The Global Resource Center for Inclusive Education (GRC) is designed to work collaboratively with reserachers, teachers, persons with disabilities, family members and policy makers around the world in the areas of developing and evaluating inclusive education programs, training teachers on-site or online, supporting international policymakers in developing sustainable and cost-effective ways to meet inclusive education goals, developing education and transition assessment tools, and much more. Below is a list of GRC projects, active and completed, and a list of products we have produced, including textbooks, toolkits, articles, and films. To view a description of the services we provide, visit the About page.
Enhances the social inclusion of Russian youth and young adults with disabilities by developing community living and supported employment programs in the Moscow area. Options in Russia for supported community living and employment are very limited, leading many Russian parents to doubt the value of educating children and youth with disabilities, which, in turn, diminishes employment and community participation prospects for young Russians.
Life Route is a subsidiary of Ordinary Childhood, a nongovernmental organization (NGO) in Russia that is trying to break this cycle. ICI's Global Resource Center for Inclusive Education (GRC) is working with Life Route to develop materials that support youth with disabilities to successfully transition from school to employment and community living. Activities include staff from Life Route visiting Minnesota in fall 2018 to observe employment and community living programs, and GRC staff traveling to Russia to provide technical assistance. Working with NGOs and parents on these transition issues can enhance the quality of life of persons with disabilities and begin to change public attitudes towards this part of the population.
With support from the Eurasia Foundation, this project has produced Handbook on Community Living and Employment, a resource guide co-authored by U.S. and Russian experts that is accompanied by case studies and concrete examples of innovative approaches to community living and competitive supported employment. The handbook is accompanied by learning modules that cover the same topics.
Community-based Rehabilitation Approaches for Family Caregivers and People Who Support Adults and Children with Disabilities
Presents two-day trainings in Liberia that teach individuals with disabilities, family members, and community volunteers about community-based rehabilitation (CBR) methods and the rights of people with disabilities in the Liberian context. ICI, Zambian home-based special education expert Mikala Mukongolwa, and the Catholic Diocese of Monrovia and Gbarnga in Liberia, are combining resources to strengthen CBR in Liberia.
The World Health Organization and UNESCO recognize CBR as a model for community rehabilitation and provision of therapeutic supports to people with disabilities in remote and rural indigenous communities. Supports in Liberia are centralized, obligating family caregivers to travel long distances - often on foot - to rural health centers, but CBR builds local volunteer networks to support people with disabilities in their own communities. This means services and supports that improve their overall functioning and quality of life (e.g., mobility, special education, employment). CBR promotes equal opportunity and the social inclusion of people with disabilities.
This project builds on connections and experiences developed by ICI staff through earlier work in Zambia doing CBR training with people with disabilities, family members, community leaders, and people from faith-based organizations. The goal is to seek additional funding and replicate the work ICI has done in Zambia using the CBR or home-based education model in Liberia.
U.S.-Russia Peer-to-Peer Project: Developing Systems to Support the Employment and Community Inclusion of Young Adults with Disabilities
Creates virtual and in-person platforms for dialogues between professionals and parents who support young adults with disabilities in Russia and the U.S. The goal is to develop opportunities and strategies for inclusive community employment and living (independent or semi-independent housing and community participation/ leisure activities) for young adults with disabilities in both countries. The collaboration will include electronic exchanges on inclusive community employment and living. There will be dual person-to-person exchanges between Russia and the U.S. (including conferences in each country) and dialogues about how culture affects community inclusion in both countries. The project will form learning communities to serve as resources for successful transition approaches and strategies, author a guide outlining key practical steps for inclusive employment and community living, and create online modules on these areas that will be available in both countries.
Americans with Disabilities Act (ADA) Anniversary International Fellowship Program in Inclusive Education: A University of Minnesota Partnership with India, Kazakhstan, Armenia, and Ukraine [Archived]
Creates an international community of learning based on inclusive education, disability advocacy and policy, and community inclusion. Partnering with universities and non-governmental organizations in India, Kazakhstan, Armenia, and Ukraine, the project selected 28 international fellows from these four countries to participate in a 4-6 week exchange in Minnesota (20 fellows) and Arizona (8) in spring 2017. The exchange focused on inclusive education and was based on experiential learning, reflective practice, inclusive service-learning, and person-centered planning. Sixteen American participants who mentored visiting fellows while they were in the U.S. in the spring traveled in fall 2017 to the respective countries for two weeks to follow-up on each country's grand challenge, conduct workshops on inclusive education, disability policy and advocacy, and provide technical assistance.
