Pocket Guide to Supporting Learners with Disabilities
Implementation Tools



  EiE Training Module 15 - Inclusive Education
INEE and IASC Education Cluster - 2012
The EiE harmonized training package combines training materials from the original INEE Minimum Standards, IIEP and the Front Line Responders training packages. The materials include 17 modules with PowerPoint Presentations, Facilitator Guides and exercises, as well as guidance on adapting the training materials. For more information, please contact minimumstandards@ineesite.org.

  Is your classroom inclusive and child-friendly?
Heijnen, E., UNICEF-UNGEI - 2010
This tool is a very practical self-assessment tool for teachers to consider the learning environment they help to create, especially the ways in which teachers and students interact and how such an environment helps different children learn to their best ability.

  INEE Thematic Issue Brief: Inclusive Education
INEE - 2010
This brief summarises the mainstreaming of inclusive education in the INEE Minimum Standards Handbook.

  Supporting Learners with Disabilities Poster
INEE - 2010
This poster can be used as a promotional tool for the INEE Pocket Guide to Supporting Learners with Disabilities.

 Arabic  |  French  |  Spanish 
Supporting Learners with Disabilities Poster - Arabic

INEE - 2010
Supporting Learners with Disabilities Poster

INEE - 2013
This poster can be used as a promotional tool for the INEE Pocket Guide to Supporting Learners with Disabilities.
Supporting Learners with Disabilities Poster

INEE - 2013
This poster can be used as a promotional tool for the INEE Pocket Guide to Supporting Learners with Disabilities.

  INEE Pocket Guide to Inclusive Education
INEE - 2009
The guide is aimed at anyone working to provide, manage or support education services in emergencies, whether through government, non-governmental or international agencies. The main focus is rapid onset emergency response, but the guide is relevant to all emergency settings and phases. This resource provides guidance on how to incorporate inclusive education approaches in emergency situations as well as advice on how to deal with challenges like resistance or lack of interest in inclusion.

 Arabic  |  Bahasa Indonesia  |  French  |  Spanish 
INEE Pocket Guide to Inclusive Education - Arabic

INEE
INEE Pocket Guide to Inclusive Education - Bahasa Indonesia

INEE
INEE Pocket Guide to Inclusive Education - French

INEE
INEE Pocket Guide to Inclusive Education - Spanish

INEE

  INEE Pocket Guide to Inclusive Education: Useful Resources
INEE - 2009
A list of useful resources found at the end of the INEE Pocket Guide to Inclusive Education.

  Understanding and Responding to Children's Needs in Inclusive Classrooms: A Guide for Teachers
McConkey, R., UNESCO - 2001
This resource guides teachers on practical ways of coping with children who have particular difficulties in learning. It is designed for teachers who already have children with 'special needs' in their classes and teachers who have limited experience of such children.

  Language and education: the missing link
Pinnock, H. with research by G. Vijayakumar (Save the Children and CfBT Trust) - 2009
This document details how children learn in relation to language and how key education actors can ensure that they drive the process to identify and implement teaching in the appropriate languages in areas where students are vulnerable because they live in multilingual countries affected by poverty, conflict and instability. The tool on page 31 outlines what national leadership in 'at-risk' countries can do to start working towards delivery of basic education in local languages with strong second language teaching. Page 9 provides recommendations/action points for education ministries and national education leaders to address inappropriate language of instruction.

  Making Schools Inclusive: How Change Can Happen
Save the Children - 2008
This book is about how non-governmental organisations (NGOs) can help school systems in developing countries become more inclusive. It shares experiences of developing tools and approaches that have improved education for the most excluded children in society. It targets NGOs, government and donor representatives seeking to improve the capacity of schools and education authorities to respond positively to a diverse range of learners, as well as to readers studying education policy and practice in developing or transition countries.