Resources search

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

This document is the Sightsavers’ inclusion strategic framework 2015. It explains their rights-based approach of mainstreaming disability inclusion throughout their health programmes and their operations regarding education, organisational diversity and equal rights. It also shows their strategy focusing on the empowerment of people with disabilities in electoral process and in the financial sector

This report focuses on the issue of gender and inclusion within Handicap International's organisation and its programmes in Laos. Current practises are identified and the gaps at different levels in each programme are noted. The report makes recommendations and provides an action plan to increase gender inclusion and develop capacity in a sustainable way

This end of project report outlines the background, achievements and lessons learned during the life of the 'Networks model project' which helped to develop the capacity of people living with HIV and increase their access to HIV services and health facilities in the community

This is the report of a two-year project to reduce the vulnerability of women and girls in Africa to HIV and AIDS, using Stepping Stones - a gender-focused participatory process that involves working closely with peer groups. The project's other objectives were to: build the capacity of local structures to respond; promote community responses through effective partnerships and advocacy actions; and find out whether Stepping Stones could be used effectively in unconventional settings with a range of population groups such as the nomadic Mucubai tribe in Southern Angola, internally displaced people living in camps in Northern Uganda, and the 21st Battalion of the Angolan armed forces. Key findings include: improvements in the level of knowledge and understanding of HIV/AIDS and increased communication around sexual issues and between couples and within communities, across all three countries, as well as an increased sense of community responsibility for HIV and AIDS. In addition there was patchy evidence of stigma reduction and some reduction in risky cultural and sexual practices. Although increased respect for women, including self respect and a reduction in gender violence was also noted, female subordination in decision making and control over resources remains. Stepping Stones was on the whole considered to be adaptable for use in a wide range of contexts although more thought was needed to develop effective strategies to combat obstacles when using this process in some circumstances

"Many women are discriminated against because they are women. Having a disability compounds this gender-based prejudice. Women with disabilities in many regions of the world including Arab countries suffer from this double discrimination. The study upon which this article is based analyzes the status of Arab women in general, gender relations in the Middle East, and the situation of Arab women with disabilities, based on available disability statistics from a few selected countries and the author's observations during her 13-year living experience in Baghdad, Amman, and Beirut"
Asia Pacific Disability Rehabilitation Journal, Vol 14, No 1