Expo Xangai 2010 | Recursos naturais exibidos por Timor-Leste chamam atenção

Xangai, China - Os recursos naturais, o mar e o café são aquilo que mais desperta a atenção dos chineses que visitam o pavilhão de Timor-Leste na Expo 2010, em Xangai, a primeira exposição mundial em que o país asiático participa como nação independente.

Liquidoe, 13 de Maio de 2010 | Planta do café (sempre em andamento) *

"É a segunda nação mais recente presente na Expo 2010, depois de Montenegro", destacou Glória de Castro, a directora do pavilhão, em que três filmes projectam imagens sobre o país, do nascer ao pôr do sol.

Com o lema "Esteja connosco, esteja com a natureza", Timor-Leste participa pela primeira vez como nação independente numa exposição universal, depois de ter participado na Expo 98, em Lisboa, como região autónoma.

Areia Branca, Junho de 2010 | Mar e recursos : ) *

"Apesar das dificuldades que temos tido desde a independência, Timor-Leste tem tido um desenvolvimento acelerado, daí ser muito importante estar num certame como este", realçou, em declarações à agência Lusa.

"Os chineses que falam connosco mostram que aquilo que os alerta mais é o mar, o café e outros recursos naturais que mostramos nos filmes", destacou Glória de Castro.

"Dizem que o trabalho a desenvolver na ilha é muito importante nos próximos 10 a 15 anos e que pode haver muitas oportunidades se estiverem interessados", acrescentou.

A captação de investimentos é um tópico que vai estar na agenda da comitiva oficial liderada por José Ramos Horta, presidente de Timor-Leste, que vai participar no dia do país no recinto da Expo 2010, a 13 de Julho.

"Estão a ser preparadas reuniões com possíveis investidores por forma a dar a conhecer as potencialidades de Timor-Leste", realçou Glória de Castro.

Para o mesmo dia está agendada a actuação de grupos de canto e dança timorenses na Expo 2010.

 Laga, 26 de Abril de 2010 | Mulheres timorenses, música e cor *

Timor-Leste é um dos sete países de língua portuguesa que participam na Expo 2010.

Portugal, Brasil e Angola têm pavilhões próprios nas áreas dos respectivos continentes; Cabo Verde, Moçambique e Guiné-Bissau têm stands dentro do pavilhão africano, que reúne diversas nações do continente. Timor-Leste apresenta-se com um pavilhão na zona da Ásia.

A Expo 2010 decorre de 01 de Maio a 31 de Outubro numa área de 528 hectares (dez vezes a Expo 98, em Lisboa).

É a maior exposição universal de sempre, com a participação de cerca de 240 países e organizações internacionais.(Angola Press | 22-06-2010 15:47)

* Fotografias: Marg. Az

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Recursos | TOOLKIT: International Guidelines on Sexuality Education

An evidence informed approach to effective sex, relationships and HIV/STI education

"In many parts of the world, young people are receiving inadequate sexuality education, making them vulnerable to HIV, sexually transmitted infections (STIs), unintended pregnancy, and sexual exploitation and abuse according to UNESCO. To address this challenge, they have commissioned the preparation of International Guidelines on Sexuality Education, in partnership with UNFPA and other agencies.

According to the UNAIDS 2008 Global Report on the AIDS Epidemic, only 40 per cent of young people aged 15-24 had accurate knowledge about HIV and transmission. In addition, young people aged 15-24 account for 45 per cent of all new HIV infections. To complicate matters, they are often discouraged from openly discussing sexual matters by adults, including parents and teachers, and approach adulthood faced with conflicting and confusing messages about sexuality and gender.

The International Guidelines were written by a leading researcher and a leading practitioner, with extensive inputs from international agencies, ministries of education and civil society organizations. They provide an "evidence-informed approach to effective sex, relationships and HIV/STI education" for children and young people.

According to the guidelines, effective sexuality education is a vital part of HIV prevention and is also critical to achieving universal access targets for prevention, treatment, care and support. Properly designed and implemented programmes can help reduce young people's risk of HIV and other STI infections, unintended pregnancy, and coercive or abusive sexual relationships.

The main goal of sexuality education is to help young people at primary and secondary school levels to acquire knowledge, skills and values to make informed choices about their sexual lives. It is a key component of empowering young people to protect themselves from HIV, one of the nine priority focus areas for UNAIDS under the Joint action for results: UNAIDS outcome framework 2009-2011.

