INCLUSIVE EDUCATION RESOURCE GUIDE: Ensuring Inclusion and Equity in Education invisible CONSIDERING RESULTS PROJECT PROJECT FRAMEWORK, PROJECT ESSENTIAL PREPARATION . . . . . . . 7 DESIGN . . . . . . . . . . . . . . 9 MANAGEMENT AND RESOURCES . . . . . . . . 37 RISK MITIGATION . . 33 Stakeholder Laws, Regulations, Results Framework . . . 34 Country Examples. . . . 38 Engagement . . . . . . . . . 7 Policies on Inclusive Education . . . . . . . . . . . 10 Project Management . 35 References . . . . . . . . . . 40 Environmental Construction and Risk Mitigation . . . . . . 36 Bibliography . . . . . . . . 41 CONTENTS and Social Assessment . . . . . . . . . . 8 Design . . . . . . . . . . . . . 12 Glossary . . . . . . . . . . . . 42 Grievance Training/Professional Mechanisms . . . . . . . . . 8 Development . . . . . . . 16 ACKNOWLEDGEMENTS . . . . . 3 Curriculum Development/Reform and Assessment . . . . . 20 INTRODUCTION . . . . . . . . . 4 Teaching and Learning Materials (TLM) . . . . . . 23 CONCEPTUALIZING INCLUSIVE EDUCATION . . . . 5 Education Management and Information System (EMIS) . . . . . . . . . . . . . . 25 Institution Building. . . 27 Awareness Raising . . . 29 Inclusive Education Financing . . . . . . . . . . . . 31 2 ACKNOWLEDGEMENTS The INCLUSIVE EDUCATION RESOURCE GUIDE was prepared as a knowledge product of the Inclusive Education Thematic Group in Education Global Practice by a team led by Hanna Alasuutari (Global Thematic Lead for Inclusive Education, Education Specialist) in collaboration with Christopher Thomas (Former Advisor), Shawn Powers (Regional Focal Point for Inclusive Education, Economist), Laura McDonald (Regional Focal Point for Inclusive Education, Operations Ofcer) and Jefrey Waite (Advisor). The Resource Guide was further reviewed and revised by Janet Lord (Disability Inclusion Consultant) and Hannu Savolainen (Professor, Education) in consultation with the core team. The team acknowledges and thanks peer reviewers Amer Hasan (Senior Economist), Marguerite Clarke (Senior Education Specialist), Gustavo Demarco (Lead Economist), Charlotte Vuyiswa McClain-Nhlapo (Global Disability Advisor) and Clifton John Cortez (Global SOGI Advisor). In addition, the team is grateful for the detailed comments on an earlier drafts by Quentin Wodon (Lead Economist), Joao Pedro Wagner De Azevedo (Lead Economist), Michael Trucano (Senior Education Specialist), Husein Abdul- Hamid (Senior Education Specialist), James Gresham (Education Specialist), Cristina Ling (Senior Operations Ofcer), Tara Beteille (Senior Economist), Melissa Adelman (Senior Economist), Roberta Malee Basset (Senior Education Specialist), Maria Rebeca Barron Rodriguez (Research Analyst), Veronica Marchant Alvarez (Program Assistant), Ruchi Singh (Disability Inclusion Consultant), Trishna Rana (SOGI Inclusion and Disability Inclusion Consultant), Gina Cosentino (Senior Social Development Specialist), and Mari Koistinen (Senior Social Development Specialist), Jerry Mindes (Senior Advisor, Leonard Cheshire), Rachel Burton (Social Inclusion Campaign Manager, Bank Information Center), Jennifer Rigg (Executive Director, Global Campaign for Education-US), Katie Malouf-Bous (Senior Policy Advisor, Oxfam International), and Anna Martin (Disability Inclusion Consultant, The World Bank). The team acknowledges and thanks also the Quality Review teams of the Education Global Practice, all Regional Focal Points of Inclusive Education and other colleagues for their valuable insights and recommendations and for taking time to review this resource material. The team greatly appreciates the accessibility review carried out by Fredrick Haga (Acting Director, Special Needs Education, Ministry of Education, Kenya), Nafsa Baboo, Director of Inclusive Education, Light of the World) and Yetnebersh Nigussie (Senior Manager, GLAD Secretariat). The guide was designed by Nicole Hamam and the accessibility assessment was carried out by Terri Youngblood Savage (Consultant). The team is grateful for the guidance of Jaime Saavedra (Global Director), Keiko Miwa (Regional Director) and Omar Arias (Practice Manager) in supporting World Bank staf in including elements of inclusive education in all education projects and programs from the project preparation stage and ensuring inclusion and equity of all students in education. 3 INTRODUCTION This INCLUSIVE EDUCATION RESOURCE GUIDE provides suggestions for World Bank Education Task Team Leaders (TTLs), and staff across sectors, World Bank client countries and other stakeholders to make education projects more inclusive, beginning from the project preparation and design stages. The guide can be used at all levels of education. It recommends that teams acknowledge that inclusive education requires a change in the whole education system to ensure inclusion and Despite the considerable equity for all students in general education. progress worldwide in This resource provides ideas and examples to teams for including elements of inclusive education in project preparation and ensuring all children design from the project preparation stage onwards. The contents refect principles set out in the Sustainable Development are enrolled in school, Goals and in the Convention on the Rights of Persons with Disabilities and are aligned with World Bank Guidance on equity and inclusion in education. many children are still The World Bank is committed to ensuring equity and broader inclusion in education. This means that all children should have out of school or cannot access to a safe, inclusive, high-quality learning experience. access quality learning The Inclusive Education Resource Guide concentrates on providing guidance on inclusive education for persons with experience to fully disabilities, sexual and gender minorities, and/or students special, diverse educational needs. In addition, the guide participate and achieve in encourages teams to consider what other minority groups (such as ethnic minorities, Indigenous People, refugees etc.) the country they work with may have. education. There must not be barriers to educating The World Bank Group made ten commitments on disability inclusion at the Global Disability Summit (GSD) in July 2018, to accelerate global action for disability-inclusive development. One of the commitments is to ensure that all World Bank-fnanced everyone. education projects and programs will be disability-inclusive by 2025. 4 CONCEPTUALIZING INCLUSIVE EDUCATION Inclusive education refers to a process of strengthening the capacity of the whole general education system to reach out to all learners. Increasing access and ensuring learning and achievement for all students is critical to developing human capital and economic growth. Inclusive education has been a universally acknowledged goal for over two decades. Universal Design for Learning (UDL)1 reminds us of the importance of good pedagogical practices, differentiation and fexibility in curriculum and assessments. It also points to the importance of adequate human resources and reasonable accommodations at school and in Increasing access and any education institution to meet a variety of learning needs. UDL is an approach, which acknowledges that in a group of learners, all are different. Learners can understand, process, and express things in different ways. It is important that a multitude of methods ensuring learning and are used in teaching and learning to support all learners in accessible learning environments. achievement for all 263 million children and youth between ages 6 and 17 years are not in school today2 and many marginalized children face barriers students are critical to to learning even when they are in school.3 Children with disabilities are 2.5 times more likely to never go to school than their peers.4 General education systems should be accessible to all children. The learning crisis and learning poverty cannot be tackled developing human capital unless systemic barriers are addressed, and diverse educational needs of all learners, including those who are marginalized, and economic growth. disadvantaged and vulnerable,5 are met. Even when there is research evidence in favor of inclusion as compared with segregated learning, scaling up inclusive education efforts requires strong support from relevant international stakeholders, like the World Bank. Inclusion is a central feature in the World Bank’s twin goals and there is a global political momentum to ensure equity and inclusion in education. When all students, including marginalized groups, are included and accounted for in mainstream development efforts, both the quality and equity of education systems, measured as student academic and social outcomes, will increase. 