Resources search

Accessible to All: Creating learning materials for children with disabilities in Cambodia, Kenya, Rwanda, and Tajikistan

EducationLinks
December 2020

Expand view

Examples are outlined of how good practices in the provision of accessible learning materials are being put into practice by USAID in partnership with organisations addressing the education needs of students with disabilities:

  • Expanding access through Universal Design for Learning in Cambodia: All Children Reading
  • Applying a user-centered design approach in Kenya: eKitabu and Deaf-led Sign Language Video Stories
  • Promoting sustainable accessible standards in Rwanda: Soma Umenye
  • Supporting underserved languages in accessible formats: The Global Digital Library
  • Fostering parental involvement in Tajikistan: USAID Read with Me

 

Mainstreaming inclusive education: Sharing good practices

KABANI, Maliha
HEIJNEN-MAATHUIS, Els
LIGNELL, Mats
et al
May 2019

Expand view

The primary aim of this documentation is to provide a deeper understanding of how Save the Children projects have applied more inclusive concepts in not only changing the lives of children with disabilities, those living in poverty or children from ethnic minority populations, their families and communities, but in catalysing changes in policies and practices to the education system to benefit all learners. The stories follow a common structure describing the background of the project, a description of an approach that has worked especially well in the project, followed by stakeholder and partner engagement, participation of children, key milestones and significant challenges, scalability and sustainability, recommendations for replication and contact links for project tools and materials. A selection of practical tools and models have been attached as annexes.

Creating an inclusive school environment

DOUGLAS, Susan
Ed
2019

Expand view

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

 

Enabling education review, issue 4

ENABLING EDUCATION NETWORK
December 2015

Expand view

This newsletter contains a variety of articles about inclusive education in several countries around the world. The topics focus mostly on funding, managing and sustaining inclusive education; engaging and empowering beneficiaries in finding solutions; facilitating parental and child involvement and early childhood education

Enabling Education Review, issue 4

A Population-based Study on the Prevalence of Impairment and Disability Among Young Cambodian Children

EVANS, P
SHAH, S
HUEBNER, A
SIVASUBRAMANIAM, S
VUTHY, C
SAMBATH, K
HAURISA, L
BORUN, Y
2014

Expand view

Purpose: This population-based study aimed to estimate the prevalence of impairment and disability and associated risk factors among children between 2 – 9 years of age in Cambodia.

 

Method: A two-phase method was employed. In phase 1, children were screened using the Ten Question Screening Instrument (TQSI) developed for the World Health Organisation (WHO). Those identified positive, were then referred tophase 2 for a detailed multi-professional assessment. A further 10% of children pre-selected at random were also referred to phase 2. Treatment needs for children with disability and risk factors for their disability were also determined.

 

Results: Prevalence of impairment was estimated at 15.59% (95% CI: 15.05, 16.14), disability at 10.06% (95% CI: 9.16, 10.1) and moderate/severe/profound at 3.22% (95% CI: 2.96, 3.49). Cognition (5.48%. 95% CI: 5.15, 5.83), speech (motor) (2.05%. 95% CI: 1.85, 2.27), speech (language) (1.80%. 95% CI: 1.61, 2.01) and hearing (2.51%. 95% CI: 2.29, 2.76) were the most common disabilities. History of difficult delivery, child’s age, major injury, gender and large family size were significant predictors of disability. Analysis of ‘false negatives’ in the validation group suggested that many parents and caretakers were unaware of their child’s disability. Treatment needs were found to be very high, approaching 100% for children with moderate or worse disabilities. 

 

Conclusions: Prevalence estimates based on this study are more than 10 times higher than those reported in Cambodia’s 2008 National Census. The identified risk factors imply the need for substantial expansion of obstetric services. Education and awareness of disabilities in the population and strategies to prevent injuries require more government attention.

 

Including the excluded : integrating disability into the EFA fast track initiative process and national education plans in Cambodia

KALYANPUR, Maya
et al
December 2007

Expand view

This report highlights disabled people and their access to the education system in Cambodia. It discusses Cambodia’s education system, initiatives towards the inclusion of disabled people and how they can be incorporated under Education for All Fast Track Initiatives (FTI). This report would be useful for practitioners, NGOs, policy makers and teachers interested in inclusive education in Cambodia

Inclusive education training in Cambodia : in-service teacher training on disability and special needs issues for primary school teachers

THOMAS, P
VICHETRA, K
July 2003

Expand view

These materials are an in-service teaching training course for mainstream primary school teachers. They cover types of disability, disabled children's rights and advice on how to include disabled children in the classroom. This course is based on the UNESCO ‘Children with Special Needs Teacher Education Resource Pack’, and materials developed by the Spastic’s Society of Tamil Nadu in India, Voluntary Service Overseas and Kampuchean Action for Primary Education, which have been simplified and adapted. While prepared for use in Cambodia, this resource offers useful, easy to adapt materials to other contexts

E-bulletin