Working Paper Series: No. 26
Abstract-The paper precisely and briefly explains the socio-economic challenges of persons with disabilities with focus on Ethiopia. The findings of the paper also indicates that, across the countries persons with disabilities have po
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orer health accesses, lower education achievements, less social and economic participation and less rate of income than Persons disabilities experience barriers in accessing services that many of us have long taken for granted, including health, education, employment, transport and information as well as rehabilitation. These difficulties are exacerbated with high level of disability disadvantaged individuals. Based on the findings of this study, major socio-economic remedy directions are recommended which will be included in future policy enactment and implementations.
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The key question addressed in this article is social inclusion, as an opposite concept of social exclusion. The author provides a historical of social inclusion/exclusion terminology. Further, some of the principles of social inclusion are presented. In the end, the article focuses on the role of
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education as a very important and useful tool for ensuring social inclusion.Social inclusion through education, in particular through vocational education, considered by the author as the only way towards sustainable development of Albanian society.
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Climate change is having the largest impact on the world’s poorest and most vulnerable people. Within this group, 20% are people with disabilities, who are nearly always doubly disadvantaged.
The protection of children and educational facilities is particularly important. Precautions are necessary to prevent the potential spread of COVID-19 in school settings; however, care must also be taken to avoid stigmatizing students
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and staff who may have been exposed to the virus. It is important to remember that COVID-19 does not differentiate between borders, ethnicities, disability status, age or gender. Education settings should continue to be welcoming, respectful, inclusive, and supportive environments to all. Measures taken by schools can prevent the entry and spread of COVID-19 by students and staff who may have been exposed to the virus, while minimizing disruption and protecting students and staff from discrimination.
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A Paper submitted to the 56th session of the UN Committee to CEDOW, July 2014, Geneva
Disability, CBR & Inclusive Development, Vol.25 (2014) pp.72-81
This article highlights some lessons about the strategy of community-based inclusive education, drawn from different progra
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mmes in Latin America.
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During the pandemic, Brazil has provided its citizens with support in the areas of long-term care and disability, the labor market, social assistance, edu
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cation, and pensions. This report focuses on two social policy areas, health-care and family benefits (including labor policies), as these were the most crucial social policies implemented in Brazil during the Covid-19 pandemic in terms of the resources allocated and the magnitude of social impact. Brazil’s relatively generous social policies were uncoordinated with public health interventions, which contributed to poor compliance with these public health interventions. This suggests that social policy initiatives alone are insufficient in mitigating the social consequences of the pandemic. They need to be accompanied by and coordinated with public health measures, including regulations on testing, social distancing and mask wearing.
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Practices, challenges and the future implications for all stakeholders
Education for respect and understanding – inclusion and equity
The aim of this pamphlet is to inform parents and guardians of supports and services available for children and young people with a physical
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disability and their families.
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Newsletter No. 15 | Highlighting the gender dimensions of education for children with disabilities
International Journal of Special Education. Vol.29 (3) 2014, 69-81
Educating students with disabilities in an inclusive general education setting has been shown to increase academic achievement, in
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crease peer acceptance, increase self esteem, create a richer friendship network, and have positive lifetime benefits (higher salaried jobs, independent living). In addition, inclusion can have benefits for students without disabilities. The West African nation of Senegal has pledged to increase inclusive education for students with disabilities by 2015. Issues that affect inclusive education for all in Senegal are access to schooling, community and societal perceptions of individuals with disabilities, poverty, and teacher training and pedagogy. To increase inclusive education for all in Senegal the country must increase access to schooling through physical accessibility and decentralization, create community awareness campaigns that increase knowledge of disabilities, and develop teacher training that fosters a student-centered pedagogy.
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Guidance on Disability Inclusion for GBV Partners in Lebanon