Document Details
EENET - the website of the Enabling Education Network, set up to ...
- Click : 0
- Download : 0
- File Size : 17.62 K
- Document Type :
Memo
:
EENET - the website of the Enabling Education Network, set up to establish an information-sharinh network aimed at supporting
BRIEFING (2) FROM THE CENTRE
FOR STUDIES ON INCLUSIVE EDUCATION (CSIE) July 2005
Ending segregation and developing
inclusive education
- A WORLDWIDE MOVEMENT
'The rights
of students with disabilities to be educated in their local mainstream
school is becoming more and more accepted in most countries and many
reforms are being put in place to achieve this goal. Further, there
is no reason to segregate disabled students in public education systems.
Instead education systems need to be reconsidered to meet the needs
of all students.' (Organisation for Economic Co-operation and Development,
OECD, 1999)
Examples
of inclusive education from countries across the world are available
on the websites of the following organisations:
1. Centre for Special Needs
and Studies in Inclusive Education
(<a href=http://www.ied.edu.hk/csnsiewww.ied.edu.hk/csnsie)
Hong Kong, an organisation committed to implementing inclusive education
through local applied research and case studies on inclusive practices.
Includes the following papers:
'Integration in
Hong Kong: where are we now and what do we need to do? A review of the
Hong Kong Government's Pilot Project' (1999). A discussion paper
on the Government's 2 year Pilot Project on Integration set up in
1997, by the end of which 48 pupils were included in 7 primary and 2
secondary schools; includes information based on interviews with students.
'The Education
of Children with Special Needs: Barriers and Opportunities in Central
and Eastern Europe' (<a href=http://www.ied.edu.hk/csnsie/info/res2.pdfwww.ied.edu.hk/csnsie/info/res2.pdf), by Mel Ainscow and Memmenasha Haile-Giorgis,
published by UNICEF. Includes a discussion of barriers and possible
ways forward, and discussion of progress towards inclusion in the Czech
Republic, Hungary, Slovakia, Poland, Slovenia, Romania, Latvia and Lithuania.
2. Disability World
(<a href=http://www.disabilityworld.org/www.disabilityworld.org), a web-zine dedicated to the exchange
of information and research about the international independent living
movement of people with disabilities. Articles on inclusive education
around the world include:
'The Process of
Inclusion in Brazil and in Latin America' (2000) (<a href=http://www.disabilityworld.org/March2000/English/VamprepaperINCLUSIONENG.htmwww.disabilityworld.org/March2000/English/VamprepaperINCLUSIONENG.htm),
by Maria Amelia Vampre Xavier
'UNESCO supports
an inclusion development project in Nicaraguan schools' (<a href=http://www.disabilityworld.org/06-08_02/children/nicaragua.shtmlwww.disabilityworld.org/06-08_02/children/nicaragua.shtml)
'Russia: Young
disabled activists tackle attitudes in mainstream schools' (<a href=http://www.disabilityworld.org/12-02_05/children/russia.shtmlwww.disabilityworld.org/12-02_05/children/russia.shtml), by Denise Roza+
3. International Disability
and Development Consortium (IDDC)
(<a href=http://www.iddc.org.uk/www.iddc.org.uk/), a group of 16 international NGOs
supporting inclusive disability and development work in over 100 countries
globally. Examples of inclusive education developments include:
'Disability development
in education in the urban community: A study in education for children
with disability' (2001) (<a href=http://www.iddc.org.uk/dis_dev/strategies/research_berdo.pdfwww.iddc.org.uk/dis_dev/strategies/research_berdo.pdf), by Md. Saidul Huq of BERDO (Blind
Education and Rehabilitation Development Organisation), which looks
at how to include disabled children in mainstream schooling in Bangladesh.
Includes case study of a visually impaired girl.
'A critical review
of the literature relating to the education of disabled children in
developing countries' (<a href=http://www.iddc.org.uk/dis_dev/strategies/critical_review.docwww.iddc.org.uk/dis_dev/strategies/critical_review.doc) (1994), by Sue Stubbs. An overview
of issues arising when westerners begin to research disability in 'developing'
countries, with a particular focus on Africa.
