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Inclusive education: an EFA strategy for all children (English)

Inclusive Education (IE) in the context of the goals of Education for all (EFA) is a complex issue unlike health and labor markets, disability includes an array of issues crossing health, education, social welfare, and employment sectors. As a result, policy development faces challenges to avoid fragmented, uneven, and difficult to access services. IE may also be implemented at different levels, embrace different goals, be based on different motives, reflect different classifications of special education needs, and provide services in different contexts. Goals may include integration of Special Education Needs (SEN) students in classrooms or on changing societal attitudes to promote societal integration. Specific goals may focus either on improved educational performance and quality of education, or on autonomy, self-determination, proportionality, consumer satisfaction or parental choice.


  • Author

    Peters,Susan J.

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    Working Paper

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    The World Region,

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  • Doc Name

    Inclusive education: an EFA strategy for all children

  • Keywords

    special needs education;disability;individuals with disability;lack of access to education;special education need;medical model of disability;right of the child;information and communication technology;costs of teacher salary;millennium development goal;social model of disability;children with special need;primary school age child;child with disability;majority of children;people with disability;students with disability;disabled child;education and health;exclusion in education;diversity in education;conditions of teacher;provision of service;primary school education;department of education;child labor practice;special needs student;world war ii;disabled person;secondary school year;indicator of impact;need for survival;active teaching method;learning time;participation in school;regular primary school;education for all;distance to school;effective instructional strategy;rural primary school;person with disability;capacity of community;involvement of parents;health and nutrition;basic education program;adults with disability;vocational training program;national training workshops;assessment of need;support to family;curriculum and instruction;forms of abuse;allocation of fund;demand for service;inclusion in education;barrier to participation;external peer review;participation in society;degree of disability;source of funding;public education system;quality of education;performance of student;special education service;equality of access;degree and type;universal public education;special education teacher;community support;inclusive education;drop-out rate;special school;disabled people;individual student;mainstream school;learning difficulty;human rights;sign language;retention rates;life skill;educational system;student characteristic;coping strategy;average cost;Fiscal policies;fiscal policy;emotional support;full participation;quality education;inclusive school;disability right;refugee child;contextual factor;fundamental right;societal attitudes;Labor Market;parental involvement;educational opportunity;parental choice;Social Protection;external factor;curriculum content;educational evaluation;academic performance;teacher attitude;conventional school;Mobility Impairment;



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Peters,Susan J.

Inclusive education: an EFA strategy for all children (English). Education for all working papers Washington, D.C. : World Bank Group.