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Problems with education for children with disabilities in Iran

Human Rights Watch, (2019)

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

Problems with education for children with disabilities in Iran. مشکلاتتحص�لکودکاندارای معلول�تدرایران

Human Rights Watch, (2019)

This report is based on research—including 37 interviews with people in Iran, including children with disabilities, parents of children with disabilities, activists and government officials—conducted by Human Rights Watch and the Center for Human Rights in Iran (CHRI, formerly the International Campaign for Human Rights in Iran) between June 2016 and July 2018, as well as additional research by CHRI between August 2018 to March 2019.

Sink or Swim. Barriers for children with disabilities in European School System

Human Rights Watch; European Disability Forum, (2018)

This report found that while European Schools are paying increasing attention to inclusion, children with disabilities continued to face problems. They are rejected, pressured into changing schools, or are not provided with appropriate accommodations and support to allow them to learn and thrive in an inclusive environment.

Fair'n Square

Handicap International; UNICEF, (2018)

Accessed October 2018 The Information, Orientation and Social Support Service (SIOAS) reaches out to people with disabilities, mainly through its mobile teams, in 35 of the poorest neighborhoods in Maputo, Matola and Beira and will soon also be present in Tete and Nampula; these are five of the most populous urban centers in Mozambique. The SIOAS has a special focus on children. O Serviço de Informação, Orientação e Acompanhamento Social (SIOAS) abrange pessoas portadoras de deficiência, principalmente através das suas brigadas móveis, em 35 dos bairros mais pobres de Maputo, Matola e Beira e em breve também estará presente em Tete e Nampula; estes são cinco dos centros urbanos mais populosos de Moçambique. O SIOAS tem um foco especial em crianças.

Towards inclusion: A guide for organisations and practitioners

van Ek, Vera; Schot, Sander, (2018)

The publication aims to establish the rationale for inclusion and provides technical advice and tools for putting theory into practice. It is intended to be used as a reference during organizational and program/project development with a focus on gender responsiveness and disability inclusion as well as a tool to support good practice in implementation.
This first part guides the reader through the process of assessing whether or not the organization is ready to change towards becoming a more inclusive organization. The second part introduces the ACAP framework, which sets up a way of approaching inclusion via focus on the areas: Access, Communication, Attitude and Participation. It then demonstrates how the framework can be applied to projects and programmes. The third part provides guidelines for the people who will guide organizations through the process of change towards becoming inclusive of persons from marginalized groups.

Disability checklist for emergency response

Handicap International, (2014)

Adapted from Disability Task Force. General protections and inclusion principles of injured persons and people with disabilities

Education in Emergencies: Including everyone

Inter-Agency Network for Education in Emergencies, (2010)

INEE pocket gu ide to inclusive education. This guide is aimed at anyone working to provide, manage or support education services in emergencies and complements the INEE Minimum Standards. The Pocket Guide to Inclusive Education outlines useful principles for an inclusive education approach in emergencies and provides advice for planning, implementing and monitoring. The guide also looks at the issue of resistance to inclusion, and highlights ways in which organisations can support their emergency staff to develop more inclusive education responses. Available in Arabic, English, Indonesia, French, Spanish

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