Latest news with #inclusiveEducation
Arab News
21-06-2025
- Health
- Arab News
Championing the region's children living with disabilities
What if our world were designed so that every child, including those living with disabilities, had the care, support and opportunities they needed not just to survive, but to flourish? The children of today are growing up amid many unprecedented uncertainties, including economic instability, armed conflicts, pandemics and climate change — each posing compounding threats to their well-being. According to a UNESCO report, one in every seven children in the Middle East and North Africa region is living with a disability, totaling about 21 million children. Conflicts, displacement and under-resourced social services have left many children with disabilities isolated or excluded. Even in more stable settings, policy frameworks warrant greater attention to ensure they deliver universal, inclusive, affordable and quality support. As such, children living with disabilities and their carers disproportionately bear the brunt of multifaceted challenges. Even with the delivery of fragmented services, scaling is urgently needed in terms of reach, quality and funding. Without adequate scale-up, children with disabilities will continue to fall through the cracks of limited and disconnected programs, unable to access the full spectrum of services and support required for maximum impact. For instance, the exclusion of children with disabilities from early childhood centers and schools significantly reduces their access to crucial early interventions and denies them their right to learn, play and socialize with their peers. A number of gaping challenges are still present, such as a lack of inclusive education policies, inaccessible school facilities, curricula that are not adapted to special learning needs, and a shortage of adequately trained teachers to support children with special educational needs. During conflicts, schools are susceptible to destruction and become unsafe, forcing children to be cut off from vital school-based services, such as learning, psychosocial support and nutrition programs. Children with disabilities also face significant disparities in accessing quality healthcare. This includes challenges in early detection, accurate diagnosis and access to essential rehabilitation services and treatments. During conflicts, access to healthcare, lifesaving medications and rehabilitation services becomes ever more challenging and restrictive, exacerbating existing impairments and resulting in a spike in new disabilities due to conflict-related injuries or illnesses. Insufficient social protection programs for families of children with disabilities places immense financial strain on households, as families often have to incur high costs for care and treatment. At the same time, physical barriers significantly isolate children with disabilities, as public spaces, transport and buildings may lack accessibility features. Furthermore, children with disabilities are more likely to be abandoned or separated from their caregivers during conflicts or sudden displacement, leaving them not only physically vulnerable, but also defenseless to compounded trauma from fear, anxiety, isolation, stigma and exclusion in emergency settings. Governments can play an essential role in transforming the lives of children with disabilities. Safeguarding their well-being requires a well-designed mix of policies, programs, services and regulations, anchored by clear targets, sufficient budget allocations and clearly defined roles and responsibilities. Children living with disabilities and their carers disproportionately bear the brunt of multifaceted challenges. Sara Al-Mulla Part of the solution lies in gathering reliable, up-to-date and comprehensive data on the status of children living with disabilities in order to understand their real-time needs and design high-impact programs and services accordingly. This information must then be tied to the work of government agencies — such as those responsible for disaster preparedness or disability-inclusive urban planning — to ensure a more coordinated approach. Inclusive education must be prioritized. This means investing in teacher training, designing inclusive-friendly curricula and making schools physically accessible. Schools could also be fertile grounds to improve access to sports, the arts and recreational activities for children with disabilities. In conflict zones, education efforts should include safe and accessible temporary learning spaces, remote learning options and training for teachers and humanitarian workers on how to support children with disabilities during emergencies. Psychosocial support services could help alleviate the burdens faced by children with disabilities, and their carers, and assist them in navigating the myriad challenges confronting them. This transformative service is crucial for directly addressing prevalent mental health issues, such as anxiety, depression and trauma, which can significantly impact both children and those who care for them. Caregiver stipends and flexible work policies ought to be offered to significantly lighten families' financial burdens, while deploying vocational training programs tailored for caregivers and offering support for home-based income-generating activities are other options to improve the economic self-sufficiency of households. Regulatory frameworks must protect the rights of children with disabilities to access education, healthcare, social protection and participation in society, and prevent incidents of violence, abuse or neglect, and exploitation. In tandem, robust monitoring mechanisms should be deployed to ensure that all stakeholders comply with standards and are accountable for delivering these commitments. Healthcare services are imperative for protecting children with disabilities, starting with birth registration. Early detection and diagnosis