In emergency settings, it is essential that education services are accessible and inclusive of all, especially to those who are often most vulnerable and excluded such as people with disabilities. Using the principles underpinning inclusive education, humanitarian agencies are increasingly implementing inclusive emergency education initiatives to address the immediate educational needs of a diverse range of learners from the acute phase of an emergency through to monitoring and evaluation. This is supported by article 11 and 24 of the Convention on the Rights of People with Disabilities.
This keylist features resources that support inclusive education in emergency settings. We welcome your feedback: please send comments or suggested additions to firstname.lastname@example.org.
Books, reports, etc
"The paper investigates the provision of education for children designated as having special educational needs within the context of the Karen community located near the eastern border area of Myanmar. The population sample chosen is that of the Karen refugees in camps along the Thai-Myanmar border. The study is carried out through: i) collection of available statistics to demonstrate the scale of the problem; ii) disaggregation of data to indicate the range of special needs being catered for; and, iii) an examination of various teacher training and administration approaches being used, in order to identify whether these are accommodating to children with special educational needs"
This resource provides a framework and practical tools and is primarily aimed at field staff responsible for setting up and managing education projects during crisis. It may also be useful to those responsible for writing proposals, planning training, or leading the overall emergency response
This paper seeks to introduce a discussion on access to quality inclusive education for children with disabilities in emergencies. The author argues that an inclusive approach in such situations will ensure equal rights for disabled children and improve the quality and inclusivity for all children in conflict areas
This resource presents "the minimum level of educational quality and access in emergencies through to recovery. The aim of the handbook is to enhance the quality of educational preparedness, response and recovery; to increase access to safe and relevant learning opportunities for all learners, regardless of their age, gender or abilities; and to ensure accountability and strong coordination in the provision of education in emergencies through to recovery...The INEE Minimum Standards are organised in five domains: Foundation standards; Access and learning environment; Teaching and learning; Teachers and other education; personnel; Education policy"
This guide offers practical ideas for including children and young people with disabilities in education during or after an emergency. It addresses current barriers to inclusive education. Specific sections cover curriculum content , tests and learning assessments. This guide will assist anyone working with teachers or facilitators in an emergency, whether as part of the formal education system or a non-governmental programme
The Inter-agency Network for Education in Emergencies (INEE) is a network of interested parties from international agencies and institutions working together to provide better access to education in the aftermath of emergencies. This website describes the main purpose of INEE and features information about their members and task groups. It also provides informative sections on knowledge and capacity, policy and coordination, links to events on education matters, and related resources