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The World Blind Union (WBU) conducted a study to examine the extent to which COVID-19 pandemic has exposed some deep structural inequalities in society. Data gathered from the study is evidencing that persons with disabilities, older persons, and persons from lower socioeconomic status backgrounds are among those hardest hit by the pandemic. While this report puts a spotlight on the voices of blind and partially sighted persons, many of the experiences shared strongly resonate with numerous other studies that are also highlighting how marginalised groups have been affected by this crisis. Through this report, WBU hopes to raise awareness on the specifics of what those challenges have meant in reality for its constituents, as well as shed light on what have been effective resilience strategies for them. The study was made possible with the support of CBM Global

To understand the situation of our constituents, the World Blind Union (WBU) conducted a global survey in collaboration with key stakeholders. In April 2020, the WBU launched an open online survey for seven weeks in Spanish, French and English, seeking information from blind and partially sighted persons on how COVID-19 was impacting their day to day life. 853 people participated in the survey. The respondents expressed in their own words how their lives had been and continue to be impacted by the coronavirus pandemic. This report is a compilation of those voices. It depicts the ways in which COVID-19 response measures taken by state and non-state actors have created additional barriers and challenges for blind and partially sighted people. It also includes powerful testimonies on how people have shown resilience in the face of adversity.

This regional report on inclusion and education in Latin America and the Caribbean offers a deep dive into the core challenges and key solutions for greater inclusion, in a region characterized for having the largest and most challenging socio-economic inequalities in the world.

In the framework of this report, 29 in-depth case studies from the region covering 8 dimensions of exclusion were prepared. The Report covers access to education of Venezuelan migrants in Colombia and Haitians in Dominican Republic; remoteness in Suriname and Brazil; disability in Nicaragua; girls in Peru and boys in Jamaica; sexual orientation in Mexico and Chile; and youth incarceration in Uruguay. It also explores how the Covid-19 pandemic has further exposed and deepened the disparities that already existed in education.

Chapter 2 analyses the role of legal tools in supporting the development of inclusive education. Chapter 3 addresses governance and finance. Chapter 4 discusses the politically complicated issue of how curricula and learning materials are adapted to the principles of inclusive education. Chapter 5 looks at ways teachers can support the case for inclusion, considers their needs, and examines how well governments help them prepare to meet the inclusion challenge.  Chapter 6 examines school-level factors. Chapter 7 examines communities’ crucial role in achieving inclusive education. After these chapters addressing the main inclusion challenges, Chapter 8 looks at them all through the lens of COVID-19. 

This "summary" handbook with CD-ROM presents experiences and proposes ideas on how DPOs and people with disabilities can enter and participate in national Poverty Reduction Strategy Papers (PRSP) processes. It provides an overview of the PRSP process and outlines approaches to PRSP and disability, explaining how to include disability issues in national PRSPs. It explains the three main phases of a PRSP (formulation, implementation, and monitoring and evaluation), and suggests how civil society can participate in the process. The CD-ROM contains all this information, as well as extensive information on four case studies including lessons learned, and appendices on stakeholders, process and project management, and influencing policies through lobbying and advocacy