01313nas a2200169   4500000000100000008004100001653002100042653001500063653002800078653002500106100001600131245010900147856003900256300001300295490000700308520082800315       2014                            d10ateacher training10aMonitoring10aCommunity participation10aCBR; early detection1 aPförtner K00aCommunity-based inclusive education: Best practices from Nicaragua, El Salvador, Guatemala and Honduras.  uhttp://dcidj.org/article/view/321   a5- 20 p.0 v253 a<div>This article highlights some lessons about &nbsp;the strategy of community-based inclusive education, drawn&nbsp; from &nbsp;in different programmes in Latin America. Having worked in the region for several years as a CBR advisor and special education teacher, the author provides insights into the progress that has been made. Early detection of disability followed by early education, with support from within the community, helps children with disability to participate in mainstream schools. Sensitisation of the public can overcome discrimination and exclusion. Teachers have to be trained to adapt teaching methods for the benefit of those with special needs. The author concludes that communities ought to initiate these strategies in their local schools as inclusive education is good for all children.</div>