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Zero Project Report 2020: Inclusive education. 75 Innovative Practices and 11 Innovative Policies from 54 countries

BUTCHER, Thomas
et al
January 2020

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There are several sections in this report:

  • Executive summary
  • Impact of the Zero Project: Survey results
  • Innovative policies and practices: Factsheets and life stories
  • The Zero Project Impact Transfer accelerator programme
  • An analysis of ICT supporting innovations in inclusive education
  • SDGs, Data and inclusive education
  • Summary of report in Easy Read. 

Themes were:

  • Early childhood and preschool
  • Formal education (primary and secondary education)
  • Universities (tertiary education)
  • Vocational education and training
  • Non-formal education
  • ICT-driven solutions related to education/digital skills

Learning From Experience: Guidelines for locally sourced and cost-effective strategies for hygiene at home for people with high support needs.

World Vision/CBM Australia
May 2018

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This learning resource is the result of a partnership between World Vision Australia and CBM Australia that aims to improve inclusion of people with disabilities in World Vision’s Water, Hygiene and Sanitation (WASH) initiatives, including in Sri Lanka. The guidelines are based on experiences and observations from World Vision’s implementation of the Rural Integrated WASH 3 (RIWASH 3) project in Jaffna District, Northern Province, funded by the Australian Government’s Civil Society WASH Fund 2. The four year project commenced in 2014. It aimed to improve the ability of WASH actors to sustain services, increase adoption of improved hygiene practices, and increase equitable use of water and sanitation facilities of target communities within 11 Grama Niladari Divisions (GNDs) in Jaffna District.

To support disability inclusion within the project, World Vision partnered with CBM Australia. CBM Australia has focused on building capacities of partners for disability
inclusion, fostering connections with local Disabled People’s Organisations, and providing technical guidance on disability inclusion within planned activities. World Vision also partnered with the Northern Province Consortium of the Organizations for the Differently Abled (NPCODA) for disability assessment, technical support and capacity building on inclusion of people with disabilities in the project.

HYGIENE AT HOME FOR PEOPLE WITH HIGH SUPPORT NEEDS
This document is one of two developed in the Jaffna District and describes strategies that used to assist households and individuals in hygiene tasks at home. The strategies were designed to be low cost and were developed using locally available materials and skills in the Jaffna District of Sri Lanka.

NOTE: The development of this learning resource was funded by the Australian Government's Civil Society WASH Fund 2.

A guide for community health workers supporting children with disabilities

ADAMS, Mel
et al
2014

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"This resource is to be used as a guide for Community Health Workers (CHWs) to support parents in promoting the development and independence of their child with neurodevelopmental disabilities...In line with current thinking, this resource places the emphasis on promoting activity and participation in a child’s daily life activities rather than therapies that try to fix ‘the problem’ (Skelton and Rosenbaum, 2010). As such, this manual provides ideas on how to support the child during activities of daily living – taking particular account of their physical and communication abilities and needs – and does not include hands-on rehabilitation techniques that focus on specific impairments. It does however provide guidance on overall management and prevention of further disability. The materials in this manual can be used as the basis for a programme of intervention that progresses through two stages"

Note: As indicated when clicking on the resource link below, the manual is available once contact details are entered or alternatively user can contact mel@maits.org.uk to receive a free pdf copy of this resource

Diabetes and cardiovascular disease policy brief

OLCHINI, Davide
PASQUIER, Estelle
GUIMET, Pauline
September 2012

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"This policy brief is an introduction to Handicap International’s 2012 policy paper on diabetes and other cardiovascular risk factors. It provides an overview of Handicap International's activities in this sector"
Policy brief 6

Diabetes and other cardiovascular risk factors

GUIMET, Pauline
PASQUIER, Estelle
OLCHINI, Davide
July 2012

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"This document is an operational guideline produced specifically for Handicap International’s programmes. It is intended to provide them with guidance and a framework for each stage of the project cycle (project development, implementation, monitoring and evaluation) for projects tackling the theme of diabetes and other cardiovascular risk factors (CVRF)"
Policy paper 6

Overcoming resource barriers : the challenge of implementing inclusive education in rural areas

MILES, Susie
2000

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This paper examines inclusive education in rural areas and presents case studies highlighting potential barriers and solutions and lessons learnt. The summary of lessons learnt includes the following point: to embrace the whole school approach; to ensure specialist support is at national level; to ensure access to information for teachers; and to develop teacher training and create community involvement. This paper is useful for people interested in inclusive education in rural areas
A Symposium on Development Policy "Children with Disabilities and the Convention on the Rights of the Child"
Bonn, Germany
27-29 October 2000

Influence of cultural factors on disability and rehabilitation in developing countries [Editorial]

ASIA PACIFIC DISABILITY REHABILITATION JOURNAL
1999

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Western stereotypes of 'community' are used in the planning of many CBR programmes in developing countries. These programmes expose themselves to a higher risk of failure because they tend to conflict with the cultural factors of the host country. This editorial illustrates the significance of cultural influences on disability and rehabilitation in the context of CBR

STEP : Social transformation and educational prosperity

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Social Transformation & Educational Prosperity - STEP is a small organisation working with grassroots level communities in Faisalabad and Pirmahal, slum, urban and remote rural areas to create sustainable development. STEP takes a participatory approach in all the activities that it organises. These include: education for all, vocational skills development, health activities, women's empowerment, inter-faith harmony, and agricultural development

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