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United Nations Sustainable Development Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

Equal and inclusive education is a fundamental human right and is indispensable for the achievement of sustainable development.
        

We have an urgent responsibility now to maximize our advocacy efforts, inform, train and equip educators and families on ways to tackle inclusive communication in all their learning programs, and  empower them to take action, and contribute to the inclusive language and communication pedagogy.
 

Through IIECEF, we would hold conversations with key stakeholders, policy-makers, leaders, experts and individuals who play critical roles in the early childhood education sector to promote,inspire, and inform participants to take action in recognizing their national sign languages as a second language of instruction in all K-12 programs WORLDWIDE.

International Inclusive Early Childhood Education Forum.(IIECEF)                                                                          2021 SPEAKERS

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CHRISTABEL ODONKOR, HOST

                         GHANA

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JOHANNA BERGLEIN, NEW YORK

TOPIC: HOW PARENTS AND EDUCATORS OF YOUNG CHILDREN CAN FOSTER HEALTHY RELATIONSHIPS WITH CHILDREN SUPPORTING HEALTHY EMOTIONAL DEVELOPMENT.

 

Johanna Berglein has 20 years of experience in the field of rare diseases, intellectual disability, global advocacy and parenting support. While studying Social Work in Germany Johanna published the findings of her study on the social-emotional impact of a rare malformation in a German research Journal on Psychology. As Vice President and Youth Representative for the German patient organization Soma e.V., Johanna established summer camps for youth with rare diseases throughout Europe and was honored with the US ABLE Idea Price from the Koerber Foundation. The youth and adult peer support program she founded has since grown into a strong and established movement that still draws upon her expertise, today enabling parents to support each other and their children well emotionally. In 2006 Johanna moved to New York City to pursue a Master in Public Administration with focus on Nonprofit Management and International Affairs. Since her graduation, Johanna has built a strong career in supporting people with intellectual and developmental disabilities with one of the leading organizations within the United States. As the Manager of International Affairs at YAI she advocates globally at United Nations Headquarter for the implementation of the Social Model on disability and works towards person driven support development in many countries around the world. As a mother of two girls, Johanna was fortunate to learn about the Hand in Hand Parenting approach, which transformed her parenting and enabled her to be confident in supporting her children well emotionally through life’s challenges. Her vision for the difference these tools can make for families caring for children with disabilities and medical needs committed her to teaching these tools in presentations, workshops and consultations within the global disability community. As a Certified Instructor of the Hand in Hand Parenting approach, Johanna enables families and professionals alike to fully understand the emotional needs of children and support them well in processing of difficult emotions and traumatic events, as well as strengthening relationships and building trust in themselves and others to allow for resilience and emotional wellbeing of children and families.

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  GAYATRI GULVADY (ENABLE INDIA)

  

TOPIC: HOW CAN COMMUNITIES AND ORGANIZATIONS ENHANCE ECONOMIC PARTICIPATION AND JOB OPPORTUNITIES FOR PEOPLE WITH DISABILITIES?

(BEST PRACTICES FROM EnAble INDIA’s   APPROACH)

Gayatri has a Double Masters in Industrial Psychology and Disability Studies from Christ University (Bengaluru, India) and University of Leeds (Leeds, United Kingdom), respectively. As an ally, she is passionate about the opportunities and outcomes that can emerge when different stakeholders work towards creating an inclusive society for persons with disabilities. Currently working as a Project Lead at EnAble India, her main area of focus has been to help design, develop, and disseminate India's first certificate course for disability professionals. Her key competencies include disability research, capacity building, and content design and development.

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MIRIAM LOIVOTOKI -ELISHA, TANZANIA

 

TOPIC: HOW CAN SIGN LANGUAGES BE USED IN BRIDGING SOME OF THE LANGUAGE AND COMMUNICATION NEEDS OF CHILDREN WITH AUTISM?

 

Miriam is a passionate educator and an inclusive education enthusiast with over 12 years’ experience in early childhood education, child development and youth’s engagement programs. She has certificates in Managing Autism, ADHD and Dyslexia in Schools from the University of Colorado, University of London and UC Davis-Mind Institute. She is currently pursuing a PhD in Educational Support Systems for Children with Autism in Inclusive Schools She is the Founder and Director at Unique Child Academy Iringa Region in Tanzania,which offers early intervention to learners with Autism and other learning disabilities. She is committed to providing educational solutions to children within the Autism Spectrum Disorders (ASD) with the aim to enable them learn, thrive and grow to utilize their God Given Potentials, and fall in love with school and learning.

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JOSEPH WALUGEMBE, UGANDA   

TOPIC: ENHANCING TEACHER TRAINING PROGRAMS IN AFRICA TO PROMOTE INCLUSIVE EARLY CHILDHOOD EDUCATION. (BEST PRACTICES FROM THE STROMME FOUNDATION APPROACH)

 

With more than 20years of program leadership and deep knowledge of the international and national legal, policy and institutional frameworks for human rights promotion; including the Convention on the Rights of People with disabilities and Sustainable development Goals. Joseph is grounded in Disability Inclusive Development and has strategically guided programs on Inclusive Education, Inclusive economic Empowerment, Inclusive HIV/AIDS response, Inclusive peace and conflict resolution, and mitigation of sexual and gender based violence against girls and women with disabilities. Since 2020, Joseph is the Together for Inclusion Project Coordinator for Uganda and South Sudan at the Stromme foundation East African Regional Office where he is leading on inclusive education and inclusive economic empowerment programs. Previously he worked as Country director for ADD International, Country Director for Sense International and Regional Advocacy Officer at the African Union of the Blind. He has served as a member of a local government recruitment agency representing people with disabilities and served on boards of various organizations

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MICHAEL YAMOAH, GHANA

 

TOPIC: INCLUSIVE EARLY CHILDHOOD EDUCATION IN GHANA AND HOW THIS CAN BE STRENGTHENED WITH SIGN LANGUAGE IN ALL ECE PROGRAMS.

 

Michael Yamoah holds Bachelor's degree in Education with specialisation in early childhood education and care from University of Education, Winneba in Ghana; A Master's degree in early childhood education and care from four joint universities in Europe, namely Oslo and Akershus University (Oslo), Dublin Institute of Technology (Dublin- Ireland), University of Gothenburg (Sweden) and University of Malta (Malta). And holds Certificate in Entrepreneurship from University of Malta and a Certificate in Children with Special Needs from Haifa- Israel. His research areas include; children's rights, policy & practice in early years education, training and teaching in curriculum development, quality early childhood education, children's play and pedagogy in early years education and children's sign language. Currently, he is a lecturer at University for Development Studies, Faculty of Education, Ghana in Tamale and a member of the national curriculum implementation team for the four year B.Ed programme being introduced by the Ministry of Education for the Colleges of Education. A member of Ghana`s ECE policy developers, a trained inspector and member of National Schools Inspectorate Authority (NaSIA) in Ghana. Contributes greatly to the development of early childhood curriculum and other ECE policy issues in Ghana

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PERFORMANCE FROM SEEING VOICES MONTREAL,CANADA

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