Advocacy and Training Materials

The following are relevant and useful advocacy and training materials on the issue of inclusive education:

1. United Nations Educational, Scientific, and Cultural Organization (UNESCO), Towards Inclusive Education for Children with Disabilities: A Guideline, 2009 (pdf)

This Guideline is the outcome of a project developed by UNESCO Bangkok to  analyze  the  complex  interplay  of  factors  which  result  in  exclusion and to obtain detailed information about education systems in selected countries where a specific commitment has been made to include children with disabilities in schools, in the national education process, and in the monitoring process. This Guideline aims to provide  helpful  guidance to all the countries in the region as they move to include all children, including those with disabilities and other disadvantaged situations, in their national education plans and implementation.

2. UNESCO, Policy Guidelines on Inclusion in Education, 2009 (pdf)

This Guideline serves as a resource for policymakers, teachers and learners, community leaders and members of civil society in their efforts to promote more effective strategies for reaching the Education For All goals. The Guideline first explains the relevance of inclusive education in today’s context and describes how inclusion is linked to Education for All. It then outlines the key elements in the shift towards inclusion with a particular focus on teaching for inclusion and the role of teachers, other educators, non-teaching support staff, communities and parents. It also provides some simple tools for policy-makers and education planners for hands-on analysis of education plans in view of inclusive education.

3. Enabling Education Network (EEN) UK, Enabling Education Review Special Issue- 2015 “Inclusive Education Advocacy, 2015 (pdf)

This Special Edition of EEN’s Enabling Education Review documents examples of ‘inclusive education advocacy in action’ in Armenia, Tajikistan, Gaza, Indonesia and Afghanistan, in particular the strategies used and the challenges the advocates encountered in the process. The aim is to help those working in education to better understand how to turn advocacy ideas and theories into appropriate practical action.

4. Richard Wiezer, Implementing Inclusive Education: A Commonwealth Guide to Implementing Article 24 of the UN Convention on the Rights of Persons with Disabilities (Second Edition), 2012 (pdf)

This Report critically examines international, district and regional and national programmes geared towards inclusive education in countries across the Common-wealth and beyond that have signed and ratified the CRPD. It also address issues such as changing attitudes, how to develop a “disability rights in education model” and how to develop inclusive practice at school and class level.

5. Catholic Relief Services Vietnam, How-to Guide: Inclusive Education for Children with Disabilities, 2007 (pdf)

This Guide outlines the recommended steps and main components of building a successful inclusive education programme, backed-up by the real-life experience of CRS/Vietnam, as well as lessons learned and a list of indicators for successful programmes. The Guide also provides information on CRS/Vietnam’s next steps to expand, improve and sustain its inclusive education initiatives through policy advocacy; specific recommendations for the inclusion of children with various or multiple impairments; and general recommendations for other developing countries interested in building inclusive education programmes.