Plan International is conducting a review of its Disability Awareness Toolkit. If you have used the toolkit, they would welcome your feedback.,
The short survey is available in three languages:
English
French
Spanish.
The deadline for submission is 6 September 2019. Your responses will help Plan International make the Disability Awareness Toolkit more suitable for a wider range of users.
NEW DATES: 5-8 July 2021
The 23rd International Congress on the Education of the Deaf (ICED) takes place in Brisbane, Australia from 6th to 9th July 2020.
This congress is held every 5 years. It provides an opportunity to learn about the latest research and practices related to the education of people who are deaf or hard of hearing and other related learning needs.
The theme for the 2020 congress is ‘The Power of Connection’.
Find out more about how to submit an abstract and how to register to attend on the ICED website.
NOTE: This event is not organised by EENET. Please contact the organisers directly with any queries
UNESCO is inviting education stakeholders to participate in a survey which will help them better understand the future directions for the organisation’s engagement in the education sector. If you have experience of engaging with UNESCO or have an opinion on the direction UNESCO’s education work should take, you can complete the survey in English, French or Spanish.
Inter-agency Network for Education in Emergencies (INEE) has published the INEE Guidance Note on Gender. This document builds on the INEE Pocket Guide to Gender which was published almost 10 years ago. It shares current best practices and experience relating to gender and education in conflict and crisis, from a range of partners. The Guidance Note is available in English, and will soon be available in Arabic, French, Portuguese, and Spanish.
‘The case for inclusive education’ is an article by Dragana Sretenov (Open Society Foundations) and Nafisa Baboo (Light for the World), published in Early Childhood Matters 2019. The article highlights that their organisations are launching a new report, ‘Leaving No One Behind When Learning Starts’ which will draw attention to the current low levels of investment in inclusive and equitable early childhood development.
We will be filming in two countries. The first confirmed country is Ukraine. We filmed there for our previous training video package (‘An Inclusive Day‘), and last year we worked with Ukrainian young people to carry out action research with kindergarten children. We are therefore delighted that we will be returning to Ukraine to document more experiences and ideas relating to inclusive early childhood education. Our film producer, Duncan, has recently carried out a scoping visit to plan which locations in Ukraine he and the film crew will visit later this year. A scoping visit to the second country will happen in a couple of weeks, so watch this space for more news.
World Bank’s Inclusive Education Initiative is inviting stakeholders involved in disability-inclusive education to participate in a survey about a community of practice for disability-inclusive education. The survey will take about 5 minutes.
World Bank’s Inclusive Education Initiative is a Multi-Donor Trust Fund to invest in catalytic technical expertise and knowledge resources that support countries in making education more inclusive for diverse children with disabilities, with a view to achieving Sustainable Development Goal (SDG) 4.
The survey is anonymous. However, if you would like to receive further information about the development of the World Bank’s community of practice or if you want to be involved, please also provide your name and email address when you complete the survey.
On the 27 June CBM celebrated the anniversary of Helen Keller’s birth by launching its Guidelines on Best Practice for Persons Living with Deafblindness.
These guidelines, available in English (with Spanish to follow soon), aim to assist governments, education agencies, public and private service providers, professionals and family members to build meaningful and appropriate programmes for persons living with deafblindness in low- and middle-income countries.
The guidelines identify the knowledge and skills needed to enable and empower persons living with deafblindness to reach their full potential and become successful contributing members of society. They outline many considerations for service implementation and contain stories from persons living with deafblindness.
More information about the guidelines, deafblindness and Hellen Keller is available in CBM’s news release.
An article written by members of the EENET team has just been published in the International Journal of Inclusive Education. The article is entitled: ‘Time to stop polishing the brass on the Titanic: moving beyond ‘quick-and-dirty’ teacher education for inclusion, towards sustainable theories of change’.
The article takes a critical look at the way many teacher training programmes for inclusive education are designed. It analyses some of the assumptions that are common in inclusive education training programmes, reflects on why the assumptions may not be accurate, explains the consequences of basing training programmes on inaccurate assumptions, and looks at alternative approaches.
Experiences from a teacher training programme in Zambia and Zanzibar are featured in a case study, illustrating ideas for how to move away from ‘quick-and-dirty’ training approaches towards higher quality, longer-term teacher education for inclusion.
There are 50 e-prints of the article available to download for free from the journal publisher’s website. Please feel free to get a copy.
If you do not manage to get one of these free downloads, you can also find a manuscript version of the article on EENET’s website:
We hope you enjoy reading the article and please do share your thoughts on the subject of inclusive education teacher training.
