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Inclusive Education is for Everyone

Sian Tesni and Anais Keenon, Eds.: Christoffel Blinden Mission (CBM), (2014)

CBM and the Global Campaign for Education 2014

Children with Special Educational Needs

National Council for Special Education (NCSE), (2014)

Information Booklet for Parents

Including Children with Disabilities in Primary School: The Case of Mashonaland, Zimbabwe

Marcella Deluca, Carlo Tramontano, Maria Kett, Eds.: Leonard Cheshire Disability and Inclusive Development Centre, (2014)

Working Paper Series: No. 26

Perceptions of disability and access to inclusive eduaction in West Africa: A comparative case study in Dakar, Senegal

Elizabeth R. Drame & Kaytie Kamphoff, (2014)

International Journal of Special Education. Vol.29 (3) 2014, 69-81 Educating students with disabilities in an inclusive general education setting has been shown to increase academic achievement, increase peer acceptance, increase self esteem, create a richer friendship network, and have positive lifetime benefits (higher salaried jobs, independent living). In addition, inclusion can have benefits for students without disabilities. The West African nation of Senegal has pledged to increase inclusive education for students with disabilities by 2015. Issues that affect inclusive education for all in Senegal are access to schooling, community and societal perceptions of individuals with disabilities, poverty, and teacher training and pedagogy. To increase inclusive education for all in Senegal the country must increase access to schooling through physical accessibility and decentralization, create community awareness campaigns that increase knowledge of disabilities, and develop teacher training that fosters a student-centered pedagogy.

Thematic study on the right of persons with disabilities to education

Human Rights Council, Eds.: United Nations, (2013)

Report of the Office of the United Nations High Commissioner for Human Rights | The present study focuses on inclusive education as a means to realize the universal right to education, including for persons with disabilities. It analyses the relevant provisions of the Convention on the Rights of Persons with Disabilities, highlights good practices and discusses challenges and strategies for the establishment of inclusive education systems.

Children with disabilities in South Africa, and their right to a participating life.

Amanda Mattsson, Eds.: Lunds Universitet, (2013)

The aim with this study was to examine in what amount disabled children in South Africa can live a participating life in society, with focus on special needs schools and their capability to empower the children. The data material has been collected through eight qualitative interviews, and observations at seven special needs schools in the country. Through my result I have distinguished three main roads to empower the children: First, to analyze social structures, secondly, to gain knowledge and awareness, and thirdly, to strengthen the children’s self-esteem. I have also analyzed the structural barriers that are hindering disabled children to participate, and illustrated this by describing social policies and their effect on special needs schools in South Africa.

East Asia and Pacific Regional UNGEI: Achieving Gender Equality in Education for Children with Disabilities

United Nations Girls' Education Initiative (UNGAI), (2013)

Newsletter No. 15 | Highlighting the gender dimensions of education for children with disabilities

Educating Children with Disabilities in Africa

The African Child Policy Forum (ACPF), (2011)

Towards a policy of inclusion

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