Correct! 

There is only one example of inclusive education on this list - “Inclusive education means that all children, with or without disabilities, attend their nearest school and receive appropriate support to learn and progress in their school journey with their peers.”

The other options, which mention enrollment in special schools, being in a mainstream classroom without support, or being in a segregated classroom within a mainstream school are all examples of segregation or integration - not inclusion.

In an emergency situation, particularly where there is a lack of resources, it can be difficult to ensure that all of the criteria for inclusive education are met. Education in emergencies often looks different to education in a non-crisis situation - in particular, informal education often becomes a necessary response. Even an informal education system needs to comply with the core principles of inclusion - education in emergencies (formal or informal) should never segregate children with disabilities.

Oops - you selected an option that is not an example of inclusive education.

There is only one example of inclusive education on this list: 

“Inclusive education means that all children, with or without disabilities, attend their nearest school and receive appropriate support to learn and progress in their school journey with their peers.”

The other answers were examples of segregation or integration - not inclusion. Here is some more information about why the other answers were incorrect.

 Inclusive education means that children with disabilities do not attend special schools to receive specialised instruction - this would be an example of segregation. In an inclusive education system, children with disabilities attend their local school alongside their peers without disabilities.

Inclusive education means that children with disabilities are fully included in mainstream classrooms and receive all of the necessary support to participate. When students with disabilities are in mainstream classrooms but without any support, this is an example of integration, not inclusion. Integration does not give children the tools they need to succeed in the classroom.
 
Segregated classes within mainstream schools are not a form of inclusive education. They are a form of segregation. Inclusive education means that all children, regardless of their disabilities, have equal access to all aspects of education, learning together in the same classroom.

In an emergency situation, particularly where there is a lack of resources, it can be difficult to ensure that all of the criteria for inclusive education are met. Education in emergencies often looks different to education in a non-crisis situation - in particular, informal education often becomes a necessary response. Even an informal education system needs to comply with the core principles of inclusion - education in emergencies (formal or informal) should never segregate children with disabilities.

Correct! 

The idea that the support that children with disabilities in mainstream classrooms should receive will be dependent on the budgets available to the Department of Education is not a key component of inclusive education.

Access to the support a student needs in the classroom is an inherent part of their right to inclusive education - whether or not the Department of Education in their country thinks support in the classroom is a budget priority does not impact the fact that the student is entitled to that support.

These key components of inclusive education come from the Committee on the Rights of Persons with Disabilities (CRPD Committee), which a group of experts that advise governments on how to implement the CRPD. They write General Comments, which are documents that clarify a specific CRPD article and explain what actions should be taken to ensure that right is fulfilled.

The CRPD Committee wrote General Comment 4 about inclusive education. It defined the essential components of inclusive education, and is a key resource for organisations delivering education in emergencies. The components of inclusive education listed here come from General Comment 4.

We will cover more from General Comment 4 in the next section, which looks at key resources and frameworks!

Oops! The correct answer was “the support that children with disabilities in mainstream classrooms should receive will be dependent on the budgets available to the Department of Education” - this is not a key component of inclusive education.

Access to the support a student needs in the classroom is an inherent part of their right to inclusive education - whether or not the Department of Education in their country thinks support in the classroom is a budget priority does not impact the fact that the student is entitled to that support, and international frameworks do not tie any rights that a child has to include education to available resources.

All of the other answers listed are considered essential parts of inclusive education:

• All children (with or without disabilities) attend their nearest school.
• Children with disabilities receive appropriate support on an equal basis.
• Physical accommodation is provided to ensure accessibility for all students.
• A child-centred curriculum that includes diverse representations and reflects the needs of all children is used.

These key components of inclusive education come from the Committee on the Rights of Persons with Disabilities (CRPD Committee), which a group of experts that advise governments on how to implement the CRPD. They write General Comments, which are documents that clarify a specific CRPD article and explain what actions should be taken to ensure that right is fulfilled.

The CRPD Committee wrote General Comment 4 about inclusive education. It defined the essential components of inclusive education, and is a key resource for organisations delivering education in emergencies. The components of inclusive education listed here come from General Comment 4.

We will cover more from General Comment 4 in the next section, which looks at key resources and frameworks!

You can read the full General Comment and look at how the CRPD Committee defines inclusive education by reading the document here. 

Correct! 

In an inclusive environment, students learn together in small, collaborative classes where they work together and support each other.

The other two answers about competition and time spent with peers are not examples of an inclusive school environment.

Children with disabilities only participating alongside children without disabilities at lunch or play time would not be an example of an inclusive environment - they would also be included in the classroom in an inclusive school.

While competition is a reality at many schools, a competitive learning environment is not a key component of inclusive learning so is not an example of what an inclusive school should look like.

Oops! That's incorrect. 

While competition is a reality at many schools, a competitive learning environment is not a key component of inclusive learning so is not an example of what an inclusive school should look like.

The correct answer was "Students work together and support each other in small, collaborative classes." This is an example of what an inclusive school environment should look like.

Oops! That's incorrect. 

Children with disabilities only participating alongside children without disabilities at lunch or play time would not be an example of an inclusive environment - they would also be included in the classroom in an inclusive school. Children with disabilities not being segregated at any time is a key requirement for an inclusive school.

The correct answer was "Students work together and support each other in small, collaborative classes." This is an example of what an inclusive school environment should look like.

That's correct!

Hiring more special education teachers to expand segregated classrooms is not in line with the principles of being an inclusive school.

The other two answers on this list are both actions that inclusive schools take.

Inclusive school environments:

• Provide high-quality education to all students, regardless of their ability
  
  
• Promote a culture of inclusion that values diversity and fosters a peaceful and fair learning environment.

Oops! That's incorrect.

Providing high quality education to all students regardless of ability and promoting a culture of inclusion are both key aspects of delivering an inclusive school environment.

