Inclusive ECCD: - Consultative Group on Early Childhood Care and ...
Inclusive ECCD: - Consultative Group on Early Childhood Care and ...
Inclusive ECCD: - Consultative Group on Early Childhood Care and ...
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INCLUSION Coordinators’ Notebook, Issue 22<br />
ers <strong>and</strong> then was reviewed <strong>and</strong> corrected by experts.<br />
The book is a model of clear, c<strong>on</strong>cise, well-illustrated<br />
material c<strong>on</strong>cerning the most comm<strong>on</strong> forms of<br />
disabilities. The volume is full of excellent drawings<br />
<strong>and</strong> photographs that make it the most visually appealing<br />
book of its kind.<br />
The book costs US$ 18 (plus US$ 5 postage) <strong>and</strong><br />
can be ordered from HealthWrights, P.O. Box 1344,<br />
Palo Alto, CA 94302, USA. Visa <strong>and</strong> MasterCard orders<br />
can be faxed to (650) 325-1080 or e-mailed to<br />
HealthWrights@igc.org<br />
UNESCO Publicati<strong>on</strong>s<br />
Review of the Present Situati<strong>on</strong> in Special<br />
Needs Educati<strong>on</strong>. 1995. UNESCO.<br />
A helpful source of data with respect to patterns of<br />
provisi<strong>on</strong> for special needs educati<strong>on</strong> internati<strong>on</strong>ally<br />
is a UNESCO survey of 63 countries carried out in<br />
1993–1994, although great care needs to be taken in<br />
interpreting the findings because of the way in<br />
which data were collected. Overall, the statements<br />
from many of the countries in the survey imply that<br />
integrati<strong>on</strong> of children with disabilities is a key policy<br />
idea, although <strong>on</strong>ly a small number of countries<br />
spelled out their guiding principles explicitly. The<br />
report suggests that there is a case for guarded optimism:<br />
since UNESCO’s 1986 survey, special needs<br />
educati<strong>on</strong> has become much more firmly located<br />
within regular educati<strong>on</strong> at both the school <strong>and</strong> administrative<br />
levels. However, the pattern of provisi<strong>on</strong><br />
remains extremely varied from country to<br />
country.<br />
In 96% of countries, the nati<strong>on</strong>al ministry of educati<strong>on</strong><br />
holds sole or shared resp<strong>on</strong>sibility for the administrati<strong>on</strong><br />
<strong>and</strong> organizati<strong>on</strong> of educati<strong>on</strong>al services<br />
for children with disabilities. Other ministries sharing<br />
resp<strong>on</strong>sibility are health <strong>and</strong> social welfare. State<br />
funding is the predominant source of finance, while<br />
other funding comes from voluntary bodies, n<strong>on</strong>governmental<br />
organizati<strong>on</strong>s, <strong>and</strong> parents. Most<br />
countries acknowledge the importance of parents in<br />
matters relating to special educati<strong>on</strong>al provisi<strong>on</strong>, <strong>and</strong><br />
some give them a central role in the processes of assessment<br />
<strong>and</strong> decisi<strong>on</strong>-making.<br />
There is also evidence of a substantial increase in<br />
in-service training of staff related to special needs<br />
educati<strong>on</strong>. However, the report also warns against<br />
complacency in that many countries face fiscal <strong>and</strong><br />
pers<strong>on</strong>nel c<strong>on</strong>straints, so that even maintaining the<br />
existing level of investment may not be easy. Furthermore,<br />
pressures created by more general school<br />
reforms in many countries could, it is argued, reduce<br />
the priority given to provisi<strong>on</strong> for children with special<br />
educati<strong>on</strong>al needs.<br />
Teacher Educati<strong>on</strong> Resource Pack. 1993.<br />
UNESCO<br />
The project, “Special Needs in the Classroom” was<br />
initiated by UNESCO in 1988. Its aim was to develop<br />
a resource pack of ideas <strong>and</strong> materials that could<br />
be used by teachers <strong>and</strong> teacher educators in different<br />
parts of the world in order to help ordinary<br />
schools to resp<strong>on</strong>d positively to pupil diversity. It is<br />
expected that the materials can be used in many different<br />
ways to make them suitable for different c<strong>on</strong>texts.<br />
C<strong>on</strong>sequently, the emphasis is <strong>on</strong> flexibility.<br />
Users are encouraged to use the materials in whatever<br />
ways seem sensible.<br />
While the materials were developed principally<br />
for use by primary school teachers, many of the ideas<br />
can be adapted for use with younger children.<br />
Users of the pack should know that there is a<br />
“Special Needs in the Classroom: Teacher Educati<strong>on</strong><br />
Guide” which goes with the Manual. There are also<br />
three videos, Informati<strong>on</strong> Video, Training Video,<br />
<strong>and</strong> <str<strong>on</strong>g>Inclusive</str<strong>on</strong>g> School which complement the pack.<br />
UNESCO Special Educati<strong>on</strong> Series<br />
The Educati<strong>on</strong> of Children <strong>and</strong> Young People who<br />
are Mentally H<strong>and</strong>icapped<br />
Working Together: Guidelines for Partnership<br />
between Professi<strong>on</strong>als <strong>and</strong> Parents of Children <strong>and</strong><br />
Young People with Disabilities<br />
Testing <strong>and</strong> Teaching H<strong>and</strong>icapped Children in<br />
Developing Countries<br />
Educati<strong>on</strong> of Deaf Children <strong>and</strong> Young People<br />
Language <strong>and</strong> Communicati<strong>on</strong> for the Young<br />
Disabled Pers<strong>on</strong><br />
Educati<strong>on</strong> of Visually Impaired Pupils in Ordinary<br />
School<br />
Children with Severe Cerebral Palsy—an educati<strong>on</strong>al<br />
guide<br />
Guide to Community-Based Rehabilitati<strong>on</strong><br />
Services, Brian John O’Toole, 1991<br />
World Bank<br />
Provisi<strong>on</strong> for Children with Special<br />
Educati<strong>on</strong>al Needs in the Asia Regi<strong>on</strong>. James<br />
Lynch. 1994. World Bank.<br />
Disabled children are at the centre of a movement to<br />
improve primary educati<strong>on</strong> in Asia, aiming for full<br />
school enrollment by the year 2000. The World<br />
Bank report Provisi<strong>on</strong> for Children with Special Educati<strong>on</strong>al<br />
Needs in the Asia Regi<strong>on</strong>, based <strong>on</strong> case studies from 15<br />
countries 1 , suggests that the development of inclusive<br />
primary educati<strong>on</strong> is the best opti<strong>on</strong> for achiev-<br />
1 Bangladesh, Brunei, China, H<strong>on</strong>g K<strong>on</strong>g, India, Ind<strong>on</strong>esia,<br />
Japan, Korea, Malaysia, Nepal, Pakistan, Philippines,<br />
Singapore, Sri Lanka <strong>and</strong> Thail<strong>and</strong>.<br />
25