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              Your search returned 480 Solutions

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              • DW0A8948mm

                USDC advocates for inclusive education and modifies existing school environments. Schools are made accessible through different factors: teachers, children and parents are sensitised; assistive devices are provided; children with disabilities are integrated into society.

                USDC supports schools in helping them to become accessible. It also empowers the parents of children with disabilities to advocate for inclusive policies and teachers are sensitised about disability. To ensure sustainability, USDC works within existing structures and partners with government and other service providers.
                Uganda Society for Disabled Children, A fully inclusive and accessible school in Uganda, Uganda

              • Canadian Centre on Disability Studies: From hidden children to inclusive education

                The aim of the project was to advance inclusive education in two regions in Ukraine. The project took a multi-level approach by developing civil society capacity, supporting policy development and enhancing the capacity of the school system to deliver quality education for all students, including those with disabilities.
                Canadian Centre on Disability Studies, Ukraine

              • Two women stand in a catering kitchen, laughing and smiling. Full cups of grapes are arranged on a tray in front of them.

                Government-led training and hiring services for people with intellectual disabilities

                The initiative provides a higher learning programme, a specialized industry-based training, and lifelong adult learning opportunities for people with developmental and/or intellectual disabilities. Over 200 people participate across 19 programmes each year. Graduates have an 84 per cent employment rate.
                University of Vermont, Center on Disability and Community Inclusion, State of Vermont Transition and Post-Secondary Education Initiative, United States of America

              •  Adults and children communicate in sign language to the teacher, who is outside the picture, during a in-service training for teachers in Debresina.

                Training teachers of mainstream schools in sign language

                The project focuses on training teachers in rural areas to include sign language in their lessons, along with providing educational materials and assistive devices to students with disabilities. Since 2003, in-service training has been provided for 2,000 teachers and more than 35,000 deaf or hard of hearing children have accessed education.
                ELF - Evangelical Lutheran Church of Finland, Felm, Social and Educational Programme for the Deaf, Ethiopia

              • Inclusion of children and youths with hearing impairments

                Callan Services for Disabled Persons provides nationwide educational and vocational training to children and youths with hearing impairments and capacity-building to school teachers to facilitate inclusion in general education institutions. Between 2008 and 2015 Callan Services had reached over 100,000 children and adults.
                Callan - Services for Disabled Persons, Papua New Guinea

              • Pupils are sitting on the benches in the classroom listening to the lecture.

                A countrywide policy framework for lifelong inclusive learning

                The policy consists of 43 working policies, 17 strategies and 13 guiding principles and is implemented by programme committees at the local and provincial level, as well as by NGOs under the supervision of MEST. The adoption of specific teaching plans and school implementation are flexible and are based on local circumstances.
                Nepalese Ministry of Education, Science, and Technology, Inclusive Education Policy (2016), Nepal

              • The Italian president meets people with disability.

                A new set of provisions for the further implementation of inclusive education

                Decree No. 66 addresses the issue of inclusion in schools. It was introduced in 2017 and adapted in 2019. It will increase its focus on the evaluation of school inclusiveness, the training of staff, equipment, the promotion of inclusion groups and the improvement of the accessibility of school buildings.
                Italian Ministry of Education, Universities and Research, Law 107/2015 – Good School Reform Act; Legislative decree 66/2017, Italy

              • Three girls, Lara in the front and her twin sister and another girl in the back, are playing with pink ribbon.

                Universal design-based practices for public early childhood education

                The project promotes the use of accessible and inclusive teaching methods in public pre-school education based on the principles of Universal Design. Educators and families experience its theory and methods in the form of trainings and workshops, teachers also receive practical support in the classroom.
                Mais Diferencas - Inclusive Education and Culture, Projeto Brincar, Brazil

              • Whole class of children with hearing impairments smile and pose for their class picture.

                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

              • Three young girls in wheel chairs are ready to get pushed by three girls standing behind them at the start of a race.

                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