The incorrect answer was hiring more special education teachers to expand segregated classrooms.

This is not in line with the principles of being an inclusive school, because in an inclusive school environment, children with disabilities are never segregated.

Correct! This is an example of segregation. 

When children attend mainstream school but are placed in separate classes just for children with disabilities, this is segregation. 

It doesn't matter if the bigger school includes all children, if the child with a disability spends all or part of the time of the school day separated with only other children with disabilites, this is still segregation. 

Oops! That's incorrect. This is an example of segregation.

If a child with a disability spends all or part of the school day separated from the other students who do not have disabilities, this is segregation.

It doesn't matter if the school as a whole has both children with and without disabilities attending - if the students with disabilities are separated, like in their own classroom, this is segregation.

Sometimes schools might say they are being "inclusive" or that they "integrate" children with disabilities because they are allowed to attend school. If the children with disabilities are separated, this is still segregation, no matter what words the school uses.

Correct! This is an example of integration.

It might sound like inclusion because the student is getting "equal" treatment, but inclusive education isn't about every student being equal, it is about every student getting what they need to learn and succeed.

Children with disabilities have a right to differentiated instruction that is tailored to their individual learning style and pace. If they are in a classroom without these adaptations, they are just being integrated, not included.

Oops! That's incorrect. This was an example of integration.

It might sound like inclusion because the student is getting "equal" treatment, but inclusive education isn't about every student being equal, it is about every student getting what they need to learn and succeed.

Children with disabilities have a right to differentiated instruction that is tailored to their individual learning style and pace.

If they are in a classroom without these adaptations, they are just being integrated, not fully included.

Integration is a violation of the right to inclusive education as outlined by the UN CRPD Committee in the Convention and its General Comment 4.

Correct! This is an example of exclusion.

Actively denying access or allowing barriers for the child not to be able to enrol in the school means the child is being excluded.

It doesn't matter what the reason given is - the school could say the denial is because of a policy, because of a lack of funding, because their teachers don't have the skills, or other reasons.

No matter what arguments they make to explain why they are denying enrolment, this is exclusion.

Exclusion is a violation of the right to inclusive education.

Oops! That's incorrect. This is an example of exclusion.

Actively denying access or allowing barriers for the child not to be able to enrol in the school means the child is being excluded.

It doesn't matter what the reason given is - the school could say the denial is because of a policy, because of a lack of funding, because their teachers don't have the skills, or other reasons.

No matter what arguments they make to explain why they are denying enrolment, this is exclusion.

Exclusion is a violation of the right to inclusive education.

Correct! This is an example of integration.

Even though the student might be included with good support and adjustments in the classroom, school is not only about what happens in the classroom.

Not being able to participate in extracurricular activities alongside their peers without disabilities because of barriers in place or a lack of support means the student is not fully included at school.

Inclusion happens when the child is able to participate fully in every aspect of the school community - both inside and outside the classroom.

Oops! That's incorrect. This is an example of integration.

Even though the student might be included with good support and adjustments in the classroom, school is not only about what happens in the classroom.

Not being able to participate in extracurricular activities alongside their peers without disabilities because of barriers in place or a lack of support means the student is not fully included at school.

Inclusion happens when the child is able to participate fully in every aspect of the school community - both inside and outside the classroom.

Correct! This is an example of segregation.

When children with disabilities are separated from other children, this is segregation.

They might be called "special schools," "segregated schools," or other names, but it is always segregation.

Sometimes special schools might argue that they can offer the best education to children with disabilities, and that they can deliver support and learning to children with disabilities they can't get in a mainstream classroom. This isn't true - mainstream schools are capable of delivering fully inclusive education, and the research shows that having children with disabilities being included in mainstream classrooms is better for everyone in the class.

Segregated schools and classes are always a violation of the right to inclusive education.

Oops! That's incorrect. This is an example of segregation.

When children with disabilities are separated from other children, this is segregation.

They might be called "special schools," "segregated schools," or other names, but it is always segregation.

Sometimes special schools might argue that they can offer the best education to children with disabilities, and that they can deliver support and learning to children with disabilities they can't get in a mainstream classroom. This isn't true - mainstream schools are capable of delivering fully inclusve education, and the research shows that having children with disabilities being included in mainstream classrooms is better for everyone in the class.

Segregated schools and classes are always a violation of the right to inclusive education.

Correct! This is an example of inclusion.

When a child with a disability is included in a mainstream school and classroom and gets the support they need both in the classroom and to participate in other activities at the school, they are being fully included.

This level of inclusion is the right of all children with disabilities.

Oops! That's incorrect. This is an example of inclusion.

When a child with a disability is included in a mainstream school and classroom and gets the support they need both in the classroom and to participate in other activities at the school, they are being fully included.

This level of inclusion is the right of all children with disabilities.

That's correct!

The girl is facing an access barrier preventing her from going to school - there is no school for her to attend.

She is also facing an institutional barrier, because there is no action from the government to re-build the school and no political will to fix the issue.

That's correct!

The girl is facing an institutional barrier, because there is no action from the government to re-build the school and no political will to fix the issue.

The girl is also facing a barrier to access preventing her from accessing school - because there is no school for her to attend.

Oops! That's incorrect.

There are two possible correct answers - this could be considered an institutional barrier, or a barrier to access.

The girl is facing an institutional barrier, because there is no action from the government to re-build the school and no political will to fix the issue.

The girl is also facing a barrier to access preventing her from accessing school - there is no school for her to attend.

That's correct!

The boy is facing a physical barrier that prevents him from moving easily around the school.

This could also be considered a barrier to access, if the inaccessibility is preventing him from getting into the school at all.

Oops! That's incorrect.

The boy is facing a physical barrier that prevents him from moving easily around the school.

This could also be considered a barrier to access, if the inaccessibility is preventing him from getting into the school at all.

That's correct! 

The girl is facing a barrier to learning, because the way she is being taught does not making it possible for her to learn and achieve.