1 GLAD Inclusive Education Infographic 2UNESCO, Global Education Monitoring Report (Paris: 2016). 3 World Bank, World Development Report 2018: Learning to Realize Education’s Promise (Washington, DC: 2018). 4 UNESCO, Global Education Monitoring Report (Paris: 2020). 5 Disadvantaged or vulnerable refers to those individuals or groups who, by virtue of, for example, their age, gender, ethnicity, religion, physical, mental or other disability, social, civic or health status, sexual orientation, gender identity, economic disadvantages or Indigenous status, and/or dependence on unique natural resources, may be more likely to be adversely affected by the project impacts and/or more limited than others in their ability to take advantage of a project’s benefts. 5 PROJECT PREPARATION 6 Stakeholder Engagement REQUIREMENTS EXAMPLES RELEVANT LINKS ■ Consult with: ■ Discuss the schooling experiences of ■ Inform stakeholders, such as DPOs and ESF • Relevant education authorities stakeholders who are at risk of being LGBTI CSOs, well in advance to allow time excluded from or within education. Ask for reading materials and other meeting ESSS 10 • Disabled people’s organizations (DPOs) • Lesbian, gay, bisexual, transgender, and about their needs and aspirations. preparations. ESF Good Practice Note intersex (LGBTI) civil society organizations ■ Identify accessibility issues, including ■ Have sign language support available where on Non-Discrimination and (CSOs) and local sexual and gender fnancial and social barriers to education. needed. Disability minority community-based groups and ESF Good Practice Note clubs, and ■ Identify stakeholders who are at risk of any ■ Consider compensation to cover costs, kind of violence, including disability-based including accessible transportation and on Non-Discrimination and • NGOs, universities, teacher education Sexual Orientation and violence and violence based on sexual accompanying personal assistants for institutions, teacher unions, parents, care Gender Identity (SOGI) orientation or gender identity/expression. people with disabilities who have fnancial or givers, youth or other organizations that mobility constraints. are running projects or otherwise have ■ Promote representation of diverse DPOs (i.e. special expertise on inclusive education groups representing diverse impairments ■ Seek advice on DPOs and other services. such as visual, hearing, intellectual and organizations working in the feld of inclusive mobility) and sexual and gender minority education to consult in your country. CSOs, and assure gender balance. OBJECTIVES ■ Hold consultations and other meetings in ■ To understand: accessible places and make materials for the • The level of comprehensiveness and consultation available in accessible formats, commitment of educational authorities in e.g. electronic format that can be shown in developing inclusive education; and large print, or easy-to-read and/or braille • Barriers to education and learning for versions where needed. persons in vulnerable situations, in particular persons with disabilities and ■ In countries where LGBTI people lack legal children disadvantaged due to their real protections and/or are criminalized, hold or perceived sexual orientation or gender consultations in safe spaces and ensure that identity (SOGI). meetings are carried out on a confdential basis in order to ensure that the views ■ To identify diverse stakeholders, their of CSOs are taken into account while roles and resources in supporting inclusive protecting them from potential risks. education planning and implementation. 7 Environmental and Social Assessment Grievance Mechanisms REQUIREMENTS EXAMPLES REQUIREMENTS EXAMPLES ■ Treat inclusive education issues in ■ Determine: ■ Make mechanisms accessible to ■ Consider whether reasonable the Sectoral and Institutional Context • What is the expected beneft of all persons including persons with accommodations have been made section of the concept note and the the project for people who are disabilities. for persons with disabilities so they PAD. currently excluded from education can access the grievance process. ■ Protect the privacy/anonymity of or marginalized within education This includes ensuring accessible complainants so they feel safe to services, including persons communications and websites, disclose grievances. OBJECTIVES with disabilities and children in sign language interpretation, and vulnerable situations? accessible facilities for World Bank ■ Understand the cultural and historical and project ofces. background of education in the local • What processes will ensure OBJECTIVES context. continued consultation and ■ Consider whether the grievance adjustment during implementation? ■ Provide people who are at risk of process includes language that ■ Find out nationally/locally who and exclusion from education, including is inclusive of sexual and gender where are the children who are at risk persons with disabilities and sexual minorities. of exclusion from access to education RELEVANT LINKS and gender minorities, with an or marginalization within education. ESF avenue to raise concerns about project implementation. ■ Identify entry points for advancing ESF Good Practice Note on Non- RELEVANT LINKS inclusion of persons with disabilities. ■ Ensure that grievances are Discrimination and Disability ESF addressed in an efective and timely ■ Identify entry points to foster safe ESF Good Practice Note on Non- manner. ESF Good Practice Note on Non- learning environments free from Discrimination and Sexual Orientation Discrimination and Disability disability- and SOGI-based violence, and Gender Identity (SOGI) bullying, social exclusion and other ESF Good Practice Note on Non- forms of discrimination. Guide for Ensuring Equity and Inclusion Discrimination and Sexual Orientation ■ Identify the barriers to access and in Education, UNESCO (2017) and Gender Identity (SOGI) learning. 