Inclusive Education

Inclusive education, ensuring that all excluded and marginalized persons have access to education, presents challenges in any setting. Yet inclusive education is a vital element for developing societies that challenge discrimination and that see diversity as a positive resource rather than as a threat. Arguably, the need for inclusive education is even greater in situations of crisis and conflict, where discrimination may be rife, even causing the crisis, and where acceptance of diversity and reconciliation is essential for moving the society forward again.

The international community has specifically addressed the issue of inclusive education through the following global conventions:

A blind student at a School for the Blind checks her answers after taking a geography exam; Ethiopia.
A blind student at a School for the Blind checks her answers after taking a geography exam; Ethiopia. © GPE

Key Messages

  1. Education in emergencies provides an opportunity to build inclusive education systems from the beginning in situations where education systems have largely or sometimes entirely broken down.
  2. Support and training for educators working in emergency situations is critical to the success of inclusive education interventions, given that teachers are often untrained and often traumatized as a result of the crisis as well. Proper training and awareness-raising provides an opportunity for teachers to ensure accessibility for all learners, according to their needs.

  3. Inclusive education is “democracy in action”. It offers a chance to rebuild broken societies and bring people together from across divides as they face a common challenge in providing all learners with equitable access to safe and relevant education, as well as instilling a culture of acceptance of difference and diversity.

  4. Education For All as set out in the Dakar Framework for Action, really does mean education for all, including those children, numbering 65 million, whose education has been disrupted by humanitarian crises. That includes those who have disabilities from prior to the disaster or as a result of the natural or man-made disaster.

  5. Education in emergency situations arguably requires more focus on ensuring access for persons with disabilities given that natural and man-made disasters cause physical and psychological damage to people. Persons with disabilities are also likely to face increased risks and suffer even more of a disadvantage in terms of access to aid (including food, water, shelter), precisely because they are unable to physically access food distribution points, water points, sanitation facilities, schools, and so on.

 

Several other videos are also available online in EENET video catalogue.

This collection was developed with the support of Sandrine Bohan Jacquot, Inclusive Education Policy Officer at Handicap International, Humanity & Inclusion.

Manual/Handbook/Guide

INEE Guidance Note on Gender

Published by
Inter-agency Network for Education in Emergencies (INEE)
United Nations Girls Education Initiative (UNGEI)

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.

Arabic
English
French
Portuguese
Spanish
Manual/Handbook/Guide

INEE Pocket Guide to Inclusive Education

Published by
Inter-agency Network for Education in Emergencies (INEE)

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.

Arabic
Bahasa Indonesia
English
French
Spanish
Brochure/Pamphlet

INEE Thematic Issue Brief: Inclusive Education

Published by
Inter-agency Network for Education in Emergencies (INEE)

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.

English
Manual/Handbook/Guide

INEE Pocket Guide to Supporting Learners with Disabilities

Published by
Inter-agency Network for Education in Emergencies (INEE)

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.

English
Bahasa Indonesia
French
Training Material

EiE Harmonized Training Module 15: Inclusive Education

Published by
Global Education Cluster
Inter-agency Network for Education in Emergencies (INEE)

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.

Arabic
English
French
Website

Centre for Studies on Inclusive Education

Published by
Center for Studies on Inclusive Education

The Centre for Studies on Inclusive Education (CSIE) is a national charity that works to promote equality and eliminate discrimination in education.

English
Journal Article

Education Access for All

Published by
Helen Pinnock, Marian Hodgkin, Forced Migration Review

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.

English
Toolkit

Embracing Diversity: Toolkit for Creating Inclusive, Learning-Friendly Environments

Published by
United Nations Education, Scientific and Cultural Office (UNESCO)

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.

English
Website

Enabling Education Network (EENET)

Published by
EENET

EENET focuses on issues relating to quality, inclusive, enabling education, primarily in resource-poor contexts. Our information sharing activities are open to everyone, including: teachers, parents, students, non-governmental organisations, policy-makers, trainers, government officials, and more.

English
Report

Making Schools Inclusive: How Change Can Happen

Published by
Save the Children

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

English
Manual/Handbook/Guide

Minimum Standards for Age and Disability Inclusion in Humanitarian Action

Published by
Age and Disability Consortium (ADCAP)

The Standards are intended to inform the design, implementation, monitoring and evaluation of humanitarian programmes; to strengthen accountability to people with disabilities and older people; and to support advocacy, capacity-building and preparedness measures on age and disability across the humanitarian system.

English
Advocacy Statement

The Right of Children with Disability to Education

Published by
United Nations Education, Scientific and Cultural Office (UNESCO)

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 ).

English
Report

Thematic Alert on Inclusive Education

Published by
United Nations Education, Scientific and Cultural Office (UNESCO)

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

English
Manual/Handbook/Guide

Understanding and Responding to Children's Needs in Inclusive Classrooms: A Guide for Teachers

Published by
United Nations Education, Scientific and Cultural Office (UNESCO)

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.

English
Manual/Handbook/Guide

Including Children With Disabilities in Humanitarian Action: Education

Published by
United Nations Children's Fund (UNICEF)

The purpose of Including Children with Disabilities in Humanitarian Action is to strengthen the inclusion of children and women with disabilities and their families in emergencies, provide practical tips and offer entry points for making sure that education in emergencies takes children with disabilities into account.

English
Background Paper

Towards a Disability Inclusive Education: Background paper for the Oslo Summit on Education for Development

Published by
US Agency for International Development (USAID)

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.

English
White Paper

Children With Disabilities in Situations of Armed Conflict

Published by
United Nations Children's Fund (UNICEF)

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

English
Book/eBook

Collecting Data on Child Disability: Companion Technical Booklet

Published by
United Nations Children's Fund (UNICEF)

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.

English
Advocacy Statement

Send All My Friends to School

Published by
Global Campaign for Education (GCE)

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.

English