This also means it is creating a barrier to progression for her - if she is not learning, she will not be able to progress in her levels of education.

That's correct! 

You identified a barrier to progression, which is a secondary barrier the girl is facing.

The primary barrier the girl is facing is a barrier to learning, because the way she is being taught does not making it possible for her to learn and achieve.

This then also creates a barrier to progression for her - if she is not learning, she will not be able to progress in her levels of education.

Oops! That's incorrect.

The primary barrier the girl is facing is a barrier to learning, because the way she is being taught does not making it possible for her to learn and achieve.

This then also creates a barrier to progression for her - if she is not learning, she will not be able to progress in her levels of education.

Correct! This is an example of an attitudinal barrier.

In this case, the attitudes of the others in the school are what is preventing the boy from being included.

Oops! That's incorrect.

This is an example of an attitudinal barrier.

In this case, the attitudes of the others in the school are what is preventing the boy from being included.

That's correct!

There is a lack of resources that is impacting her learning.

There also may be an institutional barrier here - if the school does not have resources for students with disabilities because of a lack of policies on inclusion, or a lack of commitment to inclusive practices.

That's correct!

You identified institutional barriers, which is an additional barrier in this case.

The primary barrier is a lack of resources to support her learning.

There also is likely an institutional barrier here - if the school does not have resources for students with disabilities because of a lack of policies on inclusion, or a lack of commitment to inclusive practices.

Oops! That's incorrect.

In this case, there are two potential barriers.

The primary barrier is a lack of resources to support her learning.

There also is likely an institutional barrier here - if the school does not have resources for students with disabilities because of a lack of policies on inclusion, or a lack of commitment to inclusive practices.

Correct! This is an example of a physical barrier.

Communication barriers also fall under the category of physical barriers.

In this case, there is a communication barrier that is impacting the ability of the student to get information and learn.

Oops! That's incorrect. This is an example of a physical barrier.

Communication barriers like the kind this hard of hearing student is experiencing fall under the category of physical barriers.

In this case, there is a communication barrier that is impacting the ability of the student to get information and learn.

Further Reading

Based on the frameworks you identified as only being "somewhat familiar" or "not familiar" with, consider looking at these frameworks for further reading!

These legal frameworks are essential knowledge for humanitarian workers engage in EiE because they provide a clear set of rights and obligations that governments, educational institutions, and humanitarian actors must respect.

They establish a legal foundation for ensuring that all children, including those with disabilities, have access to quality education and the support they need to succeed. 

You can download a handout that will tell you more about how international law defines inclusion in education, including in emergencies at this link.

Oops! The correct answer was Goal 4.

Goal 4 of the Sustainable Development Goals (SDG4) is to "ensure inclusive and equitable quality education and promote lifelong learning opportunities for all."

Target 4.1 associated with this goal addresses free primary and secondary education, and Target 4.5 focuses on eliminating discrimination in education which explicitly refers to persons with disabilities.

SDG4 is a very important tool in addition to the other legal frameworks that help states commit to inclusive education, and it should be considered in your EiE monitoring.

Goal 2 is about ending hunger, Goal 7 is about clean energy, and Goal 13 is about climate change.

That's correct! 

Goal 4 of the Sustainable Development Goals (SDG4) is to "ensure inclusive and equitable quality education and promote lifelong learning opportunities for all."

Target 4.1 associated with this goal addresses free primary and secondary education, and Target 4.5 focuses on eliminating discrimination in education which explicitly refers to persons with disabilities.

SDG4 is a very important tool in addition to the other legal frameworks that help states commit to inclusive education, and it should be considered in your EiE monitoring.

That's correct!

Article 24 is a key resource for humanitarian actors.

Article 24 of the UN CRPD focuses on the right to education for children with disabilities. It explains that States Parties must ensure an inclusive education system at all levels and lifelong learning opportunities. This means that individuals with disabilities should not be excluded from the general education system based on their disability, and children with disabilities should be able to access free, quality, and compulsory primary and secondary education on an equal basis with others.

The article emphasises the importance of reasonable accommodations to meet the individual needs of children with disabilities and promotes their full participation, ensuring that schools are accessible and that teachers are trained to support the diverse needs of all students. It also highlights the need for personalised support measures and effective alternative learning formats to foster the development of their skills, talents, and creativity to their fullest potential. 

Oops! That's incorrect. The correct answer was Article 24.

Article 24 is a key resource for humanitarian actors.

Article 24 of the UN CRPD focuses on the right to education for children with disabilities. It explains that States Parties must ensure an inclusive education system at all levels and lifelong learning opportunities. This means that individuals with disabilities should not be excluded from the general education system based on their disability, and children with disabilities should be able to access free, quality, and compulsory primary and secondary education on an equal basis with others.

The article emphasises the importance of reasonable accommodations to meet the individual needs of children with disabilities and promotes their full participation, ensuring that schools are accessible and that teachers are trained to support the diverse needs of all students. It also highlights the need for personalised support measures and effective alternative learning formats to foster the development of their skills, talents, and creativity to their fullest potential. 

Article 25 is about health, Article 26 is about access to rehabilitation, and Article 27 is about work and employment.

Correct!

Article 2 of the CRPD says that “Reasonable accommodation means necessary and appropriate modification and adjustments not imposing a disproportionate or undue burden, where needed in a particular case, to ensure to persons with disabilities the enjoyment or exercise on an equal basis with others of all human rights and fundamental freedoms”. It is a broad concept that encompasses both physical accessibility and the provision of support services to ensure that individuals with disabilities can participate fully in society. 

Accessibility, on the other hand, refers to ensuring that things are accessible to all. This includes features such as ramps, elevators, accessible restrooms, and clear signage. As per Article 9 of the UNCRPD, accessibility includes “[...] measures, which shall include the identification and elimination of obstacles and barriers to accessibility [...]." It applies to buildings, transportation, information, community, emergency services, and more.