programs must be supported, while simultaneously expanding access to affordable, quality rehabilitation services and offering disability-related services within hospitals and clinics across urban and rural areas. Moreover, governments can empower community health workers to deliver essential services to children with disabilities in rural areas. For children living in conflict zones, it is vital to include disability-related healthcare within humanitarian aid delivery, ensuring emergency medical teams are trained in alleviating the many healthcare burdens faced by children with disabilities. Sustained funding is essential to ensure undisrupted access to medication and specialized therapies, in addition to the provision of nutritious meals to counter critical levels of malnutrition. Furthermore, emergency response plans should commit to safeguarding the well-being of children with disabilities. This includes tracking their locations and ensuring essential services are available for them, such as psychosocial support, meals provision, healthcare services and caregiving assistance. Moreover, it is imperative that child protection schemes are put in place so that children do not fall prey to abuse and neglect. There remains a window of opportunity to improve the lives of children with disabilities and ensure they move from exclusion to empowerment. • Sara Al-Mulla is an Emirati civil servant with an interest in human development policy and children's literature. She can be contacted at
Zawya
17-06-2025
- Business
- Zawya
Yango Group collaborates with the Rashid Center for People of Determination
Dubai, UAE – Yango Group, the global tech company, has partnered with the Rashid Center for People of Determination to launch a comprehensive offering designed to enhance learning, transportation, and digital safety for their students. This initiative supports the UAE's vision of fostering inclusive education and digital advancement following His Highness Sheikh Mohammed bin Rashid Al Maktoum's landmark mandate to make artificial intelligence a subject in schools across the country. Artificial intelligence is expected to become a cornerstone of the UAE's economy, with forecasts from PwC estimating AI's contribution to reach $96 billion by 2030. Ensuring that all students can engage with AI and digital technologies is critical for building an inclusive future workforce. The partnership between Yango Group and the Rashid Center for People of Determination aims to bridge this gap by providing tailored tools and services that meet the needs of students of determination. As part of the collaboration, Yango Group has donated smart speakers powered by a bilingual, human-like AI assistant, Yasmina, to the Rashid Center for People of Determination. These devices support voice interaction in both Arabic and English, giving students an accessible way to engage with technology. Furthermore, to support students and families connected to the center, Yango Ride will offer 60 rides per user annually, discounted at 20%, easing transportation costs. Complementing these efforts, Yango Play, the company's entertainment and streaming platform, will provide free yearly subscriptions to the Rashid Center for People of Determination and its students, offering a range of carefully curated Arabic-language content that is both educational and age-appropriate, designed to promote a safe and enriching media environment. 'With AI now shaping the future of education, work, and communication, it's vital that students of determination are not left on the margins,' commented Islam Abdul Karim, the Regional Head of Yango Group Middle East. 'This partnership is about removing barriers across learning, mobility, and access to technology. Every child deserves the chance to grow with confidence in a world that's increasingly digital, and we are proud to contribute to that journey.' 'We are deeply grateful to Yango Group for their thoughtful and forward-thinking support. This partnership reflects a shared belief that students of determination deserve every opportunity to thrive in today's digital world. By providing accessible technology, safe transportation, and inclusive educational tools, Yango is not only opening doors but also inspiring confidence in our students. Together, we are building a future where no child is left behind,' stated Mariam Othman, Director of the Rashid Center for People of Determination Starting from September this year, the partnership will expand to include monthly AI learning classes tailored to the needs of students of determination. These interactive sessions will introduce key AI concepts in ways that build confidence and digital skills, preparing students for future opportunities. The company will also host digital safety workshops for students, families, and educators, covering topics such as online protection, content rating understanding, and secure streaming practices. The Rashid Center for People of Determination will also work with Yango Ride to train drivers on how to provide compassionate and accessible service to passengers of determination, ensuring safe and respectful travel. This collaboration is part of Yango Group's ongoing commitment to inclusive innovation. By combining efforts in education, transportation, and digital safety, Yango Group and the Rashid Center for People of Determination are creating opportunities for people of determination to participate fully and confidently in the UAE's digital future. About Yango Group Yango Group is a tech company that transforms global technologies into everyday services tailored for local communities. With an unwavering commitment to innovation, the company reshapes and enhances leading cutting-edge technologies from around the world into seamlessly integrated daily services for diverse regions. The mission is to bridge the gap between world-leading innovations and local communities, fostering connections and enhancing everyday living experiences.
