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Educational equity for individuals with disabilities

Libby Cohen, Eds.: Commonwealth Education Partnerships, (2009)

Education for respect and understanding – inclusion and equity

Inclusive Education for Children with Disabilities

CRS/Vietnam Education Team, Eds.: Catholic Relief Services (CRS), (2007)

How-to Guide Series

The Child With a Disability: Parental Acceptance, Management and Coping

Isack Kandel and Joav Merrick, (2007)

ScientificWorldJournal. 2007 Nov 12;7:1799-809. Research indicates that family reaction to the birth of a disabled child changes according to the type of disability and the child's diagnostic category. The differences are probably an indirect consequence of anticipated or actual reactions by those surrounding the disabled child and the family, in addition to parental reactions. Many researchers have recently mentioned the positive coping and functioning of many families with developmentally disabled children. In the past there was a tendency to emphasize issues of illness and pressures, spousal strain and maladjustment within the family, while presently they are replaced with questions concerning positive adjustment, satisfaction, acceptance, and spousal harmony. Rather than perceiving the family as a helpless victim, it is perceived as a unit that adapts by a process of structuring. Professionals must acknowledge the importance of the family, this change towards a positive attitude towards disability and that the controls decisions concerning the disabled child and the family.

Schools for All Including disabled children in education

Save the Children, (2002)

Experience from Save the Children and partners globally demonstrates that improvements in education quality go hand-in-hand with inclusion and access, Flexible, quality, responsive learning environments will benefit all children and are fundamental to including marginalised groups like disabled children in education. These guidelines are primarily aimed at education staff trying to develop inclusive education practices, focussing on including disabled children in schools.While this book focuses on disabled children, we hope it will be useful for developing general inclusive education practices. Community groups and non-governmental organisations, as well as people working in community-based rehabilitation(CBR) and the wider disability context, could also use these guidelines to provide input into inclusive education work. While the guidelines focus primarily on schools, much of the information is still relevant to readers working in out-of-school situations.

Understanding and Responding to Children’s Needs in Inclusive Classrooms

United Nations Educational, Scientific and Cultural Organization (UNESCO), (2001)

A Guide for Teachers

Teachers for All: Inclusive Teaching for Children with Disabilities Collaborating globally to promote Inclusive Development

Ingrid Lewis and Sunit Bagree, Eds.: International Disability and Development Consortium’s Inclusive Education Task Group, (2013)

Skills development for youth living with disabilities in four developing countries

Kett, M., Eds.: UNESCO, (2012)

Background paper prepared for the Education for All Global Monitoring Report 2012 Reports from Kenya, Sierra Leone, China and Sri Lanka

Making Schools Inclusive. How change can happen

Pinnock H; Lewis I, Eds.: Save the Children, (2008)

Making education more inclusive requires schools and education authorities to remove the barriers to education experienced by the most excluded children - often the poorest, children with disabilities, children without family care, girls, or children from minority groups. Also included in the text are examples of children from very remote areas, girls excluded from school, children from ethnic groups, children with language barriers, and children in countries affected by conflict.

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