Blog

[Videos] Kenyan Sign Language for children by ACD

These short YouTube videos show Kenyan Sign Language explained and used by teachers and learners. They were made for children (early years) by Action for Children with Disabilities Society. There is one introductory video for teachers, parents and deaf learners on how to use the videos and five videos explaining word groups like greetings, colours and parts of the body.

Deaf Child Worldwide shared these videos recently and we wanted to share them with you. If you know of similar resources for deaf learners, please let us know the details and links.

[Seminar series] Global injustices, conflict and education futures (23 January to 20 February 2024)

This joint REAL Centre/Centre for Lebanese Studies seminar series tackles multiple and interrelated injustices in the Global South, which manifest in war and genocide, and their interconnection with environmental degradation and resource conflict.

Check the details of each event for locations and online participation options.

  • Education futures in time of genocide and precarity (23 January 2024).
  • Apartheid and education in South Africa and its global forms (25 January 2024).
  • Addressing (post)-colonial and Western biases in climate and sustainability (30 January 2024).
  • Addressing epistemic injustice in education research and practice (6 February 2024).
  • The state we are in: Sudan’s April 15th war (13 February 2024).
  • The impact of the Nagorno Karabakh conflict on education (20 February 2024).

[Online course] Teaching deaf children – Deaf Child Worldwide

Dates: 26-29 February 2024.

Time: 10:00 to 12:00 GMT.

Platform: Zoom, with an online learning portal for independent study.

This free course is for educators who work with deaf children in developing countries.

Topics covered include:

  • How deafness impacts language acquisition and why this has serious ongoing impacts.
  • How to make schools and classrooms deaf-friendly.
  • How deaf children learn, and what teaching styles and lesson adaptations work well.

Participant numbers will be limited to 20 to ensure maximum participation and learning.

Apply for the course.

[Hybrid event] Cambridge Educators for a Free Palestine

Date: 20 January 2024.

Time: 1-3pm GMT.

Location: Cambridge, CB3 9P and online.

The Centre for Lebanese Studies and the REAL Centre, in association with the National Education Union and the Cambridge University and College Union, invite educators and students to a hybrid event.

Issues to be discussed:

  • Life under occupation
  • Palestine and the curriculum
  • Working with Palestinian trade unionists and schools
  • A free Palestine – what has gone on before and what is to come
  • Anti-Zionism and anti-Semitism

Please register in advance.

Registration will close at 1pm on Friday, 19 January 2024.

Details of how to join online or in-person in Cambridge will be emailed on Friday 19 January 2024.

[Webinar] Protecting the Right to Education in Gaza, INEE

Date: 20 December 2023.

Time: 12:00 UTC.

Platform: Zoom.

This webinar aims to raise awareness and advocate for the protection of educational institutions and the right to education for Palestinian learners. It will shed light on the current challenges faced by educators and learners in Gaza. It is a call for international attention and support for the right to education in Gaza, along with recommendations for actionable steps to protect educational institutions, learners, and school personnel in conflict zones. Panelists will include representatives from UNRWA, the Palestine Education Cluster, the Global Coalition to Protect Education from Attack (GCPEA), teachers in Gaza, and others.

This web event will be conducted in Arabic and English with simultaneous interpretation between these languages.

Register for the webinar.

[Article] Teaching experience measured in more than just years

This article published on LinkedIn discusses how it is not just the number of years spent in a classroom that makes a teacher experienced in special and inclusive education. Their experience depends on constant learning, adaptability, problem-solving, critical thinking and innovation.

Read: Experience in Special and Inclusive Teaching: Beyond the Count of Years

Note: You may need to have a LinkedIn account to access this article.

[Report] Ensuring education for children with disabilities before, during, and after a crisis

Humanity & Inclusion’s new report illustrates how education systems need to become more inclusive for children and youth with disabilities and, at the same time, more resilient to cope with crises and ensure education in all settings and circumstances.

Read: Always Included: Uninterrupted education for children with disabilities before, during, and after a crisis in English and French.

[Report] Measuring school-related gender-based violence

School-related gender-based violence is a major obstacle to gender equity in education, manifesting in various ways, from biased language, to discriminatory gender roles, and even physical violence.

This brief by UN Girls’​ Education Initiative (UNGEI) shows the importance of considering gender in efforts to prevent and respond to school violence, exploring the use of existing measurement tools to estimate the extent and scope of gender-based violence in schools.

Read: School violence: Why gender matters and how to measure school-related gender-based violence.

[Report] Latest global report on school system vulnerability

For the third consecutive year, Save the Children has ranked 182 countries by the vulnerability of their school system to hazards that threaten children’s right to learn and against levels of preparedness for those hazards. This offers a holistic view of the risks to education and suggests which national education systems require increased resources from national governments and international actors to mitigate existing and prevent future crises.

Read: Build Forward Better 2023.