4. Enabling Education Network
(EENET) (<a href=http://www.eenet.org.uk/www.eenet.org.uk), an information-sharing network
aimed at supporting and promoting the inclusion of marginalised groups
in education worldwide. The website contains information on EENET's
action learning project, funded by the UK Department for International
Development, documenting experiences of promoting inclusive education
in communities in Zambia and Tanzania (<a href=http://www.eenet.org.uk/action/action.shtmlwww.eenet.org.uk/action/action.shtml) and extensive information on inclusion
of deaf learners (<a href=http://www.eenet.org.uk/deaf/deafness.shtmlwww.eenet.org.uk/deaf/deafness.shtml). Examples of inclusion across the
world include:
'Researching our
Experience' (2003) (<a href=http://www.eenet.org.uk/action/rsrching_experience.pdfwww.eenet.org.uk/action/rsrching_experience.pdf). A collection of writings by teachers
from schools in Zambia including a chapter on inclusion of disabled
students in mainstream education, with case studies. Examples relate
to learning difficulties; communication between hearing and hearing
impaired children; physical disability.
'Learning from
Difference: Understanding community initiatives to improve access to
education' (2003) (<a href=http://www.eenet.org.uk/action/learning_from_diff_yes.pdfwww.eenet.org.uk/action/learning_from_diff_yes.pdf). Accounts of inclusive education
at 19 primary schools in Tanzania and Zambia. Primary schools in Tanzania
include a residential special school for physically disabled children
offering its resources and expertise to the inclusion initiatives, a
primary school with a special unit, and a primary school resource base
for itinerant teachers of visually impaired children. In Zambia, two
schools have special units attached, one for deaf children and the other
for children with learning difficulties.
'Including deaf
learners in Zambia' (<a href=http://www.eenet.org.uk/deaf/inclusion_deaf_learners.shtmlwww.eenet.org.uk/deaf/inclusion_deaf_learners.shtml).
'Case Study: Papua
New Guinea - The provision for children with hearing impairment and
deafness in an "inclusive" system' (<a href=http://www.eenet.org.uk/deaf/incdeafrep/pngsian.shtmlwww.eenet.org.uk/deaf/incdeafrep/pngsian.shtml), by Sian Tesni.
'Inclusion and
Deafness - Families as essential stakeholders' (<a href=http://www.eenet.org.uk/deaf/incdeafrep/elina.shtmlwww.eenet.org.uk/deaf/incdeafrep/elina.shtml), by Elina Lehtomaki.
'International
experience in including children with disabilities in ordinary schools'
(<a href=http://www.eenet.org.uk/theory_practice/internat_exp.shtmlwww.eenet.org.uk/theory_practice/internat_exp.shtml), by Prof. Peter Mittler, Manchester,
England. A summary of the experiences of implementation of inclusive
policies, focusing on countries in the Middle East and North Africa
and other French or Arabic speaking countries. Draws heavily on UNESCO
documents. Countries included are Uganda, Lesotho, Vietnam, Lao, Jordan,
Palestine, Morocco, Egypt and Yemen. Also looks at obstacles to inclusion
and how these might be overcome, with particular reference to Brazil,
India and South Africa. Includes a useful summary of UNESCO resources.
'Inclusion and
deafness' (<a href=http://www.eenet.org.uk/deaf/incdeafrep/repindex.shtmlwww.eenet.org.uk/deaf/incdeafrep/repindex.shtml). Report of a seminar at the University
of Manchester in 1999, including papers on Uganda, China, Papua New
Guinea and Afghanistan.
'Challenging the
exclusion of blind students in Rwanda' (<a href=http://www.eenet.org.uk/newsletters/news7/page4.shtmlwww.eenet.org.uk/newsletters/news7/page4.shtml), by Evariste Karangwa, reporting
on the inclusion of visually impaired and blind students in their local
secondary school.
'Including deafblind
children' (<a href=http://www.eenet.org.uk/newsletters/news8/page13.shtmlwww.eenet.org.uk/newsletters/news8/page13.shtml), by Sumitra Mishra and Ben Simms,
on the involvement of Sense International in Brazil, Romania, India
and Bolivia.
'Developing learning
and participation in countries of the South - the role of an Index
for Inclusion' (2001, revised 2005), by Tony Booth and Kristine Black-Hawkins
(soon to be available on EENET's website, but until then available
via email at <a href=mailto:tjb4@canterbury.ac.uktjb4@canterbury.ac.uk). The Index for Inclusion,
a tool to support inclusive development in schools written by Tony Booth
and Mel Ainscow and published by the Centre for Studies on Inclusive
Education (CSIE), has been used in many countries worldwide. This paper
discusses its use in India (Mumbai and Chennai), Brazil and South Africa.
