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Using courts and litigation for the right to Inclusive Education
In1school addresses the right to Inclusive Education. Project members are collecting cases and data on educational exclusion and team up with lawyers to develop litigation strategies. They also communicate findings by media and support parents who are struggling to enrol or keep their children in regular education.
Training the teachers and their trainers in Inclusive Education
A key part of the programme is the provision of training courses on Inclusive Education at the Armenian State Pedagogic University, where there are two compulsory and two optional courses on Inclusive Education. 200 mainstream schools are supported to become inclusive and some 5,000 teachers from these schools are beiing trained.
Bridge of Hope, Armenia
Developing indicators for Inclusive Education in the Pacific region
"Pacific INDIE" was developed based on a comprehensive methodology, including surveys with the Ministerial representatives from 14 Pacific countries, and focus group discussions in four selected countries (Fiji, Samoa, Solomon Islands, and Vanuatu). The indicators were then refined following review by an international reference group.
Monash University, Australia
Multi-stakeholder approach towards Inclusive Education in Burkina Faso
A multi-stakeholder approach is creating an inclusive environment whereby children with disabilities and other vulnerable children can attend a school close to their hometown. The project in the community of Garango is a pilot project that will serve as a model for the National Strategy of Inclusive Education in Burkina Faso.
OCADES Caritas Burkina, Burkina Faso
Creating a role model of Inclusive Education
Plan International Bangladesh aims to demonstrate that inclusive education can be implemented within existing systems, institutions and structures. The project includes 50 schools, more than 300 teachers and over 100 other relevant institutions as well as more than 20,000 students and out-of-school children.
Plan International Bangladesh, Bangladesh
Creating a role model for Tanzania`s Inclusive Education policy
The project seeks to model Tanzania’s National Strategy on Inclusive Education by initiating systematic changes in education in three districts. These changes will influence school management, teacher training, and pupil support, as well as raise awareness and ensure that families and the communities are involved.
ADD International - Action on Disability and Development, Tanzania
A worldwide online library of good practices in Inclusive Education
DIVERSA serves as a "resource bank" on inclusive education for educators, policy makers and other stakeholders. The website includes disability data, policies, and strategies as well as stories and articles. Although it is available in Portuguese only, DIVERSA has had users from more than 100 countries.
Rodrigo Mendes Institute, DIVERSA, Brazil
Increasing diversity by increasing access to legal education
IDIA’s project aims to empower marginalized communities through legal education, to sensitize them to law as a viable career option, and to support interested students in acquiring admission to leading law schools in India. IDIA also attempts to improve policies in the area of inclusive legal education and diversity within the legal profession.
IDIA - Increasing Diversity by Increasing Access to Legal Education, India
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
Inclusive Education policy in Namibia
The policy defines eight guiding principles for inclusive education. Amon them are awareness raising, financial support or training for teachers and support staff as well as a curricular review to reflect the diversity of needs of all learners and a mechanism for monitoring and evaluating the implementation of the policy.
Namibian Ministry of Arts, Education and Culture, Sector Policy on Inclusive Education, Namibia
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