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UNICEF and its partners are driving an innovative solution called Accessible Digital Textbooks for All, to make textbooks available, affordable and accessible for children with disabilities in all contexts. By adding specific features to digital formats and following Universal Design for Learning principles, textbooks can be made accessible to students who are blind or have low vision, to those who are deaf or hard of hearing, and to those who have intellectual, developmental or learning disabilities, among others. The initiative brings writers, publishers, teachers, organizations of persons with disabilities, technologists and ministry of education representatives together to develop the guidelines needed to produce textbooks in accessible digital formats. They jointly set standards for features like narration, sign language, interactivity and the audio description of images.

UNICEF is currently piloting the Accessible Digital Textbooks for All Initiative in Kenya, Uganda, Rwanda, Nicaragua, Paraguay and Uruguay throughout 2019, 2020 and into 2021. The goal of the pilots is to test and validate the process of creating quality accessible digital textbooks with the ministries of education and different stakeholders using curriculum-based content, and to measure the learning outcomes for children with and without disabilities using them.

These resources have been collected to support the provision of education in places affected by COVID-19.

Collections provided are: key educational resources; advocacy; child friendly resources; child protection; coordination; country response plans; distance learning; early childhood education; gender; guidance for schools; guidance for teachers; guidance for parents and caregivers; health nutrition and WASH; inclusion; mental health and psychosocial support; recovery.

To garner insights into successes and challenges in building inclusive education approaches in sub-Saharan Africa, this study examines experiences implementing a project aimed at improving educational opportunities for children with disabilities and other vulnerable children. This project, which was implemented by Humanity & Inclusion in partnership with Educate A Child (EAC) from September 2016 to November 2019, was designed to adapt and contextualise cross-national approaches to inclusion and promote innovative approaches aligned with local priorities and systems. The project was implemented in ten Sub-Saharan African countries and included goals to improve the access to and retention in primary school for vulnerable children, especially children with disabilities. The project goal was exceeded in enrolment of vulnerable children, ultimately enrolling 32,525 out-of-school children (OOSC) and meeting 116% of the initial target of 28,011, with a 78% survival rate.

This case study describes implementation strategies and experiences from the project. The inclusive education approaches used in each country; policy and systems changes attributed at least in part to the programme; the role of contextual factors in the successes and challenges faced within each country; and the influence of EAC contributions on the project are examined. The case study includes special attention to the innovative approaches pursued in some project countries, i.e., itinerant teacher schemes used in Togo, Burkina Faso, Mali, and Sierra Leone; the use of school life assistants to support inclusion in Senegal; and the role of bridging classes in Madagascar. Specifically, the following research questions are pursued, drawing on a desk review of project documents, qualitative survey responses, and key informant interviews. 

Disability Dialogue exchanged information between disabled people and development, health and rehabilitation workers, and aims to promote disability equality, and good policy and practice. It focused on practical information about community approaches and appropriate equipment.
The first three issues of Disability Dialogue and the last four issues of CBR News, produced by Healthlink Worldwide, are available
Publication has now ceased

This section of the UNESCO's education website hosts definitions of concepts, policies and publications relating to inclusive education. UNESCO has identified certain issues as 'flagship initiatives', to strengthen efforts at addressing the issues through partnerships between UN bodies and other stakeholders. Case studies, support materials for teachers and those promoting inclusive education, and a set of guides to the education of different groups of learners are also available in the online materials section