In the case of inclusive education, there are widely differing attitudes, views, and levels of understanding. For students with disabilities, the journey to full inclusion often meets resistance, not just because of misconceptions held about their abilities, but because of systemic shortcomings in resources, school environments, and educators' skills. Inclusive education, however, has the potential to create a pathway to a sustainable and equitable future that amplifies the leadership and contribution of persons with disabilities in every sphere of life.
The UN Convention on the Rights of Persons with Disabilities (UNCRPD) views inclusive education as a basic human right for all children and a key driver in realizing equality and sustainability. Article 24 of the UNCRPD reinforces this commitment through a requirement for inclusive, quality education via removal of legal, physical, and societal barriers for children with disabilities. Likewise, Nepal's Act on the Rights of Persons with Disabilities (2017) reiterates the global commitment by assuring free access to higher, vocational, and technical education along with promoting inclusiveness in the education system.
While these frameworks provide the basis, commitment, innovation, and above all leadership by persons with disabilities are required to translate policy into action. Their voices and experiences should continuously guide the design and implementation of initiatives on inclusive education to make it effective and sustainable.
A Personal View on Inclusion
Having spent years working with grassroots communities, schools, children with and without disabilities, and their families, I've witnessed the challenges and breakthroughs in making inclusive education a reality. One story stands out.
A year ago, in a session at Bandebi Primary School's Early Childhood Education and Development center in Nepal's Rautahat district, I asked teacher Prabina Moktan about the inclusion of children with disabilities in her classroom. The response was disheartening: "It's completely impossible." Her comment reflected a perception long held by educators-that children with disabilities are "unmanageable" or "incompatible" with mainstream education.
However, everything began to change after Prabina attended an eight-day intensive training on inclusive education. The training highlighted the principles of Universal Design for Learning, or UDL-foregrounding practical ways in which teachers can create inclusive classrooms. Teachers learned how to develop and use inclusive learning materials, identify barriers to learning, and adopt flexible teaching methods that meet the diverse needs of their students.
Reflecting on her transformation, Prabina later shared, "It wasn't the children's limitations, but our own lack of skills and understanding. We didn't know how to include them on an equal basis in the classroom." Her elevated confidence now outlines the importance of the capacity-building programs in helping educators create inclusion.
Amplifying Leadership: Lessons from the Field
Prabina is indeed one of the many stories where empowered educators are being created to ripple out to communities. However, to achieve truly inclusive and sustainable futures, we must go further by centering persons with disabilities in the lead for this effort. Globally, 240 million children have different kinds of disabilities, and nearly half of them are out of school, as indicated in the 2021 UNICEF report, Seen, Counted, Included. These facts underpin the urgent need to address systemic barriers and bring more powerful voices of the most affected by exclusion.
Already in Nepal, persons with disabilities are leading the way towards inclusion. For example, OPDs are working with schools and development agencies to design training programs, provide assistive technologies, and push for policy changes. Their lived experiences and expertise are invaluable in ensuring the relevance and effectiveness of interventions.
One such motivational example points a girl named Lalita, whose grandmother shared with me their story. Lalita struggled with vision problems that made her learning difficult. The inclusive ECED program provided early screening and eye surgery. Now she is alongside her peers in life. The words of her grandmother stick deeply in my mind: "Now, Lalita enjoys learning just like any other child of her age. We are so grateful for the support."
Stories like Lalita's remind us that inclusion is not just about access; it's about creating opportunities for leadership and success. Investing in inclusive education empowers people with disabilities to be change-makers within their communities.
Building a Sustainable Future Through Inclusive Education
The theme for the International Day of Persons with Disabilities 2024, therefore, is "Amplifying the Leadership of Persons with Disabilities for an Inclusive and Sustainable Future", a call to move away from symbolic efforts toward meaningful and impactful action. Achieving this vision requires a multi-faceted approach:
Empowering Educators: Teachers are at the heart of inclusive education. Continuing training on specific aspects of disabilities, adaptable teaching methods, and available assistive technologies is vital. Adding mentorship programs by educators who have disabilities could enhance these programs.
Engaging Families and Communities: Parents can be actively involved in their children's educations, advocating for their child's accommodations, and sharing strategies. Community awareness programs can decrease stigma and make a better social environment for all.
Improving Policies and Infrastructure: This means implementing inclusive education policies through governments by funding key resources, including ramps, accessible toilets, specialized staff, and learning materials.
Utilizing Technology: Assistive technologies, such as screen readers and adaptive keyboards, would let students with disabilities engage fully in education, bridging the gap in access.
Promoting Peer Understanding: An inclusive classroom benefits all as peer understanding, cooperation, and understanding of differences grow through interactions between diverse pupils.
A Collective Call to Action
As we believe in the potential of persons with disabilities, we will be enabling them to take leadership roles in changing our society for better inclusiveness and sustainability. We, as educators, policy makers, families, and advocates, have to work together in amplifying these voices. Inclusive education doesn't just accommodate differences but celebrates diversity and opens opportunities for all.
From my personal experience, I have learned that the process of inclusion is continuous, and it demands humility, commitment, and a willingness to learn from the ones we wish to support. The transformation I witnessed in Prabina, Lalita, and many others built my trust in believing that an inclusive future is possible when we lead with empathy and collaboration. On this International Day of Persons with Disabilities, let us recommit to inclusive education and the leadership of persons with disabilities.
Indira Basnet is an Inclusive Education Project Manager with over a decade of experience in the sector, currently working with Humanity & Inclusion. The views expressed are her own.
