Inclusive Education – Page 26

Deadline expired GDS Side Event – Disability inclusive safeguarding

Date: Wednesday 17 February

Time: 13.00 CET / 12.00 GMT

Title: Disability Inclusive Safeguarding: A Non-Negotiable for Disability Inclusive Development and Humanitarian Work

Chaired: by Maria Njeri a disability inclusion advocate and youth with cerebral palsy.

This event is held by Able Child Africa, Save the Children and UWEZO Youth Empowerment in Rwanda and will highlight the current gap in understanding on how best to safeguard children with disabilities in programmatic delivery. The event will provide practical advice on how practitioners can safeguard all children in their work, pointing practitioners towards the Disability-inclusive Child Safeguarding Guidelines and Toolkit recently published and provide example commitments organisations can adopt relating to inclusive safeguarding.

Registration link

Deadline expired GDS Side Event: engagement of organisations of persons with disabilities (OPDs) in IE

Date: Wednesday 16 February 2022

Time: 10:00 CET

Please register for this event.

Norwegian Association of Disabled (NAD) together with ADRA Norway, Save the Children Norway and Strømme Foundation are co-hosting a Global Disability Summit (GDS) side-event on the engagement of organisations of persons with disabilities (OPDs) in furthering inclusive education. They will have a panel of speakers discussing issues on the topic.

The event will also be hosted on Facebook:

Deadline expired GDS Side Event: IE and the INEE Minimum Standards

Date: Wednesday16 February 2022

Time: 4.00pm UTC | 5.00pm CET

Global Disability Summit 2022 Side Event: Inclusive Education Case Studies and the INEE Minimum Standards

INEE is updating the INEE Minimum Standards for Education: Preparedness, Response, Recovery (INEE MS) for the first time in over 10 years.

The objective of this GDS side event is to present and share good practices on: the ongoing work being done by the INEE to review the INEE Minimum Standards with a gender and disability inclusion lens; using the INEE Minimum Standards to implement inclusive education programming in emergency contexts; and sharing INEE IETT and members’ suggestions for how to make the INEE Minimum Standards more applicable for inclusive education programs in emergency contexts in the future.

This web event will be conducted in English with closed captioning in English and simultaneous interpretation in American Sign Language.

Deadline expired GDS Side Event – ‘Every learner matters’

Date: Thursday 17 February 2022

Time: 06:30am (EST) | 12:30 pm (CET)

‘Every Learner Matters: Sharing Experiences from the World Bank’s programs on Disability-Inclusive Education’

Aligning with the commitment made at the last Global Disability Summit to ensure disability-inclusion of all education projects by 2025, the World Bank will present progress on the activities supported by two trust funds, the Inclusive Education Initiative (IEI) and the USAID Disability-Inclusive Education in Sub-Saharan Africa program.

International Sign and captioning will be provided.

Deadline expired [Webinar]: ICT landscape review

Date: Monday 7 February 2022

Time: 09:15am – 10:30am (EST)

Despite tremendous potential, a gap exists between ICT advancements and their large-scale application in educating children with disabilities in low- and middle-income countries. The World Bank Inclusive Education Initiative is holding a webinar to discuss findings from a review of the use of ICT in improving the educational participation and outcomes of children with disabilities. The report shares insights from the experiences of multiple stakeholders, including teachers, parents and caregivers, government officials, and civil society.

International Sign and and closed captioning in English will be provided. Streaming captions will be available in Arabic, French, and Spanish.

EER 10 on ‘home learning’ now available

Enabling Education Review 10 on home learning is now online in HTML and PDF formats.

This edition shares the experiences of learners, parents, and teachers to showcase unique responses to the pandemic in Armenia, Bangladesh, Indonesia, Kenya, Malaysia, Philippines, Taiwan and the UK.

The articles also showcase resources to: support home learning; engage young people in advocacy; and for games based learning of languages and mathematics.

Read the EER10 on EENET’s website.

New factsheet from HI on ICT and inclusive education

Humanity & Inclusion has released a factsheet on Information and Communication Technology supporting the inclusion of children with disabilities in education.

This factsheet draws on a study carried out by Humanity & Inclusion, which drew up an inventory of existing ICT that could help support inclusive education for children with disabilities and identified the challenges in implementing these ICT tools in the classrooms in Benin, Burkina Faso, Madagascar, Mali, Morocco, Niger, Senegal and Togo.

The factsheet calls for the integration ICT in education sector plans and education strategies, and for the allocation of specific budgets for their implementation.

Deadline expired [Survey]: A call for young people with disabilities to inform a Youth Charter

Young people with disabilities (aged 15-35) are being asked to complete a survey that will inform a Youth Charter – an advocacy tool to encourage states, donors and influential stakeholders to fulfill the requests made by youth in the charter. The final Charter will be presented during the Global Disability Summit and the Global Youth Disability Summit, both to be held in February 2022. The GDS Youth is co-hosted by the International Disability Alliance, Atlas Alliance, Youth Mental Health Norway, and UNICEF.

The survey is available in English, Portuguese, Russian, Spanish and French.

The deadline is 30 January 2022.

New teacher training opportunities Rwanda

In Rwanda, the lack of accessible teaching and learning materials for learners with disabilities is often a major barrier to access and inclusion. Learners with visual disabilities often wait for braille materials, while learners who are deaf or hard of hearing lack access to materials in Rwandan Sign Language and are unable to participate in mainstream classrooms where learning is conducted in spoken language.

In late 2021, 18 teachers in Rwanda’s inclusive model schools received training to help bridge that gap, thanks to eKitabu, one of three innovators awarded funding through All Children Reading: A Grand Challenge for Development’s (ACR GCD) UnrestrICTed challenge.

In collaboration with the Rwanda Basic Education Board (REB), Rwanda Union of the Blind (RUB) and Rwanda National Union of the Deaf (RNUD), eKitabu held a four-day training to equip the teachers with the skills to use accessible digital content and learning materials in their classrooms by applying Universal Design for Learning (UDL) principles so that no child is left behind in “learning to read and reading to learn.”

[Poem]: “I am a child” – by Cleric Tembwe, for World Children’s Day

“I am a child” is a poem written and presented in front of the Heads of State of Botswana, Namibia, Zambia and Zimbabwe by Cleric Tembwe, a member of the Namibian Children’s Parliament, and one of child participants at the sub-regional World Children’s Day event at Kazungula Bridge on 20 November 2021.

Watch @TembweCleric, @parliament_nam, recite his poem “I am a Child”:

Tag: Inclusive Education