8 PROJECT DESIGN 9 Laws, Regulations, and Policies on Inclusive Education — to understand how rights, laws and policies shape educational opportunities for people currently excluded from education or who are marginalized within education services 10 Analysis of Legal Framework, Regulations and Policies KEY ELEMENTS OF INCLUSIVE EDUCATION EXAMPLES RELEVANT LINKS ■ Ensure that the legal framework analysis includes a ■ Determine whether the Convention on the A Guide for Ensuring Inclusion and Equity in review of existing laws, regulations and policies for Rights of Persons with Disabilities (CRPD) and Education. UNESCO (2017) inclusive education. the Marrakesh Treaty, which require access to published works for persons who are blind, visually Convention on the Rights of Persons with ■ Understand whether a country’s policies are impaired, or have other print disabilities, have Disabilities, especially Article 24 based on a comprehensive defnition of inclusive been ratifed by the government. education. European Report 2017 on the Implementation of the Right to Education for Students who are ■ Discuss Disadvantaged because of their Expression of ■ Determine whether national law prohibits • Ratifcation of international conventions pertinent to discrimination in education on the basis of Sexual Preference or Gendered Identity, (2017) inclusive education; and disability and guarantees inclusive education for • National laws, regulations and policies to advance Marrakesh Treaty to Facilitate Access to all learners, including children with disabilities inclusive education. and children in vulnerable situations; and whether Published Works for Persons Who Are Blind, national education strategy addresses inclusive Visually Impaired or Otherwise Print Disabled ■ Analyze the policy and institutional constraints and opportunities for education afecting people at risk education. Policy Guidelines on Inclusion in Education. of exclusion, including people with disabilities and (UNESCO 2009) children in vulnerable situations. ■ Determine whether the legal and policy framework Sustainable Development Goals (UN) recognizes the right of all persons, including persons with disabilities, to have equal access to World Policy Analysis Center for data on all levels of education and vocational training. disability and education policies Global Education Monitoring Report ■ Determine whether education policies and national plans focused on educational technology consciously include accessibility as well as fexibility in the use of technology for students with disabilities. 11 Construction — to ensure that all educational facilities are accessible and safe and protect students from hazards and all other potential forms of harm 12 Policy/Guidelines New School Construction KEY ELEMENTS OF RELEVANT LINKS KEY ELEMENTS OF ■ Consult with LGBTI CSOs to identify ways in which all children, regardless INCLUSIVE EDUCATION Americans with Disability (ADA) INCLUSIVE EDUCATION of their sexual orientation or gender ■ Adopt relevant building accessibility Standards establishing design ■ Ensure that newly constructed identity, real or perceived, can standards, policies and regulations requirements for the construction and school buildings and other education feel safe in school buildings and that promote inclusion. National or alteration of facilities facilities, such as teacher training premises. regional standards for accessibility institutions, are designed to enable Convention on the Rights of Persons should be encouraged in each an accessible and inclusive learning country. with Disabilities (UN) environment, including furniture The Impact of School Infrastructure that allows a variety of teaching RELEVANT LINKS on Learning A Synthesis of the and learning practices in inclusive Convention on the Rights of Persons EXAMPLES Evidence settings. with Disabilities (UN) ■ Disseminate internal guidance ■ Ensure that new school construction outlining key practical features of meets relevant national/regional Guide for addressing accessibility in accessible school infrastructure to standards on accessibility and standards (ISO/IEC 2014) support universal design principles. usability of the built environment (e.g., Standard for building construction: see ISO 21542:2011). Accessibility and usability of the built ■ Provide training or technical environment (ISO 2011) assistance on accessibility and EXAMPLES usability of the built environment in the context of education. ■ Use universal design principles to facilitate physical access to school buildings including all areas and services of the school. Ensure that the visual and acoustic environment is appropriate to all learners. ■ Consult with persons with disabilities and ensure that accessible design experts are involved in the design phase. 13 Rehabilitation/Renovation Water and Sanitation KEY ELEMENTS OF INCLUSIVE EDUCATION RELEVANT LINKS KEY ELEMENTS OF INCLUSIVE EDUCATION RELEVANT LINKS ■ Ensure that renovation of existing Convention on the Rights of Persons ■ Ensure the accessibility of WASH Guidance Note on Including Persons structures facilitates an accessible with Disabilities, Article 9 (UN) (Water, Sanitation and Hygiene) facilities with Disabilities in Water Sector and inclusive learning environment to all students and teachers including Operations (World Bank, 2017) for all leaners, including learners with Guide for addressing accessibility in those with disabilities. disabilities. standards (ISO/IEC 2014) Disability in water. Brief for task ■ Support disability-inclusive WASH teams (World Bank 2019) ■ Ensure that school rehabilitation and policies for delivery partners in renovation meet relevant standards on education projects. Inclusive WASH Activities in the accessibility and usability of the built Global South (Guzman et al., 2016) ■ Ensure disaggregation of data by environment. disability status in monitoring systems Short Set of Questionnaires ■ Ensure that fnal retroftting design for WASH in education projects. (Washington Group on Disability is both accessible and context ■ Build or modify WASH facilities to Statistics) appropriate, drawing on local building ensure access, privacy, and safety for capacity and materials, and capable of students who are or who are perceived being maintained at low costs over the to be sexual and gender minorities. long term. Ofer gender-neutral facilities and/or private facilities for transgender and intersex students. EXAMPLES ■ Use local materials and local workers to implement renovations. EXAMPLES ■ Identify and remove barriers to physical ■ Use disabled people’s organizations access, for instance through identifying to provide user inputs in the design whether WASH facilities are accessible phase. and to students with disabilities. ■ Audit the accessibility and safety of the school’s WASH physical environment and other physical facilities relevant to water and sanitation use by the school community. 14 Transport Procurement KEY ELEMENTS OF INCLUSIVE EDUCATION RELEVANT LINKS KEY ELEMENTS OF INCLUSIVE EDUCATION RELEVANT LINKS ■ Plan for accessibility throughout the Guidance note on Improving ■ Ensure eAccessibility Policy Toolkit for Persons travel chain (e.g., pedestrian access, accessibility to transport for People • Procurement of necessary assistive with Disabilities: Public Procurement vehicles, transfer stations). with Limited Mobility (World Bank, devices by education systems; and (ITU/G3) ■ Assure safety during transportation – 2013) • Procurement of accessible ICTs in “CRPD Implementation: Promoting including safety from violence, bullying, education projects. “Improving transport accessibility for Global Digital Inclusion through ICT and harassment –for students with all” (Chapter 2) (ECMT, 2006) ■ Link procurement in education to Procurement Policies & Accessibility disabilities and students who are real or standards of ICT design that promote Standards” (G3ict, 2015) perceived members of sexual or gender Review of international good practice accessibility where possible. minorities. in accessible transport for persons European Commission Mandate 376 for with disabilities (UNDP, 2010) ■ Identify and remove inaccessible ICT in the European Accessibility Requirements legacy systems in education. for the Procurement of Products and “Transport and access to inclusive EXAMPLES education in Mashonaland, West Services in the ICT Domain ■ Bus drivers and other transport staf are Province, Zimbabwe”(Kett and EXAMPLES “Meeting Information and trained to address the needs and safety Deluca 2016 Communications Technology Access of student passengers with disabilities. ■ Budget for accessible procurement. and Service Needs for Persons Transit Access Training Tool Kit with Disabilities: Major Issues for (World Bank 2009) ■ Bus drivers and other transport staf ■ Procure assistive technologies and Development and Implementation of are trained to recognize and address make them available for application in Successful Policies and Strategies,” the bullying and safety issues related to education. Background Paper, ITU Regional children who are or are perceived to be (Waddell, 2008) sexual or gender minorities. 