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Creating an inclusive school environment

DOUGLAS, Susan
Ed
2019

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This publication draws together research and learning from around the world, in papers which highlight the need for inclusive education and some of the steps being taken to implement it. 

The settings brought to life here reveal the work of teachers, leaders and policy makers in geographically and culturally diverse situations. In each of the chapters we see the challenges they face and the significant efforts they make to ensure access to, and engagement with, a quality education for all children. The collection includes 15 case studies:

 

Special educational needs and disability section:

  • Teaching for All: mainstreaming inclusive education in South Africa
  • Successful inclusive education starts with teachers: what have we learned? A multi-country case study
  • Teaching English as a second language to the visually impaired in disadvantaged contexts: a case study from Chiapas, Mexico
  • The Theatre of the Classroom

Displaced populations section

  • Teaching on the run: safe learning spaces for internally displaced persons
  • Developing resilience through English language teaching in youth centres across Iraq
  • Capacity building for inclusive classrooms: the Living Together training
  • Integrating Syrian refugee children and their parents into Lebanese early education systems

Gender and inclusion in the classroom section

  • A gender equality and social inclusion approach to teaching and learning: lessons from the Girls’ Education Challenge
  • Teacher development and gender equality in five Nigerian states
  • Creating gender-inclusive schools in Turkey: the ETCEP project in action
  • Education, English language, and girls’ development: exploring gender-responsive policies and practices in Nepal

Minority ethnic groups in the classroom

  • Social inclusion and the role of English language education: making a transition from school to higher education in India
  • Storytelling for diverse voices
  • Inclusive education in marginalised contexts: the San and Ovahimba learners in Namibia

 

Challenges faced by parents of children with learning disabilities in Opuwo, Namibia

TADERERA, Clever
HALL, Herna
2017

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Background: Parenting children with learning disabilities requires a high level of knowledge and access to resources, information and services. In developing countries, however, these resources and services are not always available. Parents in Namibia, a developing country, therefore face challenges addressing children’s learning and other developmental disabilities, including challenges related to preventative and supportive interventions.


Objective: This research focuses on challenges faced by parents as they parent children with learning disabilities in Opuwo, Namibia.


Method: In-depth interviews were conducted with eight parents regarding the challenges they face in parenting their children with learning disabilities. Thematic analysis enabled the researchers to identify, analyse and report on themes that emerged from the qualitative interview data.


Results: Analysis of the interviews indicated that some participants had only a vague understanding of learning disabilities, as they did not have access to essential knowledge about this phenomenon. They also lacked an awareness of the availability of programmes, services and policies meant to benefit their children with learning disabilities. Participants voiced that they, their children with learning disabilities and community members have stereotypes and prejudices regarding learning disabilities. In this study, most of the children with learning disabilities were raised by single, unemployed parents who seemed to have access to less support from external sources than married couples parenting children with learning disabilities. These single parents are usually not married and because of lack of financial support from the other parent, the majority of them indicated that they struggle to meet the financial and material needs of their children.


Conclusion: The researchers concluded that the participants in this study experience a range of challenges in parenting their children with learning disabilities. The main challenges emanate from financial instability, as well as lack of knowledge regarding services and programmes for children with learning disabilities. This lack of knowledge on the part of participants could indicate poor policy education by policy implementers at grass-roots level.

Enabling education review, issue 4

ENABLING EDUCATION NETWORK
December 2015

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This newsletter contains a variety of articles about inclusive education in several countries around the world. The topics focus mostly on funding, managing and sustaining inclusive education; engaging and empowering beneficiaries in finding solutions; facilitating parental and child involvement and early childhood education

