Search

The World Health Organization and World Bank (2011) estimate that there are more than 1 billion people with disabilities in the world. To address this population's diverse needs, the United Nations drafted their Convention on the Rights of Persons with Disabilities (CRPD) in 2006. Article 24 (Education) of the CRPD requires ratifying countries to develop an inclusive education system to address the educational needs of students with disabilities alongside their peers without disabilities. Despite substantive improvements and movement toward inclusive education, many low- and middle-income countries (LMICs) continue to struggle with accurately identifying and supporting students with disabilities, including knowing how to effectively screen, evaluate, and qualify students for additional services (Hayes, Dombrowski, Shefcyk, & Bulat, 2018a). These challenges stem from the lack of policies, practices, and qualified staff related to screening and identification. As a result, many students with less-apparent disabilities--such as children with learning disabilities--remain unidentified and do not receive the academic supports they need to succeed in school (Friend & Bursuck, 2012). This guide attempts to address the lack of appropriate, useful disability screening and identification systems and services as countries look to educate all students in inclusive settings. Specifically, this guide introduces viable options for screening and identification related to vision, hearing, and learning disabilities in inclusive classrooms in LMICs. It also provides guidance on how LMICs can transition from an assessment-center model toward a school-based identification model that better serves an inclusive education system.

Helping children outgrow war is an overarching goal of educational reconstruction in post-conflict settings, but responses must be highly adaptive and informed by insights gained from interventions elsewhere. This guidebook offers seven examples of successful interventions in post-conflict settings internationally, situating them within a framework that emphasizes the ecology of children's well-being and learning. To facilitate navigation of the guidebook, cases are organized according to post-conflict phases, including emergency, recovery, rehabilitation, and reconstruction. These phases indicate the stability of government and the health of civil society, important parameters for guiding programmatic choices. The cases illustrate many of the key dimensions of a comprehensive approach to helping children overcome violence and rebuild their lives. Following each case study is a discussion of critical theoretical issues and a set of questions regarding practical considerations for project design. While not intended to serve as a training manual per se, the guidebook contains elements that can be extracted for use in training workshops or policy discussions. Following the Teacher Emergency Packages (kits which enable teachers to begin instructional activities in a war-ravaged context), cases are as follows: (1) Child Soldiers (exploitation of child fighters in Africa); (2) Butterfly Garden (Batticaloa, Sri Lanka, has a garden dedicated to creative play for war-affected children); (3) Children's Participation (illustrates challenges of children's participation in a conflict setting in Sri Lanka); (4) Peace Education (insights from a project in a Kenyan refugee camp); (5) Project DiaCom (in Bosnia, the project allows Serb and Bosniak teachers to enter into a dialogue process); (6) Community Leadership (builds capacity for community in internally displaced people in Azerbaijan); and (7) Human Rights Training (in Peru, a human rights organization conducts workshops that bring together diverse participants to learn about their rights and share experiences). (BT)

This report offers the first systematic analysis of out-of-school youth populations. In so doing, it estimates the youth bulge worldwide and measures key characteristics of out-of-school youth for sub-Saharan African (SSA) countries. In addition, as examples of how existing data can be used for analysis at the national and subnational levels, the report constructs country statistical profiles for out-of-school youth in Kenya and Ethiopia. These profiles examine indicators related to four sectoral dimensions of out-of-school status: education, employment, livelihood, and health. The analysis pays particular attention to age, gender, and urban versus rural status--all key factors that shape the lives of out-of-school youth. In addition, the study distinguishes patterns between and within countries, challenging the conventional wisdom that youth populations are a monolithic cohort. Understanding the differences as well as the similarities of youth is essential for effective youth policy and programming. This report uses existing data from the Demographic and Health Surveys (DHS). This report is divided into five sections. Section 1 is this introduction and summary. Section 2 provides an overview of youth populations worldwide. Section 3 analyzes out-of-school youth populations in 25 SSA countries according to the main education, age, and gender differences among youth in those countries. Section 4 constructs a more detailed profile of youth in specific countries, using Ethiopia and Kenya as examples. It analyzes what is known about the relationship between education, employment, health, and socioeconomic status among youth at national and subnational levels. Section 5 explores the next steps for research on out-of-school youth based on the main findings of the report. Appended are: (1) Methodology; (2) Statistical Data; (3) Regional Profiles of Out-of-School Youth: Benin and Burkina Faso; (4) Country Profiles for Ethiopia and Kenya; and (5) Objectives of Proposed Youth Survey Research Tool. A bibliography is included. (Contains 19 figures and 25 endnotes.)

This unit was designed by a certified Media and Social Studies teacher to help middle school students in Prince George's County, Maryland, plan a trip to East Africa and specifically to Kenya and Tanzania. Each school has a 90 percent African American student population in grades seven and eight, and both are magnet schools. The teacher has had a longstanding interest in bringing Africa into the social studies curriculum. By using geography, economics, and language skills, students educate themselves and experience social studies in a fresh manner. The paper provides guidelines for middle school teachers in methods of social studies application and gives specific information on planning and implementing the African trip. Specific information concerns activities, goals and objectives, a general overview, procedures, support resources, a model for student activity, Swahili vocabulary terms, and a list of African wildlife. (DB)

This booklet touches upon many aspects of the Maasai tribe of Tanzania and Kenya. Topics covered include an historical background examining Maasai origins and contact with Europeans and a survey of their economic system detailing community life, daily routine, diet, the importance of and ideas about raising livestock, food, technology, and inheritance customs. The chapter on social structure describes the Maasai custom of male dominance, male and female circumcision ceremonies, the life of the warrior including warrior taboos, and becoming an elder. Male-female relationships are explored, covering courtship, marriage, extra-marital relationships, and Maasai customs during pregnancy, childbirth, infancy, and childhood. The author defines social controls and surveys how the Maasai deal with the unknown, discussing medicine men, treatment of illness and injury, death, creation stories, superstitions, and proverbs. He describes the towns, as opposed to the villages, and summarizes by noting trends and possibilities in the future. He concludes the booklet by noting some of his own personal experiences while visiting the Maasai. (CK)