The guidelines recommend teaching that is "age-appropriate, culturally relevant and scientifically accurate", and delivered within a setting where young people feel free to explore their attitudes and practices.

The International Guidelines are aimed primarily at education and health sector decision-makers, in particular ministries of education and health, and education professionals such as curriculum developers, programme implementers and teachers. They comprise:

1. an outline of the "basic minimum package" of topics and learning objectives for a comprehensive sexuality education programme from age 5 to 18+ years;
2. an updated analysis of the evidence related to behaviour change interventions among young people;
3. technical advice on the characteristics of effective programmes and important steps to implement them;
4. a bibliography of useful resources for policy-makers, practitioners and implementers recommended by international experts.

The learning objectives are grouped under six key concepts:

1. relationships;
2. values, attitudes and skills;
3. culture, society and law;
4. human development;
5. sexual behaviour; and
6. sexual and reproductive health.

These concepts are addressed across four age groups: 5 to 8 years (Level 1); 9 to 12 years (Level 2); 12 to 15 years (Level 3); 15 to 18+ years (Level 4), with deliberate overlap between levels 3 and 4 in order to accommodate the broad age range of learners who may be in the same class. A set of benchmarks to monitor content and assess progress is also provided, and the guidelines can be adapted depending on the country and the context.

These International Guidelines, which will be finalised and implemented before the end of 2009, are one step in building political and technical leadership among education and health authorities to ensure that children and young people have access to the knowledge and skills they need in their personal, social and sexual lives. "

You can download the toolkit here:

• www.crin.org/resources/infoDetail.asp?ID=20758

• http://www.crin.org/docs/082509_unesco.pdf

For more information, contact:

UNESCO
7 Place de Fontenoy, 75352 Paris 07 SP, France
Tel: +33 1 45 680 686; Fax: +33 1 45 685 626
Email: epi@unesco.org

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Um guia para professores e links úteis [CLIC]

Imagem daqui

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Para combater a Pobreza e as Necessidades Especiais

www.making-prsp-inclusive.org

"Poor people are disproportionately disabled, and people with disabilities are disproportionately poor.” Robert Holzmann, Former Director of the World Bank's Social Protection Department.

This section on Poverty Reduction will raise awareness about the multidimensional linkages between poverty (social, economic, and political) and disability to draw out effective strategies to reduce poverty for people with disabilities and their families in both developing and industrialized countries." (Inclusion International: Poverty Reduction)

www.making-prsp-inclusive.org

"Este website faz propostas e dá sugestões sobre como incluir pessoas com deficiência nas estratégias nacionais de redução da pobreza (PRS).

O capítulo 1 “PRS para principiantes” dá um apanhado geral do processo PRS, com uma definição resumida do que é, do seu uso e das suas partes interessadas, bem como das abordagens de PRS e deficiência.

O capítulo 2 “Como iniciar um processo de PRS e deficiência” propõe vários passos para começar um processo com o objetivo de incluir problemas relativos à deficiência nos PRS nacionais.
O capítulo 3 “Pontos de entrada da sociedade civil no processo PRS” explica as três principais fases de um PRS (formulação, implementação e monitoramento e avaliação), e indica possíveis pontos de entrada para a participação da sociedade civil.

O capítulo 4 - “Estudos de Caso” – dá um resumo das experiências de quatro países (Honduras, Bangladesh, Serra Leoa, Tanzânia, Camboja e Vietname), mostrando como as organizações de deficientes e para pessoas deficientes se engajaram nos seus processos nacionais de PRS.

O capítulo 5 – “PRS e as partes interessadas” apresenta elementos importantes da abordagem PRS, da sua estrutura, desenvolvimento e conteúdo. Dá também uma visão geral dos grupos interessados, das suas estruturas organizacionais internas, dos seus vínculos mútuos e das relações entre eles. Este capítulo apresenta diferentes opiniões sobre a abordagem PRS e os seus vínculos com a questão da deficiência.

