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The International Disability Alliance (IDA), a representative voice of one billion people with disabilities around the world, has released its first global report on inclusive education.

‘What an inclusive, equitable, quality education means to us’ has involved a two-year process of building a consensus and a cross-disability perspective from the disability rights movement on how the Sustainable Development Goal 4 on education can be achieved in line with the UN Convention on the Rights of Persons with Disabilities (UNCRPD).

The report aims to inform education sector stakeholders on the priorities agreed by the disability rights movement, and to equip disability activists and their allies with essential messages and recommendations to unify and strengthen advocacy towards effective and accelerated reforms of the education sector.

This year’s Global Education Monitoring Report from UNESCO – Inclusion and education; all means all – is now available to download. It looks at social, economic and cultural mechanisms that discriminate against disadvantaged children, youth and adults, keeping them out of education or marginalized in it. It argues that resistance to addressing every learner’s needs is a real threat to achieving global education targets.

The report is over 400 pages long, but a 34-page summary is also available.

There are also various background papers, focusing on different themes and countries.

Two new websites complement the fourth edition of the Global Education Monitoring Report. PEER – Profiles Enhancing Education Reviews – describes how countries approach inclusion, serving as a resource for policy dialogue. SCOPE – Scoping Progress in Education – offers an opportunity to interact with the data and explore selected SDG 4 indicators.

‘Learning review of the NAD-supported inclusive education teacher training pilot programme in Zambia’ is now available to download from our website. This detailed report shares the activities and results of the participatory inclusive education teacher training programme being implemented by Norwegian Association of Disabled (NAD) in partnership with the Zambian Ministry of General Education and EENET.

The report uses the programme’s original theory of change regarding how teachers’ attitudes and practices around inclusion develop to analyse the programme’s progress. The report contains a wealth of information about the innovative training approach, and how it is perceived by a range of stakeholders.

The report is available in Word and PDF formats.

You can also read a brief explanation of the programme’s background and process, and a briefing paper. The training modules themselves will be made available online following the due government approval process.

As part of EENET’s inclusive home learning project, in partnership with Norwegian Association of Disabled (NAD), we have been running an online survey. If you are (or you know/work with) a parent, caregiver, guardian then we want to hear about your experiences regarding home learning during the Covid-19 crisis.

There are still a few days left to share your thoughts and experiences. The survey is available in many languages: Acholi (Uganda), Arabic, Armenian, Bahasa Indonesia, English, French, Kiswahili, Luganda, Malay, Portuguese, Runyankole (Uganda), Russian, Spanish and Ukrainian.

Please share the survey link with friends and colleagues too.

Don’t forget to check out our small selection of suggested reading relating to inclusive education and the Covid-19 crisis. Most new items are being added in to the ‘research and articles‘ section.

If you have any relevant documents you would like us to share, please let us know. We would particularly like to share more of your practical guidance resources.