Inclusive Education Initiative Newsletter #24

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Transforming Education for Children with Disabilities
May 2023 | Issue #24

Dear IEI Members,

We hope you are well and enjoying the fruits of your labor as the year continues on. We have seen so many good things going on for children with disabilities around the world and happy to share some of those here in this newsletter. Remember that many of the updates here can be found on our LinkedIn Community of Practice where we now have over 5,000 members!
Please keep sharing resources and engaging in discussions as this community wouldn't exist without you. We are so grateful for our 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

CaNDER Seminar Series
CaNDER Research
April 25 to June 16, 2023 (12-1 PM BST) multiple dates

The CaNDER Easter term seminar series presents scholarly work being undertaken by different researchers working in the area of disability and education. This series will be hybrid- it will take place both in-person and virtually via zoom, from 12pm to 1pm (BST). Those joining via zoom will be sent the link prior to the seminar, hence it is important to register at the link above. Recordings will not be available.
The schedule of seminars is as follows:
25th April: Methodological approaches to understanding the voices of children with neurodevelopmental disorders in a Nigerian Context
Mrs Basirat Razaq-Shuaib, University of Cambridge
9th May: Systems Thinking for Inclusive Education: The Development of a UNESCO Tool and related Training Initiatives
Mr Richard Ingram, University of Exeter and UNESCO Consultant
23rd May: Experiences of playful teaching in autism schools: voices from South African teachers and teaching assistants
Ms Stephanie Nowack, University of Cambridge
9th June: Accounting for the Extra Costs Incurred by People with Disabilities in Social Policy
Dr Dan Mont, CEO of the Center for Inclusive Policy
16th June: Community Based Interventions for Educating Girls with Disabilities: The Case of "Big Sisters" in Nepal
Dr Laraib Niaz, University of Cambridge

Deaf Child Worldwide Online Course: Teaching Deaf Children
Deaf Child Worldwide
May 22-25, 2023 (11 AM- 1 PM BST)

This training course will give educators working in developing countries an understanding of how they can support deaf children. In it we will cover:
* How deafness affects language acquisition and why this can have a long-lasting impact if not addressed early.
* How to make schools and classrooms deaf-friendly.
*What teaching styles and lesson adaptations work well for deaf children.

All our courses are taught by a mix of deaf and hearing trainers. The course will be held over four days: Mon 22nd, Tues 23rd, Weds 24th and Thurs 25th May 2023 at 11am-1pm UK time (GMT +1) each day and you will need to be available to attend all four sessions to qualify for a place.
ECW’s High Level Financing Conference Side EventFrom Challenges to Change: Journeys to Disability Inclusive Education and Learning Equity in Emergencies”.

On Friday 17th February 2023, partners GCE-US, Humanity and Inclusion, Send My Friend to School, Light for the World, Perkins School for the Blind, World Vision and Action for Humanity organised a side event highlighting the importance for disability inclusive education to be included in humanitarian action.

Children and youth with disabilities are often excluded in emergency, humanitarian, and crisis response, including education. In session we started with the voice of a young person with a disability sharing their experience of why education matters so much to them, but how crisis and emergency, especially climate change, risks to disrupt their learning. Panellists presented real life scenarios of children and their families of how the challenges learners with disabilities face on a day-to-day are greatly exacerbated in times of crisis. We need to act urgently to transform our approach to education in emergencies and protracted crises (EiEPC) programs, policies, and funding to fully include learners with disabilities. Overall, the session illustrated how by being innovative and inclusive we can boost learning equity and build a more resilient education system moving forward.
Guidance for Promoting Diversity, Equity, Inclusion, and Accesibility in Educational Materials
Equity and inclusion are key principles of USAID’s Education Policy. USAID believes that education systems must benefit all learners. Incorporating diverse knowledge and perspectives in the design, revision, and selection process for educational materials leads to more inclusive and better-quality education for all. USAID understands that extending services to reach the most marginalized often requires additional resources and specialized expertise, especially in crisis and conflict contexts.

The Guidance for Promoting Diversity, Equity, Inclusion, and Accessibility in Educational Materials equips development workers to identify and create educational materials that promote equity and inclusion across the education continuum, from pre-primary through higher education, and within the populations they seek to serve.
Disability Inclusive Education Online Learning Module
USAID's Disability Inclusive Education module covers the key milestones in USAID’s disability inclusive education programming, program examples from Kenya and Macedonia, disability inclusion across the education continuum, foundational research and evidence, and the dos and don’ts of disability inclusive education.

