This document discusses inclusive education in Lebanon. It begins by establishing that all children have a right to education, regardless of their individual strengths or weaknesses. It then defines inclusion as addressing the diversity of needs of all learners through increasing participation in learning. The document provides examples of inclusive practices at the school level. It also discusses inclusive education from rights, effectiveness, social, and economic perspectives. It acknowledges challenges to inclusion in emergency contexts and the consequences of inaction. The document identifies gaps and strengths in Lebanon's education system and provides opportunities for action to improve access, quality, and system strengthening. It emphasizes the need to promote awareness and participation to improve inclusion.
Addressing Issues of Access, Equity & Participation: Increasing Access to Pos...Caribbean Development Bank
Presented by Wayne Wesley, Ph.D., Executive Director, HEART Trust/NTA, Chairman, Caribbean Association of National Training Authorities at the Regional Consultation on the Development of New Education and Training Policy and Strategy at CDB in St. Michael, Barbados on July 25, 2016
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Related: https://www.unicef-irc.org/journal-articles/63
International Association for Feminist Economists #IAFFE2019
Presentation by Szilvia Kalman, European Commission, DG EAC, on the occasion of the EESC conference on 'Better Roma inclusion through civil society initiatives: focus on education, employment, housing and antidiscrimination' (Brussels, 7 November 2014).
Addressing Issues of Access, Equity & Participation: Increasing Access to Pos...Caribbean Development Bank
Presented by Wayne Wesley, Ph.D., Executive Director, HEART Trust/NTA, Chairman, Caribbean Association of National Training Authorities at the Regional Consultation on the Development of New Education and Training Policy and Strategy at CDB in St. Michael, Barbados on July 25, 2016
A presentation from 27 June 2019 at the IAFFE Conference in Glasgow, Scotland by Elena Camilletti and Sarah Cook
Related: https://www.unicef-irc.org/journal-articles/63
International Association for Feminist Economists #IAFFE2019
Presentation by Szilvia Kalman, European Commission, DG EAC, on the occasion of the EESC conference on 'Better Roma inclusion through civil society initiatives: focus on education, employment, housing and antidiscrimination' (Brussels, 7 November 2014).
A presentation of EFA priorities as seen by the Kenya Primary Schools Headteachers Association given at the IAU Workshop on higher education for EFA held in Nairobi, Kenya, on 24-25 January 2013. Presented by Charles Kado, Kenya Primary Schools Headteachers Association
FUNCTIONAL EDUCATION FOR CHILDREN WITH VISUAL IMPAIRMENT AS AN ANTEDOTE TO PO...odewenwa
Education of persons with visual impairment in Nigeria is functional education in that literacy education is designed alongside with functional skills which include vocational skills. However, the present educational system is observed to be producing graduates who solely depend on white colar jobs rather than practicing vocational skills that could meet their ends, thus, increasing unemployment rate and poverty in the country. This study takes a look at the situation from grass root level of education by examining the perspective of the primary school teachers towards this matter. Using a descriptive survey approach, twenty five teachers were randomly selected from five selected primary schools for children with visual impairment across Oyo State. The findings revealed that majority of the teachers agreed that children with visual impairment can earn good living from their vocational skills later in life, but 36% of the teachers are not interested to encourage the pupils to learn the skills. Factors such as lack of suitable market for vocational products, negative societal attitude to products made by persons with visual impairment, and lack of human and material resources and well-equipped vocational workshops in schools are the reasons for their responses. One of the recommendations made is that stakeholders in the country and international donors should assist in providing well-equipped vocational workshops in all primary schools for children with visual impairment in the state. Schools are also requested to collaborate with rehabilitation workshops to organize periodical exhibition and invite members of the public, in order to create a marketing platform for their products. Finally, primary school teachers are advised to encourage pupils with visual impairment to learn various vocational skills as much as they have the capacity to do so in order to prepare them for the challenges ahead.
Week 6 the future of community based services and educationTom Rahim
Hi Sue, Assignment for week 6 is attached. Thank you once again for allowing me an extra day to turn it in. It has been an absolute pleasure to have you as instructor. Tom
POVERTY PROOFING THE SCHOOL DAY – bottom up reform and a potential for real change
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Research Centre for Learning and Teaching, School of Education, Communication and Language Sciences, Newcastle University
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POVERTY PROOFING THE SCHOOL DAY – the role of schools in compensating for poverty: should they have a role and if so what?
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Evidence suggests that developing specific core capacities from childhood can support performance in school, work, and life.
These nine “core capacities” are cornerstones of life skills. We often overlook these capacities as innate basic skills, so they are underutilized in efforts to promote child well-being and development.
But by nurturing, expanding, and modelling these capacities, children can better understand and interact with the world around them, and realise their unique potential.