There are other articles on
experiences in the UK, Macedonia, Ethiopia, South Asia, India, Australia
and Lesotho, and a number of useful, short articles in EENET's latest
newsletter, June 2005 (<a href=http://www.eenet.org.uk/newsletters/news9/eenet_news9.pdfwww.eenet.org.uk/newsletters/news9/eenet_news9.pdf).
5. Inclusion International
(<a href=http://www.inclusion-international.org/en/www.inclusion-international.org/en/), a global federation of family-based
organisations advocating for the human rights of people with intellectual
disabilities and their families. One of the priority areas is inclusive
education. Key articles include:
'The right to
education for persons with disabilities: Towards inclusion - conceptual
paper' (2004) (<a href=http://www.inclusion-international.org/site_uploads/1113910819151774467.pdfwww.inclusion-international.org/site_uploads/1113910819151774467.pdf). Contains some examples of recent
and current initiatives in Brazil, Bosnia & Herzegovina, South Africa
and Uganda, as well as a discussion of the major issues and proposals
for a practical framework for action.
6. UNESCO
(<a href=http://www.unesco.org/www.unesco.org). Inclusive education
is one of UNESCO's 'key concepts', and the website contains a
wealth of examples of inclusive education worldwide, including the following:
'Including the
excluded: Meeting diversity in education - Example from Romania'
(<a href=http://unesdoc.unesco.org/images/0012/001231/123165eo.pdfhttp://unesdoc.unesco.org/images/0012/001231/123165eo.pdf) (children with HIV, children with
disabilities, Roma children).
'Including the
excluded: Meeting diversity in education - Example from Uganda'
(<a href=http://unesdoc.unesco.org/images/0012/001226/122613eo.pdfhttp://unesdoc.unesco.org/images/0012/001226/122613eo.pdf) (children affected by armed conflict,
children with special educational needs)
'Students with
disabilities in regular schools: Welcoming schools' (1999) (<a href=http://unesdoc.unesco.org/images/0011/001184/118455eo.pdfhttp://unesdoc.unesco.org/images/0011/001184/118455eo.pdf). Examples from Ghana, Palestine,
Peru (physical disability), Uganda (visual impairments), South Africa
(hearing impairment), Mongolia, Germany (Down's syndrome, cerebral
palsy), Hungary (hearing impairment), Australia (Down's syndrome),
China (visual impairment, blind), Portugal, India (visual impairment),
Lesotho, Chile (Down's syndrome, motor impairment, special educational
needs), Canada (visual impairment and others).
'Inclusion in
Education: The Participation of Disabled Learners' (2001) (<a href=http://portal.unesco.org/education/en/ev.php-URL_ID=28460&URL_DO=DO_TOPIC&URL_SECTION=201.htmlhttp://portal.unesco.org/education/en/ev.php-URL_ID=28460&URL_DO=DO_TOPIC&URL_SECTION=201.html), by James Lynch. A thematic analysis
of country reports relating to the Education for All 2000 assessment
of progress, interspersed with examples of instructive practice from
across the world which highlight barriers and how they might be overcome.
Includes brief examples from Italy, Switzerland, South Africa (deaf
child), Ireland, Vietnam (physical disabilities), Madagascar, China
(visual impairments), India, Romania, Uganda, Philippines (hearing impaired
and blind), South Africa, Ireland, Lesotho, Madagascar, Portugal, Brazil,
Kenya (blind and visually impaired), Mexico. Detailed individual country
reports are available at <a href=http://www2.unesco.org/wef/countryreports/home.htmlhttp://www2.unesco.org/wef/countryreports/home.html.
'First steps -
stories on inclusion in early childhood education' (1997) (<a href=http://unesdoc.unesco.org/images/0011/001102/110238eo.pdfhttp://unesdoc.unesco.org/images/0011/001102/110238eo.pdf). Includes examples from Australia
(ethnicity issues and disabilities), Chile, Denmark (severe disabilities),
France, Greece (visually impaired), Guyana, India, Lao (children with
disabilities in mainstream but deaf and blind in separate school), Lebanon,
Mauritius, Portugal (socially disadvantaged children), South Africa,
US.
