Tag: inclusive education
Julia McGeown is the Inclusive Education Technical Advisor at Handicap International. In this interview, she talks about the recently published HEART Inclusive Learning Topic Guide. Julia’s work involves overseeing education projects in around 20 countries around the world. Working alongside Dr Susie Miles, Julia used her expertise to assist with the drafting of the Topic… Read more
An innovative curriculum was introduced at a rural Zambian primary school, designed to foster the development of social responsibility among pre-adolescent children. The curriculum invoked Child-to-Child principles focusing on health education, advancing a synthesis of Western psychological theories and African cultural traditions. The teacher sought to democratise the educational process through cooperative learning in mixed-gender,… Read more
Current efforts to ensure that every child completes a full cycle of primary education are hampered by chronic poverty and prolonged conflict in the South. It is estimated that 75 million children of primary age are out of school and that one‐third are disabled. This paper contrasts the exclusionary impact of the global digital and… Read more
This paper draws on two case studies, a UNICEF funded child-friendly school project, and an EU/ADDRA funded inclusive education project, to reflect on the contribution and capacity of international agencies to influence community transformations in relation to inclusive education development in Rwanda. It investigates whether the innovation fund launched jointly by DFID and the Rwandan… Read more
This literature review asks whether a national survey of disability prevalence is the best starting point when promoting the educational inclusion of disabled children in low and middle-income countries. It is unlikely that most disabled children have complex and potentially very costly specific educational requirements. Many children have moderate impairments that, where a specific response… Read more
In this edition of the Educator experts from around the world reflect on the development of inclusion for children with visual impairment in their own country. Contributors come from Ireland, Japan, Malawi, Pakistan, Sri Lanka, Thailand, and Vietnam share their thoughts about how their country is meeting the remarkable challenge of providing education for all… Read more
This report collates information from teachers, parents and children with albinism to produce a list of guidelines which are inexpensive and easy to implement. Early identification and appropriate support are essential. There is a common misconception that albinism is progressive and children with this condition will eventually go blind. This is a fallacy and leads… Read more
The Government of Uganda aims to provide good quality education for all learners in inclusive schools. However, some learners who have severe disabilities, including those who are deaf, will, for some time, continue to receive their education in special schools. In this article authors provide an account of their study of 15 such schools. The… Read more
This article reports on a study that investigated the extent to which central ministry policy initiatives result in large‐scale educational change in developing countries. Specifically, Lesotho’s policy of inclusive special education was examined as a case study. The study employed a multi‐method approach to yield a large data‐set. Results indicate that policy implementation was limited… Read more
This guide offers practical ideas for including children and young people with disabilities in education before, during or after a crisis. The words ‘school’ and ‘classroom’ are used but the advice can be applied to other child-friendly spaces or non-formal learning centres. The guide will help strengthen the efforts of anyone working with teachers or… Read more
This paper argues that a common sense of purpose around inclusive education, together with a consistent use of language, is essential if Education for All (EFA) strategies are to become more inclusive. This does not require the introduction of new techniques; rather it involves: collaboration within and between schools, closer links between schools and communities,… Read more