Inclusive Education Initiative Newsletter #1

Resource Type
Newsletter

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Transforming Education for Children with Disabilities 
 
 March, 2020 | Issue #1 
 
Dear Inclusive Education Initiative (IEI) Disability-Inclusive Education Community of Practice Members, here the first issue of our newsletter!

This month we are featuring:
  • Updates from the Zero Project Conference
  • Posts from our members
  • A working paper on learning outcomes of children with disabilities
If you missed our first communication, you can read it here.

We are eager to hear from you!  Please share papers, project news, blogs, and any relevant information and materials that you feel would benefit our community and stay in touch.

You can either email us at iei@worldbank.org or join our LinkedIn Group and post there.

This group is for anyone that is passionate about making sure disability inclusive education is being taken up across the globe--we welcome people with vast experience and those just getting into the field or interested in the topic.

On LinkedIn, we encourage you to turn the notifications on so that you are alerted when someone posts so that the conversation can be richer, and all members can benefit from other’s experience in the field.

Best Regards,
The IEI Team
Join Us!
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Once you joined the LinkedIn group, you can turn the notifications on by clicking the bell icon placed below the picture of the group.
IN FOCUS
As we develop this community of practice, we are mindful that there are topics of interest that deserve their own smaller focus groups. In our interviews, we saw demand for subgroups on data, identification, screening and assessment tools; teacher training; research; and various others. We want to make sure to invest in the topics that are important and relevant for all of you, so let us know in the comments of this post which are the 3 top topics that you would like to discuss in this community.
This picture shows the post on Linkedin with some of the needs expressed by the audience
 
NEWS AND EVENTS
This picture shows Charlotte McClain-Nhlapo speaking
On February 19th, 2020 the Zero Project Conference kicked off in Vienna, Austria. The Zero Project focuses on the rights of persons with disabilities globally. It provides a platform where the most innovative and effective solutions to problems that persons with disabilities face, are shared. Its sole objective is to assist in creating a world without barriers and this year its focus was on disability inclusive education.

The World Bank’s Global Disability Advisor, Charlotte McClain-Nhlapo, gave a keynote speech on the importance of disability-inclusive education. In this speech, she launched this Disability-Inclusive Education Community of Practice with the premise that we must all be working together to achieve our goal of seeing all children with disabilities realize their right to quality, inclusive education. Please see some quotes of Charlotte’s speech along with some pictures from the conference on our LinkedIn page and photos and videos from the conference on their webpage and YouTube Channel.
FROM OUR MEMBERS
We are housing our online discussion on LinkedIn. We would love for you to join us there! Check out our latest posts:
  • Some interesting findings from a project in Bangladesh on creating accessible schools.
  • There is also a question for the group on information about inclusive curricula with preference to low and lower-middle income countries and primary education levels. Join the group and share your resources!
If you are not on LinkedIn, please send us an e-mail at: iei@worldbank.org, and we will repost your questions or comments.
KNOWLEDGE HUB
This picture shows the cover of the working paper
Aligned with the message of the World Bank’s 2018 World Development Report: Learning to Realize Education’s Promise, ‘Every Learner Matters’ argues that for children with disabilities, the focus needs to shift from school access to prioritizing learning. This paper examines education systems and the importance of measuring learning achievement for children with disabilities to respond appropriately to the needs of students. Assessments are needed to promote learning and equip teachers with appropriate skills to address classroom diversity, and not exclusively as a tool to measure what is taught. Similarly, it is vital to ensure participation for children with disabilities in high-stakes regional and international assessments, which guide education policies and can direct national budgetary allocations in education.
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