This policy paper draws upon Handicap International’s experience in the field of education since 1998 and prior to that, its experience of working with former development partner Action Nord Sud (ANS)  . It takes into account the outcomes of baseline field assessments, meetings with partners and donors, feedback from educational professionals, decision-makers and policymakers, and importantly, the views of children with disabilities and their families.

The knowledge and experience of Handicap International’s education field staff and partners was central to producing this document. The programmes which have contributed to the reflection process and updating of this policy paper are Burkina Faso/Niger, Togo, Senegal, Mali, Sierra Leone/Liberia, Rwanda, Burundi, Kenya/Somaliland, Madagascar, Morocco/Tunisia, Algeria, Cambodia, Vietnam, Indonesia, Bangladesh, Nepal, Afghanistan, Nicaragua. Their participation in the process has been invaluable in creating a document which is grounded in practice from a wide range of contexts.

This policy paper gives indications for future possibilities and potential limitations, and all education projects and activities implemented by Handicap International programmes should conform to the guidelines presented. It is primarily intended for Handicap International Federation staff and partners, but will be distributed more widely, as it is of interest to other organizations and professionals working in the field of education and inclusion.

This document will be updated on a regular basis to incorporate new learning and expertise from Handicap International programmes, and to reflect developments and changes in international thinking on inclusive education.

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