Impact Report 2007/08
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Inclusive Learning Children with Disabilities and Difficulties in Learning
Inclusive Learning Children with disabilities and difficulties in learning Topic Guide September 2014 Catherine Howgego, Susie Miles & Juliette Myers 1 Table of Contents Introduction ............................................................................................................................................ 3 Section 1: Key concepts in inclusive learning ......................................................................................... 7 Section 2: Evidence on inclusive learning ............................................................................................. 18 Part A: Research methodology and its limitations............................................................................ 18 Part B: What forms of teacher education enable teachers to promote inclusive learning for girls and boys aged 3 to 12 years old? ..................................................................................................... 21 Part C: What forms of classroom practice can promote inclusion in participation and learning? ... 25 Part D: What does the move towards more inclusive learning mean for school organisation and leadership, and what are the implications for financing, curriculum and assessment? .................. 33 Part E: What evidence is there of the importance of broader links to families, community, primary health care and early identification? ................................................................................................ 39 Section 3: Inclusive societies ................................................................................................................ -
The Case for Disability-Responsive Education Financing 2
#CostingEquity The case for disability-responsive education financing 2 #CostingEquity #CostingEquity is an advocacy research Detailed case studies provide useful examples of project on equitable financing for disability financing gaps, challenges and promising practice -inclusive education. It lays out some of the main from developing country contexts, major education challenges facing governments and the global donors, and new and emerging philanthropic education community in supporting the realisation donor foundations. The focus of case studies and of United Nations Sustainable Development examples is on low and lower-middle income Goal 4 (SDG 4) as well as Article 24 of the United countries and were chosen to reflect a broad range Nations Convention on the Rights of Persons with of regions and countries. Disabilities (UNCRPD). The report concludes with a series of The #CostingEquity research project was carried out recommendations for domestic and external by the International Disability and Development financing approaches. Consortium (IDDC) and Inclusive Education Task Group (IETG). The IDDC research published in this report was funded by the Open Society Foundations and LIGHT FOR THE WORLD. The #CostingEquity research project investigated the benefits of financing disability-inclusive education, the current state of education financing with regard to inclusion, and what needs to change in order for education financing to effectively support the realisation of SDG 4. #CostingEquity research partners The #CostingEquity research report addresses three The IDDC is a global consortium of 28 disability and broad questions: development non-governmental organisations • How do international donors and domestic (NGOs), mainstream development NGOs and governments currently fund disability-inclusive disabled people’s organisations (DPOs) that education? together support disability and development work • What are the gaps and challenges in financing in more than 100 countries. -
Report of the Global and Humanitarian Efforts
Report of the Global and Humanitarian Efforts Presidential Task Force American Academy of Audiology 2011 No part of this report may be copied or reported without the written request from the Board of Directors of the American Academy of Audiology Table of Contents Introduction………………………………………………………………………………………………....1 Part I: Humanitarian Audiology……………………………………………………………...........2 A. What is Humanitarian Audiology?..................................................................................................2 B. Humanitarian Audiology Domestic………………………………………………………….........3 i. Issues Related to Children………………………………………………………………...3 ii. Issues Related to Adults…………………………………………………………………...4 iii. Organizations and Programs Associated With Humanitarian Audiology………………...4 Domestic C. Humanitarian Audiology International……………………………………………………………4 i. Issues Related to Children……………………………………………………………..….4 ii. Issues Related to Adults………………………………………………………………..….6 iii. Organizations: Programs Associated With Humanitarian Audiology…………………….6 International D. How to Become a Humanitarian Audiology Ambassador………………………………………...6 E. Humanitarian Audiology: Ethics……………………………………………………………….....7 F. Humanitarian Audiology: Cultural and Linguistic Issues…………………………………..…..8 G. Humanitarian Audiology: Political (Diplomatic) and Health Issues………………………….…..8 H. Recommendations to BOD of the AAA for Consideration by the Task Force…………………...9 I. Summary and Conclusion………………………………………………………………………..10 Part II: Cultural and Linguistic Diversity…………………………………………………….12 -
Local-Level Deaf Organizations in All Countries
World Deaf Information Resource Project An intitiative of the Center for International Programs and Services (CIPS) at Gallaudet University World Deaf Information Resource Project Center for International Programs and Services (CIPS) Gallaudet University http://cips.gallaudet.edu/wdi.xml http://cips.gallaudet.edu http://www.gallaudet.edu First Edition: October 2009 1 First Edition: October 2009 World Deaf Information Resource Project An intitiative of the Center for International Programs and Services (CIPS) at Gallaudet University Table of Contents INTRODUCTION TO THIS FILE P. 8-14 The World Deaf Information Resource Project p. 8 Please Read This First! (A few caveats) p. 8-9 How You Can Help p. 9 What Does CIPS Mean by ―Deaf Organizations‖? p. 9 What Other Informational Resources Does CIPS Want? p. 10 What Kind of Contact Information Does CIPS Want? p. 10-11 How Do I Communicate with CIPS? p. 11 May I Disseminate This File? p. 12 How is This File Organized? p. 12-13 Thank You!! p. 13 INTERNATIONAL DEAF AND DISABILITY ORGANIZATIONS P. 14-20 INTERNATIONAL DEAF ORGANIZATIONS P. 14-16 INTERNATIONAL DISABILITY ORGANIZATIONS P. 17-18 ORGANIZATIONS WORKING IN DEVELOPING COUNTRIES P. 19-20 NATIONAL- AND LOCAL-LEVEL ORGANIZATIONS P. 21-92 AFGHANISTAN P. 21 ALBANIA P. 21 ALGERIA P. 21 ANGOLA P. 21 Deaf Organizations in Angola - p. 21 Deaf Schools in Angola - p. 21 ARGENTINA P. 22 ARMENIA P. 22 AUSTRALIA P. 23-24 AUSTRIA P. 24 AZERBAIJAN P. 24 BANGLADESH P. 24-28 Deaf Organizations in Bangladesh - p. 24-25 Cross-Disability Organizations in Bangladesh - p. 25-28 BELARUS P.