Visit our research report launched 9 December 2021: unicef-irc.org/what-makes-me
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Draft recommendations of the early childhood/whole child work group of the Governor's Commission on Access to Sound Basic Education (from June 2019 meeting)
•Key considerations in anticipated changes
•Possible funding scenarios, if appropriate
•The influences of diversity and the law (and any other factors you believe are important) on the outcome
Introduction to Community Based Education and Team Training ProgramKedir Mohammed
This power point was prepared for an induction training for academic staffs and students training on for Team Training Program of Community Based Education Office of Mekelle University College of Health Science held in March 2017
A presentation of EFA priorities as seen by the Kenya Primary Schools Headteachers Association given at the IAU Workshop on higher education for EFA held in Nairobi, Kenya, on 24-25 January 2013. Presented by Charles Kado, Kenya Primary Schools Headteachers Association
FUNCTIONAL EDUCATION FOR CHILDREN WITH VISUAL IMPAIRMENT AS AN ANTEDOTE TO PO...odewenwa
Education of persons with visual impairment in Nigeria is functional education in that literacy education is designed alongside with functional skills which include vocational skills. However, the present educational system is observed to be producing graduates who solely depend on white colar jobs rather than practicing vocational skills that could meet their ends, thus, increasing unemployment rate and poverty in the country. This study takes a look at the situation from grass root level of education by examining the perspective of the primary school teachers towards this matter. Using a descriptive survey approach, twenty five teachers were randomly selected from five selected primary schools for children with visual impairment across Oyo State. The findings revealed that majority of the teachers agreed that children with visual impairment can earn good living from their vocational skills later in life, but 36% of the teachers are not interested to encourage the pupils to learn the skills. Factors such as lack of suitable market for vocational products, negative societal attitude to products made by persons with visual impairment, and lack of human and material resources and well-equipped vocational workshops in schools are the reasons for their responses. One of the recommendations made is that stakeholders in the country and international donors should assist in providing well-equipped vocational workshops in all primary schools for children with visual impairment in the state. Schools are also requested to collaborate with rehabilitation workshops to organize periodical exhibition and invite members of the public, in order to create a marketing platform for their products. Finally, primary school teachers are advised to encourage pupils with visual impairment to learn various vocational skills as much as they have the capacity to do so in order to prepare them for the challenges ahead.
Week 6 the future of community based services and educationTom Rahim
Hi Sue, Assignment for week 6 is attached. Thank you once again for allowing me an extra day to turn it in. It has been an absolute pleasure to have you as instructor. Tom
POVERTY PROOFING THE SCHOOL DAY – bottom up reform and a potential for real change
BERA 2016
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Research Centre for Learning and Teaching, School of Education, Communication and Language Sciences, Newcastle University
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POVERTY PROOFING THE SCHOOL DAY – the role of schools in compensating for poverty: should they have a role and if so what?
Laura Mazzoli Smith and Liz Todd
Research Centre for Learning and Teaching, School of Education, Communication and Language Sciences, Newcastle University
Evidence suggests that developing specific core capacities from childhood can support performance in school, work, and life.
These nine “core capacities” are cornerstones of life skills. We often overlook these capacities as innate basic skills, so they are underutilized in efforts to promote child well-being and development.
But by nurturing, expanding, and modelling these capacities, children can better understand and interact with the world around them, and realise their unique potential.
Visit our research report launched 9 December 2021: unicef-irc.org/what-makes-me
Early childhood/whole child draft recommendations JuneEducationNC
Draft recommendations of the early childhood/whole child work group of the Governor's Commission on Access to Sound Basic Education (from June 2019 meeting)
•Key considerations in anticipated changes
•Possible funding scenarios, if appropriate
•The influences of diversity and the law (and any other factors you believe are important) on the outcome
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Follow me on Twitter- @ASTSupportaali
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This presentation by Morris Kleiner (University of Minnesota), was made during the discussion “Competition and Regulation in Professions and Occupations” held at the Working Party No. 2 on Competition and Regulation on 10 June 2024. More papers and presentations on the topic can be found out at oe.cd/crps.
This presentation was uploaded with the author’s consent.
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f you offer a service on the web, odds are that someone will abuse it. Be it an API, a SaaS, a PaaS, or even a static website, someone somewhere will try to figure out a way to use it to their own needs. In this talk we'll compare measures that are effective against static attackers and how to battle a dynamic attacker who adapts to your counter-measures.
About the Speaker
===============
Diogo Sousa, Engineering Manager @ Canonical
An opinionated individual with an interest in cryptography and its intersection with secure software development.
Have you ever wondered how search works while visiting an e-commerce site, internal website, or searching through other types of online resources? Look no further than this informative session on the ways that taxonomies help end-users navigate the internet! Hear from taxonomists and other information professionals who have first-hand experience creating and working with taxonomies that aid in navigation, search, and discovery across a range of disciplines.
