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Every learner matters: Unpacking the learning crisis for children with disabilities

McCLAIN-NHLAPO, Charlotte
et al
June 2019

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This paper was developed by the World Bank in partnership with Leonard Cheshire and Inclusion International. It is an attempt to add knowledge to the current understanding of the importance of learning achievements, with a focus on children with disabilities. While the premise is that inclusive education refers to the inclusion of all children, the focus of this paper is on children with disabilities.

The aim of the paper is to:

  • Provide an evidence-based review of educational participation of children with disabilities.
  • Establish a case for focusing on learning achievements for students with disabilities.
  • Take stock of current mechanisms of measurement of learning outcomes and review their inclusivity.
  • Explore evidence of practice and systems which promote disability-inclusive learning for all. 

Four case studies are provided - from Pakistan, South Africa, Canada and UK.

Bridging the Gap: Examining disability and development in four African countries. The case for equitable education

GROCE, Nora
et al
June 2018

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Over the course of a three-year project the Leonard Cheshire Research Centre worked with research teams in four countries: Kenya, Sierra Leone, Uganda and Zambia to better understand the relationship between disability and development in each country across four domains: education, health, labour markets and social protection. This mixed methods research used a range of interrelated components, including policy and secondary data analysis, a household survey of 4,839 households (13,597 adults and 10,756 children), 55 focus group discussions and 112 key informant interviews across the four countries. 

 

This report explores key findings in relation to education. Key findings discussed include school attendance, cost of education, inability to learn and gap in educational attainment.

INCLUDE US! Good practices in the inclusion of persons with disabilities in Myanmar

HUMANITY & INCLUSION (HI)
2018

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In 2015, Humanity & Inclusion HI began the project: “Empowering persons with disabilities to contribute to equal access to basic social services and local policymaking processes in under-resourced areas of Ayeyarwady and Mandalay”. The project supported Disabled Peoples Organizations and other civil society groups to participate in the development of inclusive regional policies and programmes, and to promote good practices contributing to greater access to services for persons with disabilities. An aim was also to document, publish and disseminate these good practices throughout Myanmar, increasing awareness and understanding in order to sensitise people to disability inclusion and influence policy change. Rather than focusing on what is not working, this report seeks to shift attention to what has worked locally and how it could be replicated in other parts of the country, providing constructive, practical recommendations to decision-makers, service providers and other community groups in Myanmar. The report is related to two projects. The second is “Advocacy for Change: Fostering protection and rights of men and women with disabilities in Myanmar”. 

 

There are global recommendations. There are seven good practices:

  • Related to education:  Case Study I: Promoting Inclusion of children with disabilities in Middle Schools of Ayartaw. Case Study II: How the development of the teacher training promotes inclusion of all children in education
  • Related to economic life: Case Study III: How partnerships between private companies and organizations of people with disabilities can improve access to employment and vocational training
  • Related to social/community life: Case Study IV: Giving the Myanmar Deaf Community access to information.  Case Study V: How parental advocacy can make a difference
  • Related to political life: Case Study VI: Community advocacy in obtaining the National Registration Card. Case Study VII: Supporting people with disabilities to participate in Myanmar elections

 

I Am EmployAble

BAART, Judith
MAARSE, Anneke
September 2017

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I am EmployAble walks the reader through the process of vocational training – from enrolment to training to employment – and provides tips based on experience, anecdotes and tools to inspire and support those working with and for disability inclusive technical and vocational training institutes.

The specific aim of this programme was to contribute to quality vocational training for young people with disabilities in Kenya, Rwanda and Ethiopia and create lasting linkages between technical and vocational training institutes and the labour market, thus facilitating decent and sustainable wage or selfemployment for young people with disabilities. This meant not just targeting the young people with disabilities themselves but also local training institutes and private sector actors, in order to work for systemic change.

Disability inclusion : translating policy into practice in humanitarian action

PEARCE, Emma
March 2014

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This report “documents positive practices and ongoing challenges to promote disability inclusion across UNHCR’s and its partners’ work in multiple countries and multiple displacement contexts. The report provides lessons and recommendations for other organizations and the wider humanitarian community on engaging persons with disabilities at all levels of humanitarian work. It draws on consultations with over 700 displaced persons, including persons with disabilities, their families, and humanitarian staff, in eight countries”

Note: This report is also offered in plain text format

Lessons learned on inclusion of people with disability in the ICCO Gaibandha food security project for ultra poor women, 2009-2013

BRUIJN, Paulien
October 2013

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The Gaibandha Food Security Program is one of the first programs that mainstreams disability on a large scale, and the Food Security Project in Gaibandha was implemented in order to improve the food security situation of 40.000 women headed households. In April 2013 an internal evaluation took place on the disability mainstreaming process within the FSUP Gaibandha project. This report reflects related lessons learned about disability mainstreaming

From exclusion to part of the solution : lessons learned along the way : making HIV/AIDS strategies inclusive of people with disabilities in Tanzania

CHRISTOFFEL BLINDENMISSION (CBM)
COMPREHENSIVE COMMUNITY BASED REHABILITATION IN TANZANIA (CCBRT)
July 2012

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“The Making HIV/AIDS Strategies Inclusive of People with Disabilities in Tanzania was a three-year project (February 2009-January 2012), implemented by CBM US and local partner Comprehensive Community Based Rehabilitation in Tanzania (CCBRT). The goal of the project was to increase access for people with disabilities and their caregivers to HIV and AIDS prevention, care, treatment and support services in Tanzania. Based on a review of project documents, interviews and success stories, the following three interlinked lessons learned categories and eleven lessons learned emerged as critical to the successful achievement of project objectives, and the lessons learned described in this report will provide a foundation for improving on future programming of similar projects”