15 Training/Professional Development — to ensure that inclusive education is part of pre- and in-service teacher education, leadership training and continuous professional development 16 Teachers KEY ELEMENTS OF INCLUSIVE EDUCATION EXAMPLES RELEVANT LINKS ■ Provide inclusive education strategies ■ Teacher education (pre- and in-service) ■ Positive actions are taken to train teacher GLEN Educator Resources based on good teaching and learning emphasizes evidence-based quality trainees with disabilities (e.g., fexible practices (see e.g. Teach open source teaching and learning practices (based on policies for enrollment qualifcations for The Global Alliance for classroom observation tool) universal learning design). This includes, teacher training, creating “catch-up” Sexual Diversity Education: for example, teaching in inclusive learning courses for potential trainees who have Resources for Educators ■ Enrich and adapt teaching strategies for environments with adequate supports and missed out on education). students with diferent readiness to learn Guide for Ensuring Equity reasonable accommodations, positive and/or with diverse educational needs. and Inclusion in Education behavioral support, lesson facilitation for diverse learners, and supporting critical ■ Hearing teachers are trained in the use of UNESCO (2017) ■ Ensure that all teachers sign language to equip them to teach and • Receive initial training on inclusive thinking and social and collaborative skills. Teach Classroom Observation support deaf children more efectively. education during pre-service teacher Tool (SABER, World Bank) education; ■ Teacher education program has modules In-service teacher education which promote respect for diversity ■ Teachers are trained to support students • Receive training of teachers in awareness, with disabilities in using assistive modules, Moldova attitudinal barriers, and child protection risks and equal opportunity, as well as more for sexual and gender minorities; specifc modules concerning teaching technologies, collaborating with resource Training packages for trainers methodologies that can be adapted to all teachers and/or classroom assistants. of general education teachers • Are trained to be able to respond to violence against students with disabilities learners, including children with sensory or on supporting students with and those who are sexual and gender intellectual disabilities. ■ Teachers are trained to use non- disabilities, India minority learners (for example, through stigmatizing terms regarding sexual training in counseling skills); and ■ Teacher education programs invite guest orientation and gender minorities and to • Make continuous professional development trainers and speakers from diferent avoid ofensive stereotyping in classrooms. COUNTRY EXAMPLE FOR available to teachers on inclusive education; stakeholder groups, including persons with DISABILITY INCLUSION and ensure that it takes place in the school disabilities (e.g. to ofer personal accounts or cluster of schools for greater impact and of learning experience). Guyana context specifcity. India Moldova 17 School Leaders and Administrators KEY ELEMENTS OF INCLUSIVE EDUCATION EXAMPLES RELEVANT LINKS ■ Ensure a welcoming school culture and learning ■ Leadership training includes elements of inclusive A Guide to Advocate for Enhanced Quality of environment for all children. pedagogical leadership and schoolwide support for Education Dealing with Sexual Diversity (2012) inclusive education. This includes critical awareness ■ Ensure that leaders are trained regarding their on typical structural and administrative barriers to Guide for Ensuring Equity and Inclusion in responsibilities for enhancing the inclusion of all learning which school leaders and administrators Education (UNESCO (2017) students including students with disabilities and can remove. removing barriers to their inclusion. Inclusive Education (IIEP/UNESCO) ■ Ensure that leaders support teachers in enriching A Summary on the Evidence of Inclusive or adapting their strategies to students with ■ Evidence-based quality teaching and learning Education (Hehir et al. (2016) diferent readiness to learn and children practices are included in leadership training disadvantaged due to their real or perceived (based on universal learning design). These sexual orientation or gender identity, and in practices emphasize a supportive inclusive learning removing barriers to their inclusion. environment, positive behavioral support, lesson COUNTRY EXAMPLE FOR DISABILITY facilitation for diverse learners, and support for INCLUSION ■ Increase the readiness of leaders to engage with critical thinking and social and collaborative skills. the community in supporting school-and-home Moldova collaboration and in sensitization/awareness raising activities. ■ Training is provided on key issues, including disability awareness, gender sensitivity, classroom management, accessible curriculum, and diversifcation of teaching methodologies. ■ Training is provided on counseling services and mentorship programs so that school administrators are able to better respond to violence and discrimination based on SOGI. 18 School resource staff KEY ELEMENTS OF INCLUSIVE EDUCATION EXAMPLES RELEVANT LINKS It is important to recognize that approaches that work ■ Leadership training includes elements of inclusive Guide for Ensuring Equity and Inclusion in well in some countries that build on a resourceful pedagogical leadership and schoolwide support Education (UNESCO, 2017) cadre of professional support staf may not be for inclusive education. This includes critical available in some other countries. For example, in a awareness of typical structural and administrative country where formal education and other services barriers to learning which school leaders and and resources are scarce, there may be other administrators can remove. COUNTRY EXAMPLE FOR DISABILITY resources — like community members, parents, INCLUSION care givers, DPOs and NGOs — who could become partners in supporting inclusive education. ■ Leadership training includes evidence-based Vietnam Diferent countries educate diferent types of quality teaching and learning practices (based professionals and the extent and duration of their on universal learning design), emphasizing a education vary. Which professionals are present supportive, inclusive learning environment, positive in communities and schools and what kind of behavioral support, lesson facilitation for diverse knowledge and skills they possess are among the learners, and support for critical thinking and social key facts that need to be considered in planning and collaborative skills. inclusive education programs. ■ Ensure that reasonable accommodation and ■ Training is ofered on key issues, including support is provided when students beneft from disability awareness, gender sensitivity, classroom more intensive or personalized support. management, accessible curriculum, and diversifcation of teaching methodologies. ■ Ensure that some teachers receive more specialized training on inclusive education so they may be experts, mentors and tutors in more ■ Training is provided on counseling services and intensive support approaches and methods. mentorship programs so that school administrators ■ Ensure the availability of resource staf and para- are able to better respond to violence and professionals to provide efective support for discrimination based on SOGI. teachers and learners within general education classrooms. 