- U.S. Department of State, Bureau of Educational and Cultural Affairs
- Arizona State University
- Armenian State Pedagogical University
- Bilim-Central Asia Educational Center
- Hubert H. Humphrey School of Public Affairs, University of Minnesota
- Nazarbayev University Graduate School of Education
- Odessa Development Fund
- Tata Institute of Social Sciences
- UNICEF Armenia
- Vasyl Stefanyk Precarpathian National University
Enhancing the Inclusion of Children and Youth with Disabilities in Armenia: University of Minnesota - Armenian State Pedagogical University Partnership
Builds a sustainable partnership between the University of Minnesota and Armenian State Pedagogical University (ASPU), the only university in that eastern European country that trains both general and special education personnel. Armenia is making education more inclusive, triggering a critical need in the country for training, knowledge dissemination, and technical assistance to assist with this endeavor. In this project, the partnering universities will collaborate to ensure that inclusive education practices that were proven in the U.S. can be adapted to Armenia and their usability and feasibility understood there. The collaboration will conduct gap analysis of current needs and inclusive practices in ASPU's education and special education coursework, introduce ASPU faculty to inclusive practices in Minnesota, and build an online learning community (Inclusion Portal). Staff from the two universities will visit each other's countries. The project will also produce a film documenting Armenia's progress towards inclusive education. This project is part of ICI's Global Resource Center on Inclusive Education.
Establishes a partnership between the University of Minnesota (UMN) and Krasnoyarsk State Pedagogical University (KSPU), Russia, to develop and evaluate a system of formative assessment suited for use with students with significant disabilities (e.g. intellectual and multiple disabilities). Given the special learning needs of such students, teachers in both countries are struggling to meaningfully assess academic progress in basic subjects. In this project, University faculty at UMN and KSPU conduct joint research to develop and evaluate the technical properties of a technology-assisted, curriculum-based system of assessment designed to meaningfully assess students with significant disabilities.
Develops formative assessments for students with significant cognitive disabilities using technology. There is a real need for progress monitoring measures that teachers can regularly use in the classroom to assess basic academic and functional skills of children and youth with significant cognitive disabilities. The International Institute on Progress Monitoring (IIPM) is developing, refining, and adapting assessments for use on touch-screen tablets in English, Russian, and other languages. IIPM aims to expand the use of progress monitoring measures for this student population to other languages and educational contexts.
The project was initiated in 2013 when Drs. Brian Abery and Renáta Tichá visited Dr. Anastasia Mamaeva and her colleagues at Krasnoyarsk State Pedagogical University, Russia in 2013. IIPM is an extension of the memorandum of understanding between the University of Minnesota and Krasnoyarsk State Pedagogical University. Since then, Drs. Abery and Tichá have begun work with additional partners in Denmark and the Czech Republic.
International Triangle Grant [Archived]
Collaborates with colleagues from Krasnoyarsk State Pedagogical University in Siberia on development of a technology-based General Outcome Measures system for use by educators to assess basic skills of students with the most significant intellectual disabilities. When complete, the system will be software-based, in English and Russian, and will be used for assessment and feedback to teachers.
Obama-Singh 21st Century Knowledge Initiative Award 2013: A Sustainable Response to Intervention Model for Successful Inclusion of Children with Disabilities [Archived]
Fosters university-, district- and school-level partnerships between India and the U.S., using the Response to Intervention (RTI) education framework. RTI is a model for a school-wide process that helps teachers ensure that all their students, including students with disabilities, are making adequate academic progress. In this project, ICI's Brian Abery and Renáta Tichá will travel to India to work with the schools in the Coimbatore district and faculty from Avinashilingam University on delivering training, technical assistance, and mentoring for their faculty in effective implementation of RTI and its impact on successful inclusion of students with disabilities. Indian faculty will come to Minnesota to see how Minnesota schools have adapted RTI to their needs. And the collaborating Coimbatore schools will serve as model demonstration sites for other schools in Tamil Nadu, building local capacity and allowing for potential scale-up.
Enables high school students with and without disabilities, and their educators, from the U.S. and Costa Rica to learn and serve together while enhancing their cultural understanding, global competency, and leadership skills. This inclusive service learning project pairs 33 students - 12 of whom have disabilities - from the School of Environmental Studies in Apple Valley (a public high school on the grounds of the Minnesota Zoo) with 17 students from a Liceo de Poás high school in Costa Rica's Alajuela region. The students from Minnesota and Costa Rica study environment and climate change, and are developing a collaborative service learning projects to address a need in those areas. In July and August 2014, the Minnesota students spent three weeks in Costa Rica working with the students there on their service learning collaborative project. The project takes the inclusive service learning program developed at ICI and applies it to a new cultural context, thus expanding its inclusive component to another level of diversity.