Frequently Asked Questions
Move beyond short-term project grants to multi-year investments that foster sustained engagement, build expertise, and support existing work in inclusion.
Encourage and facilitate collaborative efforts among organizations through planning grants and post-collaboration capacity-building, allowing partnerships to emerge organically.
Fund initiatives that governments may deem risky but have the potential for systemic change, and support models that are rooted in the context and needs of local communities while informed by global practices.
Ensure teacher certification programs and professional development include high-quality inclusive education training, mentorship and support, and provide dedicated budgets for accessible infrastructure, assistive technology, and specialized support staff.
Setting the stage for truly inclusive education by 2030 demands a concerted effort from all stakeholders. By shifting funding paradigms, fostering collaboration, listening to educators, students, and local communities, and implementing supportive policies, we can create learning environments where every child has the opportunity to access joyful, foundational learning and thrive.
Facilitate discussions and collaborations among national education sectors and provide financial support for national education plans focused on inclusion, while also balancing complex priorities and considering long-term investments.
This means creating learning environments where every child has the opportunity to access joyful, lifelong learning steeped in research. It necessitates a shift towards sustainable teacher capacity, policy influence, and scalable, inclusive education models, with equity as a default lens in all educational endeavors.
We see inflexible curriculums and assessment measures, limited teacher training, and exclusionary school cultures. Inclusion is frequently interpreted as physical integration rather than meaningful participation. Systemic underfunding for inclusive teacher training, resources, assistive technologies, and support services further exacerbates the issue.
Moreover, stigma and a lack of awareness and understanding of students with learning differences among educators, policymakers, and families contribute to marginalization. In some contexts, the challenge is compounded by a lack of effective instruction, where many policies implicitly and incorrectly assume existing education systems are conducive to learning for children with learning differences and thus focus primarily on integration.
Today’s education systems often face significan in t barriers to true inclusion, many of which are created and perpetuated within the systems themselves.
This vision statement, drawing on insights from the Education House roundtable on the margins of the 80th United Nations General Assembly, outlines key recommendations for global educational organizations, funders, NGOs, and governments to be on the path to enact truly inclusive learning environments and experiences, ensuring that by 2030, inclusive education is not just an aspiration but a reality that supports all students to thrive.
The belief that every child can learn forms the cornerstone of inclusive education. This principle does not imply that all children will learn in the same way or at the same pace. Instead, it recognizes the diverse learning needs, abilities, and potentials of each child, advocating for tailored educational strategies that unlock individual strengths.
Children come into the world with unique backgrounds, abilities, interests, and challenges. Some may excel in visual and spatial reasoning, while others show strength in verbal or logical-mathematical intelligence.
To cater to varied learning needs, educational strategies must be flexible and adaptable. Differentiated instruction, a method that involves adjusting teaching techniques, content, and learning activities, is crucial.
The role of educators is pivotal in implementing these strategies. They need to be trained to identify individual learning styles and potential barriers to learning, equipping them with the tools to modify their teaching methods accordingly.
Every child can learn when provided with a supportive and nurturing environment. Schools must foster an atmosphere of acceptance and understanding, where children feel safe to express themselves and explore their abilities.