Creating Inclusive Resource Centers

Inclusive Resource Centers (IRC) in five sites in fiur regions were developed under the programme supported  by USAID. Their main purpose is to provide complex inter-sectorial support to children with special needs, their parents and teachers working with these children in pre-school and primary classrooms trough psychological-medical-pedagogical consultations. 

The main achievements included:

1) increased number of services for parents of children with special needs;

2) increased level of trust;

3) more competent teachers.

Supporting Development of Early Inclusive Education in Tbilisi Kindergartens

Supporting  Development of Early Inclusive Education in Tbilisi Kindergartens is a project aiming to support development of early childhood inclusive education: 1) by empowering mainstream kindergarten teachers and specialists working in kindergartens through modelling, practicing and sharing experiences, 2) by training Tbilisi Kindergarten Management Agency monitors/advisory team in observing, assessing and monitoring skills, using service standards developed by UNICEF Georgia and 3) by developing and conducting university accredited certificated courses for kindergarten practitioners and

Child-centered Democratic, Pre-school classrooms: The Step by Step Approach

For over 25 years, the Step by Step Program, flagship initiative for Early Childhood Education reform of the Open Society Foundations, has implemented a democratic child-centered classroom approach where families and children are placed at the heart of the pedagogical practice. For everyone to take advantage of the multiple benefits such a program delivers, ISSA is offering the comprehensive guide Child-centered Democratic, Pre-school classrooms: The Step by Step Approach specially addressed to early childhood educators and pre-school staff who work with children aged from 3 to 6 years.

Environment that belongs to children. Teacher manual

The guidebook “Environment that Belongs to Children” focuses on creating an inclusive learning environment which many researchers call a “third teacher”, after parents and educators. The first things most people think of when discussing learning environments are the furniture, toys, and equipment. However, the social environment is as important as the physical one.

What works guide: ECEC Play Hubs - a first step towards integration

This guide documents the promising practices of the Early Childhood Education and Care (ECEC) Play Hubs, which support integration of Roma at local level. The practices and the accompanying recommendations are based on the evidence from the TOY for Inclusion project piloted in seven countries. The guide is designed for practitioners and local authorities. It can assist them in the implementation of community-based ECEC services for Romani and other children to improve social cohesion.

My Rights and your Rights are Equal: How to Encourage Diversity and Respect from Kindergarten Age

This resources provides in depth information needed to adapt early childhood education and care programs to be inclusive. Special focus is on inclusion of ethnic minorities, in particular the Roma, inclusion of children with special needs, and avoiding gender stereotyping.

TOY for Inclusion Toolkit: A step-by-step guide to creating inclusive Early Childhood Education and Care (ECEC) Play Hubs for all generations

TOY for Inclusion Toolkit: A step-by-step guide to creating inclusive Early Childhood Education and Care (ECEC) Play Hubs for all generations provides all the necessary conceptual and practical information to enable trainers and practitioners from different sectors to set-up and run non-segregated multigenerational play spaces. The toolkit pays particular attention to social integration, intercultural and intergenerational dialogue, and social inclusion in the context of early childhood education and care (ECEC).

Aflatoun Non Formal Education (social and financial education)

The Aflatoun Manual for Non Formal Education is developed for all children who happen to be learning in a non-formal environment. The partnership with Liliane Fonds has encouraged us to pay particular attention to issues of inclusivity and diversity, especially where disabled children are involved. It is a sobering thought that around the world, the majority of children with disabilities remain out of schools.

Communication, Speech & Language Guidebook for Professionals in Early Education

Communication, Speech, and Language Guidebook for professionals in early education is a guidebook based on contemporary, evidence based knowledge in the field of speech, language and communication. Most logopeds (speech therapists) in Georgian kindergartens are part of the kindergarten team that are responsible for the development of early inclusive education in their centres. The guide addresses the practical needs of these professionals.  

The Role of Psychologist in Early Education

The Role of Psychologist in Early Education is the first guidebook created for psychologists working in early childhood settings. The psychologists in Georgian kindergartens are one of the personnel responsible for development of inclusive practice in kindergartens.