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.

Deaf Education & Arts for African Families.

EENET. (2006, July 13). Learning from Difference: An action research guide for capturing the experience of developing inclusive education.EENET has developed a set of guidelines to help promote action research in schools and communities. The guidelines were developed during our action research project in Zambia and Tanzania (see below for a list of project-related documents). The guidelines will help schools and communities to look at their experiences of inclusion/exclusion in education, think about and assess the problems and solutions, and take action to improve the situation.

-->International bibliography of sign language. --> Click on "Z", then on "Zambian Sign Language".

Miles, M. (2005). Deaf people living and communication in African histories, c. 960s - 1960s. There is strong documentary evidence that deaf or hearing impaired men and women, girls and boys, did occupy social space and took roles across the full spectrum of life throughout Africa in earlier centuries, living lives like everyone else and also having some different experiences. Traces and signs of deaf people appear in many sorts of historical document, such as travellers' accounts, legal and genealogical records, government, institutional and missionary archives, linguistic studies, literature, folklore, religious narrative, mime, dance and drama. Many of their experiences have involved severe economic poverty and adversity, stigmatising attitudes and exclusionary practices; yet this has not been the norm everywhere in Africa, and many deaf people have shown great resilience, perseverance, humour and ingenuity in their dealings and communications with the non-deaf world.

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.

(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.

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

Zambian Sign Language: A language of Zambia.