'Making it happen:
Examples of good practice in special needs education and community-based
programmes' (<a href=http://unesdoc.unesco.org/images/0009/000968/096884ev.pdfhttp://unesdoc.unesco.org/images/0009/000968/096884ev.pdf). Examples from Austria, China (mild
learning difficulties), Ghana, Guyana, India, Jamaica, Jordan (deaf,
learning difficulties), Holy Land (institute for the deaf role in community
based rehabilitation), Netherlands (children with Down's syndrome),
Norway, and a separate chapter on international initiatives for deaf
education in developing countries.
8. UNICEF (<a href=http://www.unicef.org/www.unicef.org). Examples of inclusive education
from around the world include:
'Disabled children
join mainstream' (<a href=http://www.unicef.org/bhutan/disable.htmwww.unicef.org/bhutan/disable.htm) - Bhutan
'Government of
India announces plan to make education disabled-friendly by 2020'
(<a href=http://www.unicef.org/india/media_610.htmwww.unicef.org/india/media_610.htm)
'Childhood under
threat' at <a href=http://www.unicef.org/uzbekistan/protection_1696.htmlwww.unicef.org/uzbekistan/protection_1696.html) - the establishment of a Resource
Centre on Inclusive Education in Uzbekistan
'External Evaluation
of the Project Special Classrooms for Children with
Disabilities in Bosnia and Herzegovina 1997-2000' (<a href=http://www.unicef.org/evaldatabase/files/BHG_2000_007.pdfwww.unicef.org/evaldatabase/files/BHG_2000_007.pdf) (2000), by Martyn Rouse et al.
Education Update
vol. 2, issue 4, October 1999 (<a href=http://www.unicef.org/girlseducation/files/vol2disabileng.pdfwww.unicef.org/girlseducation/files/vol2disabileng.pdf) is concerned children with disabilities
and includes a number of articles on inclusive developments across the
world, including in Greece (visually impaired); Brazil, Armenia, Cote
d'Ivoire, China (visually impaired) Jamaica.
9. World Bank (<a href=http://www.worldbank.org/disabilitywww.worldbank.org/disability)
'Inclusive Education
- Early Lessons Learned from Senegal' (<a href=http://info.worldbank.org/etools/docs/voddocs/494/967/senegal.dochttp://info.worldbank.org/etools/docs/voddocs/494/967/senegal.doc) (2003), by Carlton Aslett-Rydberg.
Reports on a study in Senegal funded by the Nordic Development Fund
as part of the Quality Education for All Programme, led by the World
Bank. Part of the development of inclusive education in Senegal, looking
at how to build on existing resources within the country.
'Disability and
Education: Toward an Inclusive Approach' (<a href=http://www.iadb.org/sds/doc/Rev2bEditedDisability%2DEducationPorter.pdfwww.iadb.org/sds/doc/Rev2bEditedDisability%2DEducationPorter.pdf), by Gordon Porter of the Inter-American
Development Bank, working paper. Includes a section on country experiences
- looks at successful inclusive education developments in Jamaica
(slow learners) and Brazil (mental disabilities), and includes a chapter
on the conditions for success. These two countries also feature in 'Disability
and Inclusive Education: A paper prepared for the Inter-American Development
Bank', 2001, by Gordon L. Porter. Available via Inclusion International
website (<a href=http://www.inclusion-international.org/site_uploads/111900800114467256.pdfwww.inclusion-international.org/site_uploads/111900800114467256.pdf).
'Inclusive Education:
An EFA Strategy for All Children' (<a href=http://www1.worldbank.org/education/pdf/InclusiveEdu_efa_strategy_for_children.pdfhttp://www1.worldbank.org/education/pdf/InclusiveEdu_efa_strategy_for_children.pdf) (2004), by Susan Peters of Michigan
State University. Includes 'best practice' examples from the US,
Canada, Europe and other OECD countries and a chapter on lessons that
can be learned from experiences in countries of the South (particularly
in relation to physical impairments, blindness, deafness and cognitive
impairments). Also contains a useful section on sources for information
on disability, inclusive education and human rights.
The Centre for Studies
on Inclusive Education (CSIE) was set up in 1982 to promote the education
of disabled and non-disabled children together in mainstream schools
and to end the practice of educating disabled children separately in
'special' schools.
CSIE, NEW REDLAND, FRENCHAY CAMPUS, COLDHARBOUR LANE, BRISTOL BS16 1QU,
UK
TEL: +44 (0)117 328 4007. EMAIL: LINDA SHAW, CO-DIRECTOR AT lindashaw@blueyonder.co.uk.