2. All children and young people of the world, with
their individual strengths and weaknesses….
have the right to education.
It is NOT our education systems that have a
right to certain types of children.
Therefore, it is the school system of a country
that must be adjusted to meet the needs of all
children.
Bengt Lundqvist
3. It is not about WHAT, but
about WHY
The aim of education is the development of
the child's personality, talents and mental and
physical abilities to their fullest potential.
4. Defining Inclusion
‘a process of addressing and responding to the diversity
of needs of all learners through increasing participation
in learning, cultures and communities, and reducing
exclusion within and from education.
It involves changes and modifications in content,
approaches, structures and strategies,
with a common vision which covers all children of the
appropriate age range and a conviction that it is the
responsibility of the state to educate all children’.
UNESCO 2005, Guidelines for Inclusion: ensuring access to
education for all, Paris
5. Examples of inclusiveness at
school level
Changing the floor of the class of the child
with motor difficulties to the first floor
Making visual aids
Reading out loud what is written on the
blackboard
Making an IEP for a child who in on autism
spectrum
Getting the support of referral services, such
as PSS
Physical adjustment of space
7. Inclusion in Emergency
Context
Children with disabilities are more under-
prioritized because of the colossal number
of deprived population.
Specialized services are harder to organize.
It is time-consuming to identify children
with disabilities and set eligibility criteria
for services.
8. Consequence of inaction
The number of children with disabilities
may increase as a result of inaction.
Preventable impairments may turn into
permanent disabilities or change their
degree of severity.
The costs of early intervention are always
lower and impact stronger than later-
stage action.
9. Lebanon: System Level Gaps
Social norms and weak culture of inclusion
Little experience with inclusive education practices
Lack of decentralization and relative autonomy of
schools (top down)
Lack of social protection and child protection support
services (state-based)
Lack of budgetary frameworks and processes to support
inclusion
Lack of state-run data collection and monitoring
systems
10. Lebanon: System Level
Strengths
Strong technical expertise of
disability organization in service
delivery but needs more
improvement in advocacy capacity.
Special schools have a technical
expertise that can be relocated to
promote inclusion
Practice of outsourcing of service
provision (MOSA)
Strong potential for academic and
public-private partnerships
11. Opportunities for Action:
Access
Using transportation services for access to
school for children
Using outreach programmes to overcome
some of the demand-side barriers such as
parental attitudes
Using school rehabilitation opportunities
to make them accessible
12. Opportunities for Action:
Quality
Teacher trainings can include sensitization on
children with disabilities
Textbook and learning materials production can
include audio materials, visual aids, etc.
ALP is a great opportunity to include children with
disabilities that have been out of school
Language and homework support programmes can
support learners with difficulties.
13. Opportunities for Action:
System Strengthening
Supporting Lebanese Government to
develop inclusive education policies,
procuderes and guidelines
Strengthening DOPS capacity to monitor
the quality of inclusive instruction in
classroom
Strengthened community engagement will
strongly contribute to better inclusion
outcomes
14. Society is not ready yet
Social norms do not
change by themselves.
Personal contact with
persons with disabilities
is the most effective
way to influence the
way of thinking about
disability
15. We need to know the needs
before we do inclusive education
Sound estimates and rapid assessments are sufficient to
start programming
Studying positive deviants can be very effective
You can do assessments/surveys in parallel with
programming and refine
16. Lebanon is DIFFERENT so it
won’t work here
Lebanon is UNIQUE, many things that don’t work
elsewhere work here.
17. Enable access to mainstream
preschools and schools.
Early identification and intervention
mechanisms
Streamline the professional capacity and
resources of special schools towards inclusive
education
Sensitize and train the teachers and
headmasters
Ensure infrastructure accessibility
Improve special education needs assessment
procedure
18. Create a continuum of services for the child
throughout the life-cycle
Ensure cooperation between healthcare,
education and social protection services
through mechanisms of referral,
exchange of information and coordinated
service provision to children.
Strengthen community-based prevention
and early intervention, as well as health
and social rehabilitation and care
services.
19. Promote awareness to improve
participation
Organize campaigns in the communities
Ensure active and appropriate media coverage
Sensitize service providers and parents
Persons with disabilities shall not be excluded from the general education system on the basis of disability, and that children with disabilities are not excluded from free and compulsory primary education, or from secondary education, on the basis of disability;
It can produce positive changes in attitudes within schools
It leads to higher achievement for children
Most children can be educated in regular schools with minor adaptations such as teaching strategy training, child-to-child support and environmental adaptations
Costs can be kept low by reallocations from special schools and drawing upon local resources, people and facilities