O capítulo 6 - “Deficiência” - apresenta, primeiramente, os diferentes modelos, abordagens e definições de incapacidade, deficiência, desvantagem, etc. Depois, identifica os setores-chave que, dentro do conceito de PRSP, são os mais relevantes para a deficiência: saúde, reabilitação, proteção social, educação, emprego e acessibilidade. Ao mesmo tempo, este capítulo visa estimular a integração da deficiência em todos os setores do PRSP. Nele, são dadas informações de fundo que servem de base para analisar a relação entre o PRSP e a questão da deficiência em cada país.

O capítulo 7 - “Gestão de Projetos e Processos” - traz informações gerais sobre negociações e gestão de projetos e processos, visando a facilitar o desenvolvimento e a implementação de uma estratégia nacional unificada para os grupos interessados em deficiência em geral e, mais especificamente, a respeito do processo PRS. Introduz os conceitos de auto-avaliação organizacional e análise dos grupos interessados: essas ferramentas permitem avaliar os potenciais existentes das ODs e, adicionalmente, oferecem uma base para o trabalho em rede.

O capítulo 8 – “Lobby e advocacia: influir nas políticas” - apresenta diferentes formas de influir nas políticas, tais como militância, atividades de lobby e campanhas. Nele, propõem-se várias técnicas de comunicação e maneiras de contatar e persuadir representantes-chave no processo nacional de PRS.

O capítulo 9 “Ferramentas para oficinas” contém possíveis agendas para oficinas e propõe ferramentas para facilitar os debates e o processo de planejamento. Oferece, ainda, mais informações sobre questões específicas."

www.making-prsp-inclusive.org

O presente conteúdo/website contém a versão revista do manual que foi originalmente parte integrante do projecto “Documento de Estratégia para Redução da Pobreza e Deficiência”, iniciado por Judy Heumann, Disability Advisor of the World Bank, com o apoio de um fundo alemão (via GTZ/BMZ). Em 2005, este projecto foi implementado pela Christoffel-Blindenmission (CBM) e Handicap International em cooperação com outras organizações germânicas e tanzanianas ligadas a pessoas com deficiência e ainda com outros organismos ligados à área da deficiência. O projecto era constituído por duas partes: a produção de materiais sobre os Documentos de Estratégia para a Redução da Pobreza (PRSPs) e deficiência (a cargo da Handicap International) e, por outro lado, a implementação de um workshop sobre PRSP na Tanzânia (através da CBM).

