Learning from colleagues to improve inclusive education
In this blog, Peter Grimes and Els Heijnen-Maathuis tell us about an innovative monitoring and evaluation approach for Save the Children’s inclusive education programmes, using peer review rather than external evaluation consultants. You can find out more in the full report (PDF 1.7mb): Developing Inclusive Practices through Action Learning: Inclusive education cross-country peer review Bangladesh … Continue reading Learning from colleagues to improve inclusive education Street-connectedness and returning to mainstream education
At EENET we see inclusive education as encompassing the inclusion of many different marginalised groups into education. One group that I actively advocate for is street-connected children. I am currently completing a PhD in education at the University of Manchester, exploring the experiences of transition of children and youth leaving the street in Kenya. I … Continue reading Street-connectedness and returning to mainstream education Gaza: an education system under siege
Students in many countries are preparing to start the new academic year as I write this (August 2014). However, in Gaza the latest war means the start date for the new year remains uncertain for some learners. The Israeli assault (which lasted nearly 2 months) means … Continue reading Gaza: an education system under siege Experience in Co-operation: A story of special education teachers in mainstream schools
Underneath the surface benefits of inclusive education, some mainstream school teachers experience difficulties as they co-operate and strive for a better quality leaning environment for their students. This blog features a fictionalised composite story1 of Lydia, based on my research on teachers’ attitudes toward inclusion.2 “Hi, My name is Lydia. I am a … Continue reading Experience in Co-operation: A story of special education teachers in mainstream schools Testing, learning outcomes and inclusion: how can we get it right?
When I talk to teachers about including disabled children, we always get stuck on testing. In many countries there is a tough and inflexible exam at the end of primary school, for admission to secondary school. Disabled children are usually not entered for this exam. This may be because no one has considered how a … Continue reading Testing, learning outcomes and inclusion: how can we get it right?
In this blog, Peter Grimes and Els Heijnen-Maathuis tell us about an innovative monitoring and evaluation approach for Save the Children’s inclusive education programmes, using peer review rather than external evaluation consultants. You can find out more in the full report (PDF 1.7mb): Developing Inclusive Practices through Action Learning: Inclusive education cross-country peer review Bangladesh … Continue reading Learning from colleagues to improve inclusive education Street-connectedness and returning to mainstream education
At EENET we see inclusive education as encompassing the inclusion of many different marginalised groups into education. One group that I actively advocate for is street-connected children. I am currently completing a PhD in education at the University of Manchester, exploring the experiences of transition of children and youth leaving the street in Kenya. I … Continue reading Street-connectedness and returning to mainstream education Gaza: an education system under siege
Students in many countries are preparing to start the new academic year as I write this (August 2014). However, in Gaza the latest war means the start date for the new year remains uncertain for some learners. The Israeli assault (which lasted nearly 2 months) means … Continue reading Gaza: an education system under siege Experience in Co-operation: A story of special education teachers in mainstream schools
Underneath the surface benefits of inclusive education, some mainstream school teachers experience difficulties as they co-operate and strive for a better quality leaning environment for their students. This blog features a fictionalised composite story1 of Lydia, based on my research on teachers’ attitudes toward inclusion.2 “Hi, My name is Lydia. I am a … Continue reading Experience in Co-operation: A story of special education teachers in mainstream schools Testing, learning outcomes and inclusion: how can we get it right?
When I talk to teachers about including disabled children, we always get stuck on testing. In many countries there is a tough and inflexible exam at the end of primary school, for admission to secondary school. Disabled children are usually not entered for this exam. This may be because no one has considered how a … Continue reading Testing, learning outcomes and inclusion: how can we get it right?