People with disabilities have the same right to educational services as other people. Often people with disabilities are perceived to be a burden by their parents, teachers and other members of their communities, who do not think they are capable of being educated or contributing to society.

In the 16 years since the first Education for All conference at Jomtien, national governments and international donors have invested billions of dollars in programs and reforms designed to improve access to quality education, with a focus on basic education.

This article examines the ways in which the INEE Minimum Standards and other resources can assist practitioners in the design, development and implementation of emergency education programs that integrate the special education needs of all children.

تقدم الإرشادات أفكارًا للمنهجيات والأنشطة (استنادًا إلى الدروس المستفادة خلال مشروع البحث التطبيقي) يمكن للآخرين تجربتها أو تكييفها لتسهيل عمليات التأمل والتسجيل والتعلم والمشاركة المماثلة ضمن مجتمعاتهم المحلية.

The Guidelines provide ideas for methodologies and activities (based on the lessons learned during the action research project) that others can try or adapt in order to facilitate similar reflection, recording, learning and sharing within their local communities.

Girls, children with disabilities, minority children, and child soldiers are some of the many groups who do not always enjoy full participation within society because they are marginalized or shunned. Special efforts should be made to provide basic education to these children because education is essential to enable them to survive and to participate in society.

This Guide can be used in addition to the UNESCO Teacher Education Resource Pack: Special Needs in the Classroom. It repeats some of the messages contained in the Resource Pack. But it also guides teachers on practical ways of coping with children who have particular difficulties in learning.