Inclusive Education

The INEE Guidance Note on Gender provides strategies to ensure that girls, boys, women, and men in contexts of conflict and crisis equally enjoy the protection and learning outcomes that quality education can provide.

The INEE pocket guide, “Education in Emergencies: Including Everyone”, takes a broad look at inclusive education principles and the types of actions that can be taken to make education in crises contexts more inclusive.

Emergency situations greatly impact inclusive education because some learners who previously had access to education may be excluded because of various factors. Inclusive education means removing these barriers to participation in learning are removed and that teaching methodologies and curriciula are appropriate and accessible for all students, including those with disabilities.

The INEE Pocket Guide to Supporting Learners with Disabilities is specifically aimed at providing practical advice to teachers/educators, as one of the biggest challenges in the development of inclusive education is helping practitioners to turn theory into practice.

At the end of this session, participants will be able to understand the basic principles underpinning inclusive education and understand about barriers to inclusion, and how we can identify them and begin to address them.

The authors in this article emphasise that it is important to make clear that committing to inclusion is not about demanding the impossible or reaching for unrealistic goals but rather about allowing the principles of inclusion to inform all work, asking who is currently excluded from learning and participation and what all of us can do to improve the situation.

The Toolkit promotes and provides guidance on how to create an inclusive, learning-friendly environment (ILFE), which welcomes, nurtures, and educates all children regardless of their gender, physical, intellectual, social economic, emotional, linguistic, or other characteristics.

The most important part of teaching and learning is the learning environment, especially the ways how teachers and students interact and how such an environment helps different children learn to their best ability.

This book is about how non-governmental organisations (NGOs) can help school systems in developing countries become more inclusive.

The Humanitarian inclusion standards for older people and people with disabilities help humanitarian organisations ensure nobody is marginalised or left behind during emergency responses.

This report summarises findings from a review of available budget and planning documents from 12 low-income countries.

The Right of Children with Disabilities to Education: A Rights-Based Approach to Inclusive Education proposes a conceptual framework on the very specific issues that affect the inclusion of children with disabilities in Central Eastern Europe and Commonwealth of Independent States (CEECIS ).

UNESCO's Thematic Alert on Inclusive Education compiles various resources related to inclusive education. 

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.

This guidance developed by the European Commission's humanitarian affairs department (DG ECHO) is conceived as a tool to reach the goal of combatting discrimination based on disability. 

This paper highlights the vulnerability and exclusion of children with disability in the basic regular education system. However, there is a need to emphasize that inclusive education has to go beyond primary education to secondary, tertiary, vocational training and lifelong learning opportunities.

This paper examines the heightened risks faced by children with disabilities, and provides recommendations on strengthening protection and disability-inclusive humanitarian assistance. 

Written and hosted by Claudia Cappa, Booklet 4 assists UNICEF staff and their partners to understand why data on disabled children are currently inadequate, the difficulties that surround the gathering of high-quality data on disabled children, and why there is a real need to improve the collection, analysis, dissemination and use of disability data.

This advocacy brief shows the barriers that prevent disabled children from accessing quality education and makes a case for addressing those barriers. 

This report aims to address this gap by reviewing how the UK Department for International Development (DFID) has addressed inclusive education for children with disabilities to date.