Inclusion International is testing a new tool designed to help humanitarian organizations build their capacity on the inclusion of children with disabilities in education during emergency situations. 

This tool was developed by Inclusion International, the International Disability Alliance, ASDOWN Colombia and Federatione Nigerienne de Personnes Handicapées (FNPH), with consultation from other organisations of persons with disabilities (OPDs) and humanitarian actors. 

This tool was developed as part of a multi-country project focused on making sure that children with disabilities are included in school during emergencies. This project is funded by Education Cannot Wait, the global fund for education in emergencies and protracted crises.

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‘Unlocking Inclusive EiE: Your Learning through Self-Reflection Tool’ is a resource designed to help humanitarian actors build knowledge of inclusive education principles and strengthen how they are practically implemented in their organisation’s emergency work. 

It helps users understand what inclusive education programs in emergencies should look like, according to international standards, and to plan for the steps that will help their organisation ensure education in emergencies is fully inclusive for all children with disabilities.

Every emergency is different and presents different challenges for children with disabilities trying to access education. This tool helps people working in emergencies to find creative solutions to make sure all children can keep learning.

Who is the learning tool for?

The learning tool is for humanitarian actors working on education in emergencies. This includes people working on the ground in affected areas, like teachers and people who help children to find schools. It also includes office or headquarters based staff who make plans for education in difficult situations, working in different places all over the world.

How does the learning tool work?

Users engage with quiz-style questions about what inclusive education does and does not look like and the international standards for inclusive education, like Article 24 of the CRPD.

Users go through a series of interactive activities to help them consider how principles of inclusive education could be applied in emergency situations. They reflect on the challenges facing children with disabilities who are trying to learn in difficult situations through real-life scenarios, and consider what the best responses would be.

The tool guides users to reflect on their ways of working, and to identify the barriers to inclusion in their organisation’s education in emergency programme delivery.

Users also explore questions that help them think about why family involvement is important for inclusive education and discover ways to help families support their children’s rights during emergencies.

Users get access to correct answers and additional information through each stage of the tool, as well as extra resources that they could use to learn more about the topic covered.

At the end, they can download a copy of their answers along with the correct ones and links to different resources, all of which can be used to build a plan for strengthening inclusive education in emergencies in their organisation.

The tool is designed to help people think about how to make their work more inclusive, not to be a test – the tool is entirely anonymous.

When will the self-assessment tool be launched?

The self-assessment tool is currently in its pilot phase, this means that we are testing the tool with a smaller group of people before it is launched. 

During the pilot phase, users will be invited to fill out a form to share their thoughts about the tool without sharing their names. We want to know if the tool is easy to use and helpful for learning. This feedback will help the project team improve the tool so it works better for everyone, both now and in the future.

Who made this possible?

This tool was developed as part of a project funded by Education Cannot Wait (ECW). The project is called “Accelerating quality inclusive equitable education in emergency for girls and boys with disabilities through partnerships with OPDs, including pilot interventions in Niger and Colombia.” 

The project supports national organisations of persons with disabilities (OPDs) to push for inclusive education during emergencies. The project is led by Inclusion International and the International Disability Alliance (IDA).

You can find out more about the project in our blog post about the project launch, and our interviews with National Project Managers, Monica Cortes in Colombia and Siddo Nouhou Oumarou in Niger.