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"The adoption of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) and in particular Articles 24, 31 and 33, which requires countries to develop an inclusive education system for all children as well obliging them to implement and monitor the process, presents both a challenge and an opportunity to the countries of the world. This report discusses the advances that have been made in terms of the implementation of inclusive education system for people with disabilities, as well as the challenges that are still ahead. The UNCRPD requires ratifying countries to submit Country Reports on the implementation of the Convention to the UN Committee on the Rights of Persons with Disabilities. The present report is unique in that it is based on a thorough analysis of these Country Reports. In addition, it is based on a thorough review of literature about inclusive education for people with disabilities"

Purpose: A literature review was undertaken to determine (a) what is currently being done to bring out-of-school children into schools and retain them there; (b) what has succeeded in bringing out-of-school children into schools and retaining them;and (c) what is being done to bring out-of-school children with disabilities into schools?

Methods: Various databases were searched to identify relevant articles for the review. Only articles published after the year 2000 were included in the analysis.

Results: A total of 23 articles were reviewed. The review identified economical, socio-cultural and school-related variables that contribute to children being excluded from schooling. Various strategies that have worked to bring out-of-school children into schools include alternative education, rebates and incentives, and community awareness programmes.

Conclusions and Implications: The review found that there is insufficient research on out-of-school children with disabilities. However, research on the population of children without disabilities has implications that can be relevant to children with disabilities.

This policy brief provides an overview of Handicap International’s 2012 policy paper on inclusive education which explains Handicap International’s current work on inclusive education and offers perspectives for the period 2011-2015
PP Brief No 8

“The Barefoot Guide 2 is a practical resource for leaders, facilitators and practitioners involved in social change who want to improve and enrich their learning processes. This book is the joint effort of a group of development practitioners from across the globe. They have created something that will help them and others to start, and continue, the journey towards learning and social change. The writers are all passionate about learning and have brought their different experience and expertise to the book. It includes topics as diverse as community mobilising and development, adult learning, funding, evaluation, facilitation, and creative writing”

This publication provides a comprehensive selection of participatory learning and action tools and interactive exercises to enable communities, organisations and groups to work together and effectively in the design, implementation and evaluation of HIV and AIDS programmes. It was specifically designed to use alongside "All Together Now! Community Mobilisation for HIV/AIDS". The what, why and how of each tool is clearly described, and comments and suggestions for facilitators are also included. Each activity is accompanied by a chart, diagram or illustration that can be replicated or adapted in workshops and group activities. Tools are arranged in sections, including mapping tools, time analysis tools, linkages and relationship tools, experiential tools, prioritisation and quantification tools, action planning tools and PLA training tools. Examples of tools presented include: body mapping, community mapping, story with a gap, negotiation card game, picture story, chapati diagram, impact matrix and trust game

Many governments are in the process of developing National Plans of Action to implement the UN Convention on the Rights of the Child. This document is intended to present suggested guidelines for how to include the rights of disabled children into action plans in a way that promotes and protects inclusion

This report describes a pilot project in Jerusalem aimed at promoting Inclusive Education by using Child-to-Child activities. The project included teacher training and activities with children, both disabled and non-disabled. The report describes the activities in detail, including a training plan, and notes the effects of the project