EENET - the website of the Enabling Education Network, set up to establish an information-sharinh network aimed at supporting
BRIEFING (2) FROM THE CENTRE
FOR STUDIES ON INCLUSIVE EDUCATION (CSIE) July 2005
Ending segregation and developing
inclusive education
- A WORLDWIDE MOVEMENT
'The rights
of students with disabilities to be educated in their local mainstream
school is becoming more and more accepted in most countries and many
reforms are being put in place to achieve this goal. Further, there
is no reason to segregate disabled students in public education systems.
Instead education systems need to be reconsidered to meet the needs
of all students.' (Organisation for Economic Co-operation and Development,
OECD, 1999)
Examples
of inclusive education from countries across the world are available
on the websites of the following organisations:
1. Centre for Special Needs
and Studies in Inclusive Education
(<a href=http://www.ied.edu.hk/csnsiewww.ied.edu.hk/csnsie)
Hong Kong, an organisation committed to implementing inclusive education
through local applied research and case studies on inclusive practices.
Includes the following papers:
'Integration in
Hong Kong: where are we now and what do we need to do? A review of the
Hong Kong Government's Pilot Project' (1999). A discussion paper
on the Government's 2 year Pilot Project on Integration set up in
1997, by the end of which 48 pupils were included in 7 primary and 2
secondary schools; includes information based on interviews with students.
'The Education
of Children with Special Needs: Barriers and Opportunities in Central
and Eastern Europe' (<a href=http://www.ied.edu.hk/csnsie/info/res2.pdfwww.ied.edu.hk/csnsie/info/res2.pdf), by Mel Ainscow and Memmenasha Haile-Giorgis,
published by UNICEF. Includes a discussion of barriers and possible
ways forward, and discussion of progress towards inclusion in the Czech
Republic, Hungary, Slovakia, Poland, Slovenia, Romania, Latvia and Lithuania.
2. Disability World
(<a href=http://www.disabilityworld.org/www.disabilityworld.org), a web-zine dedicated to the exchange
of information and research about the international independent living
movement of people with disabilities. Articles on inclusive education
around the world include:
'The Process of
Inclusion in Brazil and in Latin America' (2000) (<a href=http://www.disabilityworld.org/March2000/English/VamprepaperINCLUSIONENG.htmwww.disabilityworld.org/March2000/English/VamprepaperINCLUSIONENG.htm),
by Maria Amelia Vampre Xavier
'UNESCO supports
an inclusion development project in Nicaraguan schools' (<a href=http://www.disabilityworld.org/06-08_02/children/nicaragua.shtmlwww.disabilityworld.org/06-08_02/children/nicaragua.shtml)
'Russia: Young
disabled activists tackle attitudes in mainstream schools' (<a href=http://www.disabilityworld.org/12-02_05/children/russia.shtmlwww.disabilityworld.org/12-02_05/children/russia.shtml), by Denise Roza+
3. International Disability
and Development Consortium (IDDC)
(<a href=http://www.iddc.org.uk/www.iddc.org.uk/), a group of 16 international NGOs
supporting inclusive disability and development work in over 100 countries
globally. Examples of inclusive education developments include:
'Disability development
in education in the urban community: A study in education for children
with disability' (2001) (<a href=http://www.iddc.org.uk/dis_dev/strategies/research_berdo.pdfwww.iddc.org.uk/dis_dev/strategies/research_berdo.pdf), by Md. Saidul Huq of BERDO (Blind
Education and Rehabilitation Development Organisation), which looks
at how to include disabled children in mainstream schooling in Bangladesh.
Includes case study of a visually impaired girl.
'A critical review
of the literature relating to the education of disabled children in
developing countries' (<a href=http://www.iddc.org.uk/dis_dev/strategies/critical_review.docwww.iddc.org.uk/dis_dev/strategies/critical_review.doc) (1994), by Sue Stubbs. An overview
of issues arising when westerners begin to research disability in 'developing'
countries, with a particular focus on Africa.