One easy way to think about it is that accessibility is the actions you take for all - they make things accessible to everyone, and will be used by everyone. But reasonable accommodation is something you do for a specific person.

While accessibility is an important component of inclusive education and matters for design of schools and curricula, reasonable accommodation builds on that to address the individual needs of learners with disabilities. It may involve providing assistive technologies, modifying curricula, or offering additional support services.

Oops! That's incorrect!

The correct answer was "Reasonable accommodation is a broader concept that encompasses both physical accessibility and the provision of support services to ensure that individuals with disabilities can participate fully in society. Accessibility applies to physical and digital environments to ensure as many people as possible can access the services with the support of features such as ramps, elevators and so on."

Article 2 of the CRPD says that “Reasonable accommodation means necessary and appropriate modification and adjustments not imposing a disproportionate or undue burden, where needed in a particular case, to ensure to persons with disabilities the enjoyment or exercise on an equal basis with others of all human rights and fundamental freedoms”. It is a broad concept that encompasses both physical accessibility and the provision of support services to ensure that individuals with disabilities can participate fully in society. 

Accessibility, on the other hand, refers to ensuring that things are accessible to all. This includes features such as ramps, elevators, accessible restrooms, and clear signage. As per Article 9 of the UNCRPD, accessibility includes “[...] measures, which shall include the identification and elimination of obstacles and barriers to accessibility [...]." It applies to buildings, transportation, information, community, emergency services, and more.

One easy way to think about it is that accessibility is the actions you take for all - they make things accessible to everyone, and will be used by everyone. But reasonable accommodation is something you do for a specific person.

While accessibility is an important component of inclusive education and matters for design of schools and curricula, reasonable accommodation builds on that to address the individual needs of learners with disabilities. It may involve providing assistive technologies, modifying curricula, or offering additional support services.

That's correct!

The UN CRPD Committee issued General Comment 4 in 2016 to further articulate the right to education for children with disabilities in a vision of inclusion.

It explains that inclusive education is not just about integrating students with disabilities into mainstream schools, but transforming the entire education system to ensure it is fully accessible, supportive, and tailored to the diverse needs of all learners. The Comment highlights that inclusive education is a fundamental right and principle, requiring the elimination of legal, physical, communication, and attitudinal barriers that prevent full participation.

General Comment 4 emphasises that inclusion must involve the full participation of students with disabilities in regular classrooms with their peers, the provision of necessary support services, and the use of individualised teaching approaches. It also clarifies that segregated educational settings, where students with disabilities are placed in separate schools or programs, do not comply with the right to education under Article 24. Instead, the focus must be on creating environments where students with disabilities can learn alongside others, benefiting from the same curricula and activities, while receiving necessary accommodations and supports to thrive.

Moreover, the General Comment stresses the need for teacher training, accessible learning materials, and collaborative partnerships with families and communities to foster an inclusive culture that promotes equal opportunities for all learners.

Oops! That's incorrect. The correct answer is General Comment 4.

The UN CRPD Committee issued General Comment 4 in 2016 to further articulate the right to education for children with disabilities in a vision of inclusion.

It explains that inclusive education is not just about integrating students with disabilities into mainstream schools, but transforming the entire education system to ensure it is fully accessible, supportive, and tailored to the diverse needs of all learners. The Comment highlights that inclusive education is a fundamental right and principle, requiring the elimination of legal, physical, communication, and attitudinal barriers that prevent full participation.

General Comment 4 emphasises that inclusion must involve the full participation of students with disabilities in regular classrooms with their peers, the provision of necessary support services, and the use of individualised teaching approaches. It also clarifies that segregated educational settings, where students with disabilities are placed in separate schools or programs, do not comply with the right to education under Article 24. Instead, the focus must be on creating environments where students with disabilities can learn alongside others, benefiting from the same curricula and activities, while receiving necessary accommodations and supports to thrive.

Moreover, the General Comment stresses the need for teacher training, accessible learning materials, and collaborative partnerships with families and communities to foster an inclusive culture that promotes equal opportunities for all learners.

Correct! General Comment 4 promotes a "whole systems approach."

In a whole systems approach, inclusion is not treated as a separate responsibility - it is embedded into every part of education - from school policies to teacher training to individual supports.

Oops! That's incorrect.

General Comment 4 promotes a "whole systems approach."

In a whole systems approach, inclusion is not treated as a separate responsibility - it is embedded into every part of education - from school policies to teacher training to individual supports.

A quota approach is not in line with inclusive education because the goal is to integrate all students, including those with disabilities, into regular classrooms. A quota system would mean that many children with disabilities who don’t fit in the quota, could be rejected from education.

A distinct budgets approach would not be in line with a whole systems approach either, because it treats disability funding as distinct - under a whole systems approach, funding that supports inclusion would be embedded into mainstream school systems and overseen by one single education department.

That's correct! General Comment 4 promotes a "whole person approach" in delivering inclusive education.

Everyone is capable of learning and gets the support they need to succeed.

Oops! That's incorrect.

General Comment 4 promotes a "whole person approach" in delivering inclusive education.

This approach is rooted in the idea that everyone is capable of learning and gets the support they need to succeed.

A forced integration approach isn't in line with inclusive education because it doesn't provide the necessary support, reasonable accommodations and accessibility measures for students with disabilities. Inclusive education requires a supportive environment, including trained teachers, assistive technology, adapted curricula, accessible environments, support and reasonable accommodations and more.

Creating simplified teaching curricula for learners with disabilities also is not a good practice, because it lowers expectations and can limit the potential of students with disabilities. Inclusive education aims to provide challenging and meaningful learning opportunities for all students, regardless of their abilities.

Correct!

The IASC Guidelines go into great detail about barriers to inclusive education in emergencies, and set out a number of "must do" actions that humanitarian organisations need to undertake when implementing inclusive education programming.

