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1
Information Booklet for Parents
This monograph presents 12 reports of successful programs serving children with special needs in
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various nations. The program locations and the program report titles and authors are as follows: (1) Austria: "Integration Models for Elementary and Secondary Schools in Austria" (Volker Rutte); (2) China: "Integrated Education Project, Anhui Province" (Janet C. Holdsworth); (3) Ghana: "The Community-Based Rehabilitation Programme in Ghana" (Lawrence Ofori-Addo); (4) Guyana: "Involvement of Volunteers, Parents and Community Members with Children with Special Needs" (Brian O'Toole); (5) India: "Teacher Development Initiative To Meet Special Needs in the Classroom" (N. K. Jangira and Anupam Ahuja); (6) Jamaica: "Early Intervention and Education Initiatives in Rural Areas" (M. J. Thorburn); (7) Jordan: "The Role of Institutions in Community-based Rehabilitation and in Community-based Special Education" (Andrew L. de Carpentier); (8) Jordan: "The Resource Room at the Amman National School" (Hala T. Ibrahim); (9) Netherlands: "Individual Integration of Children with Down's Syndrome in Ordinary Schools" (Trijntje de Wit-Gosker); (10) Norway: "In Harmony We Learn" (Marna Moe); (11) International: "INITIATIVES for Deaf Education in the Third World" (Andrew L. de Carpentier); and (12) Sri Lanka: "The Integrated Education of Visually Impaired Children in Sri Lanka" (B. L. Rajapakse).
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Achieving education for all in Ethiopia will remain a distant aspiration if most of the 5 million children with special
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educational needs in the country cannot go to school. Since 2014, Handicap International have been supporting 49 schools to become places where everyone has a role to play in making schools more inclusive.
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MODULE 5 RESOURCE GUIDE | This guide is part of a series of manuals that focuses on six topics in Early Childhood Development (ECD): different programming approaches, basic concepts, assessments, early childhood environments, children
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with special needs and child protection, and the health, safety and nutrition of young children. The series was prepared within a three-year CRS-led project called “Strengthening the Capacity of Women Religious in Early Childhood Development,” or “SCORE ECD.” Funded by the Conrad N. Hilton Foundation, the project helps Catholic sisters in Kenya, Malawi, and Zambia in their work with children aged 0-5 years and their families. The project is being implemented from January 2014 to December 2016
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The main aim of this paper is to present the current situation of children with disabilities in the Republic of Namibia, with
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special regard to their educational chances and influence of cultural beliefs on their lives. Namibia has a law, which entitles education for all its citizens. Despite numerous legislative acts which should have increased the educational chances of Namibian children with disabilities, their real situation is completely different and depends on various factors, including the infrastructure of the schools, teacher competencies, their attitudes towards students, the small number of special and integrated schools as well as an insufficient amount of money transferred for the education of the children. The paper discusses all of the above factors and provides practical implications, which would improve the situation of children with disabilities in Namibia.
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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.
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A National Service Programme for All Children with Special Needs and their Families
In Myanma ... r, we estimate that at least 40% of children require ECI services for short to longer periods of time. At present, 35.1% of Myanmar children are moderately to severely stunted; all of these children are likely to have one or more developmental delays. In addition, at least 5% to 12% of the nation’s children will be identified to have disabilities, chronic diseases or atypical behaviours.
Over time, approximately 70% of the children who will be served will improve in their development, attain expected levels of development for their age, and will consolidate their gains within one to two years. Other children, approximately 30%, will have lifelong disabilities or other conditions, and ECI services usually greatly improve their development and help them to achieve their full potential. more
In Myanma ... r, we estimate that at least 40% of children require ECI services for short to longer periods of time. At present, 35.1% of Myanmar children are moderately to severely stunted; all of these children are likely to have one or more developmental delays. In addition, at least 5% to 12% of the nation’s children will be identified to have disabilities, chronic diseases or atypical behaviours.