www.making-prsp-inclusive.org

Mapa do Site

• Página inicial
• Acessibilidade
• Contacto
• Mapa do Site
• Informação editorial
• Agradecimentos
• Glossário
• Como usar este website
• Download
• 1 PRS para iniciantes
  • 1.1 O que é PRS?
  • 1.2 Quem é responsável pelo PRS?
  • 1.3 Qual o objetivo do PRS?
  • 1.4 Como funciona o processo PRS?
  • 1.5 Quem financia o PRSP?
  • 1.6 Qual a importância da inclusão da deficiência no PRSP?
  • 1.7 Como uma OPD pode participar do PRS?
• 2 Como iniciar um processo de PRS e deficiência
  • 2.1 Passos e elementos importantes
    • 2.1.1 Etapa 1: Fase de orientação
    • 2.1.2 Etapa 2: Reunião dos possíveis aliados
    • 2.1.3 Etapa 3: Identificação de possíveis pontos de entrada
    • 2.1.4 Etapa 4: Desenvolvimento e implementação de uma estratégia conjunta
  • 2.2 Experiências colhidas em três países
    • 2.2.1 Tanzânia: 2005
    • 2.2.2 Camboja 2006-2007
    • 2.2.3 Vietname: 2006-2007
• 3 Pontos de entrada da sociedade civil no processo PRS
  • 3.1 Formulação
    • 3.1.1 Análise da pobreza
    • 3.1.2 Processo de redação
  • 3.2 Implementação
    • 3.2.1 Pontos de entrada propiciados por projetos específicos
    • 3.2.2 Pontos de entrada propiciados pelos orçamentos
    • 3.2.3 Instrumentos paralelos
  • 3.3 Monitoramento e avaliação
    • 3.3.1 Relatório de Progresso
    • 3.3.2 Processo de revisão
• 4 Estudo de casos
  • 4.1 Honduras
    • 4.1.1 PRSP em Honduras
    • 4.1.2 Deficiência em Honduras
    • 4.1.3 Deficiência e PRSP
    • 4.1.4 Resultados
    • 4.1.5 Limitações
    • 4.1.6 Perspectivas
  • 4.2 Bangladesh
    • 4.2.1 PRSP em Bangladesh
    • 4.2.2 Deficiência em Bangladesh
    • 4.2.3 Deficiência e PRSP
    • 4.2.4 Resultados
    • 4.2.5 Limitações
    • 4.2.6 Perspectivas
  • 4.3 Serra Leoa
    • 4.3.1 PRSP em Serra Leoa
    • 4.3.2 Deficiência em Serra Leoa
    • 4.3.3 Deficiência e PRSP
    • 4.3.4 Resultados
    • 4.3.5 Limitações
    • 4.3.6 Perspectivas
  • 4.4 Tanzânia
    • 4.4.1 PRSP na Tanzânia
    • 4.4.2 Deficiência na Tanzânia
    • 4.4.3 Deficiência e PRSP
    • 4.4.4 Resultados
    • 4.4.5 Limitações
    • 4.4.6 Perspectivas
  • 4.5 Camboja
    • 4.5.1 PRSP no Camboja
    • 4.5.2 Deficiência no Camboja
    • 4.5.3 Deficiência e PRSP
    • 4.5.4 Resultados
    • 4.5.5 Limitações
    • 4.5.6 Perspectivas
  • 4.6 Vietname
    • 4.6.1 Redução da pobreza no Vietname
    • 4.6.2 Deficiência no Vietname
    • 4.6.3 Deficiência e Estratégias de Redução da Pobreza
    • 4.6.4 Resultados
    • 4.6.5 Limitações
    • 4.6.6 Perspectivas
  • 4.7 Lições aprendidas
    • 4.7.1 O papel das ONGs internacionais vs. legitimidade das OPDs nacionais
    • 4.7.2 Falta de capacidades
    • 4.7.3 Exclusão
    • 4.7.4 Estratégias de inclusão
    • 4.7.5 Inclusão em todos os estágios do PRSP
    • 4.7.6 Disseminação de idéias e prioridades
    • 4.7.7 Efeitos paralelos
• 5 PRSP e as partes interessadas
  • 5.1 PRSP – origem e estrutura
    • 5.1.1 Antecedentes: Do neo liberalismo à redução da pobreza
    • 5.1.2 Princípios básicos
    • 5.1.3 Desenvolvimento e estrutura do processo
  • 5.2 Grupos interessados
    • 5.2.1 O papel global do FMI e do Banco Mundial
    • 5.2.2 Instrumentos das IFIs relacionados ao PRSP
    • 5.2.3 Governo
    • 5.2.4 Sociedade civil
    • 5.2.5 Outros grupos interessados
  • 5.3 Interpretação do conceito
    • 5.3.1 Limitações
    • 5.3.2 Oportunidades
  • 5.4 PRSPs e deficiência
• 6 Deficiência
  • 6.1 O que é deficiência?
    • 6.1.1 Os quatro modelos
    • 6.1.2 A influência da cultura
    • 6.1.3 A definição da OMS
  • 6.2 Deficiência e políticas públicas
    • 6.2.1 As Regras Padrão da ONU
    • 6.2.2 A Convenção da ONU
    • 6.2.3 Outros compromissos internacionais e regionais
  • 6.3 Deficiência no desenvolvimento
    • 6.3.1 Desenvolvimento inclusivo
    • 6.3.2 Abordagem de duas vias
  • 6.4 Por que é necessário incluir a deficiência no PRS
  • 6.5 Setores do PRSP Relevantes para a deficiência
    • 6.5.1 Saúde
    • 6.5.2 Reabilitação
    • 6.5.3 Proteção social
    • 6.5.4 Educação
    • 6.5.5 Emprego
    • 6.5.6 Acessibilidade
    • 6.5.7 Outros setores
• 7 Gestão de projetos e processos
  • 7.1 A identidade do movimento nacional das pessoas com deficiência
    • 7.1.1 Por que trabalhar em rede?
    • 7.1.2 Auto-avaliação organizacional
    • 7.1.3 A identidade do movimento nacional das pessoas com deficiência
    • 7.1.4 Outros elementos chave
    • 7.1.5 Desenvolvimento de uma Estratégia Conjunta
  • 7.2 Elementos importantes da gestão de projetos e processos
    • 7.2.1 Custeio
    • 7.2.2 Trabalho organizativo
    • 7.2.3 Planejamento da ação
    • 7.2.4 O ciclo do projeto
• 8 Defesa de interesses e lobby: influindo nas políticas
  • 8.1 Defesa de interesses, lobby e campanha – Definições
  • 8.2 Técnicas básicas
    • 8.2.1 Coletando informações
    • 8.2.2 Persuasão e comunicação estratégica
    • 8.2.3 O trabalho com os meios de comunicação
• 9 Ferramentas de workshop
  • Workshop agendas
    • Oficina inicial sobre PRSP e deficiência – 6 módulos
    • Oficina “Deficiência e PRS no Camboja”
    • Oficina inicial sobre PRSP e deficiência – programa proposto Libéria
    • Vietname: Oficina inicial “Dimensão inclusiva do PRSP”
    • Vietname: Esquema da oficina: “Diferentes entendimentos de deficiência - Deficiência e políticas públicas: Estratégias de conscientização
    • Vietname: Defesa de interesses e lobby
    • Oficina sobre PRS e deficiência na Tanzânia
  • Ferramentas - seção temática
    • PRSP e as partes interessadas
    • Deficiência
    • Gestão de projetos e processos
    • Defesa de interesses e lobby
• Pesquisar

