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Books
It's a Small World International Deaf Spaces and Encounters
Image description: Yellow cover reads at the top of the page "It's a small world international Deaf Spaces and Encounters" in blue followed by displaying countries around the globe in blue and at the bottom a text in red that reads " Michele Friedner, Annelies Kusters, Editors"
This book tackles challenges and perspectives around and from the Deaf community around the world. It discusses the Deaf Diaspora and how Deaf around the world can learn from each other and improve deaf lives in their countries.
Friedner, Michele, and Annelies Kusters. 2015. It's a small world: International deaf spaces and encounters. Washington, D.C.: Gallaudet University Press.
Inclusive Education in the Middle East
Image description: Blue cover with white writing reads " Inclusive Education in the Middle East Eman Gaad"
This book offers an overview of the Middle East and the Gulf related to inclusive education. It offers a glance at the history, analyzes the current situation and status, as well as states the cultural challenges and how they can be approached in countries in the MENA region and the Gulf face when implementing inclusive education.
Gaad, Eman. 2010. Inclusive education in the Middle East. London: Routledge.
Innovation in Language Learning and Teaching: The case of the Middle East and North Africa
Image description: Purple cover with the title in white and a picture of the Arabic Mozaic ceiling. the text reads " Innovation in Language Learning and Teaching The Case of the Middle East and North Africa Edited by Dara Tafazoli, Christine A. Coombe, Hayo Reinders, Andrew Littlejohn"
The book focuses on teaching, learning, assessment, and teacher development practices in the Middle East and North Africa (MENA). It discusses different collections providing insights related to language teaching and assessment, language policy, and practices in the MENA region.
Reinders, Hayo, Christine Coombe, Andrew Littlejohn, and Dara Tafazoli, eds. 2019. Innovation in language learning and teaching: The case of the Middle East and North Africa. New York: Springer.
Articles
Inclusive teaching: preparing all teachers to teach all students (UNESCO 2020)
Image description: Front page of the article with the title, the publication number, and abstract.
This meta-analysis paper by the UNESCO's Global Education Monitoring and the International Task Force on Teachers for Education 2030 discusses the following:
- Equip all teachers to teach and assess diverse students through the lens of Universal Design for Learning as the ultimate goal of inclusive education policies.
- Review and modify pre-service and in-service teacher preparation curriculums using inclusive education principles through both theory and hands-on practice.
- Education stakeholders and the government should work hand in hand and equally for a successful implementation of inclusive classrooms for ALL students without exceptions.
- Embed the culture of monitoring and evaluation in teacher education programs to ensure improvements in design and implementation.
UNESCO, Global Education Monitoring Report Team, and International Task Force on Teachers for Education 2030. 2020. Inclusive teaching: preparing all teachers to teach all students. Paris: UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000374447
Implementation of Universal Design for Learning (Senechal 2016)
Image description: Front page of the article including the university name, the thesis title, and the author's name.
This descriptive case study focuses on the implementation of the Universal Design for Learning (UDL) framework in an urban Alberta school setting to provide support for stakeholders in education for a successful learning environment for all students. The author states Evidence and critiques related to the use of UDL in classrooms with students with and without disabilities and shows challenges that educators encounter when implementing UDL. Therefore, stakeholders in education should have a training pre-implementation of UDL. The goal of the findings is to give a fresh look at ways individuals working in education can visualize UDL implementation in the long term in the urban setting.
Megan Senechal. 2016. "Implementation of Universal Design for Learning." Ph.D. diss., University of Calgary (Canada). https://prism.ucalgary.ca/bitstream/handle/11023/3097/ucalgary_2016_senechal_megan%20.pdf?sequence=3&isAllowed=y
Inclusive Education Development & Challenges: Insights into the Middle East and North Africa Region
Image description: Page from the website of the article that includes the titles of the article, name of the author, other information about the article, and the abstract.
This article explains inclusion is understood differently on different levels; local, regional and national. It analyses inclusion development through the Middle East and North Africa, encourages partnerships between governmental and non-governmental agencies, and calls for research frameworks toward inclusion.
Maha Khochen-Bagshaw. 2020. “Inclusive Education Development and Challenges: Insights into the Middle East and North Africa Region.” PROSPECTS 49, no. 3. https://doi.org/10.1007/s11125-020-09507-9
Parents’ attitudes towards inclusive education and their perceptions of inclusive teaching practices
Image description: Front page of the article with the title, name of the author, citation in APA format, abstract, and a link for downloading the article.
The study aims to explore parents of students with disabilities’ perspectives on inclusive education. It is based on data from a German survey (JAKO-O) that is representative of the population in which 2000 parents from different backgrounds and social/ financial statuses participated. Understanding parents' attitudes towards inclusive education, inclusive teaching practices, and suitable resources, then changing these attitudes and joining forces with them as crucial stakeholders can be through dialogue towards a successful implementation of inclusive education.
Angelika Paseka, and Susanne Schwab. 2020. "Parents’ attitudes towards inclusive education and their perceptions of inclusive teaching practices and resources." European Journal of Special Needs Education 35, no. 2. 254-272. https://doi.org/10.1080/08856257.2019.1665232
Universal design for learning to help all children read
Image description: Front page of the article with the USAID logo at the top left, and the logo of Global Reading Network on the top right. In the middle, there is an image of a blind student reading through Braille. The title of the article is in the top left after the USAID logo.
This toolkit gives an idea of how to implement UDL for literacy in classrooms for students with disabilities, including students who are Deaf and hard of hearing. Evidence based-practices through the lens of UDL are presented and supported throughout the paper. This toolkit is holistic in its approach to teaching literacy to students with disabilities. It shows the implementations and challenges education stakeholders and students face before and during the implementation of UDL for literacy.
Anne Hayes, Norma Moran, and Ann Turnbull. 2019. Universal design for learning to help all children read: Promoting literacy for learners with disabilities. Global Reading Network, URC. Washington D.C.: USAID. https://www.globalreadingnetwork.net/resources/universal-design-learning-help-all-children-read