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A Global Agenda for Inclusive Recovery: Ensuring People with Intellectual Disabilities and Families are Included in a Post-COVID World

Inclusion International
June 2021

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This report documents the experience of exclusion of people with intellectual disabilities and their families during the COVID-19 pandemic. These experiences reveal pre-existing structural inequalities that affected the lives of people with intellectual disabilities and their families before COVID-19, during the pandemic, and beyond, and this report raises up the voices of those most excluded in a time of global crisis and demands an inclusive COVID-19 recovery.

 

This report includes the experiences of people with intellectual disabilities and families across eight different issue areas. Across these themes, we examined how and why people with intellectual disabilities were left out and excluded in pandemic responses, what pre-existing conditions and inequalities contributed to their vulnerability and exclusion, and how future policy structures could begin to address both this immediate and systemic exclusion.

 

Together, these experiences and policy solutions form our global agenda for inclusive COVID-19 recovery, an action plan to ensure that government efforts to ‘build back better’ are inclusive of people with intellectual disabilities and their families.

Frequently Asked Questions: Questions you have about inclusive education but didn’t know whom to ask

INCLUSION INTERNATIONAL
June 2021

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Inclusion International is often asked what we mean by “inclusive education”. Here are the most common questions from our members together with our responses. The responses are based on the United Nations Convention on the Rights of Persons with Disabilities (CRPD) and General Comment 4 issued by the UN CRPD committee, which outlines the implications of the CRPD for inclusive education.

Questions:

  • What is inclusive education?
  • What are the differences between exclusion, segregation, integration and inclusion?
  • What are the key ingredients of an inclusive education system?
  • What are some of the steps toward achieving inclusive education?
  • What is the difference between an inclusive education system, an inclusive school and inclusive classroom/practices?
  • What is meant by the “twin–track” approach to funding inclusive education?
  • What is the difference between accessibility and reasonable accommodation?
  • How can teachers provide equal opportunities for all students within their allocated classrooms?
  • Is transforming special schools into resource centres a good strategy for moving towards an inclusive system?
  • What is sometimes called “inclusive education” but is not?
  • What are the benefits of inclusive education for students with disabilities?
  • Is inclusive education good only for students with disabilities?
  • Is inclusive education more expensive than segregation?

Every learner matters: Unpacking the learning crisis for children with disabilities

McCLAIN-NHLAPO, Charlotte
et al
June 2019

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This paper was developed by the World Bank in partnership with Leonard Cheshire and Inclusion International. It is an attempt to add knowledge to the current understanding of the importance of learning achievements, with a focus on children with disabilities. While the premise is that inclusive education refers to the inclusion of all children, the focus of this paper is on children with disabilities.

The aim of the paper is to:

  • Provide an evidence-based review of educational participation of children with disabilities.
  • Establish a case for focusing on learning achievements for students with disabilities.
  • Take stock of current mechanisms of measurement of learning outcomes and review their inclusivity.
  • Explore evidence of practice and systems which promote disability-inclusive learning for all. 

Four case studies are provided - from Pakistan, South Africa, Canada and UK.

A world fit for all children : including the rights of children with disabilities in the UN Convention on the Rights of the Child.|National plans of action : guidelines for inclusion

INCLUSION INTERNATIONAL
CANADIAN ASSOCIATION FOR COMMUNITY LIVING
March 2003

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Many governments are in the process of developing National Plans of Action to implement the UN Convention on the Rights of the Child. This document is intended to present suggested guidelines for how to include the rights of disabled children into action plans in a way that promotes and protects inclusion

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