www.making-prsp-inclusive.org

• Making_PRSP_inclusive_Port_101108.pdf
• Ferramentas_101108.pdf

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'18 million more teachers are needed by 2015, for everyone to be educated by this date'

GCE's 2009 Calendar

“Everyone deserves a quality education... yet right now 75 million children and 774 million adults are missing out.

It's the world's poorest who are missing out on an education today. And it's the world's poorest who stand the most to gain if they only had the chance to learn.

Education is imperative to tackling poverty. When individuals have the chance to learn basic life and literacy skills, economies grow faster and poverty rates decline. When people go to school, they are able to eventually earn more money and support their families

• A single year of primary school increases the wages people earn later in life by 5-15% for boys and even more for girls.
• For each additional year of secondary school, an individual's wages increase by 15-25%.
• No country has ever achieved continuous and rapid economic growth without first having at least 40% of its adults able to read and write.

Education is essential to improving health, halting the spread of HIV/AIDS and enabling families to better cope with illness.

• Seven million cases of HIV/AIDS could be prevented in the next decade if every child received an education.
• A child born to a literate mother is 50% more likely to survive pass the age of 5 years.

Education is a human right. Human rights are inherent, every person is born with them and they cannot be given or taken away. Rights establish the basic standards without which people cannot live in dignity.

[…]

In most countries women and girls are last to get the opportunities to learn - often because boys are favoured when families are not able to send all their children to school.

• A third of all children out of school have a disability.
• 60% of all children out of school are girls.
• Nearly 250 million children have to work to help their families.
• Half of the world's out of school children live in communities where the language used in schools is different from that used at home.

When children do make it to school, they often struggle to learn in huge class sizes, from untrained and poorly paid teachers. Without the incentives to stay at school and learn, many children drop out. In sub-Saharan Africa one in three children who start school never get the chance to complete even the basic primary school, let alone progress to secondary school.

• 18 million more teachers are needed by 2015, for everyone to be educated by this date.

Yet everyone has been promised an education“ (GCE,Millions Miss Out)

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Inclusion.com website: links 'inclusivos'