Enabling Education Review, issue 4

USAID project profiles : children affected by HIV/AIDS

UNITED STATES AGENCY FOR INTERNATIONAL DEVELOPMENT (USAID)
January 2005

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This document presents profiles of 114 projects (90 country-specific, 12 regional, and 12 global) funded by USAID. It includes a section on USAID projects that support access to education in Africa. The project profiles include the names of implementing organisations, funding periods and amounts, objectives, strategies, key accomplishments, priority activities for the year ahead, and materials and tools available to other projects that can help meet the needs of children and youth affected by HIV and AIDS. The diversity of these projects demonstrates the US government's efforts to meet the wide variety of needs of children and youth affected by HIV and AIDS. Approaches vary in both strategy and scale. The vast majority of projects work with communities to identify opportunities that strengthen existing resources without undermining local ownership. In many places, communities are already mobilised and have systems in place to identify, protect, and provide basic necessities to the most vulnerable children. USAID supports the strengthening and monitoring of these existing activities

Disability and rehabilitation status : review of disability issues and rehabilitation services in 29 African countries

GIANNELLLI, Massimo
DEEPAK, Sunil
Eds
December 2004

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This report provides information related to disability issues and rehabilitation services, provided by 29 countries of Africa, and includes demographics, the presence of national policies and NGOs. The report is divided into the following three parts: a global review of information, the country profiles and a summary table of the information provided in individual countries. This report is useful for people interested in disability and rehabilitation services in Africa

Disability and social responses in some Southern African nations : Angola, Botswana, Burundi, D.R. Congo (ex Zaire), Malawi, Mozambique, Namibia, Tanzania, Rwanda, Zambia, Zimbabwe. A bibliography, with introduction and some historical items

MILES, M
January 2003

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(From introducton) This bibliography, currently with approx. 1400 items, began in 1996 with a focus on the development of non-medical services concerned with mental retardation (mental handicap, learning difficulties, intellectual impairment) in Zambia. The development of services for people with other disabilities, and for children, and childrearing and language use, and then developments in neighbouring countries, soon began to be added. Then the weight of the new material outgrew the initial focus. Some biomedical papers have been added for their social contents or where a community-based or health education program concerned with biomedical conditions seems relevant to the development of disability awareness in communities. Newspaper and magazine-type articles have mostly been omitted. Available to download from the CIRRIE website

Living conditions among people with activity limitations in Namibia : a representative, national survey

EIDE, Arne H
VAN ROOY, Gert
LOEB, Mitch E
2003

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This report presents the findings of a study about the livelihoods of people with disability in Namibia using data from household surveys with and without people with disabilities. The report, one of a series of regional research reports to establish baseline data on living conditions among people in Southern Africa, looks at the fields of health, employment, education, living conditions and services for people with disabilities

Mainstreaming HIV/AIDS : looking beyond awareness

WILKINS, Marissa
VASANI, Dolar
2002

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The social and environmental circumstances that lead vulnerable people to have unprotected sex, exposing them to infections, have to be resolved through addressing the causes of poverty, gender discrimination, and the use of sex as a commodity. This book addresses the impact of HIV without prejudice, by taking a human rights stance. It is useful for trainers, programme planners, policy-makers and CBR programmes

Best practices on indigenous knowledge

UNITED NATIONS EDUCATION SCIENCE AND CULTURE ORGANIZATION (UNESCO). Management of Social Transformations Programme (MOST)
NETHERLANDS ORGANIZATION FOR INTERNATIONAL COOPERATION IN HIGHER EDUCATION. Centre for International Research and Advisory Networks (NUFFIC/CIRAN)
Eds
1999

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This publication provides a series of case studies to illustrate how indigenous knowledge (IK) can be used to create sustainable development. It aims to suggest, by example, guidelines for development planning, as the practices described may give policy makers and development practitioners a deeper insight into the ecological and cultural complexity of sustainable development. Includes basic definition of IK and related terms, and indexes by country and theme

Speaking freely : HIV social movements . Oral testimony

Panos
Ed

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36 oral testimonies from members of HIV social movements in South Africa and Namibia in which they share their personal stories about HIV, their visions for change and their experiences of participating in social movements. The key themes include identity; motivation for being involved in a movement or support group; representation; gender; and voice.

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