[Resource]: The Atlas Alliance Foundation has a brand new website

The Atlas Alliance Foundation is an umbrella organisation for persons with disabilities that works to promote the rights and improve living conditions of people with disabilities in the global South.  They have now launched their brand new website.

In 2019, Norad, the Norwegian Agency for Development and Cooperation within the Norwegian government, announced new funding for measures aimed at people with disabilities, with emphasis on cooperation between DPOs and NGOs. A large group of Norwegian organisations then decided to apply together as a consortium (Together for Inclusion – TOFI) with the Atlas Alliance as the leader, to really show that organisations of people with disabilities must sit in the driver’s seat and lead the work, as always under the movement’s slogan “Nothing about us without us”.

EENET has been working alongside Atlas Alliance and NAD providing technical support for its TOFI programming in inclusive education since the start of the initiative.  Read more information on the Inclusive Education Teacher Training programme in Uganda the DPO capacity building programme in Uganda.

[Webinar]:**Deadline expired** Sign up for the Global Disability Summit, 14-17 February 2022

Date: 14 – 17 February 2022.

The Global Disability Summit (GDS) is an important global event to promote disability rights and disability in development. It offers a concrete mechanism for collecting new, ambitious, and widespread commitments which are critical to achieving real change for persons with disabilities.

The first Global Disability held in 2018 (GDS18) was a historic event for disability inclusion, co-hosted by the UK Department for International Development (DFID), the Government of Kenya, and the International Disability Alliance (IDA). The GDS18 inspired unprecedented engagement and generated commitments to action that will help deliver Agenda 2030’s vision to ‘Leave No One Behind’ (LNOB) as well as existing obligations under the UN Convention on the Rights of Persons with Disabilities (CRPD).

The GDS provides a great opportunity to make the disability inclusion work of DPOs and NGOs more known, and to intensify the advocacy, and thereby to achieve results that make a difference in the lives of persons with disabilities.

Sign up and invite others to participate.

**Deadline expired** Civil society speakers needed for the Global Disability Summit & Civil Society Forum 2022

Dates: 16 – 17 February 2021.

Read more on the Global Disability Summit website.

The International Disability Alliance (IDA), the Government of Norway, and the Government of Ghana will host the second Global Disability Summit on 16 and 17 February 2022 (GDS2022). The Summit will be mainly virtual.

The hosts of the Global Disability Summit, along with the Civil Society Reference Group, are making a call for speakers for the main Summit and the Civil Society Forum. Read the information and application form.

Deadline for applications: Friday 21 January 2022.

Home learning materials distributed in Puntland

78 educational staff and volunteers delivered home learning booklets and posters to 930 marginalized households in late December in Puntland, Somalia.

The home learning resources were developed by EENET and NAD and adapted for Somalia in collaboration with Save the Children, ADRA and with guidance from the Ministry of Education, Culture and Higher Education. The resources show parents and families what learning looks like at home and in the community and help families support their children’s ongoing learning at home, even after they return to school.


A mother and her children are sat on a mat on the floor and are being shown some of the home learning materials by a volunteer distributor
A mother and her children are sat on a mat on the floor and are being shown some of the home learning materials by a volunteer distributor

Printed copies of the home learning materials can also be found in the EENET shop.

[Paper]: Inclusive education and assistive technology

Paula Hunt (2021) ‘Inclusive education: The case for early identification and early intervention in assistive technology‘.

This paper, published in the journal Assistive Technology, argues that, if assistive technology is an enabler for learning, then the processes by which children with disabilities are identified as users of assistive technology must take place as early as possible in the lifecycle.

**Deadline expired** [Webinar] Global Disability Summit: Inclusive Education Thematic Workshop

Date and time: Thursday, January 20, 2022 | 9:00 am ET – 10:30 am ET.

Register in advance.

All are invited to join an inclusive education focused thematic workshop in the lead up to the
Global Disability Summit (GDS) to help build momentum and interest before the GDS in
February 2022.

The Inclusive Education Thematic Workshop will provide an opportunity for
world leaders, policymakers, organizations of persons with disabilities (OPDs), funders,
international organizations, civil society organizations, advocates, and other important
stakeholders to convene and discuss lessons learned and best practices going forward. This
workshop will also provide a time to highlight stakeholders who have made GDS commitments to inclusive education and hold all stakeholders accountable to ensure that learners with disabilities are fully included in any and all international development efforts going forward.

