Policy Paper: Inclusive Education

Policy Paper: Inclusive Education

This policy paper draws upon Handicap International’s experience in the field of education since 1998 and prior to that, its experience of working with former development partner Action Nord Sud (ANS)  . It takes into account the outcomes of baseline field assessments, meetings with partners and donors, feedback from educational professionals, decision-makers and policymakers, and importantly, the views of children with disabilities and their families.

The knowledge and experience of Handicap International’s education field staff and partners was central to producing this document. The programmes which have contributed to the reflection process and updating of this policy paper are Burkina Faso/Niger, Togo, Senegal, Mali, Sierra Leone/Liberia, Rwanda, Burundi, Kenya/Somaliland, Madagascar, Morocco/Tunisia, Algeria, Cambodia, Vietnam, Indonesia, Bangladesh, Nepal, Afghanistan, Nicaragua. Their participation in the process has been invaluable in creating a document which is grounded in practice from a wide range of contexts.

This policy paper gives indications for future possibilities and potential limitations, and all education projects and activities implemented by Handicap International programmes should conform to the guidelines presented. It is primarily intended for Handicap International Federation staff and partners, but will be distributed more widely, as it is of interest to other organizations and professionals working in the field of education and inclusion.

This document will be updated on a regular basis to incorporate new learning and expertise from Handicap International programmes, and to reflect developments and changes in international thinking on inclusive education.

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ToT Modules on Inclusive Education Module 2: Working together to create Inclusive Schools by UNICEF

ToT Modules on Inclusive Education Module 2: Working together to create Inclusive Schools by UNICEF

The purpose of the modules is to provide a foundation for training on inclusive education that is grounded in a human rights-based approach.

Module 2 focuses on relationships and how relationships can be created to promote inclusive education in schools and communities. By focusing directly on what participants do or don’t do, it is emotionally the most challenging of the three modules. Participants have to be willing to reflect on their own interaction patterns, the possible lack of real relationships to colleagues and families, and the consequences of such practices for others.

The focus of this module is not on concepts of communications and modes of interactions; it does not provide communication training or teach relationship skills. The time allocated for the modules is not sufficient for capacity building or development of competence. The module highlights the need for these and provides opportunities to reflect on participants’ abilities and knowledge in this area. By using tools that participants can use again with others, it helps initiate necessary change processes in schools and communities.

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See relevant resource: ToT Modules on Inclusive Education Introductory Booklet (UNICEF) >>

ToT Modules on Inclusive Education Introductory Booklet by UNICEF

ToT Modules on Inclusive Education Introductory Booklet by UNICEF

The purpose of the modules is to provide a foundation for training on inclusive education that is grounded in a human rights-based approach. Teachers are the most important change agents and essential for social inclusion and promotion of participation and learning for all children. The modules are based on the premise that much information, many tools and guidelines are already available and should be used where and when appropriate and useful.

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See relevant resource: ToT Modules on Inclusive Education Module 2: Working together to create Inclusive Schools (UNICEF) >>

How To Guide: Preparing Teachers for Inclusive Education by CRS Vietnam

How To Guide: Preparing Teachers for Inclusive Education by CRS Vietnam

Introduction: What is this guide about and who is this guide for?

Inclusive education has been internationally recognized as a philosophy for attaining equity, justice and quality education for all children, especially those who have been traditionally excluded from mainstream education for reasons of disability, ethnicity, gender or other characteristics. While inclusive education has been implemented successfully in many countries, other countries are still in the process of achieving this goal. This How-to Guide is the second produced by CRS Vietnam. The first guide, Inclusive Education for Children with Disabilities, provides background and a more general introduction to inclusive education. This guide aims to help CRS and partner education programs prepare teachers to implement successful models of inclusive education at the school level. It builds upon the previous publication while focusing more specifically on issues relating to teacher training and human resource development. Though the Vietnamese experience may not be universally applicable in all country contexts, it is hoped that the examples provided will serve as a reference of core themes that can be tailored to suit individual country needs.

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Related sources: How To: Inclusive Education for Children with Disabilities by CRS Vietnam >>

How-To Guide: Inclusive Education for Children with Disabilities by CRS Vietnam

How-To Guide: Inclusive Education for Children with Disabilities by CRS Vietnam

This guide is based on the experience of the CRS/Vietnam Inclusive Education program and offers practical suggestions for including children with disabilities in any and all types of education programming. Children with disabilities already live in the communities that CRS serves worldwide, and they are among the most likely in any community to be out of school. It is up to CRS and our partners to improve their access to school and help them receive the support and care that they need. Achieving education for all also requires that communities work together to better understand the needs and abilities of people with disabilities, removing barriers in the environment and in prevailing social attitudes.

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Related sources: How-To Guide: Preparing Teachers for Inclusive Education by CRS Vietnam >>

 

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