Over time, approximately 70% of the children who will be served will improve in their development, attain expected levels of development for their age, and will consolidate their gains within one to two years. Other children, approximately 30%, will have lifelong disabilities or other conditions, and ECI services usually greatly improve their development and help them to achieve their full potential. more
Embracing Diversity: Toolkit for Creating Inclusive, Learning-Friendly Environments Specialized Booklet 3
The aim of this pamphlet is to inform parents and guardians of supports and services available for children and young people with a physical disability and their families.
These guidelines have been compiled for education ministries or other educational leaders (including development partners, non-governmental or private organizations working with schools or directly
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with caregivers) who want to adapt and adopt resources to support the marginalized caregivers of children with disabilities.
The guidance presented in this document was developed by a team of international and national experts following a proof-of-concept pilot4 of the resources in two countries. The work was carried out between February 2021 and January 2022. The pilots demonstrated that principles and activities described in the resources could be carried out, in practical terms, in line with existing government programmes supporting the implementation of disability-inclusive education.
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“I Would Like To Go To School”. Barriers to Education for Children with Disabilities in Lebanon
Human Rights Watch
(2018)
This report finds that although Lebanese law bars schools from discriminating against children with disabilities, public and private schools exclude many
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children with disabilities. For those allowed to enroll, schools often lack reasonable accommodations, such as modifications to the classroom environment and curricula or teaching methods to address children’s needs. Schools also require the families of children with disabilities to pay extra fees and expenses that in effect are discriminatory.
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This document is designed to provide UNICEF staff and UNICEF partner staff with principles and concepts that can assist them to respond to the psychosocial needs of
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children in natural disasters and social emergencies such as armed conflict and other forms of violence. It aims to introduce humanitarian workers to psychosocial principles and UNICEF’s position on these principles. It also provides a number of examples from field work of how these principles have been turned into concrete actions. These psychosocial principles and concepts inform both emergency responses and subsequent programmatic responses post-emergency.
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Developmental disabilities are common. Yet, children with developmental disabilities have been neglected in health systems planning and policy provisions for health and continue to experience stigma
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tization, institutionalization, barriers to access health care and inequalities in health and education outcomes.
Using findings from research and practice and guided by the tenets of international human rights conventions, this WHO-UNICEF Global Report on children with developmental disabilities provides principles and approaches to intentionally include the needs and aspirations of children and young people with developmental disabilities in policy, programming and public health monitoring. It makes the case for greater accountability and proposes 10 priority actions to accelerate changes towards inclusive environments and responsive multisectoral care systems for children with developmental disabilities.
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A Capstone Project submitted in partial fulfillment of the requirements for the Master of Science Degree in Counselor Education at Winona State University | This article reviews the use of Art Therapy to treat children who suffer from Posttraumatic
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Stress Disorder. It explores the clinical need for addressing trauma, including PTSD, and then reviews the effects of trauma on the brain, and how Art Therapy affects the brain. It also identifies mental health characteristics and needs for children diagnosed with PTSD.
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This manual provides information and guidance for individuals concerned with the mental health needs of children who experience major disasters. Th
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is background, training, and experience will vary and may include health and mental health professionals, professional and paraprofessional social service personnel, school and daycare personnel, clergy, volunteers, and parents.
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The '100 Health Messages for Children to Learn & Share' is an educational resource developed by Children for Health. It is aimed at
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children aged 8–14, particularly young adolescents (aged 10–14), who often care for younger siblings. The set contains 100 simple, accurate and adaptable health messages, with 10 messages on each of the following topics: Malaria, diarrhoea, nutrition, coughs and colds, intestinal worms, water and sanitation, immunisation, HIV and AIDS, accidents and injuries, and early childhood development. The messages have been reviewed by medical and education experts and are designed for use by parents, teachers and health workers in schools, homes, clinics and clubs. The resource encourages active learning through memorisation, discussion, and creative activities, empowering children to become health educators in their communities.
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