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School and classroom disabilities inclusion guide for low- and middle-income countries

BULAT, Jennae
HAYES, Anne
et al
January 2017

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This guide provides strategies and recommendations for developing inclusive classrooms and schools. We specifically address the needs of Sub-Saharan African countries, which lack the resources for implementing inclusive education. However, our strategies and recommendations can be equally useful in other contexts where inclusive education practices have not yet been adopted. Strategies for enhancing existing school and classroom environment and instruction include: modify the physical environment; modify classroom managment strategies; ensure social inclusion; adopt best instructional practices; apply strategies for students with sensory disabilities; and use assistive technologies. Strategies for adopting response to intervention include: tier by tier implementation; individualised education plans; and planning for school wide adoption of inclusive practices and a multilevel system of support.

 

 

Open file on inclusive education : support materials for managers and administrators

UNITED NATIONAL EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION (UNESCO)
2002

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This report brings together experience from a wide range of countries. It identifies underlying principles, which inform practice across a wide range of contexts, and provides brief illustrations from a number of countries. It aims to help education administrators and decision-makers to move beyond the making of policy commitments towards the implementation of inclusive education

Starting school : effective transitions

DOCKETT, Sue
PERRY, Bob
2001

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This paper focuses on effective transition-to-school programmes. Using a framework of 10 guidelines developed through the Starting School Research Project, it provides examples of effective strategies and transition programmes.The guidelines argue that effective transition-to-school programmes: establish positive relationships between the children, parents, and educators; facilitate each child's development as a capable learner; differentiate between "orientation-to-school" and "transition-to-school" programmes; draw upon dedicated funding and resources; involve a range of stakeholders; are well planned and effectively evaluated; are flexible and responsive; are based on mutual trust and respect; rely on reciprocal communication among participants; take into account contextual aspects of community and of individual families and children within that community. In this context, the nature of some current transition programmes is questioned, and the curriculum of transition is problematised. In particular, issues are raised around who has input into such programmes and who decides on appropriate curriculum

Let's teach about AIDS : drama in AIDS communication

LAVER, S
1992

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Ideas, examples and practical activities and around using drama for AIDS communication. One in a series of six booklets developed in southern Africa for use by AIDS educators, describing participatory learning exercises that can be used with adults and young people. Other booklets in this series cover a range of issues, including how to use visual aids, education and evaluation

Let's teach about AIDS : assessing change

LAVER, S
1992

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Ideas, examples and practical activities and around project evaluation. Last in a series of six booklets developed in southern Africa for use by AIDS educators, describing participatory learning exercises that can be used with adults and young people. Other booklets in this series cover a range of issues, including how to use visual aids, education and drama

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