Note: Flag next to a link shows what language the website is in. This is sometimes obvious by what country the link is for or the fact that the title is in English. If I feel it may be ambiguous, I have tried to clarify by using a flag. This is done so that people can read sites in the language of their choice.

EENET. (2004, October 13). The Lesotho Video Story. Although the video was produced in 1996 it continues to be a highly relevant training package today. This is partly because no other video material demonstrates the implementation of inclusive education in the context of limited material resources, large class sizes, teachers with no specialist training and schools located in remote rural areas. In fact EENET has received more enquiries about the video in the last 6 months than at any time previously. Issues that have been raised recently are the need to translate the video, sub-title, or caption it, and have it digitalised, which will improve the sound quality.

Miles, M. (2001, May 31). Overcoming Resource Barriers: the challenge of implementing inclusive education in rural areas. I have chosen to focus on resource barriers because they are the most widely used excuses for not promoting inclusive practice, even in the most apparently well-resourced educational settings. My teaching colleagues in the UK claim that they would be capable of so much more, 'if only there were more resources'. A lack of resources is perceived as a barrier to inclusion across cultural, geographical and economic boundaries. It is therefore important to understand what we mean by resources and begin to tackle the problem. Resources can be divided into human resources, material resources (money!), and access to information and knowledge.

Miles, S.

(2001, May 31). Enabling Inclusive Education: Challenges and Dilemmas.I will argue in this paper that: unless diversity is welcomed, and relationships are consciously nurtured, there will be little change in the educational experience of disabled and other marginalised children. Of course, policy and legislative change is desirable, specialist skills can be useful and a greater financial investment in schools would be excellent, but good working relationships are critical.

(1998, June 4). Disability as a Catalyst for Sustainable Devlopment: a Policy in the Making paper (Paper 2). Lessons learnt from the experience of implementing community based disability programmes in southern Africa have potential relevance for other types of community development work with which Save the Children Fund (SCF) is involved. It is argued in this paper that the disability work in southern Africa has gone further than many other types of community development work in understanding the complex issues of participation and empowerment.

Mittler, P. International experience in including children with disabilities in ordinary schools. This paper was originally prepared for a meeting organised by UNICEF to stimulate discussion on the possibilities of inclusion in Tunisia. It was written in response to a request to provide examples of countries where inclusive policies were being implemented. Most of the examples refer to countries in the Middle East or North Africa or to other French or Arabic speaking countries.

World Federation of the Deaf membership information: National Association of the Deaf Lesotho. Contact info only. Click on "J-M" and scroll down to the country name.