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Changing a whole country´s approach on children´s institutions
Together with the Moldovan Government, Lumos has promoted an integrated policy and programme of deinstitutionalisation. Since launching the programme in 2007, the number of children in institutions has dropped by 86 per cent and since 2010, more than 6,000 children have been admitted to inclusive mainstream school.
Lumos Foundation, Moldova
Moving step-by-step towards an inclusive university
DoBuS supports students with disabilities to graduate and implements structural changes based on the experiences gained in the counselling service with the aim of reducing as far as possible the extra work that students with disabilities have to master.In 2014, more than 300 students and 100 applicants with disability were counselled per semester.
University of Dortmund, Germany
Providing free space to develop technological skills for young people at risk
The Democratizing Innovation in the Americas (DIA) Inclusive Lab provides youth with and without disabilities a free space to learn digital and technical skills and to develop new ideas using adaptive and high-end technologies such as 3D printers, laser cutters, screen readers, and voice recognition programmes.
Trust for the Americas, DIA Inclusive Innovation Lab, Mexico
EmployAble: Inclusive vocational training and workplaces for youth with disabilities in Kenya, Rwanda and Ethiopia
Young people with disabilities who are unemployed receive the necessary skills in mainstream training institutes to become employed or self-employed. More than 20 stakeholders are involved in the core implementing teams. In August 2015, 273 persons were enrolled in institutes or received in company training.
Light for the World Netherlands, Rwanda
Three-step transition to professional life for young people with learning disabilities
Stepping Up supports students to develop skills and confidence for a better transition either to higher education or employment. The three stages are a school-based learning course to introduce the concepts of employment, working with a transition coordinator towards paid employment and aftercare-support.
ENABLE Scotland, Stepping Up, United Kingdom
A target and a push for inclusive skills training and employment
The reform includes a 5 per cent enrolment target for persons with disabilities, the training of technical and vocational education staff in disability inclusion, developing pilot training and engaging potential employers. In 2016, it resulted already in 328 enrolees and 60 trainees gaining employment.
ILO Bangladesh, National Skills Development Policy (NSDP) of 2011, DTE Departmental Policy of 2015 and innovative practices Department of Technical Education, Ministry of Education, Bangladesh & International Labour Organization (ILO), Bangladesh
Supporting inclusion of children with disabilities in mainstream preschools
AIM is a non-binding standard for early intervention services addressing children with disabilities. In agreement with the parents, pre-schools can apply for seven different measures for implementation: These include mentoring, support equipment, targeted therapy services as well as personnel and financial assistance.
Irish Department of Children, Equality, Disability, Integration and Youth, The Access and Inclusion Model (AIM), Ireland
How to teach students with and without disabilities equally
Groups of Students with and without disabilities are taught together using the same curriculum and beeing subject to the same academic criteria. Students with disabilities are supported by facility adaptation, specialized materials and equipment, counselling, as well as training for teachers and staff.
Technological University of Santa Catarina, Mexico
Creating communities for early childhood interventions
This project is aimed at empowering community workers of local institutions to detect disabilities and to then provide the necessary care and early intervention. Similarly, it is aimed at parents and families by providing training in basic techniques and by guiding the education of their children with disabilities.
ASOPIECAD - Association of Integrated Community Education Programmes Astrid Delleman, Nicaragua
Music as an education and communication tool for students with Autism
The project is based on an educational/didactical approach, employing elaborate games with music to implement Inclusive Education. Without the need for words, music includes emotional, mental, and physical dimensions – all of which contribute to the well-being and progress of children with autism.
Primary School Via dei Boschi, Italy