Russia Today
11-06-2025
- Politics
- Russia Today
International Forum of Ministers of Education kicks off in Russia
The 3rd International Forum of Ministers of Education, 'Shaping the Future', officially opened on Wednesday in the Russian city of Kazan, in Tatarstan, bringing together high-level delegations from more than 30 countries for two days of dialogue and exchange. The forum has drawn the participation of education ministers and officials from nations such as the UAE, Belarus, Abkhazia, South Ossetia, Myanmar, Laos, the Central African Republic, Cameroon, Burkina Faso, Zimbabwe, and others. This year's agenda focuses on global challenges and trends in education, including digital transformation, the role of AI and online learning, inclusive education, education quality and equity, and the evolving role of teachers in modern society. Participants will also explore ways to advance national education systems and boost international cooperation. The forum is a comprehensive platform for collaboration, exchange, and future-focused strategy in the face of the rapid transformation of global education systems. Addressing the forum, Russian President Vladimir Putin stated that ensuring access to modern, high-quality education is a common goal for participants of the event. 'This is a fundamental condition for social justice, reducing poverty and inequality, and improving the quality of life in our countries,' he said in a video address. Speaking on the historical role of educators, Foreign Minister Sergey Lavrov noted that this forum takes place in the year of the 80th anniversary of Victory in World War II. 'Teachers made a vital contribution to that victory, continuing their duties in the harshest wartime conditions and setting an example of resilience and courage,' Lavrov said. Russian Education Minister Sergey Kravtsov, who moderated the opening session, emphasized the forum's regional significance, saying the Russian education system 'continues to grow stronger despite unjustified pressure.' He expressed readiness to share Russia's experience with international guests. Presidential aide Vladimir Medinsky highlighted the connection between education and national sovereignty, saying the quality of 'school teaching either helps children to grow up to be independent citizens of a sovereign country, or let their minds be filled with the knowledge instilled by other nations.' Speaking at the opening session, Myanmar's education minister, Nyunt Pe, said Russia has consistently supported his country in reforming the education system. He added that he hopes to learn about digital transformation in education, as well as sharing experiences with representatives of ministries from other countries. Zeljka Stojicic, the minister of education and culture of Bosnia and Herzegovina, said the forum provides an opportunity to learn from colleagues' experiences regarding the effective development of the education system.