These must-do actions are across a number of different categories - they range from removing participation barriers to developing partnerships with OPDs, from buillding capacity of teachers to data collection.

The full list of must-do actions can be found in Chapter 12 of the IASC Guidelines.

Oops! That's incorrect.

The correct answer was that the guidelines set out a number of "must do" actions to deliver on inclusive education in emergencies.

The IASC Guidelines go into great detail about barriers to inclusive education in emergencies, and set out a number of "must do" actions that humanitarian organisations need to undertake when implementing inclusive education programming.

These must-do actions are across a number of different categories - they range from removing participation barriers to developing partnerships with OPDs, from building capacity of teachers to data collection.

It is important for anyone working in the humanitarian space to be aware of these must-do actions and to embed them in delivery plans.

The full list of must-do actions can be found in Chapter 12 of the IASC Guidelines.

Correct! 

The IASC Guidelines say that inclusive education systems are about including all students and welcoming and supporting them, regardless of background, capacities or requirements. This is in line with the right to inclusive education in the Convention on the Rights of Persons with Disabilities.

The definition of inclusive education systems used in the IASC Guidelines specifically mentions that teaching, curricula, school buildings, classrooms, play areas, transport and toilets must all be appropriate for all children at all levels. 

Oops! The correct answer was "all of the above."

The definition of inclusive education systems used in the IASC Guidelines specifically mentions that teaching, curricula, school buildings, classrooms, play areas, transport and toilets must all be appropriate for all children at all levels.

The IASC Guidelines say that inclusive education systems are about including all students and welcoming and supporting them, regardless of background, capacities or requirements.

This is in line with the right to inclusive education in the Convention on the Rights of Persons with Disabilities.

That's correct! All of the above answers are key guidance points from the IASC Guidelines.

This is a summary of the key action points in the IASC Guidelines:

Needs Assessment and Planning:

• Conducting assessments to identify children with disabilities and their specific needs.
• Incorporating disability inclusion into education sector plans and strategies.
• Allocating adequate resources for inclusive education initiatives

Accessibility and Support:

• Ensuring physical accessibility of schools and learning environments.
• Providing appropriate assistive technologies and learning materials.
• Training teachers and education personnel on inclusive education practices.
• Providing psychosocial support to children with disabilities and their families.

Curriculum and Teaching Methods:

• Adapting teaching methods to cater to diverse learners.
• Developing inclusive curricula that reflect the needs and experiences of all children.
• Promoting inclusive classroom practices that foster collaboration and respect.

Participation and Decision-Making:

• Involving persons with disabilities and their representative organisations in decision-making processes related to education.
• Promoting the participation of children with disabilities in all aspects of school life.

Monitoring and Evaluation:

• Tracking the progress of inclusive education initiatives.

The IASC Guidelines on the Inclusion of Persons with Disabilities in Humanitarian Action include a practical checklist on pages 88, 89, and 90 that will provide you with specific steps to implement inclusive education in humanitarian settings.

Oops! That's incorrect.

The correct answer was "all of the above" - they are all key actions from the guidelines.

This is a summary of the key action points in the IASC Guidelines:

Needs Assessment and Planning:

• Conducting assessments to identify children with disabilities and their specific needs.
• Incorporating disability inclusion into education sector plans and strategies.
• Allocating adequate resources for inclusive education initiatives

Accessibility and Support:

• Ensuring physical accessibility of schools and learning environments.
• Providing appropriate assistive technologies and learning materials.
• Training teachers and education personnel on inclusive education practices.
• Providing psychosocial support to children with disabilities and their families.

Curriculum and Teaching Methods:

• Adapting teaching methods to cater to diverse learners.
• Developing inclusive curricula that reflect the needs and experiences of all children.
• Promoting inclusive classroom practices that foster collaboration and respect.

Participation and Decision-Making:

• Involving persons with disabilities and their representative organisations in decision-making processes related to education.
• Promoting the participation of children with disabilities in all aspects of school life.

Monitoring and Evaluation:

• Tracking the progress of inclusive education initiatives.

The IASC Guidelines on the Inclusion of Persons with Disabilities in Humanitarian Action include a practical checklist on pages 88, 89, and 90 that will provide you with specific steps to implement inclusive education in humanitarian settings.

Correct!

The IASC Guidelines provide key guidance to ensure that inclusive education programming in humanitarian action is effective - to be effective they needs to be used in every phase, from design to evaluation.

Oops!

The correct answer was "all of the above."

The IASC Guidelines provide key guidance to ensure that inclusive education programming in humanitarian action is effective - to be effective they needs to be used in every phase, from design to evaluation.

Correct!

Identifying the support the child needs and providing it is the correct approach.

This option aligns with the UN CRPD's principle of inclusion and non-discrimination.

Even in challenging conditions, reasonable accommodations should be made to accommodate the child's needs.

You may also have considered the option that mentioned allowing a child's parent to come to class and act as a support person.

In some emergency contexts, parents, older siblings, or other skilled volunteers known to the family might provide support in the classroom. 

This option recognizes the role of parents as partners in their child's education and provides a practical solution in a resource-limited context. While this is not a sustainable option in the long term and is not a substitute for appropriate supports provided directly by schools and humanitarian actors, support from families can sometimes be a stopgap in emergency situations.

The best option in this case would be identifying the specific needs of the child, and then providing the reasonable accommodation necessary.

That is the answer that best reflect's the child's right to inclusion in education.

However, in some resource limited conditions, schools may come up with creative ways to ensure that a child is getting support in the classroom.

In some emergency contexts, parents, older siblings, or other skilled volunteers known to the family might provide support in the classroom. 

This option recognizes the role of parents as partners in their child's education and provides a practical solution in a resource-limited context. While this is not a sustainable option in the long term and is not a substitute for appropriate supports provided directly by schools and humanitarian actors, support from families can sometimes be a stopgap in emergency situations.