19 Curriculum Development, Reform and Assessment — to ensure accessible and fexible curricula and student assessment systems and mechanisms 20 Curriculum KEY ELEMENTS OF INCLUSIVE EDUCATION RELEVANT LINKS ■ Ensure that the curriculum is accessible, fexible Guide for Ensuring Equity and Inclusion in Education and can be adapted as needed to ensure inclusive (UNESCO (2017) education. Guide for strengthening gender equality and ■ Ensure that the curriculum refects principles of inclusiveness in teaching and learning materials (USAID equity and inclusion. (2015) ■ Integrate positive portrayals of students with Index for Inclusion: Developing Learning and disabilities and students of diverse sexual Participation in Schools (Booth & Ainscow, 2002) orientation and gender identities into and/or remove biased content from the curriculum. COUNTRY EXAMPLE FOR DISABILITY INCLUSION EXAMPLES Guyana ■ All teaching and learning materials are reviewed from an equity perspective, to ensure they are not perpetuating or reproducing harmful norms and stereotypes but support inclusion of all children, including boys and girls, children with disabilities and those in vulnerable situations ■ Inclusive curricula refect the voice and image of persons with disabilities and sexual and gender minorities. ■ Access is provided to specialized learning materials and to the curriculum in accessible formats, such as braille and video. 21 Assessment KEY ELEMENTS OF INCLUSIVE EDUCATION EXAMPLES RELEVANT LINKS ■ Provide fair and accessible assessments to allow ■ Clear policies, guidelines, procedures, and training Public Examinations Examined (World Bank) all students to show their knowledge and skills are established for assessment. This includes a on the same challenging content. specifc policy and process for accommodating “Principles and characteristics of inclusive students with diverse cultural and language assessment systems in a changing assessment ■ Ensure the availability of fexible assessment background, disabilities and/or diverse educational landscape” (Thurlow et al., 2016) systems and mechanisms allowing needs in assessment. accommodations when needed. ■ Provide stakeholders with continuous improvement, monitoring and training in learning ■ Reasonable accommodations in assessment assessment to stakeholders to ensure quality of are provided, where required, for students with the overall system. disabilities (e.g., braille testing; online access to examination; provision of readers; extra time). ■ Promote formative assessment with primary goal of improving learning and teaching on the basis of feedback. ■ Alternative assessments (including alternative content assessments) are used to measure the knowledge and skills of students whose disabilities are a barrier to demonstrating knowledge and skills in general assessments (regardless of allowable accessibility features and accommodations). ■ All students in all settings who receive additional support to their learning are included in their enrolled grade-level assessments in some way, regardless of the nature of their disability or need for support. 22 Teaching and Learning Materials (TLM) — to make teaching and learning materials accessible to all and nondiscriminatory 23 Content Accessibility KEY ELEMENTS OF INCLUSIVE RELEVANT LINKS KEY ELEMENTS OF ■ Teachers are trained in local sign language skills to teach deaf children EDUCATION ESF Good Practice Note on Non- INCLUSIVE EDUCATION and to support children to teachsign ■ Ensure the availability of teaching Discrimination and Disability ■ Make TLMs available in accessible language to their peers. They also receive and learning materials (TLMs) to (World Bank) language and formats for all students specialized skills such as braille reading to support the learning of all students, (e.g. braille, audiobooks, sign language help blind children’s learning and to help ESF Good Practice Note on Non them teach braille reading to their peers. including students with disabilities resources, large print, graphics, multimedia, and/or with diverse educational Discrimination and SOGI and through assistive technology such as needs. screen readers). ■ Public procurements of ICTs are required ■ Include in TLMs the voice and image ■ Provide assistive devices, mobility training to purchase ICTs that are accessible. of persons with disabilities and COUNTRY EXAMPLE FOR and other accessibility measures to sexual and gender minorities and DISABILITY INCLUSION make TLMs accessible for students with de-stigmatizing content. disabilities (e.g., ICTs, manipulatives, Saint Lucia communication aids). RELEVANT LINKS EXAMPLES “Bridging the Disability Divide through Digital EXAMPLES Technologies” (Raja, 2016) 1 Curricula are inclusive, refecting e-Accessibility Policy Toolkit for Persons with local needs and the voices and ■ Accessibility measures are provided based on learner needs. These may Disabilities.” (ITU & G3ict) images of diverse people, including include, for example, adjusted levels of persons from diferent backgrounds Good Practice Note on Non-Discrimination lighting, distance between teacher and and Disability (ESF) and persons with disabilities. pupils, acoustics, learning materials in multiple formats including large print, Technologies to support education of people graphic, braille, audio, multimedia or with disabilities Benetech is a variety of teaching 2 There assistive technology such as screen reader and learning materials that software. are accessible for all and can COUNTRY EXAMPLE FOR DISABILITY accommodate diverse learning ■ The availability of text books and INCLUSION needs. curriculum is promoted in digital format along DAISY standards. Guyana 24 Inclusive Education and Management and Information Systems and Other Data Collection — to ensure that data and information systems that support decision making in education are inclusive 25 Education Management and Information Systems (EMIS) 1 KEY ELEMENTS OF INCLUSIVE EDUCATION EXAMPLES RELEVANT LINKS ■ Ensure ■ EMIS collects, at a minimum, data on Guide for Including Disability • That routine EMIS contain data on number of teachers receiving in-service in Education Management children currently excluded from general training on inclusive education approaches Information Systems education, including children in vulnerable and also specifcally on teaching children situations and children with disabilities; with disabilities. Data is needed also on OpenEMIS and access to diferent types of specialists to support teachers in their inclusive work Short set of questionnaires • That disabilities are included in EMIS or who support children with disabilities (The Washington Group on comprehensively, including disability- directly in the reporting year. Disability Statistics) related indicators. The UNICEF/Washington ■ Collect information in EMIS on the ■ EMIS data is collected and analyzed Group Child Module on accessibility of schools and school on the recruitment and retention of Disability materials. teachers, in particular data relating to the ■ Collect data on the available types of representation of teachers with disabilities inclusion services and on the inclusion and from diferent ethnic groups or training that teachers have obtained. minority groups. This data is used to inform policy-making decisions with the ■ Collect disaggregated data. aim of ensuring that the teacher workforce is representative of the population as a 1 UNESCO defnes EMIS as ‘a system for the collection, integration, processing, whole. maintenance and dissemination of data and information to support decision- making, policy-analysis and formulation, planning, monitoring and management at all levels of an education system. It is a system of people, technology, models, methods, processes, procedures, rules and regulations that function together to provide education leaders, decision-makers and managers at all levels with a comprehensive, integrated set of relevant, reliable, unambiguous and timely data and information to support them in completion of their responsibilities.’ (UNESCO, “Education for All by 2015: Will we make it?” In EFA Global Monitoring Report [Paris: 2008]). 26 Institution Building — to enable inclusive education systems to work in close partnerships with communities, with other ministries such as health, social protection, and social afairs, with civil society, and with other actors 27 Institution Building KEY ELEMENTS OF EXAMPLES RELEVANT LINKS INCLUSIVE EDUCATION ■ There is broad-based multi-stakeholder ESF ■ Facilitate active collaboration with engagement in the development of families, including parents, caretakers, inclusive education policies, plans, and and community members. A positive programs. connection between parents and schools infuences children’s attitudes and ■ Funding is targeted to support inclusive achievements in education. education for students at risk of exclusion, ■ Identify and collaborate with relevant including children with disabilities, children existing institutional and human who are or are perceived to be sexual resources and structures supporting or gender minorities and children from inclusive education, including vulnerable situations. government services (health, nutrition, social protection, WASH), NGOs, ■ An inter-agency working group on (including, LGBTI CSOs, DPOs), and inclusive education is established to possibly private-sector actors. ensure that inclusive education principles ■ Provide support for building and prerequisites are present in management capacity at central, sub- educational policies, plans, and practices. national, local administrative and school levels related to inclusive education. ■ Parents of children with disabilities and ■ Ensure cross-sectoral coordination parents of children who are sexual or on inclusive education approaches, in gender minorities participate by sharing particular collaboration on the education experiences/giving talks during teacher- of persons with disabilities and sexual training seminars and awareness-raising and gender minorities. activities. 28 Awareness Raising — to strengthen the understanding of and support for social inclusion that are necessary to building inclusive societies 29 Awareness Raising KEY ELEMENTS OF EXAMPLES RELEVANT LINKS INCLUSIVE EDUCATION ■ Human rights education is used to foster Convention on the Rights ■ Dismantle prejudice, stigma and an attitude of respect for the equal rights of of Persons with Disabilities, stereotyping of persons and strengthen all persons. This is done at all levels of the Article 8 (UN) the principle of equity for all people. education system, including among young children, with emphasis on persons whose Disability inclusion ■ Increase equity for persons with human rights are at risk, such as persons (World Bank) disabilities in education through disability with disabilities and children who are (or are awareness activities. perceived to be) sexual or gender minorities. Inclusion Matters (World Bank) ■ Increase positive depictions and highlight Indigenous peoples success stories of sexual and gender ■ Community-based equity awareness training (World Bank) minorities. programs are supported to foster the Social inclusion (World Bank) ■ Promote increased access and inclusion of all children including children with disabilities and children who are (or are SOGI inclusion (World Bank) participation of diverse children in schools through media engagement. perceived to be) sexual or gender minorities in schools. COUNTRY EXAMPLE FOR ■ Positive role models are created, and DISABILITY INCLUSION students with disabilities and those who are (or are perceived to be) sexual or gender Malawi minorities are invited to act as change agents. Moldova ■ Parents are invited to give enlighting talks and share their experiences with other parents, teachers and school administrators. 30 Inclusive Education Finance — to ensure inclusive education fnance is inclusive, which is critical in ensuring quality education for all 31 Inclusive Education Finance KEY ELEMENTS OF EXAMPLES RELEVANT LINKS INCLUSIVE EDUCATION ■ A twin-track approach to inclusive Capturing Cost Data (World ■ The cost of exclusion from education is education fnancing is taken, including Bank, 2019) signifcant at many levels. overall systemic change and specifc initiatives to support learners with a Financing policies for ■ Funding formulas need to recognize the variety of special/diverse educational inclusive education systems additional costs associated with inclusive needs. self-review tool (European education. Agency for Special Needs and Inclusive Education) ■ Resource allocation that supports ■ Disability-responsive budgeting is inclusive education requires coordination adopted. This can support more strategic Global Platform for Education mechanisms across various sectors and use of existing resources and the Finance Booklet (World Bank, ministries. development of formulas that account for 2019 ■ There are diferent approaches to the costs of including learners requiring reasonable accommodation and/or Global Platform for Education inclusive education fnance; and the Finance Briefng Note (World challenges of diferent sectors sharing support services. Bank, 2019) responsibility for supporting groups of learners need to be addressed. ■ Some funding mechanisms might encourage labelling of some learners in order achieve reasonable accommodation and/or support services. 32 CONSIDERING RESULTS FRAMEWORK, PROJECT MANAGEMENT AND RISK MITIGATION 33 Results Framework KEY ELEMENTS OF EXAMPLES RELEVANT LINKS INCLUSIVE EDUCATION ■ Indicator: Legal/policy instruments Brief: “Equity and Inclusion ■ Ensure that all components related proposed, drafted, or adopted to promote in Education in World Bank equity and inclusion in education. projects: Persons with to people in vulnerable situations Disabilities, Indigenous including persons with disabilities, have Peoples, and Sexual and PDO indicators or intermediate results ■ Indicator: Number of teachers trained in Gender Minorities” (World indicators and provide disaggregated data implementing inclusive education. Bank) ■ Indicator: Extent of access and reasonable accommodations for students with disabilities at school facilities, academic programs and extra-curricular activities. ■ Indicator: Availability of learning materials/ curricula refecting the histories, culture, languages, oral traditions, philosophies, writing systems and literatures of Indigenous People. ■ Indicator: Legislation or policy instruments that protect students on the basis of sexual orientation and gender identity from discrimination and harassment in education at the national or subnational level. 