Improving Access: Mapping the Gaps in Disability-Inclusive Education in a Global World

World Mapping and Gap Analysis: Disability-Inclusive EiE Resources

Executive Summary

The Inter-agency Network for Education in Emergencies (INEE) has released a report that aims to bridge the gap in evidence regarding effective disability-inclusive education policies and practices in emergencies and crisis-affected contexts. The report focuses on mapping and analyzing resources that cater to the education and broader needs of learners with disabilities in these situations. By identifying key trends and gaps in these resources, the report provides recommendations for the development and dissemination of future resources to support stakeholders working with learners with disabilities in education in emergencies (EiE).

Introduction

In emergencies and crisis situations, ensuring the education and support for learners with disabilities is crucial. However, there is limited evidence available regarding the policies and practices that effectively address the needs of these learners in these contexts. The new report from INEE seeks to fill this evidence gap by examining the available resources and providing insights into the strategies used to support learners with disabilities.

Methodology

The mapping and analysis of resources were conducted collaboratively by consultants under the leadership of INEE’s Inclusive Education Work Group (IEWG). The research included desk-based research, a call for resources, and an online survey. Resources were collected in five core languages: Arabic, English, French, Portuguese, and Spanish. A total of 182 resources were collected, including reports, guides, training materials, toolkits, videos, websites, policy and advocacy pieces, research outputs, and COVID-19-specific resources. These resources were then analyzed using a coding matrix that was developed with input from the IEWG. Descriptive statistics were employed to summarize key trends and identify gaps in the content, design, and accessibility of the resources. The authors also conducted a more targeted search to fill these gaps and highlight the need for resources not commonly found in the initial mapping.

Findings and Recommendations

The report highlights several key trends and gaps in disability-inclusive education resources in emergencies. It underscores the need for greater attention and investment in this area to ensure the inclusion of learners with disabilities. The report recommends the following:

1. Increased Collaboration

There is a pressing need for increased collaboration among stakeholders involved in disability-inclusive education in emergencies. By working together, organizations can pool their expertise to develop comprehensive and effective resources that address the specific needs of learners with disabilities.

2. Improved Accessibility

Many of the resources analyzed in the report lacked accessibility features, making it challenging for learners with disabilities to access the information. It is crucial for resource developers to prioritize accessibility by incorporating features such as alternative formats, captioning, and audio descriptions.

3. Strengthened Research and Evidence

To fill the knowledge gap in disability-inclusive education in emergencies, there is a need for further research and evidence to inform policies and practices. Investing in research will provide a solid foundation for the development of effective strategies and interventions.

4. Comprehensive Training

The report emphasizes the importance of training for stakeholders working in education in emergencies. Training should focus on building knowledge and skills related to disability-inclusive education, ensuring that educators and support staff are equipped to meet the diverse needs of learners with disabilities.

5. Long-Term Planning and Sustainability

To ensure sustainable and inclusive education in emergencies, long-term planning is essential. This includes incorporating disability-inclusive education into emergency response plans and allocating resources for its implementation. By prioritizing long-term planning, education stakeholders can better support learners with disabilities and create systems that promote their continued access to education.

Conclusion

The report by INEE provides a comprehensive analysis of disability-inclusive education resources in emergencies. By identifying key trends and gaps, it offers valuable recommendations to stakeholders involved in education in emergencies. It is crucial for governments, NGOs, and other organizations to prioritize the inclusion of learners with disabilities in emergency education initiatives. By doing so, we can ensure that every child, regardless of their ability, has equal access to education and a chance for a better future.