INCLUSION LINKS

• ADAPT - American Disabled for Attendant Care Programs Today - the most innovative advocacy organization in America - on the edge.
• Adaptive Technology Resource Centre - Univ of Toronto - outstanding resource library with excellent search engine.
• ADA & Disability Information -- Links to ADA and disability related URL's
• Alaska Family Partnership
• Allen, Shea & Associates -- a technical assistance work group
• Alliance for Technology Access - -- - great source on "how to connect
• ARC -- National Organization on Mental Retardation
• Autism New Web Page for the National Autism Committee..
• Autism Society of Wisconsin
• AVANTA - The Virginia Satir Network - 25 Years of Service and Training
• Axis Consultation and Training -- Disability Rights Website
  Norman Kunc and Emma Van der Klift, 340 Machleary Street, Nanaimo, BC, Canada, V9R 2G9 Tel: (604)-754-9939 Fax: (604) 754-9930
• Bandaids & Blackboards-- Wealth of new material - BY CHILDREN - for children - on inclusion of children with chronic illnesses.
• Bell Curve Inc. - cassette tapes, CD's and parent friendly booklets for 'complex' children
• Building Bridges - from Duncan, BC - a new book and excellent resource people
• CADRE - Consortium for Appropriate Dispute Resolution in Special Education
• CAST - Center for Applied Special Technology
• Center for Community Inclusion - Univ of Maine...
• Children's Peace Theatre - Robert Morgan - brilliant creative performing for peace.
• The Community Living Institute - promoting exemplary practice in community living
• Community Works - David & Faye Wetherow
  911 Terrien Way, Parksville, BC V9P 1T2
  Tel: (250) 248-2531 Fax: (250) 248-2685 E-Mail:wetherow@shaw.ca
• Centre for Studies on Inclusive Education -- (CSIE) is an information link for anyone interested in "inclusion" in UK. Publisher of the INCLUSION INDEX.
• Center on Human Policy
  National Resource Center on Community Integration
  Syracuse University, 805 South Crouse Ave.,
  Syracuse, NY, 13244-2280 tel: 315-443-3851 fax: 315-443-4338
  An extensive resource center on Community integration - books, slides shows, posters, post cards, T-shirts - consultation.
• Child Abuse Survivor Monument Project: An amazing new Canada wide project dedicated to "never again" - preventing Child Abuse. We are on their "Circle of Friends". They are conducting workshops - and beginning to create a monument (which will be inaugurated in 2000 in Toronto) which like the Aids Quilt and the Vietnam Memorial - are places of enormous healing. Visit and see...
• Circle of Inclusion - outreach training project...
• Community Education Psychology Service - in Nottingham
• Connecticut Assoc. of Personal Assistants - CTAPA - NEW - about personal assistants!!
• Corey, Timothy - Outstanding graphic faciliation and training - Seattle based
• Council of Canadians with Disabilities - CCD - a powerful resource with excellent clarity on complex issues like Tracy Latimer's murder.
• Crosspoint Anti Racism - Wonderful resource on international connections to inclusion
• Cultural Diversity at Work - resources that encourage diverse people to work together
• Developmental Disability Centre- University of Alberta - OUTSTANDING reference base for disability related resources.
• DIRECT FUNDING - check out the information from Seattle Self-determination conf. July 29-31, 2000
• Disability Advocacy: a GREAT new resource - wide ranging connections - excellent resource!
• DIVERCITY PRESS - Dave Hingsburger and his works.
  If you haven't heard Dave, or read his books - you have missed a treat. He is a passionate advocate for rights for people with labels - and specializes in anti-abuse training - teaching people how to stand up for themselves. You will love or hate Dave and his work - but you won't forget the experience. Try.
• Disability Organizations Network: on line data base of organizations!
• Down Syndrome Association of Metro Toronto - good information and great links
• Elliot County Schools- a fun school with an active web site
• Essex County Association for Community Living - an example of excellence in action for people.
• Every Child - a site with a wonderful selection of children's books - on inclusion
• European Association of Inclusion International- - what's on in Europe...(former ILSMH)
• European Colleagues on Inclusion - find out what's up in Europe...
• The Facilitated Communication Institute
  370 Huntington Hall, Syracuse University, Syracuse, NY. 13244-2340
• Facilitated Communicating: For the work of Anne Donnellan, Paul Haskew and Martha Leary, 2800 Marshall Court, Madison, WI. 53705 Ph./Fax (608) 238-5340
• Family Alliance - A wonderful family advocacy organization - Ontario based - excellent connection point.
• Family Network - a Windsor based family support network...
• Family Village -- a Global Community for Families of Persons who have Disabilities.
• Father's Network -- Dad's Newsletter - Dads Advocating for Dads - a brand new National Father's Network supporting fathers and families of children with Special Needs - great links.
