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Inclusive Teacher-Training Centres
ADPP, a Mozambican NGO, and Light for the World are working together to transform rural teacher-training centres (TTC) into centres of expertise on Inclusive Education. ADPP acts as the implementing partner, while Light for the World provides most of the funding as well as the Inclusive Education expertise.
ADPP - Aid for the Development of People for People Mozambique, Teacher Training Centres, Mozambique -
A training course for teachers on how to use the arts to make their education practices inclusive
Mais Diferenças' Inclusive Education Laboratory, Brazil: Specializes in inclusive art-based teaching methods for public school educators in São Paulo. From 2019 to 2023, trained 300 educators from 233 schools across five editions.
Mais Diferencas - Inclusive Education and Culture, Inclusive Education Laboratory, Brazil -
Ensure inclusive early childhood care and education in refugee camps and emergencies
CBM and Waldorf Kakuma Project, Kenya: Runs an inclusive education project in Turkana County for children with disabilities. Provides learning materials and teacher training. From 2021 to 2023, supported close to 2,000 children.
CBM - Christoffel Blind Mission Kenya, CBM Turkana Inclusive Education Project, Kenya -
Persons with intellectual disabilities working as university lecturers
The Institut für Inklusive Bildung qualifies people with intellectual disabilities and provides them with job opportunities, mostly teaching about the specific requirements of people with intellectual disabilities. As "education specialists" ("Bildungsfachkraft") they teach in high schools, speak at conferences, and conduct workshops.
Institute for Inclusive Education, Germany -
A rights-based approach for young people to have a place in mainstream classrooms
The Inclusive Education Policy, implemented in 2018, is designed to ensure that all children and young people in Queensland attend their local state school. Each institution is allocated appropriate resources and funding. Individual support during implementation is provided by regional inclusion coaches.
Queensland Department of Education, Inclusive Education Policy, Australia -
Comprehensive Inclusive Education for indigenous communities
ADISA is an NGO providing community-based Inclusive Education to children with disabilities from the indigenous community of Santiago Atitlán, Guatemala. The integrated programme involves teachers, parents, students and the community. The annual cost fort he programme is approximately USD 60,000.
ADISA - Association of Parents and Friends of People with Disabilities, Inclusive Education Programme, Guatemala -
Community Based Inclusive Development promoting Inclusive Education in Zanzibar
The project focuses on the training of teachers in inclusive methods and intervention, as well as on fostering greater community awareness by working with parents and administrators. The project has been implemented in three of Zanzibar’s eleven districts, and in 2018 more than 4,300 children with disabilities were enrolled.
MECP-Z - The Madrasa Early Childhood Programme Zanzibar, School Enrolment, Tanzania -
Empowering inclusive education with ICT integration
ADISA and CBM's Inclusive Education Programme, Guatemala: Promotes inclusive education through Universal Design for Learning (UDL). Between 2022 and 2023, trained 500 teachers and 400 parents, benefiting 800 children in ten schools.
ADISA - Association of Parents and Friends of People with Disabilities, Promoting inclusive education in Guatemala through the development of a Universal Design for Learning (UDL), Guatemala -
Inclusive education and vocational training in remote rural areas of South-East Asia
Disability Development Services Programme (DDSP), Cambodia: Implements inclusive education projects in rural Pursat province. Integrated children with disabilities into mainstream schools, increasing inclusive class pupils from 255 to 1,105 by 2023.
Disability Development Services Program, Mith Komar Pikar (‘Friends of Children with Disabilities’), Cambodia -
Training educators and municipalities in inclusive physical education
Participants identify barriers to the inclusion of children with disabilities in their schools, and design and implement their own inclusive physical education activities involving staff, students, families, and the wider community. The in-person course was held from 2013 to 2016, in 2018 an online version was created.
Rodrigo Mendes Institute, Open Doors to Inclusion, Brazil