Yahoo
01-06-2025
- Health
- Yahoo
'Commitment remains': Why Edmonton Public Schools is phasing out seclusion rooms
Edmonton Public Schools is continuing to phase out the use of seclusion rooms, spaces once used to isolate students during crisis situations, in favour of more supportive, inclusive approaches. A report presented to the Edmonton Public Schools' Board (EPSB) this week shows the division is steadily reducing both the number of seclusion rooms in schools and how often they're used. EPSB superintendent Darrel Robertson said the ultimate goal is to eliminate the need for seclusion rooms altogether. 'Believe me when I say, folks, I don't want seclusion rooms in our division at all,' Robertson told trustees at last week's board meeting. The report describes a seclusion room as a small, enclosed space intended for use in emergency situations when a student's behaviour poses a serious and imminent risk to themselves or others. The use of these rooms have long drawn criticism from parents and advocacy groups. But according to EPSB's report, their use is strictly regulated under both provincial standards and the division's internal policy. Staff must be specially trained, and seclusion is only used when all de-escalation and preventative strategies have failed. These rooms' use must be included in a student's individual behaviour support plan, developed in collaboration with parents, who maintain the right to deny seclusion as an option, Robertson said. 'We respect that,' he said. 'We just need to work in collaboration on alternative, emergent plans. Exclusion rooms are only to be used in the event of an emergent situation where there is imminent danger to, you know, self harm or the harm of others, and it's only for the time of dysregulation.' As of May 1, 2025, there are 105 seclusion rooms across the division, down from 167 one year prior, a reduction of 62 rooms. These reductions were achieved in part through official 'de-commissioning' processes where schools remove the door and shift the space to a different use. To encourage the transition, the division supplied schools with sensory materials to transform the rooms into sensory/self-regulation spaces, which are calming environments equipped with tools to help students manage their emotions and sensory needs. For existing seclusion rooms, decommissioning begins with physically altering the space. 'First of all, the door comes off, there's no longer a doo with any kind of blocking mechanism,' Robertson said. Between June and August 2024, 24 rooms were decommissioned and repurposed. Another 38 followed between September 2024 and May 2025. Not all uses of these spaces qualify as seclusion. More than half of the 1,240 uses recorded between September 2024 and April 2025 were self-selected by students, meaning the student chose to enter the space to calm down or work quietly, and the door remained open. These are not counted as seclusion. But 445 uses, or 35.89 per cent, were non-self-selected, where a student was placed in the room during a crisis or emergency. The division's approach to behavioural support has shifted toward proactive strategies, including staff training, relationship-building, and de-escalation techniques, so that crisis situations are avoided before they arise. 'Moving forward with our interactions programs, we're no longer constructing seclusion rooms,' said Robertson. 'We're constructing sensory spaces… with appropriate lighting, with appropriate, different materials for children so that it becomes a sensory room experience. They are not, I repeat, not to be used as a seclusion room.' The new spaces are meant to be part of the regular classroom environment, accessible, inclusive, and tailored to meet the unique needs of each student, said the report. Some parents and advocates worry that moving seclusion room updates into the division's Annual Education Results Review (AERR), rather than continuing to present it as a standalone board report, could limit opportunities for public discussion at board meetings. But EPSB board chairwoman Julie Kusiek defended the move, saying it actually elevates the importance of the issue. 'The AERR is the division's key accountability document for the work that we undertake in our governance role as trustees, and our progress towards our division's strategic plan,' she said. 'So by reporting on progress towards our strategic plan and an expectation that the use of seclusion rooms is included in that report, we're really strengthening the accountability. And we have our target for this, which is we're moving towards zero seclusion rooms.' She added that concerns about transparency are welcome and encouraged, and families should continue to reach out to their trustees. Public conversations about seclusion room use will still be possible, she said, particularly in any reports dealing with student safety or sense of belonging. 'There's certainly going to continue to be opportunities to have public discussion on the use of seclusion rooms,' Kusiek said. 'And we, for certain, will be expecting that through the AERR every single year.' The focus remains on adopting and expanding practices that have proven successful across the division, Kusiek said. While some families are relieved to see progress, she told reporters, others are frustrated that the practice hasn't yet been eliminated entirely. 'There is celebration here in terms of the movement towards the reduction in the number of seclusion rooms and the use of seclusion rooms,' Kusiek said. 'And as we heard from the superintendent, our goal remains to continue to improve our practices so that the use of these rooms is no longer required.' Starting in the 2025-2026 school year, reporting on seclusion room usage will be included in the division's AERR. The division also plans to: Continue providing professional learning for staff; Monitor and decommission unused seclusion rooms; Support the shift to sensory/self-regulation spaces based on student needs. While the use of seclusion has not yet been eliminated, Robertson says the division is committed to doing better. 'We've enhanced our professional learning, but we clearly have more work to do,' he said. 'Our commitment remains. We are going to continue to work towards the elimination of seclusion rooms… which I hope one day is zero.' cnguyen@ 'Last resort': Parents urge Edmonton Public Schools to end seclusion rooms Seclusion room use shows a "failure of imagination": advocate