• Gentle Teaching: -- Non aversive approaches - John McGee
• Georgia Advocacy Office: A wonderful team of brilliant advocates - check them out.
• Michael Giangreco - a great training resource - COACH - based in Vermont
• Goodwill Industries International
• Hasbury, David - Graphic Facilitator, Trainer and Advocate - Toronto Based
• Home of Your Own -- Project on Housing - have a look..
  Univ. of New Hampshire, Morrill Hall, Durham,NH 03824 603-862-4320
• Human Policy Press - a great resource - location for many article by John O'Brien & Connie Lyle O'Brien.
• ICAD -- International Coalition on Abuse and Disability - an electronic mail network on the topic of abuse & disability.
• INCLUSION DISTRIBUTION: - Books and Resources for Inclusion - UK based - Kevin Reeves
• INCLUSIVE SOLUTIONS - a wonderful training resource based from Nottingham, UK. Colin Newton, Derek Wilson and team. Great trainers. Brilliant Circles work.
• Individualized Funding Coalition for Ontario - a great place to connect with others thinking about this issue.
• InfoABILITY - a brand new ONTARIO information support service that connects people with support needs to the available resources . . .
• Institute on Disability.UAP -- Great resource - good books...
  Univ. of New Hampshire, Morrill Hall
  Durham,NH 03824 603-862-4320
• Institute on Community Integration - UAP - : Improving community services and social support for persons with disabilities and their families
  Univ. of Minnesota, 109 Pattee Hall, 150 Pillsbury Drive SE
  Minneapolis MN 55455 612-624-4512
• Institute for Policy Research - North Western University Center for Policy Research on Communities - John McKnight's base.
• International Coalition on Abuse and Disability
• Interwork Institute - San Diego - find out what some people can do...
• Jim Lubin's Resource Collection - a fabulous resource and research base ... visit the stars...
• Job Accommodations Network- Excellent information on 'job' accommodations.
• Kids R Kids- wonderful new web site promoting inclusion for all kids.
• Kids Together Inc. - Inclusion for Children - where all people belong
• Kingston ACL Association for Community Living - in Kingston, Ontario.
• Latimer, Tracy: - Canadian Council on Disabilities - following the Tracy Latimer Story...
• Learning Differences: - new site created by parents identifying supportive connections
• Lifeworks - A great page on providing support to a number of people with developmental disabilities
• McGowan Consultants - Karen Green McGowan - expertees in complex care support.
• Mothers from Hell A Powerful Parent Network - with an attitude...
• Not Dead Yet! - standing up to be alive!
• NCIP -- The National Center to Improve Practice in Spec. Ed. through Technology
• National Arts and Disability Center - information on full inclusion in media/arts...
• National Council on Intellectual Disability - Australia - What's Down-Under
• National Institute on Life Planning for Persons with Disabilities (US)
• National Parent Network on Disabilities - (USA)
• National Organization on Disabilities - (USA)
• Natural Ties - a page about building a circle of support
• Neighbours - an outstanding human service organization in NJ - reaching out to individuals
• Neil Squire Foundation: excellent Canadian technical assistance and support
• New England Comprehensive Assistance Center - technical assistance/school reform
• NICHCY - National Information Center on Children and Youth
• NWTDT - Northwest Training Development Team - in UK - training options in UK..
• OACL - Ontario Association for Community Living
• Parents Helping Parents Family Resource Center
• PARENTS, INC.- Parents Assisting Families of Children with Disabilities
• Pathways Awareness Foundation - Education for/about children with movement and physical challenges
• PEOPLE FIRST - HAVERING, ESSEX, UK - Outstanding advocacy and self-advocacy. Also linked to 4D Training - for presentations and workshops.
• David Pitonyak: Finding new stories for people with disabilities. Web site in English and some Spanish www.dimagine.com
• Project Enable- enabling information from West Virginia Univ.
• REACH of Louisville, KY - resources for Education, Adaptation, Change and Health
• SAFE NY - Schools Are For Everyone network ...
• Sibling Resources- Resources for siblings of families that need support
• Special Education Resources - excellent resource network
• TASH - the advocacy network organization you need to join...
• UNESCO -- United Nations Educational, Scientific and Cultural Organization
• U.S. Office of Special Education and Rehabilitative Services
• U.S. Dept. of Education - IDEA 97
• Very Special Arts Massachusetts
• Webable
• Williams Syndrome -- Facts from The Canadian Association for Williams Syndrome
• Windsor-Essex Family Network..
• World Disability Sites
• The Wounded Healer -- Points of Departure for Psychotherapists and Other Survivors of Abuse

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