is available once contact details are entered or alternatively user can contact mel@maits.org.uk to receive a free pdf copy of this resource

Empowering communities through knowledge transfer : training guide for community based rehabilitation

FERRANTE, Marco
2014

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This manual, along with the attached annex, presents useful information about community based rehabilitation (CBR) in Sudan. It is to be used as a practical tool for both existing CBR schemes and other communities that are looking forward to establishing CBR schemes. This document is divided into the following eight practical units:

 

1: Community Based Rehabilitation: Concepts and practical strategies

2: Community Based Rehabilitation and Social change

3: CBR & Education

4: CBR & Health

5: CBR & Livelihood

6: CBR & Employment

7: CBR & Management strategies

8: Training of trainers guide

 

The annex provides additional advice on the practical application of CBR theories and strategies in the context of Sudan

 

Note: OVCI gave copyright permission for this document to be uploaded and made publicly available on the Source website

Promoting inclusive teacher education : advocacy guides

KAPLAN, Ian
LEWIS, Ingrid
March 2013

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“This publication set is a series of five guides designed for anyone who wants to do advocacy to bring about improvements in pre-service teacher education towards more inclusive education. They discuss challenges and barriers to inclusive education in different areas of teacher education and outline ideas for advocates to consider and adapt according to their specific contexts for effective advocacy towards more inclusive practices.” The five guides promote inclusive teacher education outlined in introduction, policy, curriculum, materials and methodology booklets

Sport and play for all : a manual for including children and youth with disabilities

HARKNETT, Steve
2013

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"This training manual 'Sport and Play for All' provides tips, guidance and advice on disability and inclusion, with the primary aim of enhancing users’ knowledge and practice on inclusion. It brings together many training materials used during the Sports for All Project in Sri Lanka, including materials on disability, social inclusion and models of inclusive sport. It features many games and sports which have been field tested and adapted to enable children with disabilities to participate"

School readiness and transitions

BRITTO, Pia
LIMLINGAN, Maria
July 2012

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A companion to the Child Friendly Schools Manual, this module provides guidance to policymakers, educators, programme professionals and practitioners on how to promote holistic early learning and development. It can be used in several ways, including: as a resource document for early childhood programmes, preparing children and families for primary school entry; and as an advocacy document for promoting school readiness practices in the transition to the early grades of primary school. It is intended as general guidance adaptable to particular contexts and settings.

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

Ways to get people thinking and acting : village theatre and puppet show [Chapter 27]

WERNER, D
BOWER, B
2012

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This chapter explores role playing, sociodramas, people’s theater, and puppet shows as forms of action-packed group story-telling for health workers. Each can be used to explore problems or situations by acting them out and learning processes are provided for both actors and watchers based upon participation and discovery
Chapter 27 of "Helping Health Workers Learn" by D. Warner and B. Bower

Zimbabwe sexual and reproductive health sign language dictionary

THE HIV AND AIDS MANAGEMENT AND SUPPORT ORGANIZATION (THAMASO-ZIMBABWE)
DISABILITY AND HIV AND AIDS TRUST(DHAT)
2012

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"The Dictionary includes an illustrated guide to signing and signing for individual letters, along with illustrations and descriptions for common words and for those new HIV/SRHR signs that have been developed, making it an invaluable reference for both those with hearing impairments and those without hearing challenges. The dictionary is suitable for use in educational institutions (schools, colleges and universities) as well as in health institutions such as hospitals, clinics and VCT centres. Counsellors and all staff working directly and indirectly in the HIV and SRHR sectors will find the dictionary most useful"

Training of trainers manual on disability-inclusive HIV services and disability-inclusive sexual and reproductive health for health workers

ADEREMI, Toyin Janet
September 2011

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This training of trainers manual has been designed as a guide for providers of HIV prevention, treatment, care and support and sexual and reproductive health (SRH) services to ensure services are disability-inclusive. This training is divided in 5 parts: Part 1 - Introduction; Part 2 - Disability awareness and disability inclusion; Part 3 - Disability-inclusive HIV prevention, treatment, care and support services; Part 4 - Disability-inclusive sexual and reproductive health services; Part 5 - Disability-inclusive HIV prevention integrated into sexual and reproductive health services. This manual is useful for anyone interested in trainings on disability-inclusive HIV services and disability-inclusive sexual and reproductive health for health workers
Note: the manual is available to download in three parts using the links provided

Manual for the professional in adapted physical activity

PEYNOT, Lucile
CHANTEREAULT, Thomas
BOUZID, Ezzedine
June 2011

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The focus of this manual is to increase participation of people with disabilities in physical activities and sport. Detailed adapted physical activities are provided with practical guides, group sport guides and assessment tools in order to promote a more inclusive society and enable educators to enrich their creativity and ideas for mentoring any person interested in participating in, advancing through and gaining enjoyment from the practice of a physical activity This guide to useful to all actors such as physical education and sports teachers in all types of schools, sports club coaches, recreational centre educators and facilitators, and even workers in rehabilitation centres or medical and social services centres

The barefoot guide 2 : learning practices in organisations and social change

THE SECOND BAREFOOT COLLECTIVE
May 2011

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“The Barefoot Guide 2 is a practical resource for leaders, facilitators and practitioners involved in social change who want to improve and enrich their learning processes. This book is the joint effort of a group of development practitioners from across the globe. They have created something that will help them and others to start, and continue, the journey towards learning and social change. The writers are all passionate about learning and have brought their different experience and expertise to the book. It includes topics as diverse as community mobilising and development, adult learning, funding, evaluation, facilitation, and creative writing”

Connecting the dots detailed guidance : victim assistance in the mine ban treaty, and the convention on cluster munitions and the convention on the rights of persons with disabilities

LEIBOWITZ, Tirza
et al
April 2011

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“"This in-depth guidance document issued in April 2011 was developed to enhance victim assistance. It illustrates the importance of accessibility, employment and education for survivors and persons with disabilities within the frameworks of the Mine Ban Treaty, the Convention on Cluster Munitions and the Convention on the Rights of Persons with Disabilities"

Disability rights TOT training manual

HANDICAP INTERNATIONAL LAOS
2011

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"This TOT training manual was developed by HI Laos to facilitate the process of effective and meaningful inclusion, empowerment, promotion and protection of the rights of people with disabilities." Practical exercises, cases studies, questionnaires and checklists are provided

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