34 Project Management KEY ELEMENTS OF EXAMPLES RELEVANT LINKS INCLUSIVE EDUCATION ■ Processes for recruitment and hiring of and ESF ■ Practice non-discriminatory hiring and consultancies with persons with disabilities World Bank Commitments employment in PIU, consultancies. are in PIU and are accessible. on Disability-Inclusive Development: Commitment 9, ■ Meet obligation to provide reasonable Stafng (World Bank) ■ Recruitment and hiring of sexual and accommodation where required for gender minorities as teachers or mentors in workers with disabilities. schools is encouraged. ■ Provide an accessible, safe and enabling work environment for all persons including ■ Reasonable accommodations are made to persons with disabilities and sexual and facilitate inclusive work environment (i.e. gender minorities. appropriate work equipment and inclusive working hours) ■ Inclusive employment and leadership serve to help break stereotypes about persons with disabilities and sexual and gender minorities within their communities. 35 Risk Mitigation KEY ELEMENTS OF EXAMPLES RELEVANT LINKS INCLUSIVE EDUCATION ■ Persons at risk of exclusion from education, ESF ■ Ensure that persons with disabilities including persons with disabilities and real ESF Good Practice Note and sexual and gender minorities are or perceived sexual and gender minorities, on Non-Discrimination and considered in risk mitigation planning. are involved in the identifcation of risk Disability mitigation measures to minimize exclusion ESF Good Practice Note on ■ Identify mitigation measures where it is risks. Identifcation can include issues of: Non-Discrimination and SOGI determined that persons in vulnerable (1) enrolment; (2) curriculum development, situations—including persons with accreditation and delivery; (3) access to disabilities and real or perceived sexual and and participation in the activities across the gender minorities—may face exclusion in whole curriculum (e.g., academic courses, connection with an education project. physical education and recreation, sex education, social events, school trips); (4) ■ Ensure that risk mitigation takes a “whole- student support services; and (5) elimination of-institution” approach in identifying and of harassment, bullying and victimization mitigating any barriers to education, in particular for persons with disabilities and ■ DPOs are engaged to assist in the sexual and gender minorities. determination of risks in education project planning. ■ Potential hazards or inaccessible school design dimensions that put students with disabilities at risk are identifed. 36 ESSENTIAL RESOURCES 37 COUNTRY EXAMPLES Guyana disability sector. SSA’s school readiness diferent disabilities along with guidelines gender disparities and increasing acces- Guyana: The Guyana Education Sector Im- program helped to develop Individualized for parents and community members on sibility for persons with disabilities. The provement Project identifed several entry Education Plans (IEPs) for children with dis- providing life skills training to children public awareness campaign will seek to points for promoting the inclusion of stu- abilities following an individualized assess- with disabilities. Current activities include counteract gender and disability stereo- dents with disabilities. The project team ment of the child’s needs and previous school improvement plans, inclusive-edu- types about TVET felds through positive met with disability experts in Guyana to classroom experiences. The SSA provided cation teacher training, procurement of as- portrayals of trainees and graduates in learn more about the gaps and barriers in resource centers to ofer specialized sup- sistive devices, and hands-on support for non-gender-stereotypical roles (e.g. female the education sector. The project address- ports that a child with disabilities may need students. construction workers and male early child- es disability inclusion in several areas: proj- outside of and in addition to the regular hood providers) and those living and work- ect consultations and participation in cur- classroom. School management commit- Moldova ing with disabilities. With support from the riculum reform, teacher training and staf tees required proportionate representation Moldova: The Integration of Children with TVET Systems Consultants, training pro- diversity, inclusive and accessible learning of parents or guardians of children from Disabilities into Mainstream Schools activi- grams will also be developed for TVET in- materials, and monitoring indicators. disadvantaged groups, including children ty in Moldova supported 20 demonstration stitutional leaders and instructors to coun- with disabilities. subprojects to adapt mainstream schools teract various forms of bias and promote India for students with disabilities and to build techniques for fostering a welcoming envi- The technical assistance activity on Chil- Malawi capacity of teachers, school leaders, par- ronment for students of diferent genders dren with Special Needs under the Sar- Malawi: Through the Inclusive Education ents, and communities. This initiative was and those with and without disabilities. va Shiksha Abhiyan (SSA) III supplement- for Disabled Children project in Malawi, built on the basis of supporting municipal- The project will ensure that students in all ed ongoing World Bank assistance to the the World Bank supports the Federation ities’ local planning for applying national fve special schools will have access to at Government of India’s SSA (Education of Disability Organizations in Malawi in policies for inclusion of children with dis- least one Caribbean Vocational Qualifca- for All) program. The non-lending activity testing innovative methods for promoting abilities and diverse educational needs. tion (CVQ) linked to labor-market needs, as produced training packages titled “Mak- the enrollment of children with disabili- part of one of the Performance-Based Con- ing Inclusion Work” for master trainers ties in mainstream schools and infuencing Saint Lucia ditions (PBCs). The PDO indicator on the who trained general education teachers the development of an inclusive educa- Saint Lucia: Saint Lucia Human Capital Re- provision of labor market-relevant skills will on supporting students with autism, hear- tion policy. The project team carried out silience Project (P170445). In accordance also include disaggregated data on stu- ing impairments, cerebral palsy, and deaf awareness and community mobilization with the TVET Policy and Strategy, pub- dents at special schools.” blindness. These four disabilities represent campaigns in 150 schools and developed lic awareness and training activities will highly marginalized groups even within the guidelines to screen, identify, and assess be implemented with a view to reducing 38 COUNTRY EXAMPLES Vietnam Vietnam: The Vietnam Intergenerational Deaf Education Outreach Project devel- oped professional human resources for preschool education for the deaf by train- ing more than 50 adults who are deaf to become mentors to children, about 200 hearing teachers in the use of sign lan- guage, and more than 50 benefciaries as communication facilitators or sign lan- guage interpreters. 39 REFERENCES ESSENTIAL WORLD BANK RESOURCES OTHER KEY RESOURCES The 10 Commitments on Disability Enabling Education Network Inclusion Framework for opening schools after Covid-19 The Bank Directive: Addressing Risks GEM recommendations and GLAD Infographic and Impacts on Disadvantaged or comparison Vulnerable Individuals or Groups GLAD Inclusive Education Infographic The Covid-19 Pandemic: Shocks to Education and Policy Responses 2020 Global Education Monitoring Report The Disability Inclusion and Inclusive Early Childhood Care and Education. Accountability Framework Background paper, UNESCO International Forum: Cali, Columbia 2019 Environmental and Social Framework Inclusive education for persons with Equity and Inclusion in Education in disabilities - Are we making progress? World Bank Projects Background paper, UNESCO International ESF Good Practice Note on Non- Forum: Cali, Columbia 2019 Discrimination and Disability Issues Paper on Covid-19 and learners with ESF Good Practice Note on Non disabilities Discrimination and SOGI The Legal Recognition of Sign Languages by Formative Assessment Supporting Country World Federation of the Deaf Inclusive Education Washington Group on Disability Statistics Guidance Note of Criteria for the World The UN Convention on the Rights of Persons Bank’s Disability-Inclusive Investment with Disabilities Project Financing (IPF) in Education “The Price of Exclusion: Disability & Education” 40 BIBLIOGRAPHY Kett, M., and M. Deluca. 