Oops! That is the incorrect response.

Options involving excluding children from school, prioritising other children, or putting children with disabilities in separate classrooms are all violations of the Convention on the Rights of Persons with Disabilities.

Only one option aligns with the UN CRPD's principle of inclusion and non-discrimination - identifying the child's needs, and providing reasonable accommodation.

Even in challenging conditions, reasonable accommodations should be made to accommodate the child's needs.

In some resource limited conditions, schools may come up with creative ways to ensure that a child is getting support in the classroom. In some emergency contexts, parents, older siblings, or other skilled volunteers known to the family might provide support in the classroom. 

This option recognizes the role of parents as partners in their child's education and provides a practical solution in a resource-limited context. While this is not a sustainable option in the long term and is not a substitute for appropriate supports provided directly by schools and humanitarian actors, support from families can sometimes be a stopgap in emergency situations.

That's correct!

The right approach is to adapt the curriculum and teaching methods to accommodate the child's needs, using available resources.

In an inclusive education system, ensuring that teaching methods and flexible curricula can support every child to learn is essential!

Working together with the parents to understand what are other practical strategies that could support the child to learn is also a correct answer.

In situations where financial or other resources are unavailable to support inclusion, teachers and school leaders should rely on the experience of parents who know how their children learn best, to find alternative strategies that will support them teach the children in a way that works for them.

The right approach is to adapt the curriculum and teaching methods to accommodate the child's needs, using available resources.

In an inclusive education system, ensuring that teaching methods and flexible curricula can support every child to learn is essential!

You selected, working together with the parents to understand what are other practical strategies that could support the child to learn.

This is also a good approach if you do not have the information or resources you need to provide accommodations alone.

In situations where financial or other resources are unavailable to support inclusion, teachers and school leaders should rely on the experience of parents who know how their children learn best, to find alternative strategies that will support them teach the children in a way that works for them.

Oops! That's incorrect.

Excluding the child from school entirely is a violation of the CRPD, and sending the child away to a day center for children with visual impairments is taking the child out of school and sending them into a segregated setting - another violation of their rights.

Both of those approaches are discriminatory.

The right approach is to adapt the curriculum and teaching methods to accommodate the child's needs, using available resources.

In an inclusive education system, ensuring that teaching methods and flexible curricula can support every child to learn is essential!

Working together with the parents to understand what are other practical strategies that could support the child to learn is also a correct answer.

In situations where financial or other resources are unavailable to support inclusion, teachers and school leaders should rely on the experience of parents who know how their children learn best, to find alternative strategies that will support them teach the children in a way that works for them.

Correct!

The best approach is identifying a new space for all children to continue to learn together, and ensuring that the new space meets basic accessibility requirements.

This option directly addresses the accessibility issue and ensures that the child can continue their education in a safe and inclusive environment.

Oops! That's incorrect.

The best approach would have been identifying a new space for all children to continue to learn together, and ensuring that the new space meets basic accessibility requirements.

This option directly addresses the accessibility issue and ensures that the child can continue their education in a safe and inclusive environment.

Encouraging the child not to attend school would be an example of exclusion, which violates the rights of the child.

Moving just the children with disabilities to a separate space creates segregation, which is also a violating of their rights.

Telling the family to move to a new location puts them at risk, and further excludes the child.

The most appropriate responses in these three scenarios will always prioritise inclusion, adaptation, reasonable accommodations and collaboration with parents to ensure that children with disabilities have access to inclusive education, even in challenging circumstances.

Almost! You selected one great advocacy solution - but the correct answer was "all of the above."

All of these options could be effective ways to respond to a situation where local support for inclusion is limited.

Humanitarian organisations have a key role to play in advocacy for inclusive education in emergencies, and other stakeholders should also be engaged to build a strong shared voice pushing back against exclusion.

Correct!

All of these options could be effective ways to respond to a situation where local support for inclusion is limited.

Humanitarian organisations have a key role to play in advocacy for inclusive education in emergencies, and other stakeholders should also be engaged to build a strong shared voice pushing back against exclusion.

Correct!

Peer support can play an essential role in helping parents build a vision for inclusion and imagine a different future for their child with a disability.

Remember that parents are a key partner in their child's education - especially for children with disabilities. Taking a supporting approach and referring them to other families who both understand their perspective but believe in inclusive education can change minds and help create a future advocate for inclusive education.

Oops! That's incorrect.

The best approach here is to link the parent with a representative from an OPD in the community who can help them think through options.

Peer support can play an essential role in helping parents build a vision for inclusion and imagine a different future for their child with a disability.

Remember that parents are a key partner in their child's education - especially for children with disabilities. Taking a supporting approach and referring them to other families who both understand their perspective but believe in inclusive education can change minds and help create a future advocate for inclusive education.

Almost! You selected one great solution - but the correct answer was "all of the above."

All of these options could be effective ways to respond when you want to build the capacity of your on-the-ground team for the delivery of inclusive education in emergencies.

Local expertise can be particularly important, and linking staff up with OPDs from the country who are experts in education in emergencies can be pivotal for helping team members develop a vision for inclusion.

Don't know where to find local OPDs? Global OPD federations can help you find these local contact!

Correct!

All of these options could be effective ways to respond when you want to build the capacity of your on-the-ground team for the delivery of inclusive education in emergencies.

Local expertise can be particularly important, and linking staff up with OPDs from the country who are experts in education in emergencies can be pivotal for helping team members develop a vision for inclusion.

Don't know where to find local OPDs? Global OPD federations can help you find these local contact!

That's right!

Any of these options could be effective for helping to build the case for the effectiveness and the necessity of inclusive education in emergencies.

Evidence-based advocacy, new partnerships, and clear references to inclusion in sector plans can all make a different in refreshing calls for full inclusion.

Oops! The correct answer was "all of the above."

