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Safe Back to School: Guide for supporting inclusive and equitable learning for the most marginalised children

SAVE THE CHILDREN
September 2021

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This guide will support field level staff to ensure that all children have access to safe learning opportunities that meet their individual needs. It outlines the barriers to learning that the most marginalised have access to safe learning opportunities that meet their individual needs. It outlines the barriers to learning that the most marginalised and excluded groups of children face and recommends interventions to support their inclusion in remote learning and their return to school. The guide also recommends key resources to use when designing interventions for inclusive and equitable learning.

Sections are included on mild, moderate and severe disabilities. 

One in two : children are the key to Africa's future

SAVE THE CHILDREN
2005

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In many African countries, children make up half of the population, and the cycle of poverty can only end with the full recognition of childrens' rights. The statistics on the state of child welfare, health, and education are shocking: 12.5 million have lost both parents to AIDS, and around 2.2 million are HIV-positive. Half of all children fail to complete primary education. This document urges governments, donors and multilateral agencies to work towards: free HIV/AIDS health services, free education, economic justice for Africa's children, food security for children, the end of children's involvement in war and transparency to tackle corruption

Schools for all : including disabled children in education

SAVE THE CHILDREN
2002

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These guidelines are primarily aimed at education staff who want to develop inclusive education practices, focusing on including disabled children in schools. It is also useful for community groups and NGOs and those working in CBR who need to provide input into inclusive education work; and is relevant to readers working in out-of-school situations.
The book builds on Save the Children’s experience prior to 2002. Subsequent experiences are documented in ‘Making Schools Inclusive' (2009)

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