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All children in Australia have the right to an inclusive education. However, there are many barriers to the realisation of this right in the lived experience of children and families. Current efforts towards upholding the rights of all children are impeded by a lack of understanding of inclusive education and misappropriation of the term. Additional barriers include negative and discriminatory attitudes and practices, lack of support to facilitate inclusive education, and inadequate education and professional development for teachers and other professionals. Critical to addressing all of these barriers is recognising and disestablishing ableism in Australia.

This paper draws from recent research in addressing gaps in current understanding to provide a firm basis from which to inform research based policy development. Taking a rights-based approach, the paper focuses on developing a clear understanding of inclusive education and identifying strategies to enhance the education of all children in Australia

This report highlights that "a new global framework on development should be rooted in existing, internationally-agreed human rights standards, as set out in core documents like the UN Declaration of Human Rights, the International Covenant on Civil and Political Rights and the International Covenant on Economic, Social and Cultural Rights. Governments have legal obligations to Governments have legal obligations to respect, protect and fulfil these rights, including in their development programs and policies...Making human rights integral to development and a post-2015 development framework would contribute to more just and inclusive development outcomes, especially through an emphasis on participation, empowerment, and transparency"

"This 75-page report documents the struggles of children and young people with disabilities to be educated in mainstream schools in their communities"
Note: this report is available in an easy to read version from the link provided

The call for papers asked to cast “a critical eye on the practice and purpose of sustainability-focused education, and its successes and failures, thus far”. We approach this task in this paper through two lenses that have not yet been very visible in the education for sustainable development (ESD) discourse. One is the lens of disability studies which is the inquiry around the lived reality of disabled people; the other is the lens of ability studies which among others investigates (a) which abilities are seen as essential in a given context; (b) the dynamic of how an ability expectation consensus is reached, if it is reached and (c) the impact of ability expectations. We conclude that (a) no consensus has been reached within ESD discourses as to the process of how to identify essential abilities and as to a list of abilities seen as important and (b) that disabled people are invisible in the formal and informal ESD discourse. We expect the paper to be of interest to disabled people, ESD scholars, teachers of ESD in different educational settings, students of ESD training, NGOs involved in ESD as well as policy makers involved in ESD.

This video documents the Making It Work study, “Good practices in inclusive education of children with disabilities in Cape Verde”. The video highlights examples of good practice in inclusive primary and secondary education in Cape Verde. The Making It Work approach was used in order to document and promote good practice in line with the principles of Article 24 of the Convention on the Rights of Persons with Disabilities (CRPD)

“This publication set is a series of five guides designed for anyone who wants to do advocacy to bring about improvements in pre-service teacher education towards more inclusive education. They discuss challenges and barriers to inclusive education in different areas of teacher education and outline ideas for advocates to consider and adapt according to their specific contexts for effective advocacy towards more inclusive practices.” The five guides promote inclusive teacher education outlined in introduction, policy, curriculum, materials and methodology booklets

"This report brings to light the countless individuals and organizations - whose voices are so often marginalized and ignored - who are now asserting control over their own lives and insisting on inclusion as subjects and not objects of the rights-respecting world. Their mantra is "Nothing about us without us." And the foundation of their demands is impossible to ignore: a human rights treaty ratified by 129 countries in the space of four years, codifying a rights-based approach to disability in international law. In the course of four years of grant making, the Disability Rights Fund has uncovered thousands of stories that add up to a single larger story - the story of a movement out to change who is included in the definition of human"
Note: This report is available in html, pdf and word versions. Contact the publisher for alternative formats

This second part of a community-based rehabilitation workshop report focuses on issues of violence, abuse and sexual abuse towards persons with disabilities. This report presents the information exchanged through formal presentations, personal testimonies, film clips, sharing of experiences and discussions around the workshop theme. The report highlights the main findings and presents five key recommendations
"Going beyond the taboo areas in CBR" workshop, part 2
Agra, India
30 November 2012