4. Enabling Education Network
(EENET) (<a href=http://www.eenet.org.uk/www.eenet.org.uk), an information-sharing network
aimed at supporting and promoting the inclusion of marginalised groups
in education worldwide. The website contains information on EENET's
action learning project, funded by the UK Department for International
Development, documenting experiences of promoting inclusive education
in communities in Zambia and Tanzania (<a href=http://www.eenet.org.uk/action/action.shtmlwww.eenet.org.uk/action/action.shtml) and extensive information on inclusion
of deaf learners (<a href=http://www.eenet.org.uk/deaf/deafness.shtmlwww.eenet.org.uk/deaf/deafness.shtml). Examples of inclusion across the
world include:
'Researching our
Experience' (2003) (<a href=http://www.eenet.org.uk/action/rsrching_experience.pdfwww.eenet.org.uk/action/rsrching_experience.pdf). A collection of writings by teachers
from schools in Zambia including a chapter on inclusion of disabled
students in mainstream education, with case studies. Examples relate
to learning difficulties; communication between hearing and hearing
impaired children; physical disability.
'Learning from
Difference: Understanding community initiatives to improve access to
education' (2003) (<a href=http://www.eenet.org.uk/action/learning_from_diff_yes.pdfwww.eenet.org.uk/action/learning_from_diff_yes.pdf). Accounts of inclusive education
at 19 primary schools in Tanzania and Zambia. Primary schools in Tanzania
include a residential special school for physically disabled children
offering its resources and expertise to the inclusion initiatives, a
primary school with a special unit, and a primary school resource base
for itinerant teachers of visually impaired children. In Zambia, two
schools have special units attached, one for deaf children and the other
for children with learning difficulties.
'Including deaf
learners in Zambia' (<a href=http://www.eenet.org.uk/deaf/inclusion_deaf_learners.shtmlwww.eenet.org.uk/deaf/inclusion_deaf_learners.shtml).
'Case Study: Papua
New Guinea - The provision for children with hearing impairment and
deafness in an "inclusive" system' (<a href=http://www.eenet.org.uk/deaf/incdeafrep/pngsian.shtmlwww.eenet.org.uk/deaf/incdeafrep/pngsian.shtml), by Sian Tesni.
'Inclusion and
Deafness - Families as essential stakeholders' (<a href=http://www.eenet.org.uk/deaf/incdeafrep/elina.shtmlwww.eenet.org.uk/deaf/incdeafrep/elina.shtml), by Elina Lehtomaki.
'International
experience in including children with disabilities in ordinary schools'
(<a href=http://www.eenet.org.uk/theory_practice/internat_exp.shtmlwww.eenet.org.uk/theory_practice/internat_exp.shtml), by Prof. Peter Mittler, Manchester,
England. A summary of the experiences of implementation of inclusive
policies, focusing on countries in the Middle East and North Africa
and other French or Arabic speaking countries. Draws heavily on UNESCO
documents. Countries included are Uganda, Lesotho, Vietnam, Lao, Jordan,
Palestine, Morocco, Egypt and Yemen. Also looks at obstacles to inclusion
and how these might be overcome, with particular reference to Brazil,
India and South Africa. Includes a useful summary of UNESCO resources.
'Inclusion and
deafness' (<a href=http://www.eenet.org.uk/deaf/incdeafrep/repindex.shtmlwww.eenet.org.uk/deaf/incdeafrep/repindex.shtml). Report of a seminar at the University
of Manchester in 1999, including papers on Uganda, China, Papua New
Guinea and Afghanistan.
'Challenging the
exclusion of blind students in Rwanda' (<a href=http://www.eenet.org.uk/newsletters/news7/page4.shtmlwww.eenet.org.uk/newsletters/news7/page4.shtml), by Evariste Karangwa, reporting
on the inclusion of visually impaired and blind students in their local
secondary school.
'Including deafblind
children' (<a href=http://www.eenet.org.uk/newsletters/news8/page13.shtmlwww.eenet.org.uk/newsletters/news8/page13.shtml), by Sumitra Mishra and Ben Simms,
on the involvement of Sense International in Brazil, Romania, India
and Bolivia.
'Developing learning
and participation in countries of the South - the role of an Index
for Inclusion' (2001, revised 2005), by Tony Booth and Kristine Black-Hawkins
(soon to be available on EENET's website, but until then available
via email at <a href=mailto:tjb4@canterbury.ac.uktjb4@canterbury.ac.uk). The Index for Inclusion,
a tool to support inclusive development in schools written by Tony Booth
and Mel Ainscow and published by the Centre for Studies on Inclusive
Education (CSIE), has been used in many countries worldwide. This paper
discusses its use in India (Mumbai and Chennai), Brazil and South Africa.