Any of these options could be effective for helping to build the case for the effectiveness and the necessity of inclusive education in emergencies.

Evidence-based advocacy, new partnerships, and clear references to inclusion in sector plans can all make a different in refreshing calls for full inclusion.

That's correct!

Organisations of Persons with Disabilities (OPDs) are organisations that are led by and largely composed of persons with disabilities or their family members.

These organisations play a crucial role in advocating for the rights and inclusion of persons with disabilities, providing support services, and raising awareness about disability issues.

Key characteristics of OPDs include:

• Leadership: OPDs are led by persons with disabilities or their family members, ensuring that the organisation's priorities and goals are aligned with the needs and experiences of the disability community.
  
  
• Representative: OPDs are representative - they typically have a membership base of persons with disabilities (and in some cases, their families) that they represent.
  
  
• Advocacy: OPDs often engage in advocacy efforts to promote the rights and inclusion of persons with disabilities, such as lobbying for policy and systems changes with the aim of achieving full inclusion for persons with disabilities.
  
  
• Community building: OPDs contribute to building inclusive communities by fostering social connections, promoting self-advocacy, and empowering persons with disabilities to participate fully in society and to advocate for their own rights.

OPDs play a vital role in ensuring that the voices and experiences of persons with disabilities are heard and represented. They are essential partners in promoting disability inclusion and creating a more equitable and inclusive society.

Oops! That's incorrect.

Organisations of Persons with Disabilities (OPDs) are organisations that are led by and largely composed of persons with disabilities or their family members.

These organisations play a crucial role in advocating for the rights and inclusion of persons with disabilities, providing support services, and raising awareness about disability issues.

Key characteristics of OPDs include:

Leadership: OPDs are led by persons with disabilities or their family members, ensuring that the organisation's priorities and goals are aligned with the needs and experiences of the disability community.

Representative: OPDs are representative - they typically have a membership base of persons with disabilities (and in some cases, their families) that they represent.

Advocacy: OPDs often engage in advocacy efforts to promote the rights and inclusion of persons with disabilities, such as lobbying for policy and systems changes with the aim of achieving full inclusion for persons with disabilities.

Community building: OPDs contribute to building inclusive communities by fostering social connections, promoting self-advocacy, and empowering persons with disabilities to participate fully in society and to advocate for their own rights.
OPDs play a vital role in ensuring that the voices and experiences of persons with disabilities are heard and represented. They are essential partners in promoting disability inclusion and creating a more equitable and inclusive society.

That's right!

There are many meaningful ways to engage with OPDs in the humanitarian space:

• Direct consultation: Regularly consult with OPDs and families to gather their input on educational programs and policies.
• Joint planning: Collaborate with OPDs and families in the planning and implementation of inclusive education initiatives.
• Capacity-building: Provide or receive training and support to/from OPDs and families to enhance their/our advocacy and leadership skills.
• Partnership development: Establish formal partnerships with OPDs and families to strengthen collaboration and advocacy efforts.
• Information sharing: Share information about inclusive education initiatives and resources with OPDs and families.
• and more!

What all of these activities have in common is that OPDs are thought partners, also contributing to planning, information sharing, and building expertise.

In contrast, asking OPDs to mobilise people with disabilities for your work is not an example of a meaningful humanitarian partnership. This treats OPDs just as a vehicle for delivering your activity, not as a real partner with input into the process and design of the work.

Oops! That's incorrect.

There are many right ways to engage with OPDs:

• Direct consultation: Regularly consult with OPDs and families to gather their input on educational programs and policies.
• Joint planning: Collaborate with OPDs and families in the planning and implementation of inclusive education initiatives.
• Capacity-building: Provide or receive training and support to/from OPDs and families to enhance their/our advocacy and leadership skills.
• Partnership development: Establish formal partnerships with OPDs and families to strengthen collaboration and advocacy efforts.
• Information sharing: Share information about inclusive education initiatives and resources with OPDs and families.
• and more!

What all of these activities have in common is that OPDs are thought partners, also contributing to planning, information sharing, and building expertise.

In contrast, asking OPDs to mobilise people with disabilities for your work is not an example of a meaningful humanitarian partnership. This treats OPDs just as a vehicle for delivering your activity, not as a real partner with input into the process and design of the work.

That's correct!

OPDs are independent from the government.

While some may have connections to national and regional governments (for example, being part of advisory committees or other partnerships), links to government is not part of being an OPD.

The other benefits of working with OPDs are clear.

People with disabilities have a unique lived-experience and perspective that can contribute to better decision-making in various contexts, from development to humanitarian crises. By making programs and operations more accessible and inclusive, humanitarian organisations can improve their impact and reach a wider range of people. By including their perspectives, humanitarian organisations can better understand their needs and develop more effective programs. This approach promotes good governance, accountability, and improved outcomes for people with disabilities and their communities. 

And of course, even without clear benefits, participation is a fundamental human rights principle.

People with disabilities have historically been excluded from decision-making processes, which has limited their rights and opportunities. The Convention on the Rights of Persons with Disabilities (CRPD) emphasises the importance of including people with disabilities in all decisions that affect them, and humanitarian organisations have a chance to help make this a reality by working closely with OPDs.

To learn more about how and when to consult with persons with disabilities, you can review the United Nations Disability Inclusion Strategy Guidelines on Consulting Persons with Disabilities.  

Oops! Thats's incorrect.

The odd answer out that is not a benefit is access to government connections OPDs have.

While some may have connections to national and regional governments (for example, being part of advisory committees or other partnerships), links to government is not part of being an OPD.

The other benefits of working with OPDs are clear.

People with disabilities have a unique lived-experience and perspective that can contribute to better decision-making in various contexts, from development to humanitarian crises. By making programs and operations more accessible and inclusive, humanitarian organisations can improve their impact and reach a wider range of people. By including their perspectives, humanitarian organisations can better understand their needs and develop more effective programs. This approach promotes good governance, accountability, and improved outcomes for people with disabilities and their communities. 

