If Yes go Hearing = If Y go to Q? [next 1 cannot 2 difficult to 2- moderate specialist – – to Q40 H section] make the register ** amount, advice, journey to child is made If No go Talking = If N, go to Q41 3- no school struggling to changes to to Q39 T problem keep up school 2 - needs with buildings Walking = 4 – extra schoolwork and W registered at time/help routines special 3 no – 3 no school/class – effect 2 - – effect child doing moderate well at amount, eg school they give some extra help after class 3 not at – all 36 37 38 39 40 41 42 43 44 References Ainscow, M. (1999) Understanding the Development of Inclusive Schools. Abingdon: RoutledgeFalmer. Albert, B. (2004) Briefing Note: The social of disability, human rights and development. Disability Knowledge and Research Programme, Norwich/London: Overseas Development Group, University of East Anglia/Healthlink Worldwide Albert, B., Dube, A.K., Hossain, M and Hurst, R (2005) Research gap analysis report. Disability Knowledge and Research Programme, Norwich/London: Overseas Development Group, University of East Anglia/Healthlink Worldwide Alur, M. (2002) Special needs policy in India, in: M. Alur and S. Hegarty (Eds) Education and children with special needs: from segregation to inclusion. New Delhi: Sage. pp. 51-66. Anand, S.N. (2009) Education and Livelihood Opportunities programme. Presentation at Disability Development Partners Annual General Meeting, Holloway, London. 30 September 2009. Bak, H. (2011) The inclusion of visually-impaired students in the mainstream curriculum: a case study in Ghana Unpublished MA dissertation. Department of Education. University of Sussex Bangert, K (1996) Quality Education towards Full Participation: Keynote Address. First National Congress of Teachers of Visual Impairment, Metro Manila, May 1996 (accessed 7/1/12) H and Lei, P (2011) Disability and education: the longest road to inclusion. International Journal of Educational Development 31 (5), 419–424 Booth, T. (2000) Progress in Inclusive Education, Executive summary EFA 2000 Assessment. Paris: UNESCO
If Yes go to Q40 If No go to Q39 Hearing = H Talking = T Walking = W If Y go to Q? [next section] If N, go to Q41 1 – cannot make the journey to school 2 - needs extra time/help 3 – no effect 2 – difficult to register ** 3- no problem 4 – registered at special school/class 2- moderate amount, child is struggling to keep up with schoolwork 3 – no effect – child doing well at school specialist advice, made changes to school buildings and routines 2 - moderate amount, eg they give some extra help after class 3 – not at all 36 37 38 39 40 41 42 43 44 References Ainscow, M. (1999) Understanding the Development of Inclusive Schools. Abingdon: RoutledgeFalmer. Albert, B. (2004) Briefing Note: The social of disability, human rights and development. Disability Knowledge and Research Programme, Norwich/London: Overseas Development Group, University of East Anglia/Healthlink Worldwide Albert, B., Dube, A.K., Hossain, M and Hurst, R (2005) Research gap analysis report. Disability Knowledge and Research Programme, Norwich/London: Overseas Development Group, University of East Anglia/Healthlink Worldwide Alur, M. (2002) Special needs policy in India, in: M. Alur and S. Hegarty (Eds) Education and children with special needs: from segregation to inclusion. New Delhi: Sage. pp. 51-66. Anand, S.N. (2009) Education and Livelihood Opportunities programme. Presentation at Disability Development Partners Annual General Meeting, Holloway, London. 30 September 2009. Bak, H. (2011) The inclusion of visually-impaired students in the mainstream curriculum: a case study in Ghana Unpublished MA dissertation. Department of Education. University of Sussex Bangert, K (1996) Quality Education towards Full Participation: Keynote Address. First National Congress of Teachers of Visual Impairment, Metro Manila, May 1996 (accessed 7/1/12) H and Lei, P (2011) Disability and education: the longest road to inclusion. International Journal of Educational Development 31 (5), 419–424 Booth, T. (2000) Progress in Inclusive Education, Executive summary EFA 2000 Assessment. Paris: UNESCO
disability_stats_IJED_SI_rev.docx