Inclusive Education Initiative Newsletter #23

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Transforming Education for Children with Disabilities
March 2023 | Issue #23

Dear IEI Members,

We’re excited to celebrate 4 years of the IEI and 3 years of the Community of Practice that has continued to grow and thrive. We have recently exceeded 4,000 members and we are so glad that you are one of them!

This issue highlights all the many reports, passed event recordings, and information about upcoming events that have been shared with us. Please keep sharing resources and engaging in discussions as this community wouldn't exist without you. We are so grateful for your continued collaboration in achieving the goal of ensuring all children have access to quality inclusive education.

Please reach out to us if you have a blog post or anything else you would like featured on the IEI website—we are happy to feature your work on disability-inclusive education.  You can email us at or join our LinkedIn Group and post questions directly there.

All the best,
The Inclusive Education Initiative Team

The Joseph P. Kennedy, Jr. Foundation has announced recruitment of an International Policy Fellow in inclusive education to be placed at the UNICEF Eastern and Southern Africa Regional Office in Nairobi, Kenya.  
Financing Disability-Inclusive Social Protection Systems
ILO, UNICEF, EU, & Global Coalition for Social Protection Floors
9 February 2023
Viewing Disability: Seeing the Other Side
Anna Basu, Kathleen Friel, Bolajoko Olusanya & Mijna Hadders-Algra
In this podcast, authors discuss their paper “Viewing Disability; Seeing the Other Side
Global Research on Developmental Disabilities Collaborators (GRDDC)
Bolajoko Olusanya, Claudine Storbeck, Vivian Cheung, & Mijna Hadders-Algra

Disabilities in Early Childhood: A Global Health Perspective
Prior to the launch of the United Nations’ Sustainable Development Goals (SDGs) in 2015, childhood disability was rarely considered an important subject in global health. The SDGs till 2030 now require that children under five years who are at risk of not benefitting from inclusive quality education are identified, monitored, and promptly supported. A new tool for identifying children who are not developmentally on track has been developed by UNICEF but has limited sensitivity for detecting children with disabilities due to reliance on parental assessment of child behavior in certain everyday situations. In this paper, we identified conditions that are commonly associated with developmental disabilities based on the International Classification of Diseases (ICD) codes and clarified the concept of “developmentally on track” as it relates to children with developmental disabilities and developmental delays. We summarized the latest evidence on the global burden of developmental disabilities in children under 5 years based on the diagnostic and functional approaches for measuring disabilities at the population level. We highlighted the global health context for addressing the needs of children with developmental disabilities and provided an overview of the opportunities and the role of pediatric caregivers in supporting children with developmental disabilities.
Disability Inclusion Policy and Strategy (DIPAS) 2022-2030
The DIPAS was developed through intensive internal and external consultations, including UN Agencies, governments, Organizations of Persons with Disabilities, and youth with disabilities and it is guided by the Convention on the Rights of Persons with Disabilities (CRPD), the Convention on the Rights of the Child (CRC) and the United Nations Disability Inclusion Strategy (UNDIS).
The vision of the UNICEF DIPAS is a more inclusive world by 2030 where all children, including those with disabilities, live in barrier-free and inclusive communities.
The DIPAS sets out six strategic priorities: prevention of stigma and discrimination; improvement of disability-inclusive services, programmes and workplaces; access to comprehensive community care and support services; access to assistive technology; disability-inclusive action in humanitarian, emergency and fragile contexts; full and meaningful participation of persons with disabilities.
The DIPAS is the roadmap for greater cross-sectoral coordination for disability inclusion to be mainstreamed across the organization at every level to meet the needs of the world’s 240 million children with disabilities.
Disability Inclusive Pre-Primary Education Landscape Review
This landscape review provides USAID and its partners with a better understanding of how disability inclusive pre-primary education (PPE) manifests across a range of contexts, including in contexts of crisis and conflict.
Special Olympics
Global State of Inclusion in Education
This brief seeks to expand educators’ and policymakers’ understanding of how the vision of international inclusive education is falling short of including all learners, no matter their identity, background, or ability.

One of the report’s main goals is to investigate and analyze the commitments received at GDS2022, highlight some good examples of commitments we have received in line with the CRPD and underline the emerging trends and issues that can be improved as we look ahead at GDS2025. Read an accompanying blog by Jacqueline Jodl, PhD, Chief, Global Youth & Education, Special Olympics International.
Included, Every Step of the Way
Children with disabilities and children on the move represent highly diverse populations living in a broad range of circumstances. But as two of the most marginalized groups of children in the world, there is much they have in common, often-times neglected in data collection, policies and programming.
This report examines children’s lives when these two identities intersect. It asks key questions about growth, development, safety and security when children with disabilities migrate or have been displaced. While the available evidence is limited, it is clear that across contexts – from humanitarian to high-income settings – this group of children faces high barriers to participating in society.

Children with Disabilities in the Middle East and North Africa: A statistical overview of their well-being
An estimated 21 million children with disabilities live in the Middle East and North Africa. Each of them – like every child in the world – has the right to be nurtured and supported through responsive care and education, to receive adequate nutrition and social protection, and to enjoy play and leisure time. Too often, however, such rights are denied. The reasons vary. They include stigma, lack of accessible services, institutionalization and physical barriers, but the consequences are sadly consistent. When marginalized from society, the chances for these children to survive and thrive are diminished, along with their prospects for a bright future.
Monitoring the inclusion of children with disabilities in development efforts has long been held back by the lack of reliable and comprehensive data. Recent years, however, have seen renewed efforts to fill these data gaps. The development of new data collection tools has resulted in a substantial increase in the availability and quality of data on children with disabilities, fostering new analyses and contributing to increased knowledge generation.
This report is a testament to these efforts. It includes internationally comparable data from four countries in the Middle East and North Africa and covers 18 indicators of child well-being – from nutrition, health and education to protection from violence, exploitation and discrimination. It also presents global and regional estimates of children with disabilities drawn from more than 1,000 data sources, including 95 from countries in the Middle East and North Africa.
The report’s objective is to promote the use of these data to make children with disabilities in the region more visible, bringing about a fuller understanding of their life experiences. It offers evidence crucial to decision-making to fulfill obligations, both moral and legal, to give every child an equal chance in life.
Reaching women with disabilities for truly inclusive and sustainable development
Louise Cord, World Bank
8 March 2023

Counting Children with Disabilities Starts with Changing Minds
Claudia Cappa, Mahwish Khan, Archana Dwivedi
22 December 2022
Int’l Day of Education: Sightsavers seek inclusion for children with disability
Ernest Nzor
25 January 2023
Measuring Inclusive Teaching Practices that Support Learning for All
Ana Teresa del Toro Mijares, Emma Carter, Carla Agustina Froy, Ezequiel Molina
26 January 2023
Education Cannot Wait Announces New US$1.2 Million Investment to Enhance Education Opportunities for Children and Adolescents with Disabilities
Education Cannot Wait
2 February 2023
Falling short: Not including children with intellectual disabilities in school hurts all children
Special Olympics International
16 February 2023
Making Assessments more accessible for Children with Disabilities
Veronica Stapleton
20 February 2023
A Manifesto for Inclusive Education across African Countries
Humanity & Inclusion and African Disability Forum
February 2023
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