| Preparedness | Response | Recovery |
1. Assessment, analysis and planning |
Together with OPDs, carry out assessments to identify and analyse the barriers that keep children, youths and adult learners with disabilities out of education opportunities. Do this in coordination with other sectors (such as child protection, MHPSS and WASH) in order to promote coordinated programming and avoid assessment fatigue. | | X | |
Adapt the Global Education Cluster’s Joint Education Needs Assessment Toolkit to: (1) prevent the exclusion of students with disabilities from mainstream settings; (2) ensure that reasonable accommodations are made when needed; (3) clarify the impacts of a crisis both on learners with disabilities and the education system. Identify capacity gaps and gaps in the provision of disability-inclusive education. | X | | |
Plan actions to strengthen inclusive education systems. (For practical ideas and resources refer to INEE, Pocket Guide to Learners with Disabilities.) | X | X | |
Consult a wide range of data sources to analyse capacities and gaps in inclusive education. | X | | |
Establish a referral mechanism for providing students with disabilities, and their families, with specific forms of assistance. Include cash support, prosthetic devices, protection services, etc. | X | X | X |
2. Resource mobilization |
Identify and mobilize local resources (accessible transport, community-based programmes, other forms of assistance) to increase access to inclusive education. | X | X | |
Secure financing and prepare an inclusive budget that allocates resources for accessibility and inclusion. | X | X | |
Ensure inclusive education is included in all funding appeals. Ensure funding appeals allocate resources for accessible infrastructures and assistive devices, and for making reasonable accommodations. | X | X | |
3. Implementation |
With OPDs, develop response strategies that remove specific barriers to inclusive education faced by learners with disabilities. | | X | |
Build the capacity and awareness of education staff (including teachers, school drivers and canteen staff) on inclusive education and use (and monitoring use) of assistive devices. Set up maintenance schedules. | X | X | |
Make communities aware of the importance of inclusive education and the need to fight stigma and discrimination. | X | X | X |
Develop learning materials that are comprehensive, culturally appropriate and include all learners. | X | X | X |
Make sure that engineers and architects adopt a universal design approach when they build schools and other amenities. | X | X | X |
4. Coordination |
Include OPDs in cluster and inter-agency coordination mechanisms. | X | X | X |
Create referral pathways that connect persons with disabilities with specialized services (such as screening, identification and speech therapy), in order to promote inclusive education and identify students who need specific support. | X | | |
Work with cash transfer programmes to remove financial barriers (such as the cost of transport or assistive devices) that prevent households which include children with disabilities from accessing educational opportunities. Work with livelihoods programmes to make sure that households which include children with disabilities can cover such costs in the long term. | | X | X |
Coordinate with nutrition actors to provide accessible information on nutrition. Intervene together to support good feeding practices for children with disabilities. Help to establish mechanisms that can provide such support to children with disabilities who are out of school or receive home-based education. | | X | X |
5. Monitoring and evaluation |
Collect baseline data on school enrolment for children with disabilities to facilitate monitoring at programme and national level. Advocate through good practice for the integration of the UNICEF-Washington Group Child Functioning Module in the national Education Management Information System. | X | X | |
Monitor the performance of protection and safeguarding measures for learners with disabilities. | | X | X |
Include learners with disabilities, their parents, and OPDs in monitoring and evaluating educational activities. Ensure that the findings of such exercises are shared and discussed. | | X | X |
Develop a knowledge management system to share learning and good practices on inclusive education. Establish inter-school support systems to strengthen their capacity. | X | X | X |