DFAT (2023)
Disability-Inclusive Education: Policy Guidance
This Policy Guidance Document provides introductory information regarding inclusive education, to assist DFAT in supporting the design, implementation, and monitoring of inclusive education initiatives. It refers to the international ‘Framework for Disability-Inclusive Education’ and discusses the key elements of inclusive education identified within the Framework. The Guidance Document can be used to guide the assessment of inclusive education at the country and program level.
World Bank Group (2019).
Equity and Inclusion in Education in World Bank Projects: Persons with Disabilities, Indigenous Peoples, and Sexual and Gender Minorities.
This paper focuses on three groups who experience deeply entrenched disadvantages, inequity, exclusion, and discrimination in education: persons with disabilities, indigenous peoples, and sexual and gender minorities. Inclusion and equity in education at all levels recognize the responsibility of the school system and individual teachers and school leaders to create a learning environment that facilitates all students. Inclusion and equity also require an enabling law and policy environment that support inclusion and nondiscrimination in education and in all spheres of life. Making education inclusive and equitable requires recognizing: (a) that many different groups experience exclusion, and (b) that some individuals’ exclusion is compounded by their belonging to more than one disadvantaged group.
IDA (2020).
“What an inclusive, equitable, quality education means to us”. IDA Report on Inclusive Education Launched
The IDA Global Report aims to inform education sector stakeholders on the priorities agreed by the disability rights movement, and to equip disability activists and their allies with essential messages and recommendations to unify and strengthen advocacy towards effective and accelerated reforms of the education sector.
The IDA report lays down the minimum conditions required for inclusion of all children and youths – including children and youths with disabilities in education. It puts forward measures required to build an inclusive education system geared towards providing quality education to all children and youths equitably. It also provides recommendations to governments and civil society that IDA deems essential and urgent for the implementation of inclusive education for all learners, including children and youth with disabilities.
World Bank (2019).
Every learner matters: Unpacking the Learning Crisis for Children With Disabilities
This report prepared by the World Bank, establishes the learning crisis for children with disabilities and presents evidence of how and why children with disabilities are being left behind, and the need to shift from school access to prioritizing learning.
The report provides an evidence-based review of educational participation, takes stock of current mechanisms of measurement of learning outcomes and review their inclusivity, and explores evidence of practice and systems which promote disability-inclusive learning for all.
UNESCO (2020)
Global Education Monitoring Report 2020, Inclusion in education: All means ALL
This report is pivotal in highlighting the inequalities in educational opportunities and barriers, which have been compounded by COVID-19.
The Global Education Monitoring report recommends education actors to widen their understanding of inclusive education, by drawing attention to all those excluded from education - due to reasons including background or ability. The report seeks to rebuild a more inclusive education system.
DFAT (2019)
Disability Inclusive Education: Practitioner Level course
This module is designed to inform those who engage with and lead policy dialogue with international and domestic partners of diverse implementation strategies and key priorities in disability-inclusive education. It is recommended that users complete the Disability-Inclusive Education: Foundation Level module as background information to this Practitioner Level Module.
Chata Male & Quentin T. Wodon (2017)
Disability gaps in educational attainment and literacy (English)
This note provides an analysis of gaps in educational opportunities for children with disabilities. It also measures the impact at the margin of exclusion related to various types of disabilities on education outcomes for children. Four main outcomes are considered: whether children ever enroll in school, whether they complete their primary education, whether they complete their secondary education, and whether they are literate. The analysis is implemented using the most recent census data available for a total of 19 countries.
UNESCO (1994)
The Salamanca Statement and framework for action on special needs education
This Statement was adopted by the World Conference on Special Needs Education: Access and Quality ( Salamanca, Spain, 7-10 June 1994). It is a hallmark document, which emphasises the importance of educating children with disabilities. It outlines approaches for educating children with disabilities, and includes inclusive education. This Statement formed a foundation for later frameworks, such as Education for All, which focuses on inclusive education as the preferred mechanism for educating children with disabilities.
Humanity & Inclusion
Source: Key list on education
This key list presents information about the inclusion of persons with disabilities in education. The resources featured includes a range of documents reflecting the concept that education is broader than schooling for children, and as such includes education during emergencies, community based education, inclusive education, vocational training and non-formal, early childhood, primary, secondary and higher education.
Global Partnership for Education (GPE) (formerly Fast Track from EFA 2000)
This page sets out the work of the Global Partnership for Education in relation to children with disabilities. The GPE is a broad international collaborative response to education. Funds are controlled by the World Bank and released to developing country governments. The Asia Pacific Education network feeds into this global campaign along with GCE Education Coalitions / Local Education Groups based in developing countries with governments, donors and other stakeholders. GPE's 2014 Global Action Week (4-10 May 2014) focuses on Education and Disability and the call for more inclusive education.
CBM (2013)
End the Cycle: Indepth- Education, disability and poverty (Video)
This 2 minute video provides a brief, high level overview of the issues relating to education, disability and poverty. Presented by Australian paralympian gold medallist, Liesel Tesch.
UNESCO (2002)
The Dakar Framework for Action: Education for all: Meeting our collective commitments
Adopted by 164 countries, this framework is a commitment to achieve basic education for all by 2015. The Education for All (EfA) framework stipulates that “basic education for all is essential for achieving the goals of eradicating poverty, reducing child mortality, curbing population growth, achieving gender equality, and ensuring sustainable development, peace and democracy”. Within the framework, inclusive education is stated as the preferred mechanism for educating children with disabilities.
World Health Organization and World Bank (2011)
World report on disability – Chapter 7: Education
This chapter gives an overview of available evidence regarding the education of children with disabilities. It covers the rates of participation of children with disabilities in education, compared to their peers without disabilities globally. It also provides an overview of education and disability including: approaches to educating children with disabilities; the impact of educational setting on the outcomes of children with disabilities; barriers to education; and interventions and recommendations. It is a useful source of global evidence.