Directory on Disability

2006-05-18T08:01:00.000+02:00

Dear friends
I am enclosing the information from source which I received recently This email announces the new directory of key information resources on disability, inclusion and development, produced by the Source International Information Support Centre and Handicap International. The directory is available online at http://www.asksource.info/res_library/disability.htm
The directory presents details of over 300 information resources, organised by topic and including clear abstracts and details of distributors. Most entries include links to the full resource online. For people with limited access to the Internet, the directory is available in print with a CD-ROM, which holds the full text of many resources in a fully searchable and browseable interface. (To order, see below).

Topics covered include….
Disability and society --
Disability and human rights
Mainstreaming and disability
Inclusive education
Poverty reduction and disability
Emergencies and disability
Disability and adolescence
Gender and disability
Disability and sexuality
Management issues --
Planning and evaluation of disability in development
Disability and statistics
Rehabilitation and health --
Community based rehabilitation
Mental health
Child development for community health workers
Nutrition and child health
HIV/AIDS and disability
How can I get this information?

For all this and more, see http://www.asksource.info/res_library/disability.htm
How can I order a free CD-ROM or a printed directory?
Email source@ich.ucl.ac.uk to order a free printed directory or a searchable CD-ROM that includes many full-text resources. Please specify if you want a printed directory (for instance if you have difficultly accessing or using a computer) or a CD-ROM, and include your full name and postal address.
See www.asksource.info for more information and for details of over 25,000 information resources relevant to developing countries.

Inclusive Education

2006-05-12T16:15:00.000+02:00

Education of Children with disabilities should be in the Ministry of Education inorder to reach out to majority of the child population with disabilities. Education Sector now has a vast network reaching out to community level. It is now been accepted that until the existing system (education) is responsive to the needs of children with disabilities it is not possible to achieve total literacy in India. The practice of inclusive education hinges on an understanding of the diversity among learners and planning sustainable educational provisions responding to specific situations is an essential aspect.

The starting point will be very different for each one of us . A belief based on a clear understanding to practice inclusion is essential. A workable strategy needs to be drawn from an analysis of situations with all possible stakeholders, involving diverse groups, and mobilizing public and professional awareness and support. Other initiatives may include identifying opportunities for change within the systems to further promote inclusive education. How administrative systems and structures can be modified; how ways of working by the education and related ministries or local bodies can be reviewed.

In addition, evaluate the impact of different models and approaches of initiating change; and of a top down national reform process and bottom-up local initiatives. There will perhaps be for future action a need to consider issues such as:- Inclusion is an idea a belief to discuss and elaborate according to local conditions and concepts not a universal prefab model to impose. Inclusion defies a single solution and necessitates the need for determining different modalities. Our concern is to make schools effective for ALL children.

The future roles of specialists groups, including those in special education's provision and support services, the health services and other caring professions need particular consideration in the light of reforms based on 'inclusive principles'. The challenge for inclusion and overcoming exclusion are a challenge for all; the rich and the poor alike; rural and urban needs etc. The focus needs to be on prevailing social context and issues related to access and equity of provision. We need to consider ways of involving all stakeholders in a process of internal reflection and sensitisation on priority issues related to inclusion.

The implications for teacher training, curriculum development, building local capacity, community involvement, redirecting resources and inter-sectoral collaboration are key issues. Inclusion requires everyone working together involved collectively in supporting learning at whatever level and identifying and responding to priorities of development as they exist locally. It is about maximising community resources, building new links and strengthening old ones.

The task ahead is to share experiences, learn lessons from these and other initiatives and provide more support in the future for considering possible ways of up-scaling them. The bank needs to support upscaling of Inclusive educatio where good initiatitaives have already taken place.

Ruma Banerjee

Directory on Disability

Inclusive Education