https://link.springer.com/content/pdf/10.2307%2F3343168.pdf

Development as Freedom

The present report is submitted in response to General Assembly resolution 61/106, by which the Assembly adopted the Convention on the Rights of Persons with Disabilities and the Optional Protocol thereto. As requested by the Assembly, a brief overview of the status of the Convention as at 3 August 2007 is presented. The report also contains a brief description of technical arrangements on staff and facilities made necessary for the effective performance of the functions of the Conference of States Parties and the Committee under the Convention and the Optional Protocol, and a description on the progressive implementation of standards and guidelines for the accessibility of facilities and services of the United Nations system. Recent efforts of the United Nations and agencies to disseminate information on the Convention and the Optional Protocol are also described.

わかりやすい障害者の権利条約 : 知的障害のある人の権利のために = Convention on the rights of persons with disabilities

The questionnaires from the field were received, checked and stored by the data processing personnel. They checked: 1. The completeness of the questionnaires 2. The correct bubbling 3. The correct number of questionnaires per household, if total males + total females > 8 as the questionnaire ONLY accommodated maximum of 8 household members. 4. The reference number appears in all the 10 pages of the questionnaires.

Population and Housing Census

Human Development Report, 1990.@@@Human Development Report, 1991.

There ain't no black in the Union Jack

This paper begins with an exploration of the history of the international Education for All (EFA) programme and its tendency to overlook some marginalised groups of children, in particular those se...

/pdf/the-education-for-all-and-inclusive-education-debate-3dyu07i8k3.pdf

The Education for All and inclusive education debate: conflict, contradiction or opportunity?

This paper argues that a common sense of purpose around inclusive education, together with a consistent use of language, is essential if Education for All (EFA) strategies are to become more inclusive. This does not require the introduction of new techniques; rather it involves: collaboration within and between schools, closer links between schools and communities, networking across contexts, and the collection and use of contextually relevant evidence. The authors draw on research evidence relating to teaching and learning, school development, leadership and the development of education systems. This research is mostly from economically developed contexts, but it is also drawn from the experience of a UNESCO teacher education project which was conducted in over 80 countries and case study material gathered by the Enabling Education Network (EENET), which supports practitioners in documenting their experience of working towards more inclusive education, primarily in the countries of the South.

Making education for all inclusive: Where next?

This paper argues that unless community-based rehabilitation CBR programmes enter into genuine consultation with the disability rights movement they are in danger of repeating the mistakes of institution-based rehabilitation. Partnership between CBR programmes, and disabled people's and parents' organisations in southern Africa has led to the development of a more consumer focused approach to CBR Where disabled adults and parents have been fully involved in the design and implementation of programmes, CBR workers have a clearer understanding of disability as a development issue. Education, employment and poverty alleviation have been given a higher priority than medical rehabilitation in these programmes. The evolving concept of CBR and its relationship with the disability rights movement has been observed and documented by The Save the Children Fund, and forms the basis of this paper.

/pdf/engaging-with-the-disability-rights-movement-the-experience-pddj1v4ker.pdf

Engaging with the Disability Rights Movement: the experience of community-based rehabilitation in southern Africa

This paper focuses on the use of images to promote reflection and analysis of inclusive practices. The image-based work was set in the context of a two-year action research study, which took place in Tanzania and Zambia, 2001–2003, in collaboration with researchers from the Enabling Education Network (EENET), based at the University of Manchester's School of Education. This study, entitled, ‘Understanding Community Initiatives to Improve Access to Education’ involved the use of a wide range of processes to promote reflection, analysis and documentation, including a range of different types of images. We reflect here on the learning, which took place among the researchers in all three countries in using images as a basis for reflection on inclusive education.

Using images to promote reflection: an action research study in Zambia and Tanzania

In this study we undertook to look at leadership issues specifically in relation to social inclusion, through a series of six case studies in three districts showing high levels of disadvantage. Findings indicated that schools' views on social inclusion could be typified as leaning towards three main orientations: (1) improving achievement and qualifications for all; (2) overcoming barriers to learning existing within particular groups; (3) enhancing other capacities and skills of children from disadvantaged groups. These views are strongly shaped by the vision and biography of school heads, interacting with different pressures and contexts.

Susie Miles

Papers

The Education for All and inclusive education debate: conflict, contradiction or opportunity?

Making education for all inclusive: Where next?

Engaging with the Disability Rights Movement: the experience of community-based rehabilitation in southern Africa

Using images to promote reflection: an action research study in Zambia and Tanzania

Leading under Pressure: Leadership for social inclusion