Making inclusion a reality in development organisations : a manual for advisors in disability mainstreaming

INTERNATIONAL DISABILITY AND DEVELOPMENT CONSORTIUM (IDDC)
Ed
2012

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This manual is specifically meant for trainers and advisors in disability mainstreaming that are involved in facilitating the organisational change process for inclusive development. This manual will helps readers to: acquire a basic overview of disability rights and statistics; create a personal vision on inclusive development; deliver the message of inclusive development to a sceptical audience; design strategies for disability mainstreaming in development organisations; become familiar with the wide array of existing tools on disability inclusion; and assess their own training and facilitation skill. The reader can select those chapters that are of most interest. Each chapter starts with the key objectives of that particular chapter, then discusses the content, poses some questions for discussion and finalises with references for further reading

Good practices in inclusive agricultural skill training for persons with disabilities : position paper

HENG, Channtey
December 2011

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The Cambodian Disabled People’s Organisation conducted a study using the Making It Work methodology to identify good practices in inclusive agricultural skill training for persons with disabilities in line with CRPD Article 27 Work and Employment. This policy position paper presents the findings and key recommendations from the report for policy-makers within the Cambodian government and decision-makers within development agencies and NGOs. This project is a Making It Work initiative documenting and promoting good practice in line with the principles of the Convention on the Rights of Persons with Disabilities (CRPD)

Inclusive education in Pakistan : experiences and lessons learned from the ENGAGE project

CACERES, Susan
et al
March 2010

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The purpose of the American Institutes for Research (AIR) project, Engaging with Disabled People’s Organizations (DPOs) in Development Cooperation (ENGAGE), was to increase the participation of DPOs and people with disabilities in the planning and implementation of development efforts. This brief describes the work of the ENGAGE Project in Pakistan to address the issue of increasing access and participation to quality learning environments for children with disabilities

Travelling together

COE, Sue
WAPLING, Lorraine
2010

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This manual outlines a one day course for programming staff to increase the inclusion of disabled people in development programmes. Following a course introduction and timetable, the manual contains three main sections: the first section outlines practical training materials for course activities; the second section provides stories from the course; the third section contains resources and information on disability inclusion. This resource is useful for people interested in disability inclusion in development programmes
Large print, Braille and audio versions are available upon request from the publisher

Philippine CBR manual : an inclusive development strategy

MCGLADE, Barney
MENDOZA, Veronica Ester
Eds
2009

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This is an executive summary of a manual that is intended as a guide to decision makers in Local Government Units on how to institutionalise and implement programme that ensure the inclusion of persons with disabilities in all activities in the community – and ensure these activities are part of the annual work and financial plan of government and other local groups.  While the manual is intended for government decision makers, it can also be used by CBR workers and managers to understand inclusion, CBR in the rights-based context, the historical perspective and evolving definition of disability as well as how to start CBR, how to organize DPOs and communities, and how to undertake training and advocacy

The publisher has given permission for the uploaded document to be reproduced and made publicly available on the Source website

Mainstreaming disability and gender in development cooperation

DUTCH COALITION ON DISABILITY AND DEVELOPMENT
2008

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This practical disability and gender training manual aimed at development cooperation professionals provides "a tool to enable the reader to learn from best practice examples currently applied in specific areas of disability and development work. It also informs the reader on how to reproduce a similar training module in the future under different circumstances, as a way to spread knowledge and to reach out to an increasingly wide audience"

Mainstreaming HIV/AIDS : looking beyond awareness

WILKINS, Marissa
VASANI, Dolar
2002

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The social and environmental circumstances that lead vulnerable people to have unprotected sex, exposing them to infections, have to be resolved through addressing the causes of poverty, gender discrimination, and the use of sex as a commodity. This book addresses the impact of HIV without prejudice, by taking a human rights stance. It is useful for trainers, programme planners, policy-makers and CBR programmes

Review of the present situation in special needs education

HEGARTY, Seamus
1995

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An overall comparison between the two situations - 1986 and 1993 - reported here and in the previous report allow for some guarded optimism. Most countries provided some information on policies but varied greatly in the amount of detail offered. Special educational provision is more firmly located within regular education, at school and the administrative levels, than before and has greater legislative underpinning. Within the policy statements, themselves, the most common strands related to : developing the individual's potential, integration and necessary steps for implementation. Regarding legislation, most countries did include special needs provision in the same regulatory framework as general education; the most common reason given for excluding particular children was severity of disability. Much remains to be done and there is no room for complacency. Many countries face fiscal and personnel constraints, and maintaining let alone increasing existing investment in special educational provision will not be easy. A word of caution : even where resources are not the central issue, the pressures created by the general school reforms taking place in many countries may reduce the priority given to speical educational provision. However, progress has been made, despite the many difficulties.

Disability awareness in action : organisation building

FLETCHER, Agnes
1994

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This kit looks at how organisations of disabled people can improve their structures and the way they work; how they can train and develop individuals to benefit the whole group; and how the organisation itself can then become a better tool for changing the community and the lives of disabled people

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