Key elements – must do

‘Must do’ actions must be undertaken in all phases of humanitarian action when implementing inclusive education programmingfor persons with disabilities.

Participation

Addressing barriers

Empowerment and capacity development

Data collection and monitoring

These guidelines conform to the INEE Minimum Standards. These standards apply to emergencies, including natural and human-madedisasters, to situations of conflict, and to slow and rapid onset crises, in both rural and urban environments. They affirmthe rights, needs and dignity of people affected by disasters.

Education authorities and humanitarian organizations should adopt a twin-track approach to promote inclusive education inemergencies. Disability-specific interventions targeted to meet the requirements of learners with disabilities should complement mainstream interventions that benefit all learners.

The following guidance will support education actors to identify and address barriers faced by persons with disabilities,as well as their families, support persons and caregivers, when they access education programmes in humanitarian settings.