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  Facility supporting the social integration of people with psychosocial disabilities

  ‘Espai Obert’ (Open Space) by Support-Girona, Spain, is a community-based service for people with psychosocial disabilities to address their basic needs. The service provides a place for personal hygiene and meals, and does not have strict access rules or require a treatment commitment.
  Support Girona, Open Space (Espai Obert), Spain

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  Government-led database for improved distribution of assistive technologies

  The Djibouti National Agency for Persons with Disabilities launched a management information system in 2019 whereby individuals can register and then access various forms of support through a Mobility Inclusion Card. By 2022, 4,466 people had been registered.
  Agence Nationale des Personnes Handicapées, Management Information System for Persons with Disabilities (SIGPH), Djibouti

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  App to support persons with speech and language difficulties to communicate

  Milla Says from Norway launched a web-based sign language service in 2018 that combines a user-created vocabulary with a standard library of Norwegian signs, and in which custom gestures can be shared within the network. In 2022 there were 200 end users, 1,400 network members, and 56,000 created signs.
  Milla Says, Milla Says, Norway

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  A smartphone app using the camera to describe all sorts of objects and text around the user

  Google introduced the app ‘Lookout’ in 2019 whereby users who take a photo with their smartphone receive a text or voice message with a description of objects, printed text, handwriting, and barcode/OR-code recognition. By 2022 the app had been more than 100,000 downloads. Google Inc., Lookout,

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  Analysing the whole policy framework to identify barriers towards inclusion

  SWIFT provides a package of tools to support schools in analysing policies that are relevant to transform them towards Inclusive Education. The process looks at state statutes, funding principles, professional development and much more. The goals is to improve the academic and behavioural outcomes of all children.
  TASH - Disability Advocacy, United States of America

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  Inclusive Education for Cambodian children who are blind or deaf

  The project offers extra classes for children with visual or hearing impairments to enable them to attend mainstream schools. During the extra lessons students are prepared to follow regular classes by making use of special learning materials in Braille and sign language. The project also created the Khmer Braille and Khmer Sign Language.
  Krousar Thmey Foundation, Cambodia

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  Sign bilingual education from infancy to secondary school

  Deaf and hearing students study together in the same classroom, receiving sign language and oral instructions simultaneously. The courses are available in signed and spoken languages, using Hong Kong Sign Language, Cantonese, Mandarin, and English. In 2019, 124 deaf children enrolled in the programme.
  Chinese University of Hong Kong, Centre for Sign Linguistics and Deaf Studies, Sign Bilingualism and Co-enrolment in Deaf Education Programme, China

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  Supporting school enrolment of girls with disabilities

  STEP identified 220 girls with disabilities for school enrolment and provided 180 of them with assistive devices. The project was implemented with the support of parent-teacher councils and school representatives in two districts. STEP also trained 90 teachers in methods for teaching children with disabilities.
  STEP - Special Talent Exchange Program, Girl Enrollment Programme, Pakistan

• Providing a university experience for persons with intellectual disabilities

  The Inclusive Education Program at the University of Sydney is a pilot providing a university experience for participants in a range of studies of their choice, with students participating in regular lectures and tutorials as well as attending one-on-one tutorials and receiving peer mentoring for added support.
  The Centre for Disability Studies, Australia

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  Training persons with intellectual disabilities to be self-advocates

  The training of self-advocates takes an average of ten months and covers human rights, participation mechanisms, supported decision-making, and development of expressive ability, with the help of manuals and group teaching. Over 400 persons with intellectual disabilities and 100 facilitators undertook the training between 2014 and 2018.
  FEPAPDEM - National Federation of Mothers and Fathers of People with Intellectual Disability, Ecuador