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1
A Paper submitted to the 56th session of the UN Committee to CEDOW, July 2014, Geneva
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.
more
A Guide to Inclusive Education 2023
recommended
Refugee children with disabilities experience a reality of exclusion and marginalisation that makes them among the most vulnerable displaced persons in the world. Excluded from participation in social activities and access
...
to school, not only because of their disability, but especially because of social, cultural, and political barriers that prevent them from enjoying the same opportunities as their peers.
Daniela Bruni, a specialist in education in emergency contexts, who has overseen JRS’s related projects for the past two years, has developed a guide on inclusive education.
more
Background
Asthma education, a key component of long-term asthma management, is challenging in resource-limited settings with shortages of clinical staff. Task-shifting educational roles to lay (no
...
n-clinical) staff is a potential solution. We conducted a randomised controlled trial of an enhanced asthma care intervention for children in Malawi, which included reallocation of asthma education tasks to lay-educators. In this qualitative sub-study, we explored the experiences of asthmatic children, their families and lay-educators, to assess the acceptability, facilitators and barriers, and perceived value of the task-shifting asthma education intervention.
Methods
We conducted six focus group discussions, including 15 children and 28 carers, and individual interviews with four lay-educators and a senior nurse. Translated transcripts were coded independently by three researchers and key themes identified.
Results
Prior to the intervention, participants reported challenges in asthma care including the busy and sometimes hostile clinical environment, lack of access to information and the erratic supply of medication. The education sessions were well received: participants reported greater understanding of asthma and their treatment and confidence to manage symptoms. The lay-educators appreciated pre-intervention training, written guidelines, and access to clinical support. Low education levels among carers presented challenges, requiring an open, non-critical and individualised approach.
Discussion
Asthma education can be successfully delivered by lay-educators with adequate training, supervision and support, with benefits to the patients, their families and the community. Wider implementation could help address human resource shortages and support progress towards Universal Health Coverage.
more
PLoS One 20(5): e0319807. https://doi.org/10.1371/journal.pone.031980
The implementation of people-centered, evidence-driven, culturally, and religiously
sensitive program enabled SFH to reach a high number of AP in northern Nigeria. This
helps i
...
mprove equity in access to care by AP. There are specific program areas that need
continuous improvement including strategies to reach MSM to avoid the evolution of
new structural barriers; expansion of PWID programming to optimize all aspects of harm
reduction; and sustained sensitization, education, and awareness creation among AP to
improve uptake of PrEP and other prevention and care services.
more
This report found that fewer than 15 percent of more than 3,000 school-age asylum-seeking children on the islands were enrolled in public school at the end of the 2017-2018 school year, and that in government-run camps on the islands, only about 100 children, all preschoolers, had
...
access to formal education. The asylum-seeking children on the islands are denied the educational opportunities they would have on the mainland. Most of those who were able to go to school had been allowed to leave the government-run camps for housing run by local authorities and volunteers
more
Community health worker teams are potential game-changers in ensuring access to care in vulnerable communities. Who are they? What do they actually do? Can they help South Africa realize universal h
...
ealth coverage? As the proactive arm of the health services, community health workers teams provide household and community education, early screening, tracing and referrals for a range of health and social services. There is little local or global evidence on the household services provided by such teams, beyond specific disease-oriented activities such as for HIV and TB. This paper seeks to address this gap.
more
The GLOBAL HEALTH EDUCATION TOOLBOX of MEDOBX offers access to a collection of practical resources and high quality documents
...
to support knowledge and practical skills within Global Health. This Toolbox was designed to support Global Health theory and practice, providing hands-on resources for students, trainers and NGO-practicioners for free.
The GLOBAL HEALTH EDUCATION TOOLBOX provides:
Key resources for Global Health Education; Introduction & advanced education material; Practical resources for Global Health practicioners; Information on going abroad ; Multilingual materials
more
The government of Kazakhstan has committed to ensuring that children with disabilities have access to inclusive
...
education and it has taken the important step of ratifying international human rights treaties enshrining the rights of people with disabilities, including the right of children with disabilities to inclusive, quality education. The government has also introduced legal and policy changes toward an inclusive education system for children with disabilities. It has committed to ensuring that 70 percent of mainstream schools are inclusive by 2019.
However, this report finds that progress towards genuine inclusive education is slow. In order for the government to succeed in ensuring that all children can access an inclusive, quality, and free primary and secondary education on an equal basis with others in the communities in which they live, it will need to fundamentally transform its policies and approach to education and address negative attitudes more broadly towards people with disabilities in Kazakhstan.
more
Women have less access to the development services and support – such as adequate healthcare, education and
modern technology – that make peop
...
le more resilient to climate change and other shocks and stressors.2
Women’s unequal access to resources, their disproportionate responsibility for care of dependents (typically unpaid),
and the insecurity and precariousness of their paid labour all contribute to the feminisation of poverty and women’s
heightened vulnerability to climate hazards. Climate change is a multiplier of existing vulnerabilities and threatens to
reverse hard-earned development gains for all people, and particularly for women.
more
Problems with education for children with disabilities in Iran“Just Like All Other Kids”: Lack of Access to Inclusive
...
Education for Children With Disabilities in Iran
more
The INEE Minimum Standards Handbook is the only global tool that articulates the minimum level of educational quality and access in emergencies through to recovery. The Minimum Standards express a c
...
ommitment that all individuals—children, youth and adults—have a right to education.
There are different languages available: Arabic, Azerbajan, Bahsa Indonesia, Bengali, Bosnian, Coratian, Serbian, Chinese, English, French, Japanese, Krygyz, Nepali, Pashto, Portuguese, Russian, Spanish, Urdu, Turkish, Vietnamese
more
The Education Center specializes in providing national training and technical assistance (T/TA) to health centers in order to optimize
...
access to quality health care for LGBTQIA+ populations.
more
The INEE Minimum Standards Handbook is the only global tool that articulates the minimum level of educational quality and access in emergencies through to recovery. The Minimum Standards express a c
...
ommitment that all individuals—children, youth and adults—have a right to education. The aim of the Handbook is 1) to enhance the quality of educational preparedness, response and recovery; 2) to increase access to safe and relevant learning opportunities for all learners, regardless of their age, gender or abilities; and 3) to ensure accountability and strong coordination in the provision of education in emergencies through to recovery.
more
This tool provides guidance on how to adapt and use information, education and communication (IEC) materials so that they can be understood by people with disabilities. People with
...
disabilities have a right to access all information relating to gender-based violence (GBV) programs on an equal basis with others.
more
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
envir
...
onments 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.
more
Globally, some 72 million children are out of school due to emergencies and
protracted crises. Of these, at least 17% are children with disabilities.1 Yet, education in a crisis context can be a
l
...
ifeline for children, providing psychosocial support, access to school feeding and health programmes, and a much-needed safe space where they can interact with peers and maintain the routine of learning
more