And of course, even without clear benefits, participation is a fundamental human rights principle.

People with disabilities have historically been excluded from decision-making processes, which has limited their rights and opportunities. The Convention on the Rights of Persons with Disabilities (CRPD) emphasises the importance of including people with disabilities in all decisions that affect them, and humanitarian organisations have a chance to help make this a reality by working closely with OPDs.

To learn more about how and when to consult with persons with disabilities, you can review the United Nations Disability Inclusion Strategy Guidelines on Consulting Persons with Disabilities.

That's correct!

While there may be good reason to engage local NGOs or other community groups at different times, the engagement of families of children with disabilities is essential for successful EiE programming.

Humanitarian actors play a crucial role in supporting families of children with disabilities during emergencies. Recognising that these families often face significant challenges in accessing education and other essential services is vital, and without engaging them it will be difficult to engage children with disabilities in education in emergencies.

Oops! The correct answer was "families of children with disabilities."

While there may be good reason to engage local NGOs or other community groups at different times, the engagement of families of children with disabilities is essential for successful EiE programming.

Humanitarian actors play a crucial role in supporting families of children with disabilities during emergencies. Recognising that these families often face significant challenges in accessing education and other essential services is vital, and without engaging them it will be difficult to engage children with disabilities in education in emergencies.

Correct!

Every approach to working with families on this list is a good one, and will strengthen local families and in turn strengthen access to inclusive education for children with disabilities.

But one approach on this list is non-negotiable - direct consultation and collaboration with families. They are essential partners in inclusive education, and should be consulted and engaged in planning and implementation of all EiE work. This ensures that the programmes are responsive to the specific needs and priorities of the families they are intended to serve. Encourage open dialogue, establish feedback mechanisms, and create opportunities for families to share their experiences and insights. 

The rest of the options on this list are also good strategies - here are a few examples of what those kinds of support might look like specifically.

Empowering Families through Information and Resources:

• Providing families with clear and accessible information about available education services, support systems, and their rights.
• This could include translating essential documents into local languages, organising informational workshops, and establishing communication channels where families can ask questions and receive updates. 
• Sharing and supporting families to use Inclusion International's toolkit for families on inclusive education is a good place to start (available in English, French, Spanish, and Swahili)!

Building Capacity for Advocacy:

• Support families in developing the skills and knowledge necessary to advocate for their children's rights.
• This could include providing training on self-advocacy techniques, navigating bureaucratic systems, and effectively communicating with education providers and government officials. 

Facilitating Peer Support Networks:

• Encourage the creation or strengthening of peer support networks where families can connect with others facing similar challenges.
• These networks provide a valuable platform for sharing experiences, providing emotional support, and learning from one another. These networks are often hosted by organisations called Organisations of Persons with Disabilities (OPDs).

Financial Assistance and Material Support:

• When possible, consider providing families with financial assistance to help cover the costs associated with their children's education, such as transportation, assistive devices, and school supplies.
• Material support, like distributing food packages or hygiene kits, can also alleviate the burden on families struggling to meet basic needs.

Promoting Inclusive Community Engagement:

• Work with families to raise awareness about disability inclusion and promote positive attitudes towards children with disabilities within the broader community.
• This could involve collaborating with community leaders, organising awareness-raising campaigns, and creating opportunities for children with and without disabilities to interact and learn together (within and beyond the educational programmes). 

By implementing these practical strategies, humanitarian actors can contribute to creating a more supportive and inclusive environment for families of children with disabilities in emergency settings, empowering them to actively participate in their children's education and overall well-being.

Almost! The correct answer was direct consultation and collaboration.

Every approach to working with families on this list is a good one, and will strengthen local families and in turn strengthen access to inclusive education for children with disabilities.

But one approach on this list is non-negotiable - direct consultation and collaboration with families. They are essential partners in inclusive education, and should be consulted and engaged in planning and implementation of all EiE work. This ensures that the programmes are responsive to the specific needs and priorities of the families they are intended to serve. Encourage open dialogue, establish feedback mechanisms, and create opportunities for families to share their experiences and insights. 

The rest of the options on this list are also good strategies - here are a few examples of what those kinds of support might look like specifically.

Empowering Families through Information and Resources:

• Providing families with clear and accessible information about available education services, support systems, and their rights.
• This could include translating essential documents into local languages, organising informational workshops, and establishing communication channels where families can ask questions and receive updates. 
• Sharing and supporting families to use Inclusion International's toolkit for families on inclusive education is a good place to start (available in English, French, Spanish, and Swahili)!

Building Capacity for Advocacy:

• Support families in developing the skills and knowledge necessary to advocate for their children's rights.
• This could include providing training on self-advocacy techniques, navigating bureaucratic systems, and effectively communicating with education providers and government officials. 

Facilitating Peer Support Networks:

• Encourage the creation or strengthening of peer support networks where families can connect with others facing similar challenges.
• These networks provide a valuable platform for sharing experiences, providing emotional support, and learning from one another. These networks are often hosted by organisations called Organisations of Persons with Disabilities (OPDs).

Financial Assistance and Material Support:

• When possible, consider providing families with financial assistance to help cover the costs associated with their children's education, such as transportation, assistive devices, and school supplies.
• Material support, like distributing food packages or hygiene kits, can also alleviate the burden on families struggling to meet basic needs.

Promoting Inclusive Community Engagement:

• Work with families to raise awareness about disability inclusion and promote positive attitudes towards children with disabilities within the broader community.
• This could involve collaborating with community leaders, organising awareness-raising campaigns, and creating opportunities for children with and without disabilities to interact and learn together (within and beyond the educational programmes). 

By implementing these practical strategies, humanitarian actors can contribute to creating a more supportive and inclusive environment for families of children with disabilities in emergency settings, empowering them to actively participate in their children's education and overall well-being.