How do we know that the implementation of inclusive education is successful?

Every child has the right to quality education and learning.

There are an estimated 240 million children with disabilities worldwide. Like all children, children with disabilities have ambitions and dreams for their futures. Like all children, they need quality education to develop their skills and realize their full potential.

Yet, children with disabilities are often overlooked in policymaking, limiting their access to education and their ability to participate in social, economic and political life. Worldwide, these children are among the most likely to be out of school. They face persistent barriers to education stemming from discrimination, stigma and the routine failure of decision makers to incorporate disability in school services.

Disability is one of the most serious barriers to education across the globe.

Robbed of their right to learn, children with disabilities are often denied the chance to take part in their communities, the workforce and the decisions that most affect them.

Getting all children in school and learning

Inclusive education is the most effective way to give all children a fair chance to go to school, learn and develop the skills they need to thrive.

Inclusive education means all children in the same classrooms, in the same schools. It means real learning opportunities for groups who have traditionally been excluded – not only children with disabilities, but speakers of minority languages too.

Inclusive systems value the unique contributions students of all backgrounds bring to the classroom and allow diverse groups to grow side by side, to the benefit of all.

Inclusive education allows students of all backgrounds to learn and grow side by side, to the benefit of all.

But progress comes slowly. Inclusive systems require changes at all levels of society.

At the school level, teachers must be trained, buildings must be refurbished and students must receive accessible learning materials. At the community level, stigma and discrimination must be tackled and individuals need to be educated on the benefit of inclusive education. At the national level, Governments must align laws and policies with the Convention on the Rights of Persons with Disabilities, and regularly collect and analyse data to ensure children are reached with effective services.

UNICEF’s work to promote inclusive education

To close the education gap for children with disabilities, UNICEF supports government efforts to foster and monitor inclusive education systems. Our work focuses on four key areas:

  • Advocacy: UNICEF promotes inclusive education in discussions, high-level events and other forms of outreach geared towards policymakers and the general public.
  • Awareness-raising: UNICEF shines a spotlight on the needs of children with disabilities by conducting research and hosting roundtables, workshops and other events for government partners.
  • Capacity-building: UNICEF builds the capacity of education systems in partner countries by training teachers, administrators and communities, and providing technical assistance to Governments.
  • Implementation support: UNICEF assists with monitoring and evaluation in partner countries to close the implementation gap between policy and practice.

More from UNICEF


Beyond being an education philosophy, Inclusive Education is a life skill that can have the most positive, far-reaching consequences in Education.

According to UNESCO, Inclusive Education means that the school can provide good education to all the pupils irrespective of their varying abilities with ensured equal opportunities to learn together. Inclusive education is an ongoing process. Teachers must work actively and deliberately to reach its goals.

Bringing in Inclusive Education

Nothing worth having comes easy. When we talk about Inclusive Education, the same rule follows. Beyond being an education philosophy, it is a life skill that can have the most positive, far-reaching consequences. When children interact daily, socially and academically with peers who are diverse and different, a certain magic spontaneously happens. They learn to understand – and invariably also appreciate – that each individual comes with their own characteristics, strengths and limitations. They grow up and take these skills and sensibilities along with them as adults into their wider spheres. They have, to a large extent, already inculcated greater sensitivity, better understanding, and greater tolerance. Qualities in frighteningly short supply in today’s world.

None of this comes easy. Implementing inclusivity in education in the real world would call for resources, the will and proper monitoring. It would require a learning resource centre or an in-house team of specialists who could address the unique needs of special needs children. Enthusiastic, skilled and sensitized teaching staff would be needed to teach inclusively. The curriculum would need to include locally relevant themes and contributions by marginalized and minority groups. Parental involvement would need to be maximised. Given the challenges compounded by low funding, and often lower will or support, inclusivity is all too often excluded completely.

Are we genuinely prepared to advance inclusive education?

It would mean holding governments accountable for implementing antidiscrimination legislation, and legal mandates for inclusion. Schools would need to receive adequate and sustainable financial support. Parents would need to be empowered to assert their children’s right to education in inclusive settings. Inclusive education would need to be made a shared responsibility, including educators, social workers, parents and students to participate in its design, delivery and monitoring.


  • Inclusive Education should include subjects with high social and community content because they need to be sensitive to the needs of students and the environment.
  • Quality, equality and equity concepts should be translated into specific actions of educative interventions.
  • The collaborative work among educators facilitates inclusion and needs to be promoted in the Teacher Preparation Programmes.
  • The teacher learns when teaching and the students teach when they learn.

 Benefits from Inclusive Education:

  • Develop individual strengths and gifts, with high and appropriate expectations for each child.
  • Work on individual goals while participating in the life of the classroom with other students their own age.
  • Involve their parents in their education and in the activities of their local schools.
  • Fostering a school culture of respect and belonging. Inclusive education provides opportunities to learn about and accept individual differences, lessening the impact of harassment and bullying.
  • Develop friendships with a wide variety of other children, each with their own individual needs and abilities.
  • Positively affect both their school and community to appreciate diversity and inclusion on a broader level.

How will you ensure the effective implementation of your instruction?

Teachers can begin to build this foundation by incorporating into their instruction the practices described below..
Establish a Positive Relationship. ... .
Apply a Rigorous Curriculum. ... .
Make Data-Based Decisions. ... .
Implement Tiered or Intensified Instruction. ... .
Provide Culturally Responsive Instruction. ... .
Use Grouping Strategies..

What are the characteristics of successful inclusion?

7 Key Features of Quality Inclusion.
Intentional, sufficient, and supported interactions between peers with and without disabilities..
Specialized, individualized supports..
Family involvement..
Inclusive, interdisciplinary services and collaborative teaming..
A focus on critical sociological outcomes..

What are the factors of a successful inclusive environment?

These eight building blocks are the foundation of inclusion at both the individual and company level:.
Having a voice. ... .
Belonging. ... .
Sense of uniqueness. ... .
Feeling valued. ... .
Learning and development. ... .
Collaborative environment. ... .
Access to resources. ... .
Strategic alignment..

What is the status of inclusive education implementation in the Philippines?

The Philippines has made significant progress towards inclusive education in recent years. However, there is still work to be done. In order for inclusive education to be successful, it is vital that everyone involved – including students, families, educators, and community members – work together towards common goals.