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Comprehensive programme to make a university accessible for all students
The Higher Education for All programme was introduced in 2014 at King Abdulaziz University in Jeddah, Saudi Arabia, to provide equal access to higher education for people with disabilities. Measures include adaptations to the built environment, curriculums, books, and the admissions process. In 2020 the University had 1,078 students with disabilities.
King Abdulaziz University, Higher Education for All, Saudi Arabia
Empowering school girls with disabilities
P2F is a short-term vocational education programme for girls with disabilities aged 14 to 21 years old. Girls participate in an 18-week class in their high schools designed to teach vocational skills. The curriculum covers four broad areas: self-determination, disability knowledge, gender awareness, and career and college readiness.
University of Oregon, Paths 2 the Future, United States of America
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
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
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
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
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
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
Converting special schools into Inclusive Education centres
In 2018 CBM, in partnership with the Jairos Jiri Association, began converting three special schools into Inclusive Education centres. Each centre has a specific focus and serves also as an education platform on inclusion for local governments, companies, and schools while working closely with the community.
CBM - Christoffel Blind Mission International, Inclusive Educational Centres in Zimbabwe, Zimbabwe
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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