Upon completion of this online learning module, you should be able to answer the following five questions:
1) Why is disability inclusive education a critical part of a country’s journey to self-reliance?
2) What are the key terms and definitions of this technical area?
3) What are specific program examples that highlight lessons learned in disability inclusive education?
4) How do I apply evidence and research on disability inclusive education to program design and implementation?
5) How can I learn more about this technical area?
Inclusion Matters: Inclusive Interventions for Children with Disabilities. An Evidence and Gap Map from Low- and Middle-Income Countries 

In this publication we report the Evidence and Gap Mapping (EGM) of “Inclusive Interventions for Children with Disabilities in LMICs”. It shows that research is lacking in many critical areas: awareness and non-discrimination, protection, adequate standard of living, family and community life, and empowerment – that represent critical areas of policy and programming in need of robust evidence to improve inclusion and participation.
Learning from the Multi-Country Study on Inclusive Education
USAID is partnering with Purdue University, the University of Massachusetts at Boston and Inclusive Development Partners through the Long-term Assistance and Services for Research (LASER) Partners for University-Led Solutions Engine (PULSE) mechanism to evaluate three USAID inclusive education activities in Cambodia, Malawi, and Nepal.  

The Multi-Country Study on Inclusive Education (MCSIE) is led by Inclusive Development Partners (IDP)  in partnership with the Cambodia Disabled People’s Organization, Invest in Knowledge in Malawi and Kathmandu University in Nepal. The study spans August 2019 through March 2024.  
The MCSIE is the first major, multi-country effort by USAID to investigate what works in supporting children with disabilities to learn to read. The study aims to derive lessons about what works to sustainably advance teaching and learning outcomes for children with disabilities in varying contexts. USAID and its partners will use this information to inform adaptations to its activities in Cambodia, Malawi, and  Nepal, as needed, and plan for new inclusive early grade reading programming globally.  
Special Olympics Global Youth and Education
Inclusive Mindsets and Behaviors: A Framework for Defining, Understanding, Teaching, and Fostering Inclusion

Released on International Day of Sport for Development and Peace (6 April 2023), the brief is the first in a series that introduces Inclusive Mindsets as a framework for defining, understanding, teaching, and fostering inclusion. Given the potential for impact, not only in education and sports settings but also in a broader set of contexts, Special Olympics and the EASEL Lab at the Harvard Graduate School of Education partnered to develop an explicit framework for inclusive mindsets and behaviors that defines the core values, knowledge, skills, and actions that both enable and drive young people to include others, even when it is uncomfortable to do so.

This framework provides a foundation for the next phase of our partnership, which is intentionally infusing inclusive mindsets and behaviors across Special Olympics programming.

Discussion Paper: Key Issues for Children with Disabilities in Indonesia
This discussion paper highlights the key data, challenges, and opportunities to support children with disabilities in Indonesia. It was developed to trigger and support multi-stakeholder discussions around this important agenda for children with disabilities and ways of developing an inclusive society in Indonesia.

East Asia and the Pacific is home to 43.1 million children with disabilities, second only to South Asia with 64.4 million. In Indonesia, estimates of the percentage and number of children with disabilities appears to be underestimated compared to the regional and global situation.  

This paper examines the situation of children with disabilities across six pillars: education, health, nutrition, water sanitation and hygiene, child protection and social protection. The analysis found that, although policies and regulations are in place to protect the rights of children with disabilities to benefit from social services, they experience inequity compared to non-disabled children in terms of both access to and use of social services.  
Hanna Alasuutari on the role of the World Bank
Goal 4 podcast
12 April 2023
The Global Thematic Lead of Inclusive Education and Senior Education Specialist in the Education Global Practice of the World Bank discusses the role of the World Bank, a twin-track approach to inclusion, and her thoughts for the future of education.
Apple podcasts:

Asma Malawala on the role of UNICEF
Goal 4 podcast
26 April 2023
The Inclusive Education Specialist at UNICEF's headquarters in New York talks educational justice, UNICEF's role in the education sector (and beyond), the need to invest in the whole education system, and her personal connection to inclusion.
Apple podcasts:

BEC Launches new Universal Design for Learning (UDL) Video
Basic Education Coalition
3 April 2023
World Bank’s first multicounty cohort of the Inclusive Education Policy Academy (IEPA) kicked off in January 2023 and ends in May 2023, with teams from Ethiopia, The Gambia, and Zambia. The EGZ IEPA brings together government officials, civil society actors, researchers and practitioners from schools, universities, TVET institutes and international NGOs from the three countries to learn together and from each other. The hands-on, quality professional learning course packages the latest cutting-edge research and evidence to inform inclusive education and disability inclusion in education policy. 
We want to hear from you!

Please share your disability-inclusive education activities, success stories, upcoming events, and other exciting resources. Please connect to our website: or send to 

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