There are other articles on
experiences in the UK, Macedonia, Ethiopia, South Asia, India, Australia
and Lesotho, and a number of useful, short articles in EENET's latest
newsletter, June 2005 (<a href=http://www.eenet.org.uk/newsletters/news9/eenet_news9.pdfwww.eenet.org.uk/newsletters/news9/eenet_news9.pdf).
5. Inclusion International
(<a href=http://www.inclusion-international.org/en/www.inclusion-international.org/en/), a global federation of family-based
organisations advocating for the human rights of people with intellectual
disabilities and their families. One of the priority areas is inclusive
education. Key articles include:
'The right to
education for persons with disabilities: Towards inclusion - conceptual
paper' (2004) (<a href=http://www.inclusion-international.org/site_uploads/1113910819151774467.pdfwww.inclusion-international.org/site_uploads/1113910819151774467.pdf). Contains some examples of recent
and current initiatives in Brazil, Bosnia & Herzegovina, South Africa
and Uganda, as well as a discussion of the major issues and proposals
for a practical framework for action.
6. UNESCO
(<a href=http://www.unesco.org/www.unesco.org). Inclusive education
is one of UNESCO's 'key concepts', and the website contains a
wealth of examples of inclusive education worldwide, including the following:
'Including the
excluded: Meeting diversity in education - Example from Romania'
(<a href=http://unesdoc.unesco.org/images/0012/001231/123165eo.pdfhttp://unesdoc.unesco.org/images/0012/001231/123165eo.pdf) (children with HIV, children with
disabilities, Roma children).
'Including the
excluded: Meeting diversity in education - Example from Uganda'
(<a href=http://unesdoc.unesco.org/images/0012/001226/122613eo.pdfhttp://unesdoc.unesco.org/images/0012/001226/122613eo.pdf) (children affected by armed conflict,
children with special educational needs)
'Students with
disabilities in regular schools: Welcoming schools' (1999) (<a href=http://unesdoc.unesco.org/images/0011/001184/118455eo.pdfhttp://unesdoc.unesco.org/images/0011/001184/118455eo.pdf). Examples from Ghana, Palestine,
Peru (physical disability), Uganda (visual impairments), South Africa
(hearing impairment), Mongolia, Germany (Down's syndrome, cerebral
palsy), Hungary (hearing impairment), Australia (Down's syndrome),
China (visual impairment, blind), Portugal, India (visual impairment),
Lesotho, Chile (Down's syndrome, motor impairment, special educational
needs), Canada (visual impairment and others).
'Inclusion in
Education: The Participation of Disabled Learners' (2001) (<a href=http://portal.unesco.org/education/en/ev.php-URL_ID=28460&URL_DO=DO_TOPIC&URL_SECTION=201.htmlhttp://portal.unesco.org/education/en/ev.php-URL_ID=28460&URL_DO=DO_TOPIC&URL_SECTION=201.html), by James Lynch. A thematic analysis
of country reports relating to the Education for All 2000 assessment
of progress, interspersed with examples of instructive practice from
across the world which highlight barriers and how they might be overcome.
Includes brief examples from Italy, Switzerland, South Africa (deaf
child), Ireland, Vietnam (physical disabilities), Madagascar, China
(visual impairments), India, Romania, Uganda, Philippines (hearing impaired
and blind), South Africa, Ireland, Lesotho, Madagascar, Portugal, Brazil,
Kenya (blind and visually impaired), Mexico. Detailed individual country
reports are available at <a href=http://www2.unesco.org/wef/countryreports/home.htmlhttp://www2.unesco.org/wef/countryreports/home.html.
'First steps -
stories on inclusion in early childhood education' (1997) (<a href=http://unesdoc.unesco.org/images/0011/001102/110238eo.pdfhttp://unesdoc.unesco.org/images/0011/001102/110238eo.pdf). Includes examples from Australia
(ethnicity issues and disabilities), Chile, Denmark (severe disabilities),
France, Greece (visually impaired), Guyana, India, Lao (children with
disabilities in mainstream but deaf and blind in separate school), Lebanon,
Mauritius, Portugal (socially disadvantaged children), South Africa,
US.
