Publications

The list of publications is not exhaustive. It includes a variety of publications from a variety of fields, all of which provide information deemed of importance towards issues related to Inclusive Education and/or Children with Disabilities.

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Early childhood is the period from prenatal development to eight years of age. It is a crucial phase of growth and development because experiences during early childhood can influence outcomes across the entire course of an individual’s life (1,2). For all children, early childhood provides an important window of opportunity to prepare the foundation for life-long learning and participation, while preventing potential delays in development and disabilities. For children who experience disability, it is a vital time to ensure access to interventions which can help them reach their full potential (1,3)

Category: 

Implementation

Year: 

2012

This study reviews early childhood intervention (ECI), special education and inclusive education programmes in Belarus. Upon the request of UNICEF’s Regional Office for CEE/CIS, it presents key programme concepts and information, identifi es lessons learned, off ers recommendations, and presents general Guidelines for ECI and Special Education Systems for the consideration of other countries in the region and the world.

Category: 

Legislation, Policy and Financing

Authors:

Emily Vargas-Baron, Ulf Janson & Natalia Mufel

Year: 

2009

Regional overview; linkages between disability, welfare, employment and schooling; Bosnia and Herzegovina; Russia; Romania

Category: 

Legislation, Policy and Financing

Authors:

Mete (Ed.)

Year: 

2007

Given the lack of data related to EFA and MDGs and disability, the study presents data sets that do gather info on children with disabilities and gives suggestions on how to use them to advocate

Category: 

Data Collection/Monitoring & Evaluation

Authors:

Robson & Evans

Year: 

2013

Best practice in the early childhood special education field supports the inclusion of young children with special needs in natural learning environments, that is, in programs where children without disabilities of the same age and their families participate. Consequently, early childhood teacher education programs must prepare professionals to teach children who are diverse in physical, social, emotional, and cognitive abilities and needs. This article describes the first 3 years of collaboration between a university's early childhood teacher education program and a hospital's program for families of children with special needs. Using a transdisciplinary model, the mission of this partnership is to prepare a new generation of teachers who excel in helping children with and without disabilities thrive.

Category: 

Teachers, Teaching and Pedagogy

Authors:

Trepanier-Street, M.

Year: 

2010

Key principles; what can you do; monitoring; dealing with objections or lack of interest

Category: 

Implementation

Authors:

INEE

Year: 

2009

In this White Paper we outline what an inclusive education and training system is, and how we intend to build it. It provides the framework for establishing such an education and training system, details a funding strategy, and lists the key steps to be taken in establishing an inclusive education and training system for South Africa.

Category: 

Implementation

Authors:

Department of Education

Year: 

2001

An inclusive, learning-friendly environment (ILFE) welcomes, nurtures,and educates all children regardless of their gender, physical, intellectual, social, emotional, linguistic, or other characteristics. They may be disabled or gifted children, street or working children, children of remote or nomadic peoples, children from linguistic, ethnic or cultural minorities, children affected by HIV/AIDS, or children from other disadvantaged or marginalized areas or groups.

6 booklets (+1) Intro; environment; families and communities; getting all children in school; learning-friendly classrooms; managing classrooms; healthy and protective ILFE

Category: 

Implementation

Authors:

UNESCO

Year: 

2004

Adolescents and youth need to be involved in designing and implementing research protocols, collecting data, contributing in some way to the data analysis, and putting the findings into practice. It is only them that programs and services can be aimed directly at meeting their specific needs and allow them to fulfil their potential as thay make the transition to adulthood. Successful inslusion and participation in adolescence leads to further success when thay are required to assume adult roles and responsibilities.

Category: 

Partnerships, Advocacy, and Communication for Social Change

Authors:

Kembhavi, Gayatri

Year: 

2008

This child friendly booklet from Save the Children focuses on a world free from discrimination and violence. It provides information on discrimination; why it happens and how it affects children. It traces the causes and impact of discrimination of children. It also provides information on what children from all over the world are doing to stop discrimination. It is the hope of Save the Children that this book will support and encourage children to take action when someone is being treated unfairly. The first chapter of this book is written specifically on children with disabilities.

Category: 

Partnerships, Advocacy, and Communication for Social Change

Authors:

Kapell, Alana & Karlsson, Lena & Karkara, Ravi

Year: 

2008

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