2016. “Transport ______. 2006. Convention on the Rights ______. 2011. “Learning for All: Investing in ______. 2018. World Development Report and Access to Inclusive Education in of Persons with Disabilities. U.N. Doc A/ People’s Knowledge and Skills to Promote 2018: Learning to Realize Education’s Mashonaland, West Province, Zimbabwe.” RES/61/106 (issued Dec. 13, 2006). New Development.” In World Bank Group Promise Washington, DC. Social Inclusion, 4(3): 61–71. York. Education Strategy 2020. Washington, DC. UNESCO. 1994. “Salamanca Statement on United Nations Special Rapporteur on ______. 2013. Inclusion Matters: The Principles, Policies and Practice in Special the Right to Education. 2007. Report on Foundation for Shared Prosperity. Needs Education.” In World Conference the Right to Education of Persons with Washington, DC. on Special Needs Education: Access and Disabilities (A/HRC/4/29, issued February ______. 2016. “Addressing Risks and Quality, June 7–10, 1994. Paris. 2, 2007). New York: United Nations. xxv Impacts on Disadvantaged or Vulnerable ______. 2010. Education for All Global United Nations Statistics Division (UNSTAT). Individuals or Groups.” Bank Directive. Monitoring Report: Reaching the 2018. SDG Indicators. Metadata Washington, DC. Marginalized. Paris. Repository. New York: United Nations. ______. 2017. “Assessment and ______. 2008. Equity and Inclusion in UNESCO. 2020. Global Education Management of Environmental and Social Education: Tools to Support Education Monitoring Report on inclusion and Risks and Impacts.” In Environmental and Sector Planning and Evaluation. Paris. education. Paris Social Framework, Environmental and Social Standard. Washington, DC. ______. 2009. Global Education Monitoring World Health Organization and World Bank. Report. Paris. 2011. World Report on Disability. Geneva ______. 2017. “Including Persons with and Washington, DC. Disabilities in Water Sector Operations: A ______. 2009. Policy Guidelines on Guidance Note.” Washington, DC. Inclusion in Education. Paris. World Bank. 2005. “Equity and Development.” in World Development ______. 2017. The World Bank United Nations. 1966. International Report 2006. Washington, DC, and Environmental and Social Framework: Covenant on Economic, Social and Oxford, UK: World Bank and Oxford A Vision for Sustainable Development. Cultural Rights. G.A. Res. 2200A (XXI), University Press. Washington, DC. U.N. GAOR, Supp. No. 16, U.N. Doc. A/6316, art. 13 (New York, 1966). Xxvii 41 GLOSSARY Accessibility: the measures taken to more limited than others in their ability Equity ensures concern for fairness Inclusive education: a process ensure persons with disabilities access, to take advantage of a project’s benefts. such that the education of all learners is of strengthening the capacity of the on an equal basis with others,to the Such an individual/group also is more likely seen as having equal importance. This education system to ensure equity and physical environment; to transportation; to be excluded from/unable to participate might include for example diferentiated inclusion in the forms of educational to information and communications, fully in the mainstream consultation approach in learning and instruction. access, participation, and achievement for including information and communications process so may require specifc measures all learners. technologies and systems; and to other and/or assistance to do so. Such Inclusion in development: facilities and services open or provided to assistance will take into account age, empowering all people to participate Individual education plans: written the public, in both urban and rural areas. including the elderly and minors; and their in, and beneft from, the development plans/programs prepared by education circumstances, such as being separated process. Inclusion in education targets professionals in collaboration with Barriers: the aspects of society that from their families, communities, or other overcoming the barriers that limit the multisectoral colleagues with input from intentionally or unintentionally exclude individuals upon whom they depend. presence, participation, and achievement the parents that specify a student’s people with disabilities from full of learners. Inclusion utilizes policies to academic goals and the methods to participation and inclusion in society. Diversity: an individuals’ diferences, promote equality and nondiscrimination achieve these goals. Barriers can be physical, informational, which may relate to their race, ethnicity, that increase the access of all people, legal, institutional, environmental, gender, sexual orientation,language, including the poor and disadvantaged, Integration: an approach that places attitudinal, and others. culture, religion, mental and physical to services and benefts encompassing learners deemed to have “special ability, class, and immigration status. education, health, social protection, educational needs” in mainstream Disadvantaged or vulnerable: infrastructure, and other assets. Inclusion education settings with some adaptations individuals or groups who, by virtue of, also employs actions to remove barriers and resources, but on the condition that for example, their age, gender, ethnicity, against those who often are excluded from they can ft into preexisting structures, religion, physical, mental or other disability, education projects attitudes, and an unaltered environment. social, civic or health status, sexual orientation, gender identity, economic disadvantages or Indigenous status, and/or dependence on unique natural resources, may be more likely to be adversely afected by a project’s impacts and/or 42 Mainstreaming/Mainstream Special educational needs is a term education: the practice of educating used in some countries to refer to children students with specifc learning needs with impairments or diverse educational in regular classes during specifc time- needs who are seen as requiring additional periods based on their skills. support. Persons with disabilities: those Special education: classes or who have long-term physical, mental, instruction designed for students intellectual or sensory impairments that, categorized as having special/ diverse in interaction with various barriers, may educational needs. hinder their full and efective participation in society on an equal basiswith others. Universal design: is an approach that acknowledges that in a classroom of Reasonable accommodation: learners, all are different. Learners where needed in a particular case, the understand, process, and express things necessary and appropriate modifcation differently. UDL asserts that teaching and and adjustments that do not impose learning should utilize a multitude of a disproportionate or undue burden methods to support all learners, including, to ensure to persons with disabilities but not limited to learners with disabilities. the enjoyment or exercise on an equal basis with others of all human rights and fundamental freedoms. 43 44