'Making it happen:
Examples of good practice in special needs education and community-based
programmes' (<a href=http://unesdoc.unesco.org/images/0009/000968/096884ev.pdfhttp://unesdoc.unesco.org/images/0009/000968/096884ev.pdf). Examples from Austria, China (mild
learning difficulties), Ghana, Guyana, India, Jamaica, Jordan (deaf,
learning difficulties), Holy Land (institute for the deaf role in community
based rehabilitation), Netherlands (children with Down's syndrome),
Norway, and a separate chapter on international initiatives for deaf
education in developing countries.
8. UNICEF (<a href=http://www.unicef.org/www.unicef.org). Examples of inclusive education
from around the world include:
'Disabled children
join mainstream' (<a href=http://www.unicef.org/bhutan/disable.htmwww.unicef.org/bhutan/disable.htm) - Bhutan
'Government of
India announces plan to make education disabled-friendly by 2020'
(<a href=http://www.unicef.org/india/media_610.htmwww.unicef.org/india/media_610.htm)
'Childhood under
threat' at <a href=http://www.unicef.org/uzbekistan/protection_1696.htmlwww.unicef.org/uzbekistan/protection_1696.html) - the establishment of a Resource
Centre on Inclusive Education in Uzbekistan
'External Evaluation
of the Project Special Classrooms for Children with
Disabilities in Bosnia and Herzegovina 1997-2000' (<a href=http://www.unicef.org/evaldatabase/files/BHG_2000_007.pdfwww.unicef.org/evaldatabase/files/BHG_2000_007.pdf) (2000), by Martyn Rouse et al.
Education Update
vol. 2, issue 4, October 1999 (<a href=http://www.unicef.org/girlseducation/files/vol2disabileng.pdfwww.unicef.org/girlseducation/files/vol2disabileng.pdf) is concerned children with disabilities
and includes a number of articles on inclusive developments across the
world, including in Greece (visually impaired); Brazil, Armenia, Cote
d'Ivoire, China (visually impaired) Jamaica.
9. World Bank (<a href=http://www.worldbank.org/disabilitywww.worldbank.org/disability)
'Inclusive Education
- Early Lessons Learned from Senegal' (<a href=http://info.worldbank.org/etools/docs/voddocs/494/967/senegal.dochttp://info.worldbank.org/etools/docs/voddocs/494/967/senegal.doc) (2003), by Carlton Aslett-Rydberg.
Reports on a study in Senegal funded by the Nordic Development Fund
as part of the Quality Education for All Programme, led by the World
Bank. Part of the development of inclusive education in Senegal, looking
at how to build on existing resources within the country.
'Disability and
Education: Toward an Inclusive Approach' (<a href=http://www.iadb.org/sds/doc/Rev2bEditedDisability%2DEducationPorter.pdfwww.iadb.org/sds/doc/Rev2bEditedDisability%2DEducationPorter.pdf), by Gordon Porter of the Inter-American
Development Bank, working paper. Includes a section on country experiences
- looks at successful inclusive education developments in Jamaica
(slow learners) and Brazil (mental disabilities), and includes a chapter
on the conditions for success. These two countries also feature in 'Disability
and Inclusive Education: A paper prepared for the Inter-American Development
Bank', 2001, by Gordon L. Porter. Available via Inclusion International
website (<a href=http://www.inclusion-international.org/site_uploads/111900800114467256.pdfwww.inclusion-international.org/site_uploads/111900800114467256.pdf).
'Inclusive Education:
An EFA Strategy for All Children' (<a href=http://www1.worldbank.org/education/pdf/InclusiveEdu_efa_strategy_for_children.pdfhttp://www1.worldbank.org/education/pdf/InclusiveEdu_efa_strategy_for_children.pdf) (2004), by Susan Peters of Michigan
State University. Includes 'best practice' examples from the US,
Canada, Europe and other OECD countries and a chapter on lessons that
can be learned from experiences in countries of the South (particularly
in relation to physical impairments, blindness, deafness and cognitive
impairments). Also contains a useful section on sources for information
on disability, inclusive education and human rights.
The Centre for Studies
on Inclusive Education (CSIE) was set up in 1982 to promote the education
of disabled and non-disabled children together in mainstream schools
and to end the practice of educating disabled children separately in
'special' schools.
CSIE, NEW REDLAND, FRENCHAY CAMPUS, COLDHARBOUR LANE, BRISTOL BS16 1QU,
UK
TEL: +44 (0)117 328 4007. EMAIL: LINDA SHAW, CO-DIRECTOR AT lindashaw@blueyonder.co.uk.