For more information reach out to Stephanie Peña
(spena@gce-us.org) or Christa Giesecke (cgiesecke@gce-us.org).

Follow the events on Twitter with the hashtags #GDSIE #GDS2022
#InclusiveEducation #CommitToChange

Call for Articles for “Enabling Education Review” Special Edition, 2017

The theme of this special edition will be:

 “Inclusive education and street-connectedness”

 The Enabling Education Network (EENET) is publishing this extra edition of the Enabling Education Review.

The deadline for submitting first drafts of articles is 23 June 2017. Details of suggested topics and how to submit your articles are provided below. Contact info@eenet.org.uk with any questions.

Continue reading “Call for Articles for “Enabling Education Review” Special Edition, 2017”

My five favourite articles from Enabling Education Review: Let’s think ‘twintrackly’!

Blog by: I-Jung (Gracie) Lu, EENET volunteer and PhD student at University of Manchester

“Is it possible to include all students in school? I don’t know anything about disability (especially some types of disability). Won’t they receive better educational support in special schools?” Over the years, every time I have talked to mainstream teachers about the idea of inclusion, these sorts of questions have always been asked.

So then, is it possible? How do we develop education systems within a wide concept of ‘education for all’ and also consider and take good care of all needs of the individual? In other words, how do we take forward a twin-track approach? From EENET’s latest edition of ‘Enabling Education Review’ (Issue 2, December 2013), which focuses on Inclusive Education and Disability, I have selected five articles that might help answer this question.

Cover Enabling Education Review 1

Knowing Why and What’s Important

Teachers for All: Inclusive teaching for children with disabilities

To create quality education for all, you need to understand what inclusion means. It all starts with basic and fundamental changes within the education system. Five key strategies for developing teachers for inclusive education are outlined within this article. I found it really beneficial to ponder these strategies within my own context – education in Taiwan. Such reflection can give a fresh new perspective on your own practice of inclusion.

(See pp.16-17, Enabling Education Review, Issue 2, December 2013)

Create Your Own Inclusive Way

Researching my own solutions: interview with an inclusive teacher, Malaysia

This is one of my favourite articles. It looks at how one teacher started to reflect on her own approaches for developing effective inclusive practice within her context. Inclusive education is a process through which we keep improving and making adjustments according to students’ needs in order to provide the best quality learning support for all. This means teachers are also expected to improve and adjust their teaching bit by bit and develop their role as an educator. This article is a great example of how a teacher develops her own strategy throughout the process of supporting the student.

(See p.11, Enabling Education Review, Issue 2, December 2013)

Involve Different Voices

The role of people with disabilities in teacher training in Iraq

The author of this article says “The development of inclusive education should always be built on a foundation of participation by all key stakeholders – children, parents, teachers, decision-makers, donors, and of course representatives of marginalised groups.”

I found it amazing to see how adults with disability have partnered with teachers to build better skills in teaching. They have done this through sharing their own experiences of being disabled within education, and also by educating teachers about specific issues relevant to their lives, such as deaf adults teaching sign language to teachers.

(See p. 19, Enabling Education Review, Issue 2, December 2013)

Keep Connected

Developing resource centres for inclusive education in China

From this article I gained a new understanding about the role of the resource centre for the community. It is not only a place with resources and a place that provides support for children with special needs. A resource centre is more a place that keeps passing on the value of inclusion and developing sustainable systems that built up inclusive schools for all students. It can help move the fundamental structure of the education system forward toward inclusion.

(See pp. 20-21, Enabling Education Review, Issue 2, December 2013)

Look Back and Think

Assessing the inclusiveness of mainstream schools in Ghana

With all programmes and processes that aim to promote inclusive practice within educational or community settings, it is critical to look back on how well they have functioned in order to make sure the efforts are really helping children. This article explains about a monitoring tool that contains check lists to help schools self-assess their current practice of inclusive education, so they can reflect and improve.

(See pp. 26-27, Enabling Education Review, Issue 2, December 2013)

All five articles are available at https://www.eenet.org.uk/resources/eenet_newsletter/eer2/index.php

Why